Chemistry

 9  
RTI  Triangle  

Ricky  
(Modified:  
cogniBve  age  8/9;  
picture  level;  2-­‐3  
sentence  level)  
 
Tier  3   Charlie  
 

Sasha  
David        Tori              Tammy  
Geoff                  Danny          Rex  
Ernest  
Tier  2  
Riley  (F)                David                Ethan  
Melanie              Sal  
Kirby                            Jasdeep  
Jasmine                              Saul                    Norman  
Polly        Catherine        Maia        Bob      Caden      Ricardo  (M)            
Tier  1   Tyson    Jack      Kathleen                Peter  

Co-­‐planning  for  All                        Shelley  Moore  2013  

Class Review  (Brownlie & King, 2000)

Learning in Safe Schools  Class Review Recording Form

Classroom Strengths Classroom Stretches
•  Social  –  like  to  work   •  Like  to  help  and   •  Staying  on  task   •  Parental  commitment  &  
together   encourage  others   •  TransiBons   support  
•  Academically  OK   •  Most  have  school  spirit   •  Exclusions  of  some   •  Punctual  compleBon  of  
•  AcBve  –  high  energy   •  Loves  stories  and  real-­‐life   student(s)   assignments  
•  Like  current  events   connecBons  

Teacher: Callie Abougoush, Charman Lum, Jane Smith & Lindsey Krolak
Class: Science 9

Goals Decisions
•  Engagement   procedures   •  Collaborate  with  dept.  to  brainstorm  engagement  and  
•  MetacogniBon   •  Checkpoints  and  early   metacogniBon  acBviBes  
•  Increased   intervenBon   •  Set  dates  to  meet  with  support  team  
communicaBon  with   •  PosiBve-­‐feedback  system   •  Teach,  rehearse,  reinforce  procedures  
support  team   for  assignment   •  Create  poster  for  each  class  with  checkpoint  (&  others)  
•  Consistency  with   compleBon   •  Create  posiBve-­‐feedback  system  that  works  

Individual Concerns
Medical Language Learning Socio-Emotional Other
Charlie  –  auBsm;  fine  motor,   Tori  –  anxiety  and  social  
Ernest  –  seizures   Ricardo  –  ESL  from  Mexico   Melanie  –  FN  
expressing  ideas   behavior  
David  –  asthma  &   Sal  –  ESL  from  China   Tammy  –  a`endance  &  FN  
Richard  –  age  8/9;  picture   Danny  –  high  anxiety  and  
ausBsm   Jasmine  –  advanced  
level;  2/3  sentence  level   frustraBon  
  Ernest  &  David  –  behav.  
Geoff  –  ADHD  &  opposiBonal   Rex  –  speaks  selecBvely  
 Unit:  Chemistry  9   All/  
  Most  
Big  Ques?on:  “Why  does  maDer  maDer?”  Or  “What  are  you  made  of?”   /Few  
 
PLOs   Ideas/  Concepts   Ques?ons    

•  What  is  an  atom?   •  All  

   
•  What  is  a  molecule?   •  All  
C1:  use  modern  atomic   Atoms  &   •  All  
•  How  are  atoms  and  molecules  
theory  to  describe  the   molecules  
different?  
structure  and     •  What  is  the  structure  of  an   •  All  
components  of  atoms   Atomic  Theory   atom?  
and  molecules     •  How  has  our  understanding  of   •  Most  
C2:  use  the  periodic   Elements   atoms  changed?  
table  to  compare  the     •  What  is  an  element?   •  All  
•  How  is  the  periodic  table   •  Most  
characterisBcs  and   Periodic  Table  
atomic  structure  of     organized?  
•  What  is  an  ionic  compound?   •  All  
elements     •  Most  
•  How  do  you  write  names  and  
C3:  write  and  interpret   Ionic   formulae  of  ionic  compounds?  
chemical  symbols  of   compounds   •  What  is  ma`er?   •  All  
elements  and  formulae     •  How  does  ma`er  change?   •  Most  
of  ionic  compounds     Extended  Goal:    
C4:  describe  changes  in   Proper?es  of   Why  do  chemical  properBes   •  Few  
the  properBes  of   maDer     change  as  atoms  form  
ma`er   compounds?  
Co-­‐planning  for  All                        Shelley  Moore  2013  
 Course:  Science  9   Unit:  Chemistry   All/  
modified  goal     Essen?al  Ques?on:  “Why  does  ma`er  ma`er?”  Or   Most/
“What  are  you  made  of?”   Few  
   
