Observing growth: Observing growth: Balancing Chemical Balancing Chemical EquationsEquations

Brett TeviniBrett Tevini

What it Contains?What it Contains?

Types of AssessmentTypes of Assessment Diagnostic, Formative, and SummativeDiagnostic, Formative, and Summative

Learning ProfilesLearning Profiles Auditory, Visual, and KinestheticAuditory, Visual, and Kinesthetic

GroupingGrouping Whole class, individual, pairs, groups of 3-4Whole class, individual, pairs, groups of 3-4

Challenges For Us!!Challenges For Us!!

Motivate learners based on interest and Motivate learners based on interest and student personal investment.student personal investment.

Link instruction and learning to things we Link instruction and learning to things we encounter on a daily basis.encounter on a daily basis.

Improve my ability to assess writingImprove my ability to assess writing Improve my students writing abilityImprove my students writing ability Move students working memory to Move students working memory to

permanent memorypermanent memory

Sensory Memory: Represents a student’s

ability to attend to the task with a

reasonable degree of focus. May be affected

by: physical ability, visible

acuity, student’s perception of their ability.

Working Memory:Decoding skills

Word recognitionVocabularyChunking

Root wordsPunctuation

Fluency

Metacognition in:Student’s ability and

willingness to search for connections from their experiences and memories

Permanent Memory:Represents background

knowledge, information

based personal experiences, opinions, etc. This is where students make connections,

think critically, make

comparisons, place new

information in context, etc.

Metacognition out:Student’s ability

(expressive

language) and willingness to

retell / paraphrase indicating

comprehension

Moving towards GrowthMoving towards Growth

YouTube videoYouTube video

Pre-Reading/Assessment exercisePre-Reading/Assessment exercise See where they are and engage the See where they are and engage the

learnerslearners Provide questions that go along with Provide questions that go along with

video (Diagnostic)video (Diagnostic)

Notes (content)Notes (content)

Power-point presentationPower-point presentation Notes with blanks (skeletal notes)Notes with blanks (skeletal notes)

Whole-class instructionWhole-class instruction 4-box vocabulary (Diagnostic/Formative)4-box vocabulary (Diagnostic/Formative) Concept map graphic organizer over Concept map graphic organizer over

each section of notes each section of notes (Diagnostic/Formative)(Diagnostic/Formative)

4-Box Vocabulary4-Box Vocabulary

Vocabulary term:Vocabulary term: Visual Representation:Visual Representation:

Definition:Definition: Use word in sentence:Use word in sentence:

Concept MapConcept Map

Assessment - FormativeAssessment - Formative

Exit CardsExit Cards What did you learn today?What did you learn today? Muddiest pointMuddiest point

Baseball questionsBaseball questions Writing prompts to enter into academic Writing prompts to enter into academic

notebooknotebook

Example Writing Prompt to Example Writing Prompt to enter into Academic enter into Academic NotebookNotebook

You see the following You see the following chemical formula:chemical formula:

CC99HH1818OO99. What type . What type

of molecule is this? of molecule is this? Can you ingest this Can you ingest this molecule without molecule without harming you? What harming you? What does the body do does the body do with this molecule?with this molecule?

Baseball QuestionsBaseball Questions

Give them a question using Blooms TaxonomyGive them a question using Blooms Taxonomy Single (Answer)Single (Answer)

Answers the questionAnswers the question Double (Text to Text)Double (Text to Text)

Use 2 examples from the text or notes to support my answerUse 2 examples from the text or notes to support my answer Triple (Text to Self)Triple (Text to Self)

Explain how my personal experiences and knowledge Explain how my personal experiences and knowledge connects with the book or notes to support my answerconnects with the book or notes to support my answer

Homerun (Text to World)Homerun (Text to World) Explain why this question is one that I should be asking Explain why this question is one that I should be asking

myself. How does this question and answer relate to other myself. How does this question and answer relate to other subjects or concepts?subjects or concepts?

