TI Name: Justin Doyeon Yook

Day & Date: 03/19/23

Subject Area & Grade Level: 8th Grade Chemistry
Number of Students in Class: 24

This Blank form is to be used in conjunction with the template that provides detailed instructions and links.
Each section of the Learning and Assessment Plan must be addressed; plans with missing or deleted components will not be accepted.

Day 3: Learning and Assessment Plan (3/22)

Select the Mode of Instruction: Face to Face
Curriculum Standards

3. obtain, evaluate, and communicate information to support the Law of 1.6 Creative Communicator: Students communicate clearly and express
Conservation of Mass/Matter (GSE  SPS3) themselves creatively for a variety of purposes using the platforms, tools,
styles, formats, and digital media appropriate to their goals.
3a. develop and use models of chemical equations to illustrate how the total
number of atoms and how mass is conserved during a chemical 1.6c Students communicate complex ideas clearly and effectively by creating or
reaction/chemical change (GSE SPS2b) using a variety of digital objects such as visualizations, models, or simulations.

Learning Objective/Goal(s) Assessment

Learning Objectives & Historically Responsive Literacies (HRL) Formative & Summative
1. Write your learning objective/goal here. Assessment:
Students will be able to… Informal formative assessments will be used throughout the lesson.

- develop and use a model of a chemical equation to illustrate how the Argument-Driven-Inquiry (ADI) used for this lesson.
total number of atoms is conserved during a chemical reaction
Introduction: Probe #3 & The Wonder of Science Video
- Students will be asked to individually work on new version of bellringer
HRL question.
- Identity: Students will be introduced to the scientific background - Students will watch a short video clip that introduce them about
contains real-life example. scientific phenomenon.
- The teacher will show the demonstration and let students discuss
- Intellect: Students will develop and use a model of a chemical equation about their observation and share (small group).
to learn about the law of conservation of mass/matter.
 Students are expected to share their thoughts from bellringer question
- Joy: Students will participate in the scientific experiment. and observation.

Muhammad, G. (2020). Cultivating Genius: An Equity Framework for Culturally and Historically Responsive Literacy. Scholastic.
Middle and Secondary Education Fall 08.22.2022 Page 1
TI Name: Justin Doyeon Yook
Day & Date: 03/19/23
Subject Area & Grade Level: 8th Grade Chemistry
Number of Students in Class: 24

This Blank form is to be used in conjunction with the template that provides detailed instructions and links.
Each section of the Learning and Assessment Plan must be addressed; plans with missing or deleted components will not be accepted.

Body: Baking Soda Lab

- Students will participate in this lab with their assigned group (The
teacher will provide the new seating chart).
- Students will plan and carry out experiment. Students will be asked to
create and use a model that can show the law of conservation of
mass/matter (LO 1).

 Students will be assessed on planning and carrying out the science

experiment.

Closure: SRQ
- Students will be asked to individually work on the SRQ question.

 Students are expected to think back to their learnings from experience

of participate in the experiment when they answer for the SRQ
question.

Learning Activities
Introduction or Student Spark (10 minutes~) Body (40 minutes) Closure (10 minutes~)
1. What is the “hook” or engaging activity to 1. Describe in detail the consecutive steps of 1. Explain how students will demonstrate
activate student thinking? the lesson that will enact the learning knowledge or understanding of the
- New version of bellringer question (Probe objective. What will students be doing and learning objectives for this lesson.
#3) can be the hook to activate student what will the teacher be doing? - Students will demonstrate understanding of
thinking. 7 Stages of ADI the learning objectives by showing result
2. Describe the plan to capture student from the experiment and sharing their
Stage 1 (Task): Introduction part activities (Probe #3
interest and excitement for learning. thoughts about how that result happened.
- The Wonder of Science Video can capture & Video) will introduce phenomenon to students.
student interest by introduce new 2. What are next steps for the students and
Stage 2 (Ideas): The teacher will provide a scientific
phenomenon. the teacher to prepare for the next class
3. How will you and your students determine background information and show demonstration. session/learning objective?
and leverage students’ prior knowledge? - Students can do the homework or read the
Stage 3 (Plan): Students will be asked to plan for the

Muhammad, G. (2020). Cultivating Genius: An Equity Framework for Culturally and Historically Responsive Literacy. Scholastic.
Middle and Secondary Education Fall 08.22.2022 Page 2
TI Name: Justin Doyeon Yook
Day & Date: 03/19/23
Subject Area & Grade Level: 8th Grade Chemistry
Number of Students in Class: 24

This Blank form is to be used in conjunction with the template that provides detailed instructions and links.
Each section of the Learning and Assessment Plan must be addressed; plans with missing or deleted components will not be accepted.

- Students are encouraged to use their prior experiment using provided materials. pre-reading provided by the teacher.
knowledge from previous lessons or their - The teacher can review what happened
Stage 4 (Do): Carrying out experiment.
life experience to answer the bellringer during the lesson to plan for the next one.
question. Stage 5 (Share): Other groups will visit one group,

and one person from that group will share their

experience and result.

Stage 6 (Reflect): Students will reflect on what went

well, what they discovered in terms of law of

conservation all matter/mass.

Stage 7 (Report): Some of students can volunteer to

share their reflection or anything they learned from

the lesson.

**Because of the limited time, students may

continue stage 5~7 on next day.**

 Introduction (Stage 1~2): 15 minutes

 Body (Stage 3~4): 35 minutes

 Closure (Stage 6 & SRQ): 10 minutes

2. Describe in detail the transition plan(s)

between class activities.
- There is no specific transition plan between
class activities.
- The teacher will verbally announce for
students to move on.
- The teacher can use timer if necessary.

