Proficient Science Lessons - Sanford Inspire Program Learning Library

Proficient Science Lessons

I.

Pre-kindergarten (Inquiry)

II.

3rd Grade

III.

7th Grade

IV.

7th Grade (Inquiry)

V.

8th Grade (Inquiry)

Copyright © 2017 Arizona Board of Regents, All rights reserved • SanfordInspire.org

Pre-K Science Lesson (Inquiry) (Back to Table of Contents)

Teachers:

Subject: Science

Common Core State Standards: • S1C2IB: Test predictions through exploration and experimentation Objective (Explicit): • SWBAT make predictions and test if they are right or wrong. Evidence of Mastery (Measurable):   

Include a copy of the lesson assessment. Provide exemplar student responses with the level of detail you expect to see. Assign value to each portion of the response.

•

Students will be able to predict what color will be created when two colors are mixed. Students will be able to test their predictions and determine whether their predictions are right or wrong based on the outcome. Exemplar Student Response:

•

Student will look at two jars, identify the color in each jar, and predict what color will be created when the two colors are mixed. Once the prediction is made, the student will verbalize that the prediction needs to be tested. Once the prediction is tested, the student will verbalize the outcome. The student will then be able to determine if their prediction matches the outcome, for which they would verbalize that their prediction is right; or they will be able to determine if their prediction does not match the outcome, for which they would verbalize that their prediction is wrong.

Sub-objectives, SWBAT (Sequenced from basic to complex):   

How will you review past learning and make connections to previous lessons? What skills and content are needed to ultimately master this lesson objective? How is this objective relevant to students, their lives, and/or the real world?

Prior Knowledge: When teacher A reads a story to the class, do you ever make a guess of what will happen next? That is a prediction! Today we are going to make predictions while mixing colors” Vocabulary (Knowledge): “A prediction is a guess that you make before something happens. Your prediction can be right or wrong; you discover this by testing your prediction.” “An experiment is what we do to test our predictions, or guesses, to figure out if we were right or wrong. Once we finish our experiment, we will get an outcome. A prediction is what you think will happen, and an outcome is what actually happened. Our outcomes let us know if our predictions are right or wrong. “Mixing is what we do when we put more than one thing into one place. For example, if I were to put this red water, in the jar full of blue water, I would be mixing them. Who has made cookies with their mom? When you made cookies you had to mix the ingredients (more than one) together in a bowl. We are doing that today with colors.” Skill: Step One: To make a prediction we should look closely at what exactly we are predicting in order to make a prediction that makes sense. Copyright © 2017 Arizona Board of Regents, All rights reserved • SanfordInspire.org

Step Two: Once we have made a prediction that makes sense, we need to test our prediction. This can be done in many ways. The outcome of your test will tell you if your prediction was right or wrong. Think to yourself, “what did I predict?” and “what was the outcome?” If they are the same thing then your prediction was right! If they are not the same, then your prediction was wrong. It is okay if your prediction is wrong! We cannot always be right! We can always learn! Meaningful/Relevant for Students: We make predictions every day! Whether our predictions are about stories we read, the weather outside, or a science experiment, we can test our predictions to determine if we were right or wrong. Testing your predictions will help you to learn new information! Key vocabulary:

Materials:

Prediction

Eye droppers

Outcome

6 jars (3/4 full of water)

Experiment

Food coloring (red, yellow, blue)

Mixing

Worksheets Crayons

Engage   

How will you activate student interest? How will you hook student attention? What questions will you pose, based on your objective, that students will seek to answer in Explore?

Teacher Will: Teacher will call small group (4 or 5 students) to the table. Rules and expectations will be clearly laid out. “Today we are going to make predictions. Then, we will test our predictions to figure out if we were right or wrong. I promise that testing your predictions will be lots of fun, but we can only do it if you listen very closely to what I say and follow directions. If you do not listen or follow directions then I will ask you to leave the table”.

Student Will: Listen to rules and expectations Share what is known about predictions Answer questions when prompted Hypothesize answer(s) to question or ask questions for clarification

“Who has made a prediction before? (allow time for students to answer). Have you ever read a story and made a guess about what will happen next? If you have, then you have made a prediction.” “Predictions we make can help us to figure out what will happen next, or how to act, or even what to wear.” Question: What do you think would happen if you were to mix two colors?