Blooms TaxonomyBlooms Taxonomy

Example Baseball Example Baseball Questions and AnswersQuestions and Answers

QuestionQuestion Identify and Describe the equation that shows the formation of Identify and Describe the equation that shows the formation of

glucose and oxygen, by means of photosynthesis, from carbon glucose and oxygen, by means of photosynthesis, from carbon dioxide and water (anabolic reaction). Identify the reactants dioxide and water (anabolic reaction). Identify the reactants and products. Write a word equation for the reaction. Write and products. Write a word equation for the reaction. Write the equation using formulas for the reactants and products. the equation using formulas for the reactants and products. Balance the equation one element at a time.Balance the equation one element at a time.

Answer (Single)Answer (Single) Reactants – Carbon dioxide and waterReactants – Carbon dioxide and water Products – Glucose and OxygenProducts – Glucose and Oxygen Carbon dioxide + water Carbon dioxide + water Glucose and oxygen Glucose and oxygen CO2 + H2O + Energy CO2 + H2O + Energy C6H12O6 + O2 C6H12O6 + O2 6CO2 + 6H2O + Energy 6CO2 + 6H2O + Energy C6H12O6 + 6O2 C6H12O6 + 6O2

Example Baseball Example Baseball Questions continued…Questions continued…

DoubleDouble I answered the questions based on what the author I answered the questions based on what the author

said in the textbook and what was in the notes from said in the textbook and what was in the notes from Mr. Tevini. In the video at the beginning of the Mr. Tevini. In the video at the beginning of the lesson we saw that the Law of Conservation of lesson we saw that the Law of Conservation of Mass showed us that what was on the left side of Mass showed us that what was on the left side of the equation must equal what is on the right side of the equation must equal what is on the right side of the equation. All atoms of each element must be the equation. All atoms of each element must be accounted for on both sides of the equation.accounted for on both sides of the equation.

Example Baseball Example Baseball Questions continued…Questions continued…

TripleTriple I remember that the process of I remember that the process of

photosynthesis is important in the use and photosynthesis is important in the use and harvesting of energy for living organisms. It harvesting of energy for living organisms. It allows us to do work. Photosynthesis allows allows us to do work. Photosynthesis allows plants to make food for themselves that we plants to make food for themselves that we use indirectly for energy for ourselves. In use indirectly for energy for ourselves. In order for photosynthesis to happen there order for photosynthesis to happen there must be reactants that combine to form must be reactants that combine to form products in a anabolic reactionproducts in a anabolic reaction

Example Baseball Example Baseball Questions Continued…Questions Continued…

HomerunHomerun I think that it is important to think about the process I think that it is important to think about the process

of photosynthesis in terms of producing food for all of photosynthesis in terms of producing food for all living things, but also the fact that it represents the living things, but also the fact that it represents the Law of Conservation of Energy. What goes into the Law of Conservation of Energy. What goes into the photosynthesis equation (reactants) must equal photosynthesis equation (reactants) must equal what comes out (products). It must be balanced. what comes out (products). It must be balanced. Plants are very important to our ecosystem with the Plants are very important to our ecosystem with the production of oxygen and food for all living things. It production of oxygen and food for all living things. It is important to conserve plants and keep those food is important to conserve plants and keep those food webs going.webs going.

VideoVideo

Single-Replacement ReactionSingle-Replacement Reaction Aluminum + Copper ChlorideAluminum + Copper Chloride Have them make observations (Cornell Have them make observations (Cornell

Note Taking) – Formative AssessmentNote Taking) – Formative Assessment

Cornell Note TakingCornell Note Taking

If you've not seen the If you've not seen the Cornell Note-taking Cornell Note-taking system, it divides a system, it divides a 8.5" x 11" page into 8.5" x 11" page into three sections: three sections: Cue Cue ColumnColumn (1), (1), Note Note taking Columntaking Column (2) (2) and and SummarySummary (3). (3).

