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Kristen M's Lesson Plan
TLWD evaluation of adaptations by predicting the environment and living conditions of an unknown species. || Goover rules of blog Blog assignment || S: Readblog T:explain what a blog is – a website that short for web log – posts can be readand commented on by others. This is a great way to have a conversation online with other people S: ask any questions T: read the post to them - ask students to write down what they include in a comment n Comment should include: S: write down comment on a sheet of paper T: go over comments with the student n encourage details n Discuss what is appropriate and inappropriate in the student’s comments n Discuss why the comments are appropriate or inappropriate n Discuss the proof that is included n Go over the following site [] S: ask questions n Exchange papers n rewrite one persons comment to make it better n Share the changes with the teacher and student T: go over blog rules n Use real English (no texting language – LOL, TY…) n Appropriateness of comment n Writing styles n Have students go to blog site S: go to blog T: go over instructions n read entry (PSSA practice question) n write a comment about the post on the blog site n comment on two other students S: read blog and comment on the website (due within 2 days) – many will get this done during this period but I have extended the due date in case the lesson takes longer than expected, technical problems, or if the student want to think about the comment. n read at least 2 other classmates comments and comment on the appropriateness of their comment (student must have the classmate’s comment done within 3 days – this allows for time to think and comment effectively) T: monitor blog site and comment on student’s answers || Studythe picture of the imaginary animal below. **Based on its features,** make**scientific** inferences about the animal’s habitat and about its niche. Inother words, tell about the kind of area it might live in, what it might eat,and what role it might play in its community. **Be sure** **to explain yourreasoning. Use resources to help you.**
 * **Lesson/Unit Title** || Adaptations – 8th grade science ||
 * ===**Academic Standards Addressed**=== || **S8.A.1.1.3** Use evidence, suchas observations or experimental results, to support inferences about arelationship.
 * S8.A.1.3.4** Given a scenario,explain how a dynamically changing environment provides for the sustainabilityof living systems.
 * S8.B.1.1.1** Describe thestructures of living things that help them function effectively in specificways (e.g., adaptations, characteristics).
 * S8.B.2.1.1** Explain howinherited structures or behaviors help organisms survive and reproduce indifferent environments.
 * **Agenda** || Introduce blog
 * **Introduction** || Show a blog ([]) show main post and 2 comments ||
 * **Activities** || T: place original blog on promethean board while taking attendance
 * Do you agree or disagree with the comment?
 * Why do you agree or disagree?
 * Expand the knowledge:
 * Include an anecdote that corresponds with the post
 * Include more details that relate to the post (agreeing with the data or contradictory to the data)
 * This site gives rules of comments – a simple copy of this will be given to the students and hung in the classroom for all students to see while they are working on blogs during the class period
 * Use the green pens provided so changes are easy to be seen
 * Ask and answer questions about comments
 * Use proper grammar and spelling
 * No rude or demeaning comments
 * Use only positive comments
 * Do not use all capital letters or all lowercase letters
 * Write in paragraphs and have full thoughts!
 * appropriateness of their comments
 * **Resources Needed** || Laptops, internet, blog site, comments rules, green pens, lined paper ||
 * **Student Assessment**
 * Strategy** || Since this is just the first blog try – I will be grading on just if they followed all the rules and did what was expected of them – if they did not then they will be given another option to redo the comment so full credit can be earned. ||
 * **Reflection** ||  ||
 * Blog Entry**



Erica S.'s Lesson Plan
**Subject:** Reading & Language Arts **Grade:** 2 (Any Elementary level)

**Topic:** Open Ended Responses- Comprehension Checks

**Content Summary:** This lesson will be given as center work during Small Group Instruction for the assigned blog team. This will be used on Day 5 of a 6 day cycle that is used with each weekly story. We will go over the tested skills for the week as well as review how to properly answer an open-ended question. This will be used as a review writing skill prior to the weekly test which is given on Day 6.

**Time Needed:** 15 minutes out of the 45 minutes small reading group block.

Students will need:
 * Materials: **
 * 1) //Computer //
 * 2) //Language Arts book or Short Story. (will vary week to week) //

Teacher will need:
 * 1) //Writing Prompt question //
 * 2) //Short Story handout (if being used) //

**Warm-Up:** Prior to center time beginning a review on how to access the team blog and how to sign in will be reviewed. The teacher will already have blog teams set up. Each team member will respond to the prompt on the board if they are on the designated blog team for that week. Each week a different team will blog about the prompt written on the board by the teacher. During the week, the students from other teams will have the opportunity to respond to blogs posted previously by other classmates. The teacher will demonstrate how to turn a question into a response and review how to look for information back in a story if details are required of the prompt.

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 12pt; text-decoration: none; vertical-align: baseline;">**Development:** This lesson will be used on a weekly basis. The writing skills for open-ended questions will be worked on with daily journal entries in their notebooks throughout the week. The skill being tested is also taught and reviewed throughout the 5 day cycle. Each week the tested skills vary as do the open ended requirements. This lesson allows the teacher to evaluate if the students are able to transfer the tested skill to other questions outside the main story for the week. The teacher will create writing prompts from one of the “smaller” stories from the week or from the leveled reader of the week. (The leveled readers showcase the tested skills for the week as well) This lesson encourages practice of good reading strategies and check comprehension by asking students to respond to an assigned reading, reflecting on how it applies to their own experience (if pertains).

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 12pt; text-decoration: none; vertical-align: baseline;">**Assessment:** At the end of the quarter, the Blog Rubric will be used to evaluate their responses. Informal assessments will be given weekly by the teacher through blog commentary.