Explore   

How will model your performance expectations? Remember, you are not modeling what you want students to discover but need to model expected behavior or required procedures. How will students take the lead and actively use materials to discover information that will help them answer the question posed in Engage? What questions or prompts will you be prepared to use with students while they are “exploring”

Teacher Will:

Student Will:

Set expectations for manipulatives Remind students of question Prompt students to state their predictions aloud

Work individually, using the manipulatives to discover an answer to the question Respond to posed questions

Provide each student with two jars (3/4 full of water, one yellow and one blue) and one eye dropper. Prompt student to use eye dropper to incorporate the blue water into the yellow water.

Discuss their predictions and/or observations with peers

Did you make a guess as to what color it would make when you mixed yellow and blue? Do you think adding more or less of one color will change the color that you make? Co-Teaching Strategy 

What co-teaching approach will you use to maximize student achievement?

One Teach/One Observe Differentiation Strategy   •

•

What accommodations/modifications will you provide for specific students? How will you anticipate students that need an additional challenge?

Students A and B, cognitively, need more assistance in the question probing section. Instead of asking the questions after the experiment, I will ask them concurrently to the experiment and will even note take (pictorially and word) on the Mini Whiteboard to assist with some memory retention problems Students C and D may need extra behavioral reinforcements for using the manipulatives. I will make sure to have the timer we use to track positive behavior and their card trackers nearby to reinforce our behavior plan. I will model the expectations with the manipulatives first and then have them conduct the experiment themselves.

Explain   

How will all students have an opportunity to share what they discovered? How will you connect student discoveries to correct content terms/explanations? How will all students articulate/demonstrate a clear and correct understanding of the sub-objectives by answering the question from Engage before moving on?

Teacher Will:

Student Will:

I asked if you made a guess about what would happen when you mixed the two colors. What were some of the guesses you guys had?

Answer posed questions

Well if you guessed, you actually made a prediction.

Listen to skill process and ask questions for clarification

Define all vocabulary: “A prediction is a guess that you make before something happens. Your prediction can be right or wrong; you discover this by testing your prediction.”

Discuss with peers to determine if their predictions match the outcome

“An experiment is what we do to test our predictions, or guesses, to figure out if we were right or wrong. Once we finish our experiment, we will get an outcome. A prediction is what you think will happen, and an

Listen to definitions

Discuss with peers what they will do differently the next time they are asked to mix two colors (repeat desired skill process)


outcome is what actually happened. Our outcomes let us know if our predictions are right or wrong. “Mixing is what we do when we put more than one thing into one place. For example, if I were to put this red water, in the jar full of blue water, I would be mixing them. Who has made cookies with their mom? When you made cookies you had to mix the ingredients (more than one) together in a bowl. We are doing that today with colors.” Teach students steps to follow: Step One: To make a prediction we should look closely at what exactly we are predicting in order to make a prediction that makes sense. Step Two: Once we have made a prediction that makes sense, we need to test our prediction. This can be done in many ways. The outcome of your test will tell you if your prediction was right or wrong. Think to yourself, “what did I predict?” and “what was the outcome?” If they are the same thing then your prediction was right! If they are not the same, then your prediction was wrong. It is okay if your prediction is wrong! We cannot always be right! We can always learn! “I asked a question earlier. I asked, what do you think would happen if you were to mix two colors? Do you remember your answers? Those were your predictions. Now what is the actual answer (or outcome)? (allow wait time, and prompt students to answer) The answer should be that when two colors are mixed, a new color is created (if students come up with a different answer, redirect them and guide to the correct answer). Model the desired skill process with red and green Restate the outcome. Have students determine if their predictions were right or wrong.


Differentiation Strategy  


• • •

Some students may need concrete examples before moving on Some students may need their predictions restated to them Student A and B will need some visual assistance for the definitions…I will have a picture on a sheet of paper with word to help them understand the meaning. I will also have a poster behind me with the steps for making and