Teacher Guide - Glencoe

3y ago
12 Views
3 Downloads
4.73 MB
28 Pages
Last View : 1m ago
Last Download : 2m ago
Upload by : Melina Bettis
Transcription

Teacher GuideFeatures and Benefits On-grade level content supportedby individual modification andalternative assessment Activities at 3 levels to meet theindividual needs of on- andbelow-grade level students Basic knowledge and comprehension Application and analysis Evaluation and prediction Hands-on manipulatives encourageactive learningAFTG-Chemistry 874110-6.indd i10/11/05 4:44:26 PM

Sharece PrinceNancy NippertNancy Nippert graduated fromWest Texas A&M University inCanyon, Texas. She holds certificates in Science, Math, Reading,and Early Childhood Education.Sharece Prince graduated fromMidwestern State University inWitchita Falls, Texas. She hasbeen teaching for 22 years asan inclusion teacher, resourceteacher, and mainstreamclassroom teacher.Copyright by The McGraw-Hill Companies, Inc. All rights reserved. Permission isgranted to reproduce the material contained herein on the condition that such materialsbe reproduced only for classroom use; be provided to students, teachers, and familieswithout charge; and be used solely in conjunction with the Glencoe Scienceprogram. Any other reproduction, for sale or other use, is expressly prohibited.Send all inquiries to:Glencoe/McGraw-Hill8787 Orion PlaceColumbus, OH 43240-4027ISBN 0-07-874106-8Printed in the United States of America.3 4 5 6 7 8 9 10 080 09 08 07 06AFTG-Chemistry 874106.indd ii7/25/06 2:38:02 PM

Table of ContentsActivctivee Folders for Differentiated InstructionOverview of ActiveFolders for Differentiated Instruction . . . . . . . . . ivUsing ActiveFolders in Your Classroom . . . . . . . . . . . . . . . . . . . . . . . . viActiveFolders Purpose . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . viiiAdvantages of ActiveFolders in the Differentiated Classroom . . . . . ixThe Need for Change . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .xHelpful Hints for Your Differentiated Classroom . . . . . . . . . . . . . . . . xiBibliography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xiiMaterials List . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xiiiTeacher Pages for Individual ActiveFolders . . . . . . . . . . . . . . . . . . . . .1 Acids and Bases. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2 Chemical and Physical Changes . . . . . . . . . . . . . . . . . . . . . . . . . .3 Chemical Bonds . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4 Chemical Reactions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5 Elements, Compounds, and Mixtures . . . . . . . . . . . . . . . . . . . . . .6 Matter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7 Measurement. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8 Periodic Table . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9 Principles of Gases and Liquids . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 States of Matter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11ActiveFolders Teacher Guide iiiAFTG-Chemistry 874110-6.indd iii10/11/05 4:44:30 PM

Overview of Active Folders forDifferentiated InstructionHands-on activities that reinforce essential science conceptsEngaging cover diagram offersopportunity for pre-assessment andstudent discussions.Colorful, durable, laminated foldersand manipulatives encouragekinesthetic learning.Detailed teacher guide containsobjectives correlated to relevantscience content.Additional differentiatedinstruction suggestions areidentified for basic andchallenge activities.iv ActiveFolders Teacher GuideAFTG-Chemistry 874110-6.indd iv3/8/06 11:48:48 AM

Multilevel directions reach diversestudent population.Hands-on activitiesoffer a variety ofstimulating tasks to meetindividual student needs.Journal responses can be usedfor verbal or written assessments,review, or higher-level thinking skills.Envelope space provides handymanipulative storage.Interactive manipulativesmotivate students to model,classify, identify, sequence, organize,compare, and contrast as they reviewessential science concepts.Wrap-up activities and graphicorganizers provide student-friendlyvisual representation of contentknowledge.ActiveFolders Teacher Guide vAFTG-Chemistry 874110-6.indd v3/8/06 11:49:21 AM