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 12pt; text-decoration: none; vertical-align: baseline;">Were the students engaged? <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 12pt; text-decoration: none; vertical-align: baseline;">Were the students able to respond adequately to prompt? <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 12pt; text-decoration: none; vertical-align: baseline;">What can I change for next week’s lesson? BLOG RUBRIC
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 12pt; text-decoration: none; vertical-align: baseline;">Self Evaluation: **


 * || <span style="background-color: #bec0bf; color: #000000; display: block; font-family: Arial; font-size: 11pt; text-align: center; text-decoration: none; vertical-align: baseline;">4 || <span style="background-color: #bec0bf; color: #000000; display: block; font-family: Arial; font-size: 11pt; text-align: center; text-decoration: none; vertical-align: baseline;">3 || <span style="background-color: #bec0bf; color: #000000; display: block; font-family: Arial; font-size: 11pt; text-align: center; text-decoration: none; vertical-align: baseline;">2 || <span style="background-color: #bec0bf; color: #000000; display: block; font-family: Arial; font-size: 11pt; text-align: center; text-decoration: none; vertical-align: baseline;">1 ||
 * <span style="background-color: #ffffff; color: #0000ff; display: block; font-family: Arial; font-size: 11pt; text-align: center; text-decoration: none; vertical-align: baseline;">Content || <span style="background-color: #ffffff; color: #000000; display: block; font-family: Arial; font-size: 11pt; text-align: center; text-decoration: none; vertical-align: baseline;">Posts display a reflective, insightful, and contemplative understanding about the topic. || <span style="background-color: #ffffff; color: #000000; display: block; font-family: Arial; font-size: 11pt; text-align: center; text-decoration: none; vertical-align: baseline;">Posts provide a reasonable insight and understanding about the topic. || <span style="background-color: #ffffff; color: #000000; display: block; font-family: Arial; font-size: 11pt; text-align: center; text-decoration: none; vertical-align: baseline;">Posts provide minimal insight and understanding about the topic. || <span style="background-color: #ffffff; color: #000000; display: block; font-family: Arial; font-size: 11pt; text-align: center; text-decoration: none; vertical-align: baseline;">Posts do not provide evidence of insight or understanding about the topic. ||
 * <span style="background-color: #ffffff; color: #0000ff; display: block; font-family: Arial; font-size: 10pt; text-align: center; text-decoration: none; vertical-align: baseline;">Organization || <span style="background-color: #ffffff; color: #000000; display: block; font-family: Arial; font-size: 11pt; text-align: center; text-decoration: none; vertical-align: baseline;">Writes with a consistent and easy to follow structure that places most recent posts at the top of the page. || <span style="background-color: #ffffff; color: #000000; display: block; font-family: Arial; font-size: 11pt; text-align: center; text-decoration: none; vertical-align: baseline;">Page shows general consistency but lacks an organizational structure. Most recent posts are located at the top of the page. || <span style="background-color: #ffffff; color: #000000; display: block; font-family: Arial; font-size: 11pt; text-align: center; text-decoration: none; vertical-align: baseline;">Uses a structure that shows minimal awareness of the need for consistency. Most recent posts are not located at the top of the page. || <span style="background-color: #ffffff; color: #000000; display: block; font-family: Arial; font-size: 11pt; text-align: center; text-decoration: none; vertical-align: baseline;">Fails to provide any consistent or organized structure. Most recent posts are not located at the top of the page. ||
 * <span style="background-color: #ffffff; color: #0000ff; display: block; font-family: Arial; font-size: 11pt; text-align: center; text-decoration: none; vertical-align: baseline;">Point of View || <span style="background-color: #ffffff; color: #000000; display: block; font-family: Arial; font-size: 11pt; text-align: center; text-decoration: none; vertical-align: baseline;">Posts are written in a style that both appeals and is appropriate for the intended audience. || <span style="background-color: #ffffff; color: #000000; display: block; font-family: Arial; font-size: 11pt; text-align: center; text-decoration: none; vertical-align: baseline;">Posts are written in a style that is appropriate for the intended audience. || <span style="background-color: #ffffff; color: #000000; display: block; font-family: Arial; font-size: 11pt; text-align: center; text-decoration: none; vertical-align: baseline;">Posts are written in a style that is not fully considerate of the intended audience. || <span style="background-color: #ffffff; color: #000000; display: block; font-family: Arial; font-size: 11pt; text-align: center; text-decoration: none; vertical-align: baseline;">Posts are carelessly written and no attempt is made to appeal the intended audience. ||
 * <span style="background-color: #ffffff; color: #0000ff; display: block; font-family: Arial; font-size: 11pt; text-align: center; text-decoration: none; vertical-align: baseline;">Creativity || <span style="background-color: #ffffff; color: #000000; display: block; font-family: Arial; font-size: 11pt; text-align: center; text-decoration: none; vertical-align: baseline;">Posts are creative in a manner that motivates dialogue and comments. || <span style="background-color: #ffffff; color: #000000; display: block; font-family: Arial; font-size: 11pt; text-align: center; text-decoration: none; vertical-align: baseline;">Posts are mostly well written, but not all posts encourage a dialogue or commentary. || <span style="background-color: #ffffff; color: #000000; display: block; font-family: Arial; font-size: 11pt; text-align: center; text-decoration: none; vertical-align: baseline;">Posts are brief and unimaginative. No attempt is made for audience interaction. || <span style="background-color: #ffffff; color: #000000; display: block; font-family: Arial; font-size: 11pt; text-align: center; text-decoration: none; vertical-align: baseline;">Posts do not reflect a communication awareness ability. ||
 * <span style="background-color: #ffffff; color: #0000ff; display: block; font-family: Arial; font-size: 11pt; text-align: center; text-decoration: none; vertical-align: baseline;">Accuracy || <span style="background-color: #ffffff; color: #000000; display: block; font-family: Arial; font-size: 11pt; text-align: center; text-decoration: none; vertical-align: baseline;">Writes with no errors in grammar, spelling, capitalization, and punctuation || <span style="background-color: #ffffff; color: #000000; display: block; font-family: Arial; font-size: 11pt; text-align: center; text-decoration: none; vertical-align: baseline;">Writes with 1-2 errors in grammar, spelling, capitalization, and punctuation || <span style="background-color: #ffffff; color: #000000; display: block; font-family: Arial; font-size: 11pt; text-align: center; text-decoration: none; vertical-align: baseline;">Writes with 3 or more errors in grammar, spelling, capitalization, and punctuation || <span style="background-color: #ffffff; color: #000000; display: block; font-family: Arial; font-size: 11pt; text-align: center; text-decoration: none; vertical-align: baseline;">Writes with 5 or more errors in grammar, spelling, capitalization, and punctuation ||

<span style="background-color: #ffffff; color: #0000ff; font-family: Arial; font-size: 11pt; text-decoration: none; vertical-align: baseline;">Comments:


