This is the document for the determination of the percent acetic acid in an unknown solution lab.
This packet of 41 short selections can be used regularly over the course of a school year to help students build fluency. There are enough passages to work on one per week - to two weeks. This source provides a protocol outlining strategies to engage students in short, daily fluency practice. Teachers can also send passages home for additional practice. To access the packet, select "View File" to download.
This packet is designed to strengthen the components of reading fluency: accuracy, rate, and prosody (expression). Students should understand what they are reading, thus embedded supports, such as student glossaries and ‘right there’ comprehension questions, are included. However, these passages are not intended for close reading or deep comprehension work.
Note for teachers of English Language Learners (ELLs): Regular fluency practice is essential for helping ELLs improve their overall literacy skills. Those acquiring a second language benefit especially from additional support with decoding, pronunciation, word identification, and prosody—all of which are the focus of regular fluency practice. Activities found in the Achieve the Core Fluency Packet reflect several best practices for English Language Learner instruction including:
• Having a text read aloud by a fluent reader prior to the student engaging with the text.
• Giving students multiple opportunities to hear the text read aloud by a fluent reader so that they can mirror the pronunciation and prosody of well-spoken English.
• Providing repeated opportunities for students to practice decoding skills both on their own and with support via active monitoring.
• Providing opportunities for students to learn new vocabulary through the use of student-friendly definitions, and to reinforce newly learned vocabulary through repeated practice with the same text and opportunities to use that vocabulary to respond to comprehension questions.
• Calling out work with “juicy sentences,” a strategy developed by Dr. Lily Wong Fillmore, that allows students to look deeply at word choice, sentence structure, and other text features that build their understanding of how English is used to convey different meanings.
• Providing numbered lines that allow students to quickly focus-in on specific sections of the text.
• Providing space for students to annotate the text with their own notes.
Informational paried passage mini-assessment that includes two articles and one accompanying recording, thirteen text-dependent questions (including one optional constructed-response prompt for students), and explanatory information for teachers regarding alignment to the CCSS. Articles included are “High Schools Starting Later to Help Sleepy Teens,” by Michelle Trudeau and “High schools will keep starting too early. Here’s why.” by Dan Weissmann
Students learn about acids and bases and demonstrate how plant extracts can be used as indicators.
This is the document for the acid base titration curves lab.
This lesson plan includes two activities designed to demonstrate the effects of acid rain on physical structures such as rocks, buildings, and statues and on living organisms (plants). In the first activity students will make observations after dropping samples of water and vinegar on chalk. In the second activity students will plant bean seeds to produce three separate bean plants. One plant will be given only water; one plant will be given only vinegar; one plant will be given a 50/50 water/vinegar solution. Students will form hypotheses, and then make observations and collect and graph height data as the plants grow.
In this lesson, students conduct experiments and compile information into a research paper.
In this lesson, students will identitfy several forms of acid precipitation. They will list effects of acid precipitaiton and explain the actions that cause the damage. Students will define "buffering" and explain how environmental factors can act as buffers.
Students develop an understanding of how aspirin works and how understanding its interaction with other chemicals in the body aided doctors in medical research.
Students devise a scientific investigation to detect acids and bases in common materials. Students will prepare a test solution whose color changes when an acid or base is added.
Students are introduced to the differences between acids and bases and how to use indicators, such as pH paper and red cabbage juice, to distinguish between them.
In this activity, students will use a chemical reaction to test for the presence of carbonate in calcite and limestone. Students will drop a small amount of acid on mineral specimens and observe the bubbles of carbon dioxide forming from the reaction of the acid with carbonite minerals.
Students will learn to identify and define acid and base and classify household chemicals as acids or bases using universal iindicator.
Students learn terms related to the immune system and define what acquired and passive immunities are and how they differ.
In this lesson, students read Pink and Say by Patricia Polacco to identify words that are unfamiliar to them. Working collaboratively in small groups, they discuss the meaning of these new words, using context clues from the text, prior knowledge, and both print and online resources. Students then apply their knowledge of the new vocabulary to further their understanding of the text.
This lesson employs direct instruction and small-group discussion to help students learn new vocabulary skills while reading Patricia Polacco?s Pink and Say.
This lesson gives students a better perspective as to how acreage is determined. Using the computer in their pocket students learn to calculate area in feet and acres. Using their results the can calculate biomass, board feet per acre, or even the amount of electrical fencing needed to protect a meadow.
This resource, which downloads directly, is a lesson plan to use with the book "Across the Wide Dark Sea" by Jean Van Leeuwen. "Across the Wide Dark Sea" is a realistic text about a boy and his family's nine-week journey and survival during the first winter at Plymouth. This text poetically narrates a young boy's account of risking the ocean ot find freedom in a new land.
In this lesson, students will write free-verse acrostic poems about themselves using the letters of their names to begin each line. They then write an additional acrostic poem about something that is important to them. After proofreading, both poems are recopied or typed and illustrated and then mounted on construction paper for display. Several opportunities for sharing and peer review are incorporated.
Using newspapers or magazines, students will create an acrostic poem where words are divided into parts of speech.