Using Activctivee Folders in YourClassroomMeeting Objectives National and state science standards provide the focus for each folder.Specific objectives for each folder are listed on the teacher page.Teaching Vocabulary Key terms and their definitions for each ActiveFolder are listed foreasy reference. Using the vocabulary terms provided, the teacher or students can copy thedefinitions to make a set of vocabulary review cards for each folder. Individual students cancreate their own set of vocabulary terms and definitions for home study, matching memorygames, or small group-review games.Discussing Journal Entries Topics provide opportunities for higher-level thinking, problemsolving, and application skills. They can be used either as journal-writing prompts or toencourage group discussion. Students should support their reasoning and opinions onrelevant concepts and current scientific issues.Using Active Folders Each folder is designed to meet the needs of individual students inthe least restrictive environment. ActiveFolders can be used to pre-assess a student andto uncover student misconceptions. ActiveFolders also can be used for small groups,discussion-starters, guided practice, review, reinforcement, and alternative assessment.Specific suggestions for use of ActiveFolders in the classroom are listed below.Student/TeacherWork TogetherGuided practiceandreinforcement Student and teacherwork as a team. Student can respondverbally to betterexplain his or her response, ask questions,and clarify his or herknowledge. Teacher works closely tointerpret the student'sreasoning and anymisconceptions.Pairs or Small Groups Pairs or groups taketurns completing afolder while othersreview vocabularyterms. Pairs or groups taketurns completing anactivity and checkingeach other for accuracyand understanding.Independent Student Student works independently to explore eachconcept, formulate hisor her response, andadjust the manipulatives as he or she worksthrough the folder. If multiple copies ofa folder are available,several groups can workthrough the activities,creating comprehensionquestions for the othergroups.vi ActiveFolders Teacher GuideAFTG-Chemistry 874110-6.indd vi10/11/05 4:44:38 PM

Student/TeacherWork TogetherReview Student works throughthe folder, respondingin writing or verballyexplaining his or heranswer choices to theteacher. Teacher can do theactivity and ask thestudent to explain theapproach used tocomplete the task.Pairs or Small Groups Students can take turnsworking through activities on the folder, challenging each other forunderstanding and clearexplanations of conceptspresented.Independent Student Students workindependently attheir own pace. Folder activities canbe used in a gamesituation. Teacher canprovide a spinner ordie to allow students totake turns with creativedirections, such asdouble play, skip turns,or double points. Students can design theirown review questions toask fellow classmates.Assessment Student talks withthe teacher about eachactivity, demonstratinghis or her knowledgethrough the manipulation of the activity. As one student completes the folder, otherstudents in the groupcan match key termsand definitions, playa vocabulary game, orcomplete a vocabularyquiz. Student pairs can construct sentences withthe key terms from thefolder activities, usingthe terms in the correctscientific context. Independent studentscan work through thefolder as an assessment. Student can matchvocabulary words to thecorrect definitionsusing the teacher-madevocabulary cards in aone-to-onecorrespondence.ActiveFolders Teacher Guide viiAFTG-Chemistry 874110-6.indd vii10/11/05 4:44:39 PM

Activctivee Folders PurposePurpose: ActiveFolders differentiate science instruction to meet the individual needs ofstruggling learners and reinforce, reteach, and assess at-risk students using a varietyof techniques.ActiveFolders provide science content that sparks the interest of struggling learners,English-language learners, highly visual students, attention deficient students, tactile kinestheticlearners, and students with learning disabilities to process the pertinent science content usinga variety of motivating manipulatives. Using tactile kinesthetic models, these at-risk studentsbuild self confidence and, therefore, are better prepared to share their acquired knowledge,analyze new information, and participate in class discussions, lab settings, and group activities.Research identifying the most difficult and commonly misunderstood concepts suggests thatthe use of supplemental materials that support the text will best aid the classroom teacher andthe students. Forty ActiveFolders have been developed to address critical chemistry, Earthscience, life science, and physics topics. Using manipulatives, students move objects andmodels, use vocabulary cards, draw examples, identify concepts, and write personal interpretations in their journals. Higher-level thinking skills are applied using motivational layouts andinstructions given in three ability levels. The teacher guide provides clear objectives correlatedto Glencoe Science topics, specific content, vocabulary terms and definitions, and a guide tostudent responses. Suggestions for further student study, consisting of basic and challengeextension activities, also are provided. Graphic organizers provide a visual representation of astudent’s knowledge, as well as an opportunity for the student’s verbal explanation of his orher scientific understanding.ActiveFolders review and reteach science content through multisensory activities, peertutoring, reinforcement of content, and differentiated-assessment tools. Students meet successas they manipulate vocabulary terms, model concepts, and verbalize their understanding andcritical-thinking skills. By addressing the needs of all students, from struggling learners, giftedand talented students, and English-language learners to students with extended absences,ActiveFolders challenge individuals through meaningful work to practice and masterstate-mandated objectives while increasing self-confidence and participation.viii ActiveFolders Teacher GuideAFTG-Chemistry 874110-6.indd viii10/11/05 4:44:39 PM