 * <span style="background-color: #ffffff; color: #0000ff; display: block; font-family: Arial; font-size: 11pt; text-align: right; text-decoration: none; vertical-align: baseline;">Total Score || <span style="background-color: #ffffff; color: #000000; display: block; font-family: Arial; font-size: 18pt; text-align: center; text-decoration: none; vertical-align: baseline;">/20 ||

Kerry Zech's Lesson Plan
** Red Lion Area School District – EATS Lesson ** //A lesson is a chunk of learning not a chunk of time//


 * Topic:** Poetry **Subject/Grade(s):** Reading **/** 6
 * **__ E __****ssential Question: How do I interpret poetry**

Assessment Prompt 1: Identify poetic cues Assessment Prompt 2: Identify figurative language Assessment Prompt 3: analyze poetry using poetic cues and figurative lanugage ||
 * What do students need to know and be able to do to answer the LEQ**** ? **


 * **__ A __****ctivating Strategy:** TONE AND MOOD- set a somber mood in your class. Use language and body language to get kids to identify the mood you are setting. Discuss the importance of understanding mood and tone.


 * Key Vocabulary to Preview: ** Homophone ||
 * **__ T __****eaching Strategies:**
 * Graphic Organizer: ** Chart- vocab ||
 * ** Instruction: ** On the overhead, Put //o captain, my captain// by Walt Whitman. Read it through a couple of times and then start discussing the tone and mood of the poem through cues that Walt Whitman uses. Students discuss in groups and share out. Underline any poetic cues that make the students think of the tone or mood of the poem.
 * AT #1: ** Pass out another poem and have students in groups underline poetic cues that create mood or tone. Have them label what they think the mood or tone is. Share as a class. ||
 * ** Instruction: ** Discuss other ways that poets help us understand their ideas. This is through figurative language. Define figurative language, similes, metaphors, idioms, hyperbole and alliteration. Read through //o captain, my captain// by Walt Whitman. Underline and identify and figurative language.
 * AT #2: ** Pass out another poem and have students in groups underline and label any figurative language. They also need to interpret the figurative language. Share as a class. ||
 * ** Instruction: ** Review blogging with students (this is only able to be completed following an extensive lesson on blogging). Using //o captain, my captain// by Walt Whitman to show students how to respond to the blog posting that is on their blogs. Read the poem and respond to the following statement: After reading this poem, how do you think the author is feeling? What poetic cues and figurative language signals this?
 * AT #3: ** Students will respond to the poem, //The Road not Taken// by Robert Frost. This will be a post on my blog. They will then begin commenting on my blog with the questions above as a guide. They will be encouraged to agree/disagree with each other as long as they have support. ||
 * ** Assignment: ** ||
 * **__ S __****ummarizing Strategy:** They will locate a new poem of their choice, and post it to their blog. The students will then be moderating the comments on their blog by other students based on their knowledge of the poem they chose. Assess using rubric. ||  || **Poetry Blog**

Teacher Name: **Mrs. Zech** Student Name: ||  ||


 * CATEGORY || 4 || 3 || 2 || 1 || 0 ||
 * Commented on Teacher Blog || Used the questions provided and responded to all aspects using relevant support || Used the questions provided and responded to all aspects with some support || Used the questions provided to respond || Used some of the questions to respond. || Did not use any of the questions. ||
 * Posted A New Poem || The poem was posted with Title and Author || The poem was posted with only Title or Author || The poem was posted ||  || No Poem posted ||
 * Started Discussion on Poem || Once they posted the poem they used thoughtful comments and relevant support to start a discussion || Once they posted the poem they used comments and support to start a discussion || Once the posted the poem the posted a comment. ||  || No comment posted ||
 * Moderated Comments on their blog || They responded to at least 4 of their classmates || They responded to at least 3 of their classmates || They responded to at least 2 of their classmates || The responded to at least 1 of their classmates || They responded to none of their classmates. ||

Date Created: **June 13, 2011**

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This lesson will be a 7th grade science lesson on the tectonic activity of earthquakes and volcanoes.This will lead into the study of plate tectonics. Students will explore currentevent information on volcanoes and earthquakes, giving them a relevant focus to include events happening in the world they live in. They will have already learned about the different layers of the earth, rock types, and how they are formed prior to this lesson. ======

=
1. Students will read news articles on the internet found on a Google Custom Search Engine set up byme. These articles will be on a current event earthquake or volcano occurring in a part of the world. Groups will be provided with specific locations that have recently experienced tectonic events, like the earthquake in Japan. ======

=
2. Students will select an event and research the causes of the earthquake or volcano as a group. Eachgroup will produce a VoiceThread, or Prezi explaining the science behind the event. I will be circulating among the groups to facilitate questions and information on the direction and depth of the research. ======
 * ====== An example projectwould be the earthquake in Japan. We will find a blog on the internet concerning the event. I will assist with a list of specific target blogs. Below is an example of blog from someone who experienced the earthquake in Japan.Students will read this blog and comment on it. [] ======


 * ====== Students will be responsible for ongoing blogs throughout the class. They will have already started their own blog. For this lesson they will post a blog on the event they researched. They will be provided with the list below which includes the information they need to include in their blog. ======


 * Each student will be responsible for commenting on one other blog.

__Grading for the blog__ will be based on the student including the following (35 possible points-5 points each):

 * 1) ====== Information on the event they researched. This should include the following: ======
 * 2) ====== What event occurred and where in the world? ======
 * 3) ====== How did it affect the native people and/or animals? ======
 * 4) ====== What was the cause of the tectonic event (ie: what caused the volcano or earthquake) ======
 * 5) ====== Why did it occur in that particular part of the world? ======
 * 6) ====== Did you include appropriate use of key scientific terms? ======
 * 7) ====== Did you providea clear explanation with good grammar and spelling? ======
 * 8) ====== Did you provide a positive, clear comment on another student’s blog. ======
 * 9) ====== EXTRA POINTS:for additional information or part you included in blog ======

==Tim Leister's Blogging Project Lesson Plan **- A Cross Grade Level Fiction Literature Review**==

//Note: I'm not an English Teacher, but this is an idea that I was hoping to assist our English Department this coming school year.//

