PRINCIPAL: Ms Moriah, when I entered your room on Nov. 14, what was your statement?
MORIAH: I was in the middle of a lesson in which 8 lab groups were finding the density of two bars of soap and there was a lot of equipment, and I could not find the lesson plan I had it and I asked you if I could give it to you after wards, because I was very busy with the lab groups.
PRINCIPAL: In the meeting of Nov. 14 in presence of your UfT representative, what was your response when I asked you why you did not have a lesson plan?
MORIAH: That during a lab it is very disruptive to stop and have to look for a lesson plan. I am always glad to see the principal come into the room, but to please wait to ask for the lesson plan after the lesson.
PRINCIPAL: At that meeting, did you not tell me that you did not need a lesson plan and that the lesson plan is in your head?
MORIAH: There is a big difference between not having a lesson plan and not having a lesson plan on the desk during a lab.
PRINCIPAL: Tell me what the difference is.
MORIAH: The difference in not having a lesson plan would have meant that
I did not know that I had to bring 8 triple beam balances. I did not know that I had to bring 8 graduated cylinders, two bars of soap. In other words, I would not have known what to do that day. But the lab was very very carefully planned. All materials were present. I knew the exact procedure. All the children knew the exact procedure. There was 100% success rate in finding the density of both bars of soap. Children were able to write up a lab, an example of which I gave you and which I have here. So it would be impossible to do all that without writing up a lesson plan, but my emphasis was on having the equipment rather than having a piece of paper that I have memorized. You are always welcome to ask for it. I usually have a written lesson plan, but there are times when perhaps I might get caught without the piece of paper, but the lesson is not only planned, I have it memorized in my head.
PRINCIPAL: But as per Chancellor’s memo 666 and the faculty handbook that you received at the beginning of the year, you must have a written plan and you must have the lesson plan available when it is requested. You said just now that you “usually” have a written lesson plan. All teachers must have a planned lesson. A written lesson plan. Please explain to me why you did not follow the faculty handbook, the Chancellor’s Regulations and the Principal’s Memos. You must have a written lesson plan ALL the time.
MORIAH: I am fallible human being. I am very sorry that in addition to all of the equipment I was not able to put my hands on the lesson plan. I had already collected 160 lab reports. It got mixed up with those. I was a traveling teacher. It is my fault that I couldn’t put my hands on the lesson plan. But I don’t understand why you didn’t make any remarks on the extremely successful lesson that was given and all of your emphasis was on one thing.
PRINCIPAL: Your are saying that you did not follow Chancellor’s regulations, and you did not have a lesson plan.
MORIAH: I already said that I am a fallible human being and that I made a mistake.
PRINCIAL: On March 23 2007 you did not have a lesson plan when Assistant Principals X and Y entered the classroom, you did not have a lesson plan. I ask you why in this instance you did not have a lesson plan.
MORIAH:Could you wait just a minute please? What date was that again?
ON march 23, 2007 I was a traveling teacher and I had a small cart with 13 science project boards from 7F the lowest class that I had.
The science projects were:
How does color affect the melting rate of ice?
How does a change in air pressure affect an egg?
How does temperature affect an electromagnet?
How can we use cabbage juice as a pH indicator?
Which substance filters water the best?
What is the effect of soda on the fizz of a soda?
Will seeds grow better in a covered jar or an uncovered jar?
How do we find if a food has starch?
How much bounce will a handball lose if it is dropped from different heights?
Have you ever wondered how clouds form?
How will different amounts of baking soda and vinegar affect how high a film canister will pop?
How does density of a liquid affect how ice floats.
How can we test different liquids for pH?
At that time I was overwhelmed by the number of boards on the cart. We were going to have a science project fair for 7F. Ms X came in and asked for the lesson plan and when she couldn’t find it she turned around and left without looking at the science projects of 7F. Without giving the children the approval that this low level class needed.
PRINCIPAL: Let me repeat my question. Why did you not have a lesson plan?
MORIAH: It was buried under 13 science boards.