PLOs   Ideas/  Concepts   Ques?ons    
C1:  use  modern  atomic        
theory  to  describe  the        
structure  and        
components  of  atoms        
and  molecules        
 
       
       
  Atoms   What  is  an  atom?   All  
       
 PLO(s)  (grade  2)   Molecules     What  is  a  molecule?   All  
Compare  atoms  and  
 molecules        
How  are  atoms  and    
 
molecules  different?   All  
 
 
     
 

Co-­‐planning  for  All                        Shelley  Moore  2013  

UDL    Planning  Triangle  
Goals  for  ALL   Modified  Goal(s)  
•  What  is  an  
•  What  is  the  structure  
atom?  
of  an  atom?   •  What  is  a  
•  What  is  an  element?   molecule?  
•  What  is  an  ionic   •  How  are  atoms  
compound?   and  molecules  
•  What  is  ma`er?   different?  
   
 
Goals  for  MOST  
  •  How  has  our  understanding  of  atoms  
  changed?  
•  How  is  the  periodic  table  organized?  
•  How  do  you  write  names  and  formulae  
of  ionic  compounds?  
•  How  does  ma`er  change?  
 
  Goal  for  FEW  
  Extended  Goal(s)  
•  Why  do  chemical  properBes  change  as  
  atoms  form  compounds?  
   

Co-­‐planning  for  All                        Shelley  Moore  2013  

Inclusion  Triangle   Connect   Process  
Transform  &  
Personalize  

EVEN  MORE  Supports    

•  Pictures   •  Provide   •  Reader/scribe  
•  Video  clips   reduced  notes   •  Technology  

(ModificaBons)  
•  Peer  support   assistance  for  
•  One-­‐to-­‐one   final  product  
instrucBon  

•  MulBple  text   •  Co-­‐teaching   •  Extra  Bme  

MORE  Supports  
(AdaptaBons)  

levels   •  Graphic   •  Reduced  

Organizers   workload  
•  ManipulaBve  
 
Supports  for  ALL  
(UDL  Strategies)  

•  Accessing  prior   •  Group  work   •  Project-­‐based  

knowledge   •  Discussion   •  Homework  
•  Hands-­‐on   limited  
acBviBes   •  Performance  
•  Visuals   choice  

Co-­‐planning  for  All                        Shelley  Moore  2013  

Class: Sci 9   Lesson Objective: Describe and compare atoms and molecules  
Lesson: 1   ALL   MOST   FEW   Materials Needed   Role of the CEA  
 
Connecting Card sort (words, Organize into Organize into - Cards of atoms Help with cutting  
Activity   images, etc) into given categories own categories and molecules
familiar and (Atom or (sub-categories (names and
unfamiliar groups   Molecule)   and/or pictures)  
  connection - Scissors  
  between - Given Category
category)   sheet  

Processing Info circles/text Complete Venn Add new/own    

Activity   masters guided diagram graphic examples of - readings at Help creating
reading activity.   organizer atoms and various levels   adjusted readings  
Students are (comparing and molecules to - Venn diagrams  
given specific contrasting atoms Venn diagram  
roles within and molecules).
groups. Multiple Use cards from
levels of reading connection and
available   vocab from
  reading  
Transforming/     Synectex – - items for Finding images
Personalizing Create a picture Add a "creative" metaphorical synectex   on the internet for
Activity   book with words story to your story (pulling item - laptops for story   the story  
showing book comparing out of hat to - paper/art
difference atoms and compare) relating supplies for
between atoms molecules   item to atom and/ colouring images  
and molecules   or molecule. "The
  stapler is more
  like an molecule
  than an atom