Advantages of Activctivee Folders in theDifferentiated ClassroomActiveFolders offer a high-interest, hands-on approach to science that provides anopportunity to motivate and challenge struggling students as they practice conceptsand state-mandated standards.Advantages of Active Folders for Students Meaningful work covers content topics. Three ability levels challenge individual students. Positive participation increases self-confidence. Practice offers mastery of state-mandated objectives. Interactive approach provides opportunities for regular education students to collaboratewith special-needs students. Students gain academic and social skills through peer interactions.ActiveFolders provide differentiated instruction for all students through easy-to-assemblefolders on specific science topics in support of classroom teaching with 40 of the most difficultscience concepts.Advantages of Active Folders for Teachers Relevant modifications of curriculum offer review for special populations. More variety of content presents assessment options. Hands-on manipulatives increase student involvement. Textbook/state-mandated objectives are addressed with relevant reinforcement activities. Special-needs students explore critical-thinking opportunities without watering down thecurriculum. Minimal-assembly kits allow more teacher-student interaction time.ActiveFolders Teacher Guide ixAFTG-Chemistry 874110-6.indd ix10/11/05 4:44:39 PM

The Need for ChangeIn every group of individuals, learning styles vary. It can be difficult to address manydifferent learning styles in one classroom. If teaching involves lecturing as a primary meansto deliver information, students who are not auditory learners likely will struggle. We mustserve students who are attention deficient, learning disabled, other health impaired, Englishlanguage learners, and gifted/talented, in addition to students who exhibit behavioralproblems, experience difficult home situations, and struggle with drugs/alcohol . As studentpopulations become more diverse, the need for differentiated instruction increases.With new laws, accountability is increasing as well. What follows are a few of the many lawsdictating changes in education today.IDEA—Individuals with Disabilities Education Act (Public Law 94-142) General-education classroom must be the first placement considered. A strong preference for educating students with disabilities in regular classes with appropriatemodifications, aids, and services Educators must consider how supplementary aids, services, and other supports can be used toensure that the student can be educated in the general-education classroom. Emphasizes student involvement in the general curriculumNCLB—No Child Left Behind Designed to improve student achievement and change the culture of America’s schools Four main common sense pillars: accountability, flexibility, research-based reforms, and parentalinvolvementLRE—Least Restrictive Environment Public Law 94–142 mandates the concept of least restrictive environment. Students with disabilities must be educated in the least restrictive environment in which they cansucceed with support. For most students, this environment is the general-education classroom.x ActiveFolders Teacher GuideAFTG-Chemistry 874110-6.indd x10/11/05 4:44:39 PM