There are many opportunities for blogs to open up a student’s writing to a global audience. However, the primary objective of this project is to create an opportunity for 5th grade students to have an ongoing book discussion with 10th grade students in our school district. I am hopeful that this project will inspire some of our young readers to read more while providing them the opportunity to share their thoughts with some older kids. On the flip side, this project also has the potential to provide older students with the opportunity to reinforce some of the literary ideas, such as tone, audience, aspects of a story, etc. by having to explain these concepts to younger children in a language that they can understand.
 * Introduction:**


 * Materials**:
 * At least 2 copies of many different 5th grade level fiction books
 * Access to computers on a weekly basis – at minimum
 * Access to Google Documents – students in grades 5-12 have access in our district
 * Access to student run blogs – we will be using Wordpress

> For example, this link has a good listing of “Favorite Books for Fifth-Graders from GreatSchools.org” - [] > Write a summary of what you read this week and write your thoughts about what you read. For example: How did the event of the story make you feel? What part of the story surprised you the most? Are there any connections between what the characters in the story and your own life? 10th grade students will be assigned specific literary concepts that must be included throughout the book study.
 * Directions**:
 * 1) The first step in the project is to pair up three sections of a 10th grade English Class from one teacher with the 5th grade students at one of our local elementary schools. This would equal approximately 75 students in each grade.
 * 2) The 5th grade teachers in the elementary school would begin by developing a reading list of fiction books that they would like their students to choose from. There would at least have to be two copies of each of the books.
 * 1) The 5th grade teachers would share the list of approved books with their classes and have each of them pick the three books they would most like to read. Using the approved list, the 5th grade teachers would create a Google Form that would allow each student to the pick their favorites form the list.
 * 2) Students would go to the computer lab and, with the teacher’s assistance, navigate to the specific Google Form website. Students would type in their name and pick their three favorite books from the list.
 * 3) After all of the 5th grade students had completed the form, the 10th grade teacher would share the results with the 10th grade students and have each student select one of the 5th grade students that they would like to read a book and develop a conversation with over the next few weeks.
 * 4) The 10th grade teacher would have to make sure that each 5th grade student has been paired up with a 10th grade student. Once all of the students have been paired up, it is the responsibility of the 10th grade student to design a blog based on the theme of their selected book. The students would create the blog using the school approved blogging site that allows for moderation of all blog comments by teachers.
 * 5) After the blog has been created and approved by the 10th grade teacher, the editing rights to the blog will be shared with their 5th grade partner. Since the blogs, will only be visible to the two classes and not the general public, parental permissions are not necessary.
 * 6) According to the schedule, the two students will be responsible for reading a certain number of pages of their selected book per week. The responsibility of the weekly blog post will alternate from week to week as each student takes turn posting. Each one paragraph post should include the following minimum requirements:
 * 1) After each post has been made, the other student must make at least one blog comment. Hopefully, each student can post multiple comments throughout the week.
 * 2) This process will continue until the entire book has been read and can be repeated again with a different pairing of students with a different book title, if time permits.

>
 * Assessment**:
 * The 10th grade students will be evaluated every two weeks using “A Rubric for Evaluating Student Blogs” from the University of Wisconsin – Stout [| http://www2.uwstout.edu/content/profdev/rubrics/blogrubric.html]
 * The 5th grade students will be assessed using a simpler version of the rubric approved by the fifth grade teachers.

Cindy Goldbach's Lesson Plan for French III and blogs
BCE_Goldbach_Learning Activity 2-D-2 Blog Lesson Plan

Lesson Plan for French III, fall of 2011, shortly after students receive their laptops.

I will be teaching three French III classes in the fall, with a mixture of 10th, 11th, and 12th graders. One of the areas where I need to improve my instruction is in writing. Up to this point, students who were in French III have been required to write compositions at the end of each lesson. These are always typed, collected, and corrected for structural accuracy. But they are rarely peer edited or shared with the class. Writing these as blog entries will help students to connect with others inside the class, in other classes, and hopefully in the real world.

What I will do with blogs is now take those basic writings, tweak them somewhat, and have students complete them online in a blog. I think that having the students write shorter compositions, or in this case, posts, but do it more frequently, will assist them in developing what is called presentational and interpersonal proficiencies.

We use Blackboard in our district, but the blogging tool there confines the blogs to within the students who are currently enrolled in those classes. In the hopes of attaining a larger audience, and even developing a blog exchange with a school in a Francophone country, I will need to choose a different tool. Hopefully my activities throughout the rest of this class will help me to best determine which blogging tool to select. In order to encourage students to use their blogs for learning and reflective thinking, the first blog entry will be in English. This will hopefully lower their affective filter and help them to feel comfortable in what may be a new learning environment for many of them. Instructions are below in French, and then translated into English – for this PLS assignment only. Otherwise, students do not get an English translation of the assignment. Pour ce blog vous devez écrire Mes Buts pour Français III. Le jour après nous avons fait ce blog vous devez lire les réponses des autres élèves, et écrivez un commentaire, en anglais, à au moins 3 autres élèves, ou vous dites les suivants: // Je regrette, mais ce wiki va être en anglais. Répondez aux questions suivantes en anglais: // // For this blog, you need to call your post “My Goals for French III.” Please answer the 10 questions listed below in English. The day after the class has completed this blog, you must read the responses of other students and write a comment to at least 3 others, where you address the 3 areas listed after the blog questions. //

1. Why are you enrolled in French III? Are you enrolled in the Global Scholars Program? 2. What do you do best in French? 3. What is your biggest weakness in French? 4. What do your least favorite activity to do in French class? 5. What do you ** specifically ** want to be capable of doing at the end of the year? (speak French, understand French, read French, etc. are NOT acceptable answers BE SPECIFIC). 6. List 3 - 4 structural/grammatical aspects of French that you know well. 7. List 3 - 4 points of grammar that you really do NOT understand, or need to have reviewed extensively. 8. What is your **//favorite//** thing to do in French class (besides eat, drink, and watch a movie)? 9. What can the instructor do to help you be a successful learner in this class? 10. What should the instructor **//never do//**? ** BLOG COMMENTS: ** 1. what you have in common with your classmate (likes, dislikes, weaknesses, strengths, etc.) 2. your personal reaction to the answer they wrote for question #8. 3. your personal reaction to what they wrote for question #10.
 * BLOG QUESTIONS **


