Multisensory+Lesson


 * TEACHER NAME: Weisz SUBJECT/COURSE: Chemistry**
 * Week of: 10/17 UNIT OF STUDY: Chemical Compounds**

INDICATORS || 1.6.11 A Listen to others 1.6.11 D Contribute to discussions 3.4.10 A Explain the formation of compounds and their resulting properties using bonding theories (ionic and covalent) 3.4.10 A Recognize formulas for simple inorganic compounds. 3.5.10 A Relate earth features and processes that change the earth. || (3 per class block are recommended) || # TSW define the terms: fracture, cleavage, and crystal in their vocabulary notebook. Vocabulary Notebook Partner work/teacher observation || (Reading, Writing or math) || Reading-Vocabulary Strategies Writing- Lab Report || TECHNOLOGY (optional) || -Pencil/Pen -Notebook Paper -Lab report -Vocabulary sheet -Crystal creation materials || Lab Report Identification Sheet: Name__________________________
 * ESSENTIAL QUESTIONS, ELEMENTS OR
 * ACTIVITIES for ENGAGEMENT
 * 1) TSW develop their own definitions for each term and share the creations with a partner to better explain the terms.
 * 2) TSW write either their created definition or their partner’s next to the defined definition to help them see other ways to remember the terms.
 * 3) TTW give the students 15 seconds to move in the classroom to choose their partner for the Lab activity.
 * 4) TSW each get a Lab Report and move to sit together.
 * 5) TTW give the students the instructions for the lab including safety and materials while holding up the tools to the students (scratch plate, magnet, nail, etc)
 * 6) TSW work with their partner and evaluate minerals based on fracture, cleavage and crystals.
 * 7) TSW write their answers on their lab identification sheet.
 * 8) TTW call the class back together and create a demonstration of crystal formation at the front of the room.
 * 9) TCW observe the beginning of the formation of a crystal structure as the teacher creates it in the front of the room.
 * 10) The students will finish their lab reports with their partners. ||
 * ASSESSMENT of STUDENT LEARNING || Lab Report
 * ANCHOR FOCUS
 * MATERIALS/
 * Mineral Prediction  ||   Crystal   ||   Cleavage   ||   Fracture   ||   Result   ||

This lesson appeals to KVAT because; K- This lesson allows the students to get up and move around the room. The students are choosing their partners and moving to sit with that partner. They are also moving throughout the lab and so they have the freedom to move around the classroom, but also have a purpose to keep them on track and learning.

V- The visual aspects of this lesson include the vocabulary words, the lab report, the actual elements, and working with their partner. The students are able to see the different elements as they work with them and make connections to their identity. The students are seeing the vocabulary words both on their paper as well as their partner's paper for added exposure. The lab report also provides a visual of the student's results from the activities. The students can also see the teacher's demonstration in the front of the class.

A- This lesson is auditory because the students are speaking to one another through the vocabulary activity and learning more about the words as they work together. They are also talking about the minerals in their lab with their predictions and tests. They have to listen to each other to be able to identify the mineral accurately as a team. They must also listen to the teacher's demonstration for the class.

T- This lesson is tactual because the students must work together and listen to each other, but also work with the materials. The students have to be willing to work with their partner for the vocabulary activity as well as the lab. The students are also physically working with the materials in the lab too.

Accommodations This lesson can be adapted for any student to be successful in the classroom. For the vocabulary activity, a teacher may pair a specific student with another student so that the child can be successful with the activity. It may be a stronger student with a student that struggles with English or with new or complex words. The students may also be combined into intended groups of 4 for the lab to help the students understand the purpose and have examples to see as they are working. After the lab, the students may only submit one report for the group if a student struggles to write. The purpose of this lab and vocabulary activity is to make sure the students are active learners and gaining the information. The teacher can make any changes necessary for the children to be comfortable and ready to learn.