EDU 548 Planning For Instructions- Science Assessment Answer
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- Referencing Styles: APA
- Words: 10250
- Course Code: EDU 548
- Course Title: Planning for Instructions
- University: Adler University
- Country: US
Creating engaging lessons that include activities and assessments aligned to objectives and course outcomes is one of the responsibilities of a higher education instructor. While it is not always necessary for higher education instructors to create daily lesson plans, knowing how to create a lesson plan can help prepare instructors to deliver content effectively. For this assignment, write a lesson plan based on one of the topics from your “Course Design Template.” This would be a lesson you could present in one class meeting. Based on the lesson plan you create, record a 3-5 minute video of yourself demonstrating the chosen instructional strategies.
Your lesson plan should include:
Content area Lesson topic/title Lesson objectives Anticipatory set Instructional strategies Assessment (formative or summative) Differentiation strategies Closure Below your lesson plan, reflection on the lesson and your presentation answering the following questions:
- How effective do you feel your presentation was?
- What do you think went well and what would you incorporate into your future professional practice?
- What would you change in either your lesson plan or presentation to be more effective Course title Characteristics of the state of matter for undergraduate students (Bachelor of Science in Physics) with an emphasis in education who are capable of excellence and full knowledge of all the properties of the material and all the variables that occur to it. Evaluative competence: The ability to describe and determine the structure of an atom. (Proton, Neutron, Electron). This is done through the Laboratory of Atomic Science (NGSS, HS-DS-1). An online simulator will be used.
Each student will construct the structure of the atom and have full knowledge and knowledge of all the variables involved in it. Thus, he can know the number of each of the protons, neutrons, and electrons (meaning full knowledge and familiarity with the identity of the atom). Interpret and show the periodic pattern table to show all the physical and chemical properties and sections of all the elements.
The ability and full knowledge of the distinction of these elements and knowledge of how all these elements and compounds interact with each other. Periodic Elements). Relying on complete inquiries from POGIL is a complete process-oriented inquiry. Students are committed to carrying out several activities by moving from the bundle system to discovering special patterns in the periodic table (POGIL). All nuclear properties will be explained for all these elements and how they can absorb energy and then release it in all nuclear processes. (NGSS, HS-PSI-8).
This activity depends entirely on the process of students reading an article on how nuclear energy works and through the groups all information on this topic will be discussed and analyzed. The result in these fruitful discussions will be taken in the form of information and added to the aspects of external research to write a new paper on this. Students will sum it up and summarize all of their educational views on nuclear energy and if we should strive for it (Brain Lamb & Kivor, 2000). In the end, the students will show how abilities interact with each other through their dependence on the level of that field (called the atom level). How this level affects the properties of the microscope will be determined by everything related to the microscope. NGSS, HSS-PS2 6), the students will do an activity based on the use of the laboratory by testing all the physical properties of these three different materials and may explain and summarize how these affect all the chemical bonds related to these properties at the atomic level. (Hensley, 2015). In the field of the content of this lesson and competencies.
This lesson specializes in structuring the properties of matter for undergraduate students at Grand Canyon University with a Bachelor’s degree in Physics, as well as a bachelor’s degree in Chemistry. The focus of their studies is to be able to have science, experience, and full knowledge of the structure of the atom and the properties of matter.
Evaluated competencies: The ability to know the structure of an atom (proton, neutron, electron) The ability to interpret the periodic table to know and study the properties of physical and chemical materials.
The ability to explain all the prophetic properties was in how her energy was absorbed specifically in nuclear processes. Clarify and study how to complete the reaction process of this study through the use of the atomic level, which is concerned with the study of properties through the microscopic level (NGSS, 2013). Depending on the American Chemical Society (ACS), it is chemistry or physics that is concerned with the study of matter and all the changes it undergoes through submission (paragraph 2). I wanted to bring up this topic because it pertains to both chemistry and physics.
Students in this field must have full knowledge and experience on a basis that concerns them in chemistry or physics, and thus, they will be able to study subsequent subjects that specialize in all the basic properties of matter and construction and distinguish between them in the classes. coming. These selected competencies all specialize in the basic structures of material properties. Its basis is the proton, neutron, and electron by arrangement in a nuclear nucleus.
Then the periodic table is arranged according to the prediction of the properties of the material and its position in the periodic table, and this must be understood in depth before moving to another advanced material.???
References??Brain, M., Lamb, R., & Kiger, P. (2000, October 9). What a Nuclear Power Works. Retrieved August 19, 2020, from, A. (2015). Chapter 9 Chemical Calculations. In Chemistry pp. 49-54). Greenville, SC: BJU Press.?NGSS Lead States. (2013). Next Generation Science Standards: For States, By States (HS. Structure and Properties of Matter). Retrieved ?By States Structure and Properties of Matter). Retrieved from INSTRUCTIONAL METHODS 4 Instructional Methods Sahar Haddad Grand CaDesign one instructional activity that aligns with the topic and objective to engage students in online and traditional classroom settings. First, test the student’s prior knowledge of atomic structures. Each student shall be required to explain what they understand by the term atom by providing their definitions of atom, molecules, and structure. An online simulator shall then be used to display the structure of the atom in the Atomic Science Laboratory (Hensley, 2015). The students shall then be required to make a structure of an atom with a complete understanding of the atom’s components: Protons, neutrons, and electrons. Additionally, the students shall be required to understand the charge in the particles of the atom and their number.
Conclude by showing the students the periodic table and expound the physical and chemical properties of different elements. Furthermore, engage the students in showing how the different parts react and the trend of reactivity. The students shall be involved in testing the physical properties with a specific focus on the bonding structure of the elements. In the end, the students shall be required to have a comprehensive understanding of the atomic structure of different elements and the reactivity aspect of the elements. Describe one research-based instructional method that could be used to facilitate learning. In a research-based method, we start by presenting the problem.
The students are to be introduced to atoms. The students are then required to work in groups to identify, question, and out their understanding of atoms. Explain the structure of the atoms and present the periodic table to the students to give an in-depth understanding of elements. Give students different elements and guide them on testing the reactivity of the elements and how they interact with each other. Explain the mechanism of the reactions, the aspects of chemical bonds, and the significance of electrons in the reaction (Brain, Lamb & Kiger, 2000). Allow the students to explain the reactivity trend of the elements. Describe a formative assessment or assignment for each topic that will assess student learning. Assessment of students’ understanding of the topic entails giving the students assignment on the difference between electrons, neutrons, and protons.
Additionally, let the students explain how the charges on electrons, protons, and neutrons contribute to the overall stability of the atom. Furthermore, evaluate the student’s understanding of the chemical properties of elements and how different elements react, the trend of reactivity, and how chemical bonds are formed. Conclude by assessing the students understanding and interpretation of the periodic table and how the properties of the elements differ.
Identify the instructional resources that will aid in the implementation of instruction, instructional methods, and activities. Implementing the instructions in the topic under discourse shall require a printed chart of the periodic table to show the arrangement and orientation of the elements in the table. Additionally, interactive electronic sources such as computers shall be used to display 3D models of different elements and display the internal structure of atoms, specifically, the atom’s nucleus (American Chemical Society, n.d.). Furthermore, various elements shall be used to give the students a realistic view of how elements look and chemical reaction purposes to ascertain how different elements react. Additionally, online video tutorials shall be used to provide comprehensive audio-visual extrapolation of the topic.