Professional Documents
Culture Documents
Materiales:
100 ml vasos o copas de plstico
0,1 M CH3COOH (cido actico / vinagre)
H2O2 (perxido de hidrgeno)
La levadura
NaHCO3 (bicarbonato de sodio)
Termmetro
El papel milimetrado
Http://www.youtube.com/watch?v=YIfV2Z-4M5E
Http://www.youtube.com/watch?v=MyAzjSdc3Fc&feature=related
Coloque los estudiantes en grupos predeterminados para maximizar el
aprendizaje.
Durante participar pedazo de leccin, los estudiantes participarn en
think-par-accin.
Diagrama de Venn como un producto para estudiantes del idioma
ingls.
Objetivos de la leccin:
Los estudiantes sern capaces de determinar si una reaccin es
exotrmica (perdida de energa) o endotrmico (energa ganando)
basado en el anlisis cuantitativo y cualitativo.
Los estudiantes llevarn a cabo con xito experimentos detallados que
incluyen la recopilacin de datos cualitativos y cuantitativos.
ENGANCHAR
Describir cmo el maestro captar el inters de los estudiantes.
O Haga que cada estudiante sostenga un trozo de hielo.
o El uso de think-par-accin, los tienen por qu teorizan que estn
sintiendo lo que estn sintiendo. Emparejar con otro estudiante y
compartir sus pensamientos. Los grupos les informarn a la clase.
o Pregunta cmo este es el mismo o diferente de pie delante de un
refrigerador abierto.
o Los estudiantes compartirn entre s de dos en dos y luego informar a
la maestra que registre todas las respuestas en la pizarra.
EXPLORAR
Describir las manos a la actividad de laboratorio que los estudiantes
van a hacer.
EXPLIQUE
Cul es el concepto de gran idea que los estudiantes deben haber
interiorizado de hacer la exploracin?
AMPLIAR
Explicar cmo los estudiantes desarrollarn una comprensin ms
sofisticada del concepto.
Materials:
100 ml beakers or plastic cups
.1 M CH3COOH (acetic acid/Vinegar)
H2O2 (Hydrogen peroxide)
Yeast
NaHCO3 (Baking soda)
Thermometer
Graph paper
http://www.youtube.com/watch?v=YIfV2Z-4M5E
http://www.youtube.com/watch?v=MyAzjSdc3Fc&feature=related
Place students into predetermined groups to maximize learning.
During engage piece of lesson, students will participate in think-pair-
share.
Venn diagram as a product for English Language Learners.
Based on the above two equations, have students fill in the diagram.
Special Education: Students watch the following two videos:
http://www.youtube.com/watch?v=YIfV2Z-4M5E and
http://www.youtube.com/watch?v=MyAzjSdc3Fc&feature=related .
Write the reactions as the students are watching, leaving heat out.
After the videos, have the students identify on which side of the
reaction heat belongs as a product (given off) or as a reactant
(absorbed).
GATE: Students will calculate heat gained or lost based on mass of
baking soda used, calculate the heat gained or lost of a different
quantity and then conduct an experiment to confirm.
ENGAGE
Describe how the teacher will capture the students interest.
o Have each student hold a piece of ice.
o Using think-pair-share, have them theorize why they are feeling what
they are feeling. Pair with another student and share their thoughts.
Groups will them report out to the class.
o Ask how this is the same or different from standing in front of an
open refrigerator.
o Students will share with each other in pairs and then report out to
the teacher who will record all answers on the board.
What kind of questions should the students ask themselves after the
engagement?
EXPLORE
Describe the hands-on laboratory activity that the students will be
doing.
List the big idea conceptual questions that the teacher will ask to
focus the student exploration.
EXTEND
Explain how students will develop a more sophisticated understanding
of the concept.