CCMS Lesson Plan Template Name Sudeepta Sridhara

Mathematics and Science Departments Date 12/3/16

Standards (FfT 1c) NGSS.SCI.6-8.SEP-1: Asking questions (for science) and defining
(CCSS, NGSS, etc.) problems (for engineering)
NGSS.SCI.6-8.SEP-3: Planning and carrying out investigations
NGSS.SCI.6-8.SEP-8: Obtaining, evaluating, and communicating
information

Data (FfT 1c) Unit V Post-Test Data

What data do you have to support
aspects of lesson?
Objective(s) for this Lesson
(FfT 1c)
46% of students- basic
39% of students-proficient
16% of students-mastery
SW design a lab to distinguish between metal and non-metal objects;
Students will review for the re-assessment of Unit V

Prerequisite Knowledge (FfT 1c) Properties of matter, properties of metals, Nature of Science unit

Potential Misconceptions or Difference between chemical and physical properties

Procedural Mistakes

What questions can I ask to What is the difference between a metal and a non-metal?
check my students What are key properties of metals?
understanding of the lesson How can you identify a metal by each of the four senses?
objectives and outcomes? Where can you find metals in daily life, and in the earth?
(FfT 1f)
Questions should represent all levels
of cognitive demand.
Resources (FfT 1e) Textbook Chapter 13 lesson 2
Texts Manipulatives- objects which are metals and non-metals
Technology
Manipulatives
Vocabulary
Engagement (FfT 1e/1f) Outcome(s): SW recall the difference between metals and non-metals
7 minutes
Warm-Up Activity/Assignment: SW be given five known substances at their
Essential Question tables and write down whether they are metals or not
Opening Activity

SW turn and talk with an elbow partner to review their answers

Partners will write on a mini white-board and hold it up to the class to

determine whether everyone is on the same page

(3 will be metals, 2 will not)

Grouping: individual/pair
 CCMS Lesson Plan Template
Mathematics and Science Departments
Exploration (FfT 1e/1f)
7 minutes
What cooperative learning
strategies are used?
How will you model concepts for
students?
What questions will uncover
student misconceptions?
Explanation (FfT 1e/1f)
15 minutes
How are misconceptions being
addressed and cleared?
How will students explain
learning?
What strategies and tools will I
use to help students actively
formulate new vocabulary?
Elaboration (FfT 1e/1f)
Name Sudeepta Sridhara
Date 12/3/16
Pair work will be done with one student who scored proficient/mastery
and one who scored basic on the Unit V exam
Assessment: White boards; 100% accuracy for all students
Outcome(s): SW create a scientific question for an experiment
Activity/Assignment: SW be given a scenario: what if the objects were
unknown substances, how would they know whether the objects were
metals or not?
SW come up with a scientific question for an experiment which tests
whether something is a metal or not
Based off of the question, students will write a list of materials they will
need
Grouping: individual
Assessment: checking for accuracy and relevance of question; 100%
accuracy
Outcome(s): SW predict a response to their question
Activity/Assignment: SW use their prior knowledge of metals vs. non
metals to predict an answer to their question, and write it in the form of
a hypothesis using justification
Answers cannot be in the form of numbers, ex. cannot say i predict that
three out of five are metals; answers have to include information about
properties of metals
Ex. i predict that all of the magnetic objects are metals because metals
are magnetic
Grouping: individual/whole group
Assessment: at least 3 students will read their questions and
hypotheses out loud to the class
Outcome(s): SW compose a lab to compare metals and non-metals
 CCMS Lesson Plan Template Name Sudeepta Sridhara
Mathematics and Science Departments Date 12/3/16

27 minutes
What questions can be asked to
help students apply knowledge
and skills to new situations?
What new experiences will I
provide for students to expand
their understanding and connect
to real-world situations?
Activity/Assignment: SW complete the methods, materials and
variables sections of their experiments
Methods: SW articulate how they will complete the experiment
Materials: what will students need to complete the experiment?
Variables: SW identify what their independent, dependent and control
variables are

Grouping: individual

Assessment: one student per section will read a portion of their lab out
loud; checking students work as they complete it; 100% accuracy

Evaluation (FfT 1e/1f) Outcome(s): SW assess the effectiveness of others labs

10 minutes
How will it be determine that the
students have attained the
learning objectives?
How will students work identify
needs and be used to inform
future instructional decisions?
Activity/Assignment: SW switch labs with their elbow partners, elbow
partners will correct each others labs
Elbow partners will correct for accuracy of information, feasibility of lab,
organization; students will only provide comments and not grades;
comments should be written in paragraph form and not directly on the
lab

Grouping: Pair, students are grouped with someone who was within
ten points of them on the chapter test

Assessment: labs will be collected and graded; 90% accuracy

Homework (FfT 1e/1f) N/A (no weekend HW)

Differentiation (FfT 1c/1e)
How will you differentiate for different
subgroups (Honors, General
Education, SPED, ESOL, etc.)?
Section : a higher number of
high-performing students; honors
english class will write a synthesis
of their lab in addition to the lab
outline
Section : front two tables of
students are lowest performing in
the grade; they will be able to work
with each other to come up with
the elaboration section