Helpful Hints for YourDifferentiated Classroom Read the lesson aloud to target all learners. Students with low reading levels, physical handicaps, andADHD, as well as ESL, kinesthetic, and auditory learners will not benefit from silent reading. Encourage students to remain actively engaged. Point out headings, sub-headings, objectives, vocabularyterms , pictures, charts, and graphs. Compare the objectives to the end-of-section questions, pointingout what is most essential. With practice, students will begin predicting, analyzing, and questioning. Guide student practice through a variety of assignments. Whether administerng a written assignment,modifying a written assignment to meet individual needs, assigning a folder activity, or implementing whole class usage of folder activities for practice and review, flexibility and adaptation are key toindividual success. Offer alternate assessments. Most students will be able to complete a written test successfully. Otherswill require a modified version of the test, and a handful will require alternative assessments that areunique to their individual needs, such as oral assessment, folder activity, or other skills assessmentrelated to their IEP. An oral assessment paired with a folder activity allows a more accurate interpretation of studentunderstanding. The teacher should assess the student. The classroom teacher is knowledgeable of thesubject and can assess the student’s grasp of the subject content. Oral assessments paired with folderactivities can be a unique tool to offer insight into student misconceptions and acquired knowledge. Grading should be versatile. Teachers are the best judges of what each student needs to learn, whether ornot he or she has learned it, and how he or she is able to recall information. Therefore, grading shouldbe based on individual student goals rather than comparing the student to the rest of the class.ActiveFolders Teacher Guide xiAFTG-Chemistry 874110-6.indd xi10/11/05 4:44:39 PM

BibliographyFisher, Doug and Nancy Frey. Responsive Curriculum Design in Secondary Schools, Meeting theDiverse Needs of Students. Lanham, Maryland and London: The Scarecrow Press, 2001.Friend, Marilyn and William Bursuck. Including With Special Needs:A Practical Guide for Classroom Teachers. Needham Heights: Allyn &Bacon, 1996.Stetson and Associates, Inc. Differentiated Instruction: A Practical andPowerful Way to Enhance Student Achievement. Houston: Stetson andAssociates, Inc., 2001.Tilton, Linda. Inclusion: A Fresh Look. Shorewood: Covington CovePublications, Revision 2001.Tomlinson, Carol Ann. The Differentiated Classroom. Alexandria, VA:Association for Supervision and Curriculum Development, 1999.Tomlinson, Carol Ann. Differentiation in Practice. Alexandria, VA:Association for Supervision and Curriculum Development, 2001.Tomlinson, Carol Ann. Fulfilling the Promise of the Differentiated Classroom. Alexandria, VA:Association for Supervision and Curriculum Development, 2003.Tomlinson, Carol Ann. How to Differentiate Instruction in Mixed-Ability Classrooms.Alexandria, VA: Association for Supervision and Curriculum Development, 2001.U.S. Department of Education. “No Child Left Behind,” [online],http://www.ed.gov/nclb/landing.html (accessed January 2003).xii ActiveFolders Teacher GuideAFTG-Chemistry 874110-6.indd xii10/11/05 4:44:39 PM

Materials ListMaterials needed to complete Active FoldersBrad fastenersTransparenciesScissors/paper cutterHobby knifeHook-and-loop tape (optional)Heavy plastic envelopes with wrap string closureDry-erase markersMiscellaneous objects as listed for each kitGeneral Active Folder Information Each discipline is color-coded for easy reference. Each folder is labeled according to the topic and activity. Each folder includes three levels of directions—purple, green, and orange. Students can be assigned any/all levels according to their abilities. Extension activities can be found in the teacher guide information for each folder. Wrap-up activities and graphic organizers are provided on the back of each folderfor assessment. Hook-and-loop tape for manipulative attachment is optional. A space for storage envelopes is provided on the back of each folder. Dry-erase markers will be needed for student responses on someActiveFolders. Answer keys are provided for quick reference.ActiveFolders Teacher Guide xiiiAFTG-Chemistry 874110-6.indd xiii10/11/05 4:44:39 PM

AFTG-Chemistry 874110-6.indd xiv10/11/05 4:44:39 PM

Teacher Pagesfor IndividualActiveActive FoldersThese pages contain the following for each ActiveFolder: ObjectivesVocabularyConstruction InformationAnswer KeyGraphic Organizer/Wrap-Up KeyAdditional ActivitiesActiveFolders Teacher Guide 1AFTG-Chemistry 874110-6.indd 110/11/05 4:44:39 PM

