For now, you can think of your sample lesson needing the following parts (in this order):

A Do Now or Hook (Ss take 3-4 min to do before you start lesson officially) Key Points that Youll illustrate/model (I Do) Practice where you are facilitating students responding (We Do) Practice where students have a chance to do it on their own (You Do) Some sort of mini-assessment at the end of the lesson (exit ticket) Principals will mostly be looking for clarity, confidence, warmth/firmness with students and your ability to reflect on the lesson afterwards as to what went well, what you learned to change next time, etc. Useful things to have: - Stopwatch or egg timer - Laptop (if using ppt) - Construction paper for student name signs - Clipboard (to hold LP and track S responses/behavior checks) Useful things to ask principal/teacher ahead of time: - Roster of class youll be teaching and/or seating chart - What things the school values that they want to see come through in the lesson Below is an example lesson plan using a template that prompts you to think about not only what youll be doing for different chunks of time, but also what students should be doing (more important). There is a blank version that follows to help you start to lay out your plan. Date: Nov 4, 2010 Objective: SWBAT explain the buoyancy of a substance using the concept of density. Time
Min. 0 5

T actions
T has a density column filled with fluids of differing densities, a helium balloon and an air-filled balloon as artifacts DO NOW projected as Ss come in.

S actions
Respond to DO NOW in journals: Explain why you think the liquids in the columns fall into layers like that. Why do you think the helium balloon floats in air while an air balloon doesnt? What connection is there between the two? Offer their DO NOW responses by raising hands or being cold called. Ss track speaker and

Key Understanding

Min. 5-10

T solicits DO NOW responses by cold calling. *Call on Jovani, Ceila, Mario

and Alexandra. Min. 10 13 T explains: Substances float if they are less dense than the substance surrounding them. They sink if they are more dense and the denser they are, the more they sink. Illustrates this with picture. Relates this to density column and balloons. T unveils objects and explains expectations for task: T drops into either water or salt water container and Ss respond with hand signals is it more dense or less dense than surrounding substance? T cold calls individuals to explain to what degree. *Call on Davon, Julia, Jaime and Selina. T states We can predict before we even put objects into a substance where they will float to. Models this with a list of objects of given densities within a substance of known density (water) by drawing where they would suspend in the substance. T presents Ss with list of objects with know densities and a substance of known density. Prompts Ss to draw depths and label. Cold calls Ss to explain. *Call on Hector and Joselyn. T prompts Ss to use same list of objects, but predict relative buoyancies in chocolate milk w/density of 3.45 g/mL T refers to practice scenario sheets. T models how to calculate density first from given mass and volume of an object and then draw its depth within a tank of known density liquid. T monitors student practice. *Focus on Rey, Justin and Jose.

respond to each other as well. Ss record this KP on notes with a picture illustrating this (tank with 4 objects at varying depths, labeled less dense than substance, slightly more dense, denser, significantly denser than substance). Ss respond using hand signals; individuals explain to what degree and how they know (i.e. Its slightly more dense than water because its hanging just below the surface) Less dense than surrounding = float More dense = sink Objects may not sink entirely if they are only slightly more dense The denser it is, the deeper it will submerge. Ss record same drawing and labels as teacher draws Numerical density can help us predict depths.

Min. 1422

Min. 2225

Min. 25 32

Ss use white boards to draw tank and depths of labeled objects. Explain why when called.

Min. 32 35

Ss use white boards to draw tank and depths of labeled objects. Explain why when called Ss record the work that T is doing on board as s/he models.

The density of the surrounding substance matters and changes an objects buoyancy!

Min. 35 40

Min. 4055

Min. 5560

T brings class together. Solicits key takeaways from the day. States them for Ss if necessary.

Ss complete rest of practice scenario sheet. *Final question involves a sponge that absorbs water as it sits in the tank. What happens to its buoyancy over time? Its depth? Why? Ss stop working, eyes on T and silent. State key takeaways. Pack up and line up.

Time

T actions

S actions

Key

-What must students do to be held accountable? To keep their interest?

Min. 0 5 Hook/Cata lyst Min. 5-7 Segue/Fra ming Min. 7 Min. Min. Min. Min. Min. Min. Min. 75-80 Exit Ticket

Understanding