Classroom Management Plan

Gregory Craig
Chemistry 20 Winston Churchill High School March April, 2014

Pre-Class Management Checklist

Familiarization with School Policies and Procedures:

o Computer program for making

exams

o School policy for late students o Fire drills and emergency o Printer/copier room/machine
Classroom Organization
function procedures

o Bell times o Assembly dates o School rules, behaviour

expectations, and consequences.

o Chemical storage arrangement o Laboratory supplies o Hand-in area for assignments o Taking attendance o Late procedure o Absence procedure o Answering questions o Getting students attention o Create Powerpoint o Prepare demonstration o Get comfortable o Procedures for group work,
individual work, whole class discussion

Develop Procedures

o Handling lab equipment o Missed assignments procedure

Lesson Preparation

Lesson Plans
Lesson Title/Focus Subject/Grade Level Unit Introductory Lesson Chemistry 20 / Grade 11 Forms of Matter: Gases Date Time Duration Teacher March 3, 2014 64 min Gregory Craig

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General Learning Outcomes: Specific Learning Outcomes: B1. Students will explain molecular behaviour, of the gaseous state of matter B1.1k: describe and compare the behaviour of real and ideal gases using kinetic molecular theory B1.2k: convert between Celsius and Kelvin temperature scales B1.3k: explain law of combining volumes B1.4k: illustrate how Boyles and Charless Laws are related to the ideal gas law

LEARNING OBJECTIVES
Students will: 1. Get to know the teacher 2. Illustrate their current understanding of the SLOs (pre-assessment)

ASSESSMENTS
Key Questions: How do real and ideal gases behave?

LEARNING RESOURCES CONSULTED

http://education.alberta.ca/media/1233960/6_c h3%20learner.pdf Prior to lesson Attention Grabber

MATERIALS AND EQUIPMENT

2 100 mL beakers, two glass stirrers 100 mL of sugar cyrstals Concentrated sulfuric acid

PROCEDURE
Prepare the Powerpoint for showing in class. Have Q cards ready to be handed out. Introduction Time The Charcoal Sausage Demonstration Have the students gather around the fume hood. Perform the charcoal sausage demonstration as described on page 135 of the Tik Liem Science Inquiry book. (Perform in a fume hood) 5 min Ask the students what the difference is between beakers 1 and 2. In which of the two beakers could we get the sugar back as sugar? What do you think the black material in beaker 2 is? Body Time Go through introductory Powerpoint. Tell the students about myself, my likes, interests, hobbies, what I spend most of my time doing. Explain to them that I have quite extensive laboratory experience so anyone interested in pursing a career 13 min in science is welcome to talk to me. Discuss the expectations of the class. Go over classroom rules and procedures.

Learning Activity #1

Learning Activity #2

Be on time Be prepared a. Have your textbook and binder with you 3. Be respectful a. Respect yourself and others, including property 4. Be positive Explain to the students that cellphones are allowed, as long as they are on silent. If a cellphone goes off audibly, that is your first warning, after your third warning your cellphone goes on the teachers desk and is turned off for one week. Ask the students if they think this is fair. If they do not think the classroom rules are fair, discuss with the class what changes they would make and come up with a set of rules together that everyone can agree with. Have one of the students hand out a Q card to each student. Instruct each student to write four things about themselves on the cards when I say go. The information they write should be stuff that not everyone knows. Tell the students to make sure that they do NOT include their name. Explain to the students that after everyone finishes, they will hand theirs in and we will go through them and people will guess who wrote which card. I will include my own in there. Once they are done writing they are to make a name tag using a piece of paper and folding it twice then writing their name on the middle section. After everyone has finished writing their four pieces of information, collect them, shuffle them, and read them out the information on one card and have the students guess and then see if it is right. Have the students take out their cellphones and complete a poll everywhere pre assessment. The five questions will be: 1. What is the kinetic molecular theory? 2. What is Boyles law? 3. How do you convert between Celsius and Kelvin? 4. What is the law of combining volumes? 5. What is the ideal gas law? The students will answer one question at a time as a class. They will be given 1-2 minutes for each question and will submit their answers using their cellphones or electronic devices. For the last little bit of class go over the What If question from xkcd of what would a mole of moles look like. I.e. what would Avogadros number of the furry little creature look like? Give a warning that some of the description is kind of gruesome. Closure Inform the students that the next lesson we will be doing a lab on gases.

1. 2.

25 min

Learning Activity #3

15 min

Learning Activity #4

8 Time

Transition To Next Lesson Sponge Activity/Activities

Continue learning the students names by talking to them, getting to know them, and learning what they are like.

Lesson Title/Focus Subject/Grade Level Unit

Boyles Law Experiment Chemistry 20 / Grade 11 Forms of Matter: Gases

Date Time Duration Teacher

March 4, 2014 128 min Gregory Craig

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General Learning Outcomes: Specific Learning Outcomes: B1. Students will explain molecular behaviour, of the gaseous state of matter B1.1k: describe and compare the behaviour of real and ideal gases using kinetic molecular theory B1.1s: formulate questions about observed relationships and plan investigations of questions, ideas, problems, and issues. B1.2s: conduct investigations into relationships among observable variables and use a broad range of tools and techniques to gather and record data and information B1.4s: work collaboratively in addressing problems and apply the skills and conventions of science in communicating information and ideas and in assessing results.

