Shonda's+Content

1. Creativity and innovation = X 4. Critical thinking, problem solving, and decision making =X 2. Communication and collaboration =X 5. Digitial citizenship 3. Research and information fluency 6. Technology operations and concepts =X || Students will be given the scenario. Students will listen as the teacher reads the scenario. Students will be put into groups of three. In the groups students will come up with ways to determine what the mystery powders are. Students will observe three different substances (baking soda, flour, and baby powder). Students will use four of the five senses to observe the substances (touch, sight, smell, and hearing. Students will be warned in advanced not to taste any of the substances. Students will post final results on the class blog. || Materials and Resources Baking soda Baby powder Flour Cups Paper towel Index cards ||
 * Daily Lesson GAME Plan-Week 5 ||
 * **Lesson Title: The Mystery Powder** |||| **Related Lessons: Mixtures and solutions** ||
 * **Grade Level: 7th/LD self contained** |||| **Unit: Physical Science** ||
 * GOALS ||
 * **Content Standards:** The student will demonstrate an understanding of properties of matter. (Physical Science) ||
 * **ISTE NETS-S**
 * ACTION ||
 * **Before-Class Preparation: Set a scenario for students. Students at a local school found a mysterious powder while playing at recess. They want to identify this powder.** ||
 * During Class ||
 * Time: 60minutes |||| Instructional Activities:  [|Compare the physical properties of the states of matter (including volume, shape, and the movement and spacing of particles).]
 * **Notes:** ||
 * MONITOR ||
 * **Ongoing Assessment(s):Students will be assessed on how well they worked in their groups to determine what the mystery substances were. Final assessment will be on an individual basis. Students individually will have to come up with a plan to identify the mystery substance on the playground.**
 * **Ongoing Assessment(s):Students will be assessed on how well they worked in their groups to determine what the mystery substances were. Final assessment will be on an individual basis. Students individually will have to come up with a plan to identify the mystery substance on the playground.**


 * Accommodations and Extensions: Oral administration of Science reading. Teacher and assist students with posting results on blog.**


 * Back-up Plan: If computers are not working properly, students will post results in science journals.** ||
 * EVALUATION ||
 * **Lesson Reflection and Notes:** ||

1. Creativity and innovation= X 4. Critical thinking, problem solving, and decision making =X 2. Communication and collaboration=X 5. Digitial citizenship 3. Research and information fluency 6. Technology operations and concepts =X || Students will be given the scenario. Students will listen as the teacher reads the scenario. Students will work in groups of three. 1. Get an empty cup and put two spoonfuls of salt into it. Then add one spoonful of pepper to the salt. Mix the salt and pepper together. What do you notice about the mixture? Record your observations and explanations. 2. Get another empty cup and fill it a fourth of the way with water. Add one spoonful of pepper to the water and mix with a clean spoon. What do you notice? 3. Fill another empty cup a fourth of the way with water. Add about three or four drops of food dye to the water and mix it. What type of mixture is this? 4. Get another empty cup and fill it half full with water. Add 1/2 package of kool-aid to the water. What do you notice about the mixture? 5. Now fill a glass halfway with water and add about two spoonfuls of sand to the water. What do you notice? What type of mixture is this? 6. Fill another empty cup halfway with water and add two spoonfuls of liquid soap. Mix together so that bubbles form. What type of mixture is this? 7. Now put one spoonful of glue into an empty cup and mix three drops of food dye with it. What type of mixture do you think this is?
 * Daily Lesson GAME Plan-Week 6 ||
 * ** Lesson Title: ** Homogenous and Heterogeneous Mixtures  |||| ** Related Lessons: Mixtures and solutions ** ||
 * ** Grade Level: 7th/LD self contained ** |||| ** Unit: Physical Science ** ||
 * GOALS ||
 * ** Content Standards: ** The student will demonstrate an understanding of properties of matter. (Physical Science) ||
 * ** ISTE NETS-S **
 * ACTION ||
 * ** Before-Class Preparation: Set a scenario for students. During a fifth period Science class a teacher introduced two different mixtures to her class. Students were left to determine what kind of mixture it was and the best way to separate it. Before the students are able to separate it they have to determine what kind of mixture it is. ** ||
 * During Class ||
 * Time: 60minutes |||| Instructional Activities: [|Compare the physical properties of the states of matter (including volume, shape, and the movement and spacing of particles).] 
 * Students will learn that matter can be combined to form both mixtures and compounds, and will learn the difference between the two.
 * Students will learn that mixtures may be either homogeneous or heterogeneous.
 * Students will learn that a solution is a special type of mixture
 * Plan: **