 * Blog Rubric in English – 15 points **

in the category Assessment of Learning, (80% of the grade)


 * ||  || ** Exemplary ** || ** Proficient ** || ** Developing ** ||
 * || Score || 3 || 2 || 1 ||
 * ** Content and Critical Thinking ** ||  || Addresses and synthesizes all parts of the assignment. || Addresses all parts of the assignment. || Does not address all parts of the assignment or addresses them superficially. ||
 * ^  ||^   || Clearly reflects information presented in the course. || Partially reflects information presented in the course. || Nonspecific and general in nature, not related to specific course content. ||
 * ^  ||^   || Expresses unique personal insights, explaining them in sufficient depth. || Expresses some insight . || Little evidence of reflection. ||
 * Mechanics ||  || Well-written complete sentences of at least a paragraph; correct grammar and spelling. || Comprehensible sentences, undeveloped paragraph; some grammar or spelling errors. || Incomplete sentences; unorganized thoughts; poor grammar and spelling. ||
 * **Comments and Contributions (if applicable)** ||  || Posts required comments; agrees or disagrees and expands ideas with thorough explanation; responds in a timely fashion to follow-up questions. || Posts required comments by the due date; agrees or disagrees, providing little or no explanation; fails to respond to follow-up questions. || Fails to comment by the due date. ||
 * ** Total ** || __/15 ||||||  ||

Please note: The total number of points may be doubled according to length or depth of assignment.

Megan Manternach's Lesson Plan
 * Course**: Agriculture II


 * Lesson Title**: SAE Blog Project


 * Lesson Objective**: Students will gain technical knowledge with regards to Blogs. Students will also gain knowledge in other student’s SAE projects. The sharing of student’s knowledge and advise will also be utilized.

Computers with internet access Student’s individual Blog
 * Materials Needed**: SAE Project knowledge and records

- Students will use one class period to set up their blogs using wordpress.com - During the first day of blog set up, discussions of how blogs benefit us paying special attention to Agriculture - Students will make a list of 3 class and individual goals for this project (to be reviewed at the end of project) - Students are to post a detail description of their SAE projects - They are to include goals and any setback they might have had and include how they handled the problems - Students are required to post 3 entries a week - Students are required to reply to 2 students per - Posts are due by 3:30 pm on Fridays - Students should offer advise and positive comments or suggestions to other students - The first week students will be given 15 minutes per class period to complete blog assignment - Weeks 2-4 assignments will be completed outside of class time. - At the end of week 4 class will review goals and opinions about the project - Students will be given class time to write reflection on the SAE project (what they learned, any good advice, any new ideas for projects)
 * Lesson Outline**: - Blog project will last for 4 weeks


 * Assessment**: Students will be give a rubric before the projects begins.


 * Teacher notes**: If any student is being disrespectful in blog comments they will receive a 0 for the project. The classroom will be open from 7:30 am to 4:00 pm for students to use the computers before or after class. Special arrangements may also be made with the instructor for students to come in during their study halls.

agriculture. = Benchmarks = Analyze situation, use problem-solving approach and make appropriate decisions.
 * Standard I**: Understand problem solving, analysis, and decision-making in

Standard IV : Understand the use of entrepreneurial knowledge and skills in
agriculture.

Benchmark
Apply the principles of entrepreneurship in an agricultural experiential learning experience.

Standard V: Understand the use of communication skills in agriculture –
interpersonal and group; written and oral.

Benchmark
Use appropriate communication skills in a variety of occupational situations in agriculture.

Courtney Anderson's Inventions Lesson Plan
Students will read the story, African American Inventors By: Jim Haskins. This story is located within their curriculum textbook. There is a variety of inventions within this story. The inventions will be discussed thoroughly and allow for students to understand why inventions have been important throughout the history of the world. Once the inventions in their textbooks have been discussed, the students will be given the assignment paper entitled: “If I Were an Inventor”. Students will brainstorm a new invention that would change their life and the lives of others around them for the better. The students will fill out the invention (“If I Were an Inventor”) sheet. This sheet will then be used to post their first blog to the classes’ blog website. A whole class lesson on how to post a blog to a class website will be taught by the technology specialist and classroom teacher. Included in each students blog will be: the name of the invention, a brief description, target audience, cost for consumer and possibly a scanned drawing of their invention (depends on the capability of the technology at the school district). After their invention blog has been posted, students are responsible for reading the inventions of their fellow classmates and responding to one of them. An example of acceptable positive responses will be given to the students in order to guide their blogging commenting experience. Another whole class lesson on how to post a comment will be taught by the technology specialist and the classroom teacher.
 * Lesson Title:** Inventions
 * Grade Level:** Second grade
 * Time Frame:** 2 week period
 * Materials used:**
 * African American Inventors By: Jim Haskins
 * Computer
 * Checklist of assignments for each student
 * Invention worksheet
 * Lesson previous to Blogging:**
 * Blogging Lesson:**
 * Response to classmate’s blog:**


 * Grades/Rubric:**
 * **Activity** || **Point Breakdown** || **Total Points** ||

**__Breakdown of total points:__**
 * “If I Were an Inventor” worksheet || * Invention Name (2 point)
 * brief description of Invention (2 point)
 * Target audience (2 points)
 * Cost for consumer (2 points)
 * Drawing of invention (2 points) || /10 points ||
 * Invention Blog Posting || * Posted invention on classroom blog site(5 points total)
 * Invention Name (1point)
 * Brief description of invention (1point)
 * Target audience (1 point)
 * Cost for consumer (1 point)
 * Drawing of invention (1 point) || /5 points ||
 * Response to a Classmate’s Blog || * Positive response to a classmate’s blog (3 points) || /3 points ||
 * ||  || /18 Total Points% ||