LEARNING OBJECTIVES
Students will: 3. Conduct an experiment proving Boyles Law 4. Formulate questions about observed relationship 5. Conduct investigations into relationships among observable variables 6. Work collaboratively in addressing problems

ASSESSMENTS
Observations: Key Questions: Products/Performa nces: Prior to lesson Attention Grabber The students process during the experiment How does pressure relate to volume? Experiment worksheet

LEARNING RESOURCES CONSULTED

MATERIALS AND EQUIPMENT

PROCEDURE
Prepare Powerpoint, get experiment materials ready, prepare demonstration Introduction Time Make a Purple Gas Demonstration Gather the students around the fume hood. Perform the Make a Purple Gas demonstration as instructed in page 99 of the Tik Liem Science Inquiry book. Ask the students: did the solid iodine crystals melt by heating? What is the process called when a solid changes directly into a gas? Is this process reversible? What is needed to change gas into liquid or solid? Can anyone think of another example where a solid would change directly to a gas (hint, this one occurs at room temperature). Body Go through each students name, getting help if needed. After 5 min

Learning Activity #1

Time 5 min

Learning Activity #2

Learning Activity #3

Assessment of Learning: Transition To Next Lesson Sponge Activity/Activities

that, get every student to take out their name tags. Have one of the students hand out the pre-made info sheets from the Making a Difference document on Alberta Education. Explain to the students that the answers to this document will be used in further lessons to connect the activities and learning to things that everyone finds interesting. The students are to work quietly on this document. Tell each student that they will be partnered with the person beside them. They will spread themselves out enough to give everyone on a bench space to work. They are to read through the procedure sheet that will be given to them (found here: http://www.vernier.com/files/sample_labs/CWV-06-COMPboyles_law.pdf) before they begin. If they have any questions, now is the time to ask them. They are to work properly, behave properly, and treat the equipment as if it was a cellphone they were holding over a body of water (i.e. very carefully). If the noise level gets too high I will let them know and they are to quiet down. They will perform the experiment according to the sheet provided. They will be provided a break after 50 minutes of working. Closure The worksheet they produced. They will have a day to finish anything on it and will hand it in the next day. Let them know that next lesson they will be going over the notes for Boyles Law.

10 min

103 min

Time

Attempt the questions on Boyles law from the textbook that will be due by Friday.

Classroom Rules
Classroom Rules
5. Be on time 6. Be prepared a. Have your textbook and binder with you 7. Be respectful a. Respect yourself and others, including property 8. Be positive

Science Lab Rules

1. 2. 3. 4. Read experiment instructions before starting Wear closed toe shoes, long pants, and long sleeves Dispose of chemicals and waste as instructed Follow proper clean-up procedure

Classroom Procedures
Start of Class
1. 2. 3. 4. Make sure your cellphone is on silent Put cellphone on table in front of you Sit in your spot while attendance is taken Have your binder out

Getting Attention
1. 2. 3. 4. Stop what you are doing Make sure your hands are free of materials Turn and face teacher Listen to instruction

Asking/Answering Questions
1. Put your hand up 2. Wait until teacher calls on you

Assignments
1. Handed in on time unless valid excuse a. New due date will be assigned with valid excuse 2. Writing is readable a. If not, will be asked to type it up 3. If extra help is needed, please arrange it with the teacher

Relationship-Building Plan
Building Relationships with Students I will get to know the students through the name activity I have planned for the first lesson and through talking with them while they are doing assignments. I will use the information I have learned about them from the cards they will have filled out during the name activity to help make connections with the students about things we have in common. I will show my students respect throughout my teaching. They will be treated equally and fairly in my classroom. Showing students respect is the first step in earning their own respect, which is the next step of the relationship-building plan. Through being consistent, assertive, fair, and respectful I hope to earn my students respect. Through sharing a mutual respect for each other we will be well on our way to building relationships.

To maintain and enhance my relationship with my students I will: Greet my students daily Be consistent Appropriately praise good performance Connect the activities to my students interests Make my teaching as engaging as possible Get to know my students throughout the practicum Convey confidence in the students abilities Building Classroom Community Through relationship plan I will be beginning to build a classroom community at the beginning of the practicum. To maintain and enhance my classroom community I will: Meet the needs of the students. Give praise for good performances Believe in the students. Relate content to the students interests Emphasize that mistakes are okay in the classroom, and in life. If a student makes one its not the end of the world.

Intervention Plan
Low-Key Interventions Behaviours will be addressed using the bump system. o I will match my response to the level of student misbehavior and situation. Types of low-key behaviours include talking to a neighbour while instruction is being given, playing games of cellphone while instruction is being given, etc. First level: I will use the non-verbal strategy of teacher look/eye contact. Second level: I will pause my instruction until the behaviour is corrected Third level: I will use the students name. Fourth level: I will use the method of squaring off while maintaining a polite non-threatening posture.

High-Key Interventions I will continue with the bump system for high-key interventions if the student fails to respond to any of the low key interventions. Fifth level: I will offer the student limited choices. o I will follow up with those choices immediately. o I will make sure they are respectful of the student Sixth level: I will have an informal chat with the student while the rest of the students work or are distracted by something. o Will take place away from the rest of the students o I will make sure I am at eye level and of equal standing to the student during the conversation If problems still persist parents may be involved. I will email the parents about the situation that occurred that day.

Reflections