A worksheet that is numbered 1-7 that corresponds with the mixtures they create will be used. Have the words homogenous and heterogeneous next to each number. The students can circle which one it is and then they need to explain why they chose that answer. You can pose different questions for the students to consider. e.g. What type of mixture is it? What do you notice? How many phases do you see? Why did you choose the answer you did?  Students will post final results on the class blog. || Materials and Resources computer worksheets Science books ||
 * clear plastic cups (11 per lab group)
 * plastic spoons ( 11 per group)
 * salt(4 tablespoons per group)
 * <span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">pepper (4 tablespoons per group)
 * <span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">water (as much as needed)
 * <span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">food dye (one box per group)
 * <span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">kool-aid (one package per group)
 * <span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">glue (2 tablespoons per table)
 * <span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">sand (2 tablespoons per group)
 * <span style="font-family: 'Arial','sans-serif'; font-size: 9pt;">soap (2 tablespoons per group)
 * ** Notes: Next lesson, students will explain how to separate different mixtures via a digital story. ** ||
 * MONITOR ||
 * ** Ongoing Assessment(s): Students will be assessed on how well they worked in their groups. They will also be assessed based on data and responses collected within the groups. Students will receive a grade for blog postings as well. A unit test will also be given at the end of the unit. **
 * Accommodations and Extensions: Oral administration of Science reading. Teacher and assist students with posting results on blog. **
 * Accommodations and Extensions: Oral administration of Science reading. Teacher and assist students with posting results on blog. **


 * Back-up Plan: If computers are not working properly, students will post results in science journals. ** ||
 * EVALUATION ||
 * ** Lesson Reflection and Notes: ** ||

Daily Lesson GAME Plan 7 || GOALS || <span style="font-family: 'Arial','sans-serif'; msolist: Ignore;">5-4.1 **<span style="font-family: 'Arial','sans-serif';">Content Standards: ** <span style="color: black; font-family: 'Arial','sans-serif';">The student will demonstrate an understanding of properties of matter. (Physical Science) <span style="font-family: 'Arial','sans-serif';">Use the processes of filtration, sifting, magnetic attraction, evaporation, chromatography, and floatation to separate mixtures. || 1. Creativity and innovation= X 4. Critical thinking, problem solving, and decision making =X 2. Communication and collaboration =X 5. Digital citizenship 3. Research and information fluency 6. Technology operations and concepts =X || ACTION || During Class || Time: 120 minutes/2 class periods |||| Instructional Activities: <span style="color: black; font-family: 'Verdana','sans-serif'; font-size: 10pt;"> It is essential students: · Use the processes of filtration and sifting to separate mixtures. · recognize a given procedure that would be appropriate to separate a given mixture · Before starting lesson, you can introduce separating mixtures with a [|PowerPoint presentation]
 * Lesson Title: What’s the Best Way to Separate the Mixture?** ||||
 * Related Lessons: Mixtures and solutions** ||
 * Grade Level: 7th/LD self contained** ||||
 * Unit: Physical Science** ||
 * Grade Level: 7th/LD self contained** ||||
 * Unit: Physical Science** ||
 * ISTE NETS-S**
 * ISTE NETS-S**
 * Before-Class Preparation: Teacher will have mixtures prepared for students in cups and lab stations will be ready for students to work. Reserve laptop cart and digital hardware from library and computer lab.** ||
 * Before-Class Preparation: Teacher will have mixtures prepared for students in cups and lab stations will be ready for students to work. Reserve laptop cart and digital hardware from library and computer lab.** ||

--Remind students of safety issues. Explain to students what a digital story is and show them the steps to follow. Students will work in pairs to explain the best way to separate the mixture via a digital story. Show students examples of digital stories. || Materials and Resources Baking soda salt gravel Cups water Paper towel Screens Funnels/funnel paper Evaporation dishes Computers Video camera/digital camera <span style="font-family: 'Arial','sans-serif'; font-size: 11pt;">Rubric for digital story <span style="font-family: 'Arial','sans-serif'; font-size: 11pt;"> Photostory software <span style="font-family: 'Arial','sans-serif'; font-size: 11pt;"> Digital camera/flip camera <span style="font-family: 'Arial','sans-serif'; font-size: 10pt;">[] [] || MONITOR ||
 * Notes: Power point is on 5th grade level. Students in my class or on this level and below. Students will also get more time if needed.** ||
 * Notes: Power point is on 5th grade level. Students in my class or on this level and below. Students will also get more time if needed.** ||
 * Notes: Power point is on 5th grade level. Students in my class or on this level and below. Students will also get more time if needed.** ||
 * Ongoing Assessment(s): Students will be assessed on how well they worked in their groups to determine the best plan for separating the mixture. Digital stories and blog postings will be the final assessments. Digital stories will be assessed by a teacher made rubric. Students will work in pairs to come up with a plan to separate mixture. Each student must contribute in order to receive full credit. Students must post to classroom blogs individually.**
 * Ongoing Assessment(s): Students will be assessed on how well they worked in their groups to determine the best plan for separating the mixture. Digital stories and blog postings will be the final assessments. Digital stories will be assessed by a teacher made rubric. Students will work in pairs to come up with a plan to separate mixture. Each student must contribute in order to receive full credit. Students must post to classroom blogs individually.**


 * Accommodations and Extensions: Oral administration of Science reading. Teacher and assist students with posting results on blog.**

EVALUATION ||
 * Back-up Plan: If computers are not working properly, students will post results in science journals.** ||
 * Lesson Reflection and Notes: Digital stories will be shown to parents during Math and Science Night.** ||
 * Lesson Reflection and Notes: Digital stories will be shown to parents during Math and Science Night.** ||