Muhammad, G. (2020). Cultivating Genius: An Equity Framework for Culturally and Historically Responsive Literacy. Scholastic.
Middle and Secondary Education Fall 08.22.2022 Page 3
TI Name: Justin Doyeon Yook
Day & Date: 03/19/23
Subject Area & Grade Level: 8th Grade Chemistry
Number of Students in Class: 24

This Blank form is to be used in conjunction with the template that provides detailed instructions and links.
Each section of the Learning and Assessment Plan must be addressed; plans with missing or deleted components will not be accepted.

Differentiation, Modification & Accommodation

Differentiated instruction (DI) Modification & Accommodation
1. Write the differentiation strategy for the introduction here. There are no students with IEP, 504 Plans, or English Language Learner in this
- Different version of bellringer will challenge students to think deeper class.
about the learning target.
Most of the activities and worksheets will be posted on google classroom for
2. Write the differentiation strategy for the body here. those students who are absent or get check-out.
- Physical change in the classroom environment will motivate students to
work together with group. If there are students who need an extra support on learning, they will have
different options of taking notes and/or participate the activities.
- 7 stages of Argument-Driven-Inquiry will help students to think,
communicate, make decisions, and understand about the learning
For example: Student help student, one to one teacher help, or visualized
target by participate in the science experiment.
models.

3. Write the differentiation strategy for the conclusion here.

- SRQ question requires students to re-think about their answers from
bellringer question using their knowledge learned from experience of
conducting scientific experiment.

Facilitation & Safety

1. Write the following components of the classroom facilitation and operation here:
 How will you ensure students know where to find and understand class activity instructions?
- The instruction will be verbally explained to the students by the teacher. Also, the instruction is written on the worksheet to help students’
understanding. The teacher will be walking around the classroom and monitoring students.
 In what ways will you respond to interruptions or disruptions?
- I will be using the ‘clap once if you can hear me’ method.
 How will you provide other additional support that may be needed (for students who are disengaged or who do not understand)?
- I will be walking around the classroom to check if any students need any extra help.
 What are your plans for transitions from one activity of the lesson to another?
- I will be using the timer (If necessary). If not, the teacher will let students know when it’s time to move on.
 How will you use/reinforce classroom norms?

Muhammad, G. (2020). Cultivating Genius: An Equity Framework for Culturally and Historically Responsive Literacy. Scholastic.
Middle and Secondary Education Fall 08.22.2022 Page 4
TI Name: Justin Doyeon Yook
Day & Date: 03/19/23
Subject Area & Grade Level: 8th Grade Chemistry
Number of Students in Class: 24

This Blank form is to be used in conjunction with the template that provides detailed instructions and links.
Each section of the Learning and Assessment Plan must be addressed; plans with missing or deleted components will not be accepted.

- I will be using students’ roles in the classroom. For example, there are table captains, classroom inspector, classroom secretary, bathroom monitor,
etc.
 How will you handle supplies needed for the lesson?
- All worksheets will be printed out at the school. I will get help from the Mentor Teacher for extra supplies if needed.
 What are the physical components of the classroom, such as desk arrangement, stations, cooperative learning groups, etc. that support your
learning objectives?
- Desks will be in comfortable position for students to work in groups.
 For SCIENCE, specifically, what lab safety measures will you use to comply with required standards of lessons involving lab experiments or
demonstrations?
- I will be using the school safety regulations for the lab and any other class activities.
References
Layered Texts and Other Learning Materials
1. List the tool(s) students need to meaningfully participate and access the materials in the lesson.
Baking Soda
Vinegar
Medicine Cup
Electronic Balance
Balloons
Spoons
Graduated Cylinders
Piece of Paper
2. Write a detailed (pearled) list of all the multimedia/materials/resources/links/technology students need to meaningfully participate in this
lesson.
No technology required. Students may use their lab top for research purpose only. They will need to have a permission from the teacher to use any
electronic devices during this lesson.
3. Attach all instructional support handouts, presentations, citation/copy of texts, etc. and assessment items.
Probe #3 (Bellringer): https://docs.google.com/document/d/16Rxn477LOTtBh7jzUWwbbBl4xTKQwXsAFae4ulHTKKc/edit?usp=sharing

Video: https://thewonderofscience.com/phenomenon/2018/7/8/burning-steel-wool

Baking Soda Lab Worksheet: https://docs.google.com/document/d/1EEdEfAMD3vwQpvVb1Gr4iGDJ9pRy2UeqhJSlirAJfkg/edit?usp=sharing

Muhammad, G. (2020). Cultivating Genius: An Equity Framework for Culturally and Historically Responsive Literacy. Scholastic.
Middle and Secondary Education Fall 08.22.2022 Page 5
TI Name: Justin Doyeon Yook
Day & Date: 03/19/23
Subject Area & Grade Level: 8th Grade Chemistry
Number of Students in Class: 24

This Blank form is to be used in conjunction with the template that provides detailed instructions and links.
Each section of the Learning and Assessment Plan must be addressed; plans with missing or deleted components will not be accepted.

SRQ: https://docs.google.com/document/d/1nM6wPZm8fwoJZp9j0VIkipE5lGrwJbLTSC2RecE_bLA/edit?usp=sharing

Research & Theory References

Georgia Department of Education. (2016). Science Georgia Standards of Excellence . GeorgiaStandards.org. https://www.georgiastandards.org

Gwinnett County Public Schools. (2022). AKS Standards: Science standards – K-12. https://www.gcpsk12.org/Page/33116

Muhammad, G. (2020). Cultivating genius: An equity framework for culturally and historically responsive literacy.

Muhammad, G. (2020). Cultivating Genius: An Equity Framework for Culturally and Historically Responsive Literacy. Scholastic.
Middle and Secondary Education Fall 08.22.2022 Page 6