Valerie Hecht's Blogging Rules of the Road Lesson Plan
<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14px; text-decoration: none; vertical-align: baseline;">• Acceptable User Agreements signed by students ||
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14px; text-decoration: none; vertical-align: baseline;">Title || <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14px; text-decoration: none; vertical-align: baseline;">Blogging Rules of the Road ||
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14px; text-decoration: none; vertical-align: baseline;">Subject || <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14px; text-decoration: none; vertical-align: baseline;">Internet Safety/Digital Citizenship ||
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14px; text-decoration: none; vertical-align: baseline;">Grade Level || <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14px; text-decoration: none; vertical-align: baseline;">5th Grade ||
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14px; text-decoration: none; vertical-align: baseline;">Time Duration || <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14px; text-decoration: none; vertical-align: baseline;">2 - 40 minute periods ||
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14px; text-decoration: none; vertical-align: baseline;">Overview || <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14px; text-decoration: none; vertical-align: baseline;">To foster ownership and responsible digital citizenship, students write their own rules for classroom blogging ||
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14px; text-decoration: none; vertical-align: baseline;">Objective || <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14px; text-decoration: none; vertical-align: baseline;">Students will work in pairs to create a list of rules pertaining to posting on the classroom blog and create a blog post explaining their importance. ||
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14px; text-decoration: none; vertical-align: baseline;">Materials || <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14px; text-decoration: none; vertical-align: baseline;">• Computers with Internet access
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14px; text-decoration: none; vertical-align: baseline;">Procedures || # <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14px; text-decoration: none; vertical-align: baseline;">Before going to the computers, students will discuss how the classroom blog will be used and why there is a need for rules and guidelines.
 * 1) <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14px; text-decoration: none; vertical-align: baseline;">Students will brainstorm with a partner proper behaviors that they would like to see their fellow students follow (i.e. no name calling, no cursing, etc.)
 * 2) <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14px; text-decoration: none; vertical-align: baseline;">In the computer lab, students will work with their partner to research other classroom blog rules on the Internet.
 * 3) <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14px; text-decoration: none; vertical-align: baseline;">Using their research and their brainstorming session, they will create a blog rules presentation or poster to be posted on the classroom blog.
 * 4) <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14px; text-decoration: none; vertical-align: baseline;">Finished products will be presented to the class and a final list of rules will be compiled from the various presentations. ||
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14px; text-decoration: none; vertical-align: baseline;">Closure || <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14px; text-decoration: none; vertical-align: baseline;">Students will complete a 3,2,1 by sharing with 1 other group, 2 rules of blogging, in 3 minutes. ||
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14px; text-decoration: none; vertical-align: baseline;">Assessment || <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14px; text-decoration: none; vertical-align: baseline;">(see rubric below) ||
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14px; text-decoration: none; vertical-align: baseline;">Extension || <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14px; text-decoration: none; vertical-align: baseline;">A final product will be compiled by select students to be posted on the classroom blog ||

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 18px; text-decoration: none; vertical-align: baseline;">Rules of Blogging Rubric <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14px; text-decoration: none; vertical-align: baseline;">Spelling || <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14px; text-decoration: none; vertical-align: baseline;">Writer makes numerous errors. The spelling and grammar errors make the piece hard to understand. || <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14px; text-decoration: none; vertical-align: baseline;">Writer makes many errors which takes away from the content of the work. || <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14px; text-decoration: none; vertical-align: baseline;">Writer makes a few errors but they do not make the entry difficult to understand. || <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14px; text-decoration: none; vertical-align: baseline;">Writer makes no errors in grammar or spelling that distract the reader from the content. ||
 * <span style="background-color: transparent; color: #000000; display: block; font-family: Arial; font-size: 14px; text-align: center; text-decoration: none; vertical-align: baseline;">Category || <span style="background-color: transparent; color: #000000; display: block; font-family: Arial; font-size: 14px; text-align: center; text-decoration: none; vertical-align: baseline;">1 || <span style="background-color: transparent; color: #000000; display: block; font-family: Arial; font-size: 14px; text-align: center; text-decoration: none; vertical-align: baseline;">2 || <span style="background-color: transparent; color: #000000; display: block; font-family: Arial; font-size: 14px; text-align: center; text-decoration: none; vertical-align: baseline;">3 || <span style="background-color: transparent; color: #000000; display: block; font-family: Arial; font-size: 14px; text-align: center; text-decoration: none; vertical-align: baseline;">4 ||
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14px; text-decoration: none; vertical-align: baseline;">Grammar/
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14px; text-decoration: none; vertical-align: baseline;">Rule Formation || <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14px; text-decoration: none; vertical-align: baseline;">Blog rules are not clear and may not be accurate. Very little to no effort was put into their formation. || <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14px; text-decoration: none; vertical-align: baseline;">Blog rules are somewhat clear but there is a need for more supporting information. Little effort was put into the entries. || <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14px; text-decoration: none; vertical-align: baseline;">Blog rules are clear but the wording is difficult to understand. || <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14px; text-decoration: none; vertical-align: baseline;">Blog rules are clear and concise. They cover many aspects of blogging. ||
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14px; text-decoration: none; vertical-align: baseline;">Presentation || <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14px; text-decoration: none; vertical-align: baseline;">Presentation of rules was difficult to understand or follow. || <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14px; text-decoration: none; vertical-align: baseline;">Presentation was adequate but did not engage the audience || <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14px; text-decoration: none; vertical-align: baseline;">Presentation was satisfactory and well-received by the audience || <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 14px; text-decoration: none; vertical-align: baseline;">Presentation engaged the audience fully. ||

Debbie Harvey's Lesson Plan
.

**Objectives:**
After reading an informational article, students will be able to take a position on an issue and provide support for their position. Students will be able to react in writing to similar and opposing viewpoints.

**Procedure:**

 * 1) Have students complete an anticipation guide on which they will rate the strength of their feelings/opinions about giving people second chances after they have committed a crime, made a mistake, or betrayed others.
 * 2) Ask students to read the article entitled “Does Michael Vick Deserve His Comeback?” from //Scope// Magazine (11/8/2010).
 * 3) As students read, they will take notes on a T-chart and list 3 reasons why he deserves to make a comeback and 3 reasons why he does not deserve a comeback.
 * 4) After reading, students will then write a sentence stating their position on the issue.
 * 5) Students will post a blog stating their opinion on the issue regarding Michael Vick. Their post will begin with the sentence they previously wrote when formulating their position. Their post will include at least 3 supporting statements and an example of someone who either deserved or did not deserve a second chance.
 * 6) Students will respond to two classmates’ blogs; one with whom they agree and one with whom they disagree. Each response will clearly explain the reason for their agreement or disagreement.

