GENERAL
INFORMATION: 9th grade, Biology, pH lab.
Students
will demonstrate their knowledge of acids and bases by measuring and recording
the pH of different common household substances. They will identify which
substances are acids and which are bases based on the pH.
BEFORE
(Interview)
- How did the teacher come to do this lesson?
This is a
commonly available and widely-used lab. The materials are inexpensive, the
procedure is simple, and it’s a great way for students to connect pH with acids
and bases. Also, students get to reinforce measuring accurately, which they
learned in the previous unit.
- How did he/she pick the topic?
It’s part of the
California standards. It's a great hands-on way for students to learn the material.
- Where did the materials come from?
Litmus and pH
paper comes from any teaching lab supply source. Carolina is a good one.
- In general, how does the teacher think the
students will respond to the lesson?
They like it.
They get to move around a lot and play with litmus paper, which is fun because
it turns colors. Plus, they are measuring the pH of stuff they have at home,
like dishwashing liquid, milk and vinegar.
- Identify some students in the class who will
like this lesson and do well on it.
E., J., Q., and S. are the superstars of the class. They are in different groups to try
and peer-teach the other students.
- Identify some students who might have
difficulty, either cognitive or behavioral and describe the problems they
are likely to have and how the teacher might adapt for them.
The ELL
students will need some support to make sure they
understand the lab procedure, questions, and learned about acids and bases.
They are working in groups, and that helps a lot. Also, they each have the lab
handout, which guides them through each step. I circulate constantly to answer
questions as they go.
DURING
(observation)
Is there a written
or unwritten plan for this lesson?Lab handout for each student.
Presentation on acids and bases beforehand.
Students take Cornell notes during presentation.
Teacher goes over instructions for lab orally but very slowly and clearly with questions to check for understanding.
- What are
the objectives (if this/these are unstated, you will have to figure them
out)
- How does
the teacher know that the objectives were met at the end of the lesson
(formative or summative assessments)?
Students peer-grade each other.
One student per lab group is randomly selected for grade.
- How does
the teacher know as the lesson is going on whether the students are
getting it? (Formative i.e. checking for understanding)
Teacher asks students to repeat in unison essential instructions of lab procedure to ensure safety (e.g. pour liquids slowly so they don’t splash).
Teacher circulates as students do lab to check for understanding
- Does the
teacher make any adaptations to address the needs of the children who have
difficulty?
- The students
with low grades are spread out evenly in lab groups with students that have
higher grades to encourage peer-tutoring.
- Can you
clearly follow the procedures the teacher is using and the understanding
of the science concept and do they relate directly to the objectives?
- What other
non-instructional strategies supported or distracted from the teaching of
this lesson?
AFTER (interview teacher, and if possible, some students)
- How did the
lesson go?
Students had trouble determining whether to write a color or pH in the different columns.
·
Did
the teacher correctly predict the performance of specific students?
Yes. He knew the
students would mistakenly write the number down, instead of the color. - Did the
adaptations (if there were any) work?
- How about
the class as a whole – were the students engaged?
- Did they
learn the skills and or content?
- How does the
teacher know whether they got it or not?
- Were there
any logistical problems?
If you taught this lesson, how would you
change it?
I
would have small aliquots of each solution at each lab station so students
wouldn’t be crowding over each other to get supplies. I would love to
brainstorm student ideas beforehand of substances they want to test. Also, it
would be great to incorporate the use of a pH meter so students could reinforce
the idea of accuracy. I would also love to tie this into an environmental lab
to test the effects of acid rain on plant growth. Another idea is to follow up
this lab with an inquiry-based lab where students design their own experiment
to compare the effectiveness of different antacids.
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