Acids and BasesObjectives Identify physical properties of acids and bases. Become familiar with the practical uses of acids and bases. Discover how the pH scale displays strength of acids and bases.Vocabularyacid—substance that produces hydrogen ions (H ), in a water solutionbase—substance that forms hydroxide ions (HO–) in a water solutionindicator—organic compound that changes color in acids and basesneutralization—chemical reaction that occurs when an acid and a base combine to produce watermoleculespH—measure of how acidic or basic a solution is using a scale ranging from 0 to 14physical property—any characteristic that can be observed without changing the identity of the materialConstruction1. Cut manipulatives from the activity card page.2. Provide a dry-erase marker for student responses.3. Attach a 5" 7" storage envelope to the back of the folder for the activity cards and marker.Answer KeypH scale—0–14Acid—red, pH 0–6, lowest pH, sour taste, can cause severe burns, citrus fruitNeutral—white, pH 7, waterBases—blue, pH 8–14, highest pH, bitter taste, can cause severe burns, feels slipperypH Pictures—battery acid, soft drinks, pickle, vineg

and understanding. If multiple copies of a folder are available, several groups can work through the activities, creating comprehension questions for the other groups. Student works indepen-dently to explore each concept, formulate his or her response, and adjust the manipula-tives as he or she works through the folder. Guided practice and

Related Documents:

Inspire Physical Science 26 Inspire Physical Science with Earth 28 Glencoe High School Science Serie 30 Glencoe Biology 32 Glencoe Chemistry: Matter and Change 33 Glencoe Physics: Principles & Problems 34 Glencoe Earth Science: Geology, the Environment, and the Universe 35 Glencoe Physical Science 36 Glencoe Physica

Welcome to Reviewing Chemistry This workbook is designed to strengthen your knowledge of the NSCS (National Science Content Standards) and provide additional chapter content review of your Glencoe textbook, Chemistry: Matter and Change. For each chapter in the Glencoe textbook, Chemistry: Matter and Change, two pagesFile Size: 751KBPage Count: 56Explore furtherDownload Free Glencoe Chemistry: Matter and Change - drevquuosites.google.comChemistry Matter and Change - Glencoe - Chapter 7 .quizlet.comChemistry: Matter and Change - Chemistry Textbook .www.brightstorm.comRecommended to you based on what's popular Feedback

fresh garden produce, honey, jams, pickles and an assort-ment of other homemade goods. The market is located on 11th Street in downtown Glencoe across from the Glen-coe City Center. Glencoe seniors to meet The Glencoe Senior Citizens group will meet Thurs-day, Oct. 10, at 12:30 p.m., at the senior room in the Glencoe City Center.

Glencoe health student activity workbook answer key chapter 7 1 Glencoe Health Student Activity Workbook Teacher Annotated Edition Permission is granted to reproduce the material contained herein on the condition that such materials be reproduced only for classroom use; be provided to students, teachers, and families without charge; and be used solely in conjunction with the Glencoe Health .

A GLENCOE PROGRAM BIOLOGY: THE DYNAMICS OF LIFE Glencoe Online SCIENCE Visit the Glencoe Science Web site . 7. _ is another word for “living thing. ” 8. . The basic unit is the ce

To The Teacher Glencoe offers resources that accompany The American Visionto expand, enrich, review, and assess every lesson you teach and for every student you teach. Now Glencoe has orga-nized its many resources for the way you teach. HOW THIS BOOK IS ORGANIZED Section Quizzes and Chapter Testsoffers assessment blackline masters at unit .

Grammar and Composition Handbook, Lesson 1.2 Glencoe Literature Web Site (lit.glencoe.com) Audio Library,Tape or CD Spanish Audio Library,Tape or CD Spanish Summaries,p. 4 English Language Learners Sourcebook, pp. 23–24 SE—Student Edition TWE—Teacher’s Wraparound Edition * Also in Spanish

Glencoe Literature Web Site (lit.glencoe.com) Audio Library,Tape or CD Spanish Audio Library,Tape or CD Spanish Summaries,p. 21 Spanish Translations,pp. 17–21 English Language Learners Sourcebook,pp. 40–41 SE—Student Edition TWE—Teacher’s Wraparound Edition * Also in Spanish