- Recorded reasons are taken from the article || 15 ||  || - Complete sentence || 10 ||  || - At least 3 supporting statements - At least one real-life example that supports the position statement || 20 ||  || - Correct punctuation - Correct spelling || 15 ||  ||
 * COMPONENT || CRITERIA || POSSIBLE POINTS || POINTS EARNED ||
 * T-Chart || - At least 3 reasons are recorded on each side of the chart
 * Position Statement || - Position is clearly stated
 * Blog Post || - Position Statement
 * Response - Agreement || - The reason for agreement is clearly explained. || 20 ||  ||
 * Response - Disagreement || - The reason for agreement is clearly explained. || 20 ||  ||
 * Conventions || - Appropriate “school” language is used.
 * TOTAL ||  || 100 ||   ||

Becca Young's Lesson Plan
Class: Concert Choir (9th/10th grade beginning choir) Objective: Students will explore various examples of choral music online and evaluate the performances using musical vocabulary. Students will respond to 2 other blog posts of classmates and add to discussion. Time frame: 1 week __Assignment:__ Tone—describe tone (color, fullness, maturity) and how it relates to the specific piece Intonation—accuracy to pitches and key (sharp, flat) and description of voice registers Rhythm—entrances and releases together and maintenance of correct tempo Balance—sound levels within each section (soprano, alto, etc) Blend—sound levels between sections as appropriate (can you hear all parts equally?) Performance—facial expression, connecting to audience, showing expression/emotion
 * Day 1: Listen to assigned performance on YouTube. Choose two aspects of the performance to evaluate from the following list:**
 * Day 2: Write 2-3 sentences for each musical aspect and post to the class blog. Be sure to use musical language and specific descriptions of the choir/performance. Your grade in this portion is primarily determined by the comprehensiveness of your response. A response of "Intonation was good" is unacceptable. You must specifically say what you heard to determine the level of each category you describe. Include a link to the YouTube performance on your post.**
 * Day 3: Read 2 of your classmates’ posts and respond in the comments section. Do you agree or disagree with their evaluation? Why? What else do you have to add?**
 * Day 4: Respond to 1 of your classmate’s comments on your own evaluation.**
 * Day 5: Write a new blog post of 2-3 sentences reflecting on how your classmates’ comments and evaluations changed your view of the performance. What did they hear that you missed? Did you disagree with anything they said?**


 * The following rubric was developed from the PLS rubric model on evaluating blogs. I thought it covered the same criteria that I would want to grade for this assignment, adding one additional column for an unacceptable level of completion.
 * ** Performance Evaluation Blog Rubric ** || ** Excellent ** || ** Proficient ** || ** Developing ** || ** Unacceptable ** ||
 * ** Content ** || ** 12 ** || ** 8 ** || ** 4 ** || ** 0 ** ||
 * ^  || Addresses and synthesizes all parts of the assignment. || Addresses all parts of the assignment. || Does not address all parts of the assignment or addresses them superficially. || Does not address any part of the assignment. ||
 * ^  || Clearly reflects information presented in the course. || Partially reflects information presented in the course. || Nonspecific and general in nature, not related to specific course content. || Reflects information outside of course content. ||
 * ^  || Demonstrates depth of understanding in the knowledge, skills, and strategies from the course. || Demonstrates some understanding in the knowledge, skills, and strategies from the course. || Demonstrates little understanding in the knowledge, skills, and strategies from the course. || Demonstrates a lack of understanding in the knowledge, skills, and strategies from the course. ||
 * ^  || Expresses unique personal insights derived from application and evaluation of course content and/or external resources, using specific examples. || Expresses some insight derived from application and evaluation of course content and/or external resources, using no specific examples. || Little evidence of reflection, synthesis, or evaluation, using no specific examples. || No evidence of research, synthesis, or evaluations, with no specific examples. ||
 * ** Mechanics ** || ** 3 ** || ** 2 ** || ** 1 ** || ** 0 ** ||
 * ^  || Well-written complete sentences; correct grammar and spelling. || Comprehensible sentences; some grammar or spelling errors. || Incomplete sentences; poor grammar and spelling. || Incomprehensible sentences; poor grammar and spelling. ||
 * ** Comments and Response ** || ** 3 ** || ** 2 ** || ** 1 ** || ** 0 ** ||
 * ^  || Posts required comments; agrees or disagrees and expands ideas with thorough explanation; responds thoughtfully. || Posts required comments; agrees or disagrees and expands ideas with thorough explanation; responds to comments. || Posts required comments by the due date; agrees or disagrees, providing little or no explanation; fails to respond to student comments. || Fails to comment by the due date. ||
 * ** TOTAL **
 * __ / 18 ** ||  ||   ||   ||

Rebecca Boynton's Lesson Plan
**__Introduction to Blogging__**

OBJECTIVES:

Students will
 * practice writing a comment on a blog
 * read one another’s comments
 * elaborate on the ideas of others
 * communicate creative ideas clearly
 * express ideas using standard English
 * engage in creative writing

MOTIVATOR:

Post an attention-getting photo, such as the one below, on the class page.

photo courtesy of David Shankbone via Flickr http://www.flickr.com/photos/shankbone/4488829718/in/photostream/

Under the photo, ask students to think about what might be happening. Then, direct students to a link to my blog to have them to share their thoughts and read the thoughts of others. The announcement should also inform students that a graded blog will be part of their experience later in the year, and this blog will give them great practice in blogging.

INSTRUCTION:

Once students click to go to my blog page, they will immediately see congratulations on their arrival and the same photo.

Under this, directions will be given on how to post their thoughts and comments on what might be happening in the photo. [Directions are contingent upon the decision of which blog to use. There is a blog feature in Moodle, and a link to this within the class page might be best.]

The directions will also encourage students to comment on the postings done by classmates, and directions will be given for how to do this, too. If students are commenting on someone else’s post, they can build upon his or her idea. For example, what might happen next? Or, they may make a comment about a specific aspect of a classmate’s idea.

Both sets of directions will feature screen shots to make the process clear. Inform students that posts and comments should be in standard English – no text abbreviations allowed, and standard use of capitals and punctuation is expected in all blog posts and comments.

INDEPENDENT PRACTICE:

Students will post their ideas about what might be happening in the photo and will respond to the posts of others.