Cornell NotetakingCornell Notetaking

What types ofWhat types of

questions should questions should

I place on the I place on the

left side?left side?

Questions which are Questions which are answered in the notes answered in the notes on the righton the right

Questions you still need Questions you still need the answer to--ask a the answer to--ask a friend or the teacher friend or the teacher after classafter class

Questions the teacher Questions the teacher might ask on a testmight ask on a test

Higher level thinking quHigher level thinking questionsestions

Cornell NotetakingCornell Notetaking

What else could What else could

I place on the I place on the

left side?left side?

Key terms, vocabulary Key terms, vocabulary words, or dateswords, or dates

Diagrams or figuresDiagrams or figures Reference pages in a Reference pages in a

texttext Steps in a solution Steps in a solution

processprocess Notes to myself about Notes to myself about

actions I need to takeactions I need to take

Cornell NotetakingCornell Notetaking

What are someWhat are some

good tips forgood tips for

taking thetaking the

notes on the notes on the

right?right?

Write in your own words Write in your own words (paraphrase)(paraphrase)

Write using abbreviations Write using abbreviations (check a dictionary for these (check a dictionary for these and create your own)and create your own)

Draw a figure or diagramDraw a figure or diagram Leave space where you think Leave space where you think

you might need to “fill in” you might need to “fill in” info laterinfo later

Use bullets, arrows, and Use bullets, arrows, and indenting to list key ideasindenting to list key ideas

Write legiblyWrite legibly

Cornell NotetakingCornell Notetaking

What are someWhat are some

good tips forgood tips for

taking thetaking the

notes on the notes on the

right?right?

Write only what is most Write only what is most important: important:

listen for repetition, listen for repetition, change in pace or change in pace or volume, numbering, volume, numbering, explicit clues explicit clues

watch for gestures, or watch for gestures, or clues to organization; clues to organization;

look for material being look for material being writtenwritten down by down by instructor or shared in a instructor or shared in a visual mannervisual manner

Lab – Groups of 2Lab – Groups of 2

Single-replacement labSingle-replacement lab Aluminum + copper chloride reactionAluminum + copper chloride reaction

Lab write upLab write up Pre-Lab questionsPre-Lab questions Post-Lab questionsPost-Lab questions Formative AssessmentFormative Assessment http://www.unit5.org/chemistry/Intro/Wordhttp://www.unit5.org/chemistry/Intro/Word

/8alcucl2lab.docx/8alcucl2lab.docx

Group Activity Group Activity 3-4 students per group3-4 students per group

Balancing Chemical Equations ActivityBalancing Chemical Equations Activity Pre and Post Lab questionsPre and Post Lab questions Extended response questions/Baseball Extended response questions/Baseball

questionsquestions Using manipulativeUsing manipulative Following proceduresFollowing procedures Formative/Summative AssessmentFormative/Summative Assessment http://http://

www.middleschoolscience.com/balance.htmlwww.middleschoolscience.com/balance.html

Additional Balancing Additional Balancing Chemical Equations PracticeChemical Equations Practice

http://www.daveingram.ca/chemistry/equhttp://www.daveingram.ca/chemistry/equation1.htmlation1.html

http://richardbowles.tripod.com/chemistryhttp://richardbowles.tripod.com/chemistry/balance.htm/balance.htm

http://funbasedlearning.com/chemistry/chhttp://funbasedlearning.com/chemistry/chemBalancer/default.htmemBalancer/default.htm

Assessment - FormativeAssessment - Formative

Lab questionsLab questions Baseball questionsBaseball questions Making observationsMaking observations Writing prompts to enter into academic Writing prompts to enter into academic

notebooknotebook Exit cardsExit cards

Summative AssessmentSummative Assessment

Covers notesCovers notes Covers Labs and activitiesCovers Labs and activities Covers videos seen Covers videos seen

TestTest Multiple choice, short answer, critical thinkingMultiple choice, short answer, critical thinking ties baseball questions back into itties baseball questions back into it