PRINCIPAL: How were you going to address all of those topics without a written lesson plan?
MORIAH: There is a difference between not having a plan on a piece of paper and not knowing what to do. The science project fair was very simple. They were going to go around and critique each others science projects. We had gone over this before. It was a matter of setting up the 13 boards and giving the students a chance to see each other’s work in a matter of 45 minutes. Because I was a traveling teacher, I had to set them up fast, and I’m sure that if Ms. X had stayed around to see the projects, she would have seen my plans as well because my plans were at the bottom of the projects.
PRINCIPAL: Please explain why you didn’t have a lesson plan. You are supposed to be able to produce a lesson plan at the time it is requested. Are you saying that you did not have one?
MORIAH: I am saying that I had one. They were at the bottom of 13 science boards. We set up the science boards. The lesson plan was there. As soon as the lesson was over I went directly to Ms. X’s office and gave it to her.
PRINCIPAL: Did you not say to Ms. X that your lesson was in the lab. You stated that your lesson plan was in the lab.
MORIAH: I had a plan in the lab, and I had a plan on the cart because I knew that I have to have a plan.
PRINCIPAL: So you are saying that you did not have a lesson plan.
NOTE FROM MORIAH: I DID have lesson plans for the lessons that were mentioned, I just couldn't produce them ON DEMAND during the time I was teaching my students: Here are they are.
LESSON OF OCTOBER 24, 2006
CAN SOAP FLOAT?
OBJECTIVE: Students will be able to compare and contrast the densities of two bars of soap and predict whether or not each one will float.
1 large transparent jar of water—for teacher’s use
Triple Beam Balance
Note: This lesson does not have a teacher-prepared worksheet. Students are being trained to write their own procedures and to organize their data themselves.
OPENING: (Whole Class) (5 to 10 minutes)
1. Dictate the Problem: Which soap has a greater density? Ivory or Jergens?
2. Assign Jobs according to instruments used
a. Find the volume of the bar of Ivory: Ruler
b. Find the volume of the bar of Jergens: Ruler
c. Find the mass of the bar of Ivory and the bar of Jergens: Triple Beam Balance.
d. Find the density of the bar of Ivory and the bar of Jergens: Calculator
3. Monitors help hand out equipment
GROUP WORK (30 minutes)
1. Students find the density of the two bars of soap and write their data in their journals in the following table:
SOAP MASS VOLUME DENSITY
2. Monitors help retrieve equipment
ASSESSMENT (10 minutes)
Use the Data to set up a problem and a hypothesis
Problem: Can Soap Float
1. Teacher explains the rule for density.
0.9 g/cm3 < 1.0 g/cm3 < 1.1 g/cm3
float float sink
2. Groups share their data and predict whether or not one or both of the soaps will float based on their measurements.
3. Students write their hypotheses in their journals
4. A monitor places each soap in water to test its density.
5. Students write down whether their hypothesis was confirmed by their observations.
HOMEWORK: WRITE THIS LAB UP AS A LAB REPORT.
LESSON PLAN FOR MARCH 23, 2007
OBJECTIVE: SWBAT Evaluate other students' science projects.
OPENING: Explain to the students that today we will be holding a class science fair. They will be walking around the classroom observing the work of other groups. Because there would be only two or three minutes to visit each project, students should focus on the problem and the conclusion: What was the question, and what was the answer. They should also notice the hypothesis, data, visual presentation, and art work. Remind students that next Monday, they will begin the group presentations. This will give students a chance to preview the science boards up close before the group presentations.
Have students move the desks to the sides of the room and place the project boards around the room.
Students view the work of all groups and answer the following questions:
1. What was the question? (Problem)
2. What was the answer? (Conclusion)
3. Did the data support the Answer?
4. Does the visual presentation help you understand the project at a glance? Does it "sell" the project?
Place the project boards on the cart. Replace the desk in rows. Vote for your Four Favorite Projects.
Ask three questions that you can answer after viewing the projects of other students
Ask three questions that you cannot answer, but would like to know the answers to.