To drive more traffic and increase interest, I will alter the announcement on the class home page to highlight the funniest or most creative ideas.

SUMMARY:

After a week or two (whenever posts and comments slow a great deal), I will alter the announcement on the class home page again to thank everyone who participated, and remind them that a graded blog will be part of their experience this year.

EVALUATION:

I will evaluate the success of this practice blog and “ice-breaker” based on the following:


 * How many students participated?
 * Did students successfully post both new threads and comments?
 * Did students engage in creative writing to describe what they thought was happening?
 * Did the comments evaluate or elaborate on classmate’s ideas?
 * Were the ideas in the posts and comments communicated clearly, using standard English?

FOLLOW-UP

I will plan re-teaching as appropriate, based on the evaluation.

Lois G's. Lesson Plan
Cyber Bullying

Objective
• Analyze online behaviors that could be considered cyber bullying. • Generate multiple solutions for dealing with a cyber bullying situation. // Source: ////__ [|International Society for Technology in Education] __// 1. Communication and Collaboration a. interact, collaborate, and publish with peers, experts or others employing a variety of digital environments and media. 2. Digital Citizenship a. advocate and practice safe, legal, and responsible use of information and technology. b. exhibit leadership for digital citizenship. =Materials= • Students will access Class Blog called [|Digital Citizenship] • Access to Teacher Tube video [|“Think Before you Post”] =Procedures= Students log onto classroom blog; view 2 minute video and slideshow about prevalence of cyberbullying and then discuss blog entitled “Would You Recognize a Cyberbully”. • encourage them to post a message and discuss ways of dealing with the situation. • invite students to provide other examples of cyber bullying.
 * National Educational Technology Standards **

=Grading Rubric= • each blog response is worth 10 points • possible [|blog rubric] I might use (needs some adaptation)

Alan Hays - Solubility of KNO3 Lesson Plan
2-D-2 - Lesson Plan for Blogging – Hays

I chose as my lesson plan an experiment on the effect of temperature on the solubility of a solid. This is lab that I already do with a traditional write-up. I believe that blogs could be an alternate to the tradition method.

Day one of the lesson involves the collection of data and day two will involve publishing their results to a blog. I will instruct (remind) the students what is required in the blog by referring them to the rubric and the lab sheet. They will also be required to comment on one of their classmate’s blogs.

At this point in the year, I assume that the students will have some experience with blogging. They will know how to embed graphs, charts and pictures. They will know what to expect with their writing style, and how to write briefly and concisely. They will be expected to use correct scientific terminology.

Evaluation will involve a rubric. The rubric will have two parts, experimental and blog, of equal weight. The experimental part will evaluate the student’s execution of the lab. The blog part is self-explanatory. Points will be given based on proficiency. The following criteria will be used.


 * 1) Clear procedure, data and graph.
 * 2) Use of correct of key vocabulary.
 * 3) Engaged writing, i.e correct grammar and spelling.
 * 4) Intellectual engagement with key concepts.
 * 5) Comments to others engaged and appropriate.

This is just a summary of the rubric. I would need more time to flesh it out for actual use.

Name: Alan Hays Date(s): Grade Level: 10th - 12th Periods(s): 2 periods Content Area: Chemistry Unit: Solutions Title: Solubility Curve Lab


 * Power Standard(s)**


 * Chem-01** <span style="color: #231f20; font-family: 'Times New Roman','serif';">Collect, organize and analyze data accurately and precisely, using appropriate instruments, equipment and units.
 * Chem-16** <span style="font-family: 'Times New Roman','serif';">Analyze how solubility is affected by temperature and pressure.
 * Chem-21 **<span style="color: #231f20; font-family: 'Times New Roman','serif';"> Demonstrate lab safety procedures and accept practices of same.
 * 1) **Lesson Objectives**


 * 1) The students will be able to correctly determine the temperature where KNO3 crystallizes at various concentrations.
 * 2) The students will graph the data collected using appropriate scaling and labels.
 * 3) The student will analyze the data using concepts previously discussed
 * 4) The student will be able to define the words precipitate, saturated, unsaturated and supersaturated, and use them correctly when writing.
 * 5) The student will demonstrate proper lab safety


 * 1) **Motivational Set**


 * Day 1**
 * “The science starter is on the board. Since finals are coming up, it is a small review question on bonding.” The student will be given 5 minutes to finish.
 * “Yesterday, we discussed what makes up a solution, the different of solutions, and what happens at the molecular level when something dissolves. We also looked at some animations describing solutions and salvation.”
 * Questions for understanding.
 * What is a solute? What is a solvent?
 * What two types of give a positive Tyndall Effect?
 * Describe for us how a solid dissolves.
 * “Our next topic is to look at how temperature affects solubility. We are going to construct a solubility curve to show the effect. Today you will collect data on the solubility of KNO3. Tomorrow you will publish you results to your blog.”
 * Pass out the Solubility Curve lab, if not done the day before.
 * Have the students read it.
 * Explain important parts of the procedure.
 * Review safety procedures
 * Have the students conduct the lab in pairs.


 * Day 2**
 * “Yesterday, you collected data on the solubility of KNO3. Today you will publish your results to a blog.”
 * Remind the students what the requirements of blog by referring to rubric.
 * Graphs should have labels and correct scaling
 * Summarize the procedure and have a chart of data
 * At least a paragraph on connections made to the concepts and vocabulary should be included. Use the questions on the lab as a guide for your blog.
 * All students are required to comment on one of their classmate’s blogs. Make sure to compare your results and reflect on any differences.


 * 1) **Independent Practice**


 * There will be no independent practice


 * 1) **Closure**


 * “For the past two days you have examined the solubility of a solid. Looking at your graph, who can deduce the relationship between the temperature and the solubility of a salt?” (As the temperature increases, the solubility of a solid increases.)


 * 1) **Student Assessments**


 * Formative Assessment: The students will complete a blog for a grade.
 * Summative Assessment: This topic will be assessed on the end of unit test.

=F. Materials=


 * Solubility Curve Lab Sheet
 * Goggles and Aprons
 * All chemicals listed in lab sheet


 * THINGS TO THINK ABOUT:**


 * **Rate the success of the lesson: Excellent Good Average Poor**
 * **What went well in the lesson.**


 * **How could the lesson be improved?**

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