Demonstrations2011_2012

If you are doing your microteaching in one of your sciences classes then you will be doing a demo in the other science class. Expectation: It will be treated like the micro-teaching assignment in terms of all of the expectations. (See marking rubric on wiki)
 * __Demos for Double Science TCs__**

1. You will create a micro-lesson for a demo: i.e. with a BLM for students and with teacher notes on one side to explain to the novice what the demo shows. Title Ministry Expectations Introduction and Background Materials Safety (includes disposal) || Procedure Results Explanation Tips for Success/Teacher Notes References || Title Student worksheet- could include places for observations and questions to be answered during the demo or as follow-up || 2. You will “perform” the demo to the class and your demo peers will provide feedback, 3. You will write a reflection of your performance and input provided by your peers based on the questions provided. (Similar to microteaching)
 * Demo Worksheet**
 * **Front Page - Teacher**
 * **Back Page – Student**

The various dates will be determined and posted on the class calendar. Demos will take place between January and the beginning of practicum 2. (one or two per day)
 * Presentation**

1 Use demo books, peers, Youtube, other teacher websites, etc., for ideas. Pick one that fits as a demo and would NOT be better done as a student activity either because it is dangerous, or too hard or complicated for students. (Your instructor will have done a sample demo for you and posted it on the class wiki)
 * Tips for a Successful Demo:**

2. //__Practice__// it to be sure it works.

3. Write it up (keep an eye on the marking rubric) so you are sure that your presentation to the class has all of the components required.

Here are some ideas about demonstrations to consider:



The following rating scale/evaluation rubric will help to make sure you have included all of the important components in your demo Your peers will provide you with feedback (similar to what your peers did in microteaching) and you should also **//__complete the directed reflection.__//** One week following your demo, you should submit the following to the instructor:
 * 1) one sheet double sided containing teacher and student notes
 * 2) all peer input for your demo
 * 3) directed reflection

**__Here is the Sign Up - Dates__**

Example Demo - Elephant's Toothepaste (Oct 28th)


 * Note:** Find the specific expectations for Elephant's Toothepaste(from Ministry Documents)

__**Schedule for Demonstration:**__ 2012 || **Grade Level and Ministry Expectations** || **Attachment - Handout for Demonstration** || or Grade 9 - C2.1: Properties of matter/mixtures || || Shannon Mendes || January 20th ||  ||  || Kenny Xiao || February 24st || Collapsing Can. Grade 11, Gases and the Atmosphere, Grade 11C Chemistry and the Environment
 * **Name** || Date for Presentation
 * Jeremy Burt || January 17th || Grade 12 - D3.5: Rates of Reactions
 * Jeremy Burt || January 17th || Grade 12 - D3.5: Rates of Reactions
 * (1)
 * **Lab Carousel** ||  ||   ||   ||
 * Jonathan Boetto || January 31st || Grade 11- C2.5: Using the Metal Activity Series to Predict the Products of Single Displacement Reactions || [[file:ChemC&I_DemoHandout_Boetto.pdf]] ||
 * Kenny Xiao || February 3rd ||  ||   ||
 * Mike Law || February 7th || Grade 12 - B2.4 Using Carboxylic Acids to Make Apple Pie || [[file:Mock Apple Pie.pdf]] ||
 * Henry Xu || February 10th ||  ||   ||
 * Aleksa Brkic || February 14th || MOM Rainbow. Grade 10- C2.6: Classifying some common stubstances as acidic, basic, or neutral (acid-base indicators). C3.6: Describe the process of acid-base neutralization || [[file:MOM Rainbow Demo.docx]] ||
 * (2)Laura Sardone

Supporting Documentation: || Collapsing Can Handout || || Courtney || April 3rd ||  ||   || Danielle S. || April 10th || Grade 12 Thermochemistry - Calorimetry - burning different snack foods || ||
 * Linh || February 21st || Grade 12 - Redox Reactions** F2.1 ** use appropriate terminology related to electrochemistry, including, but not limited to: //half-reaction, electrochemical cell, reducing agent,// //oxidizing agent, redox reaction,// and //oxidation// //number//
 * F2.2 ** conduct an inquiry to analyse, in qualitative terms, an oxidation-reduction (redox) reaction
 * F3.1 ** explain redox reactions in terms of the loss and gain of electrons and the associated change in oxidation number || [[file:Chem Chameleon Handout.docx]]
 * **Practicum** ||  ||   ||   ||
 * Nicole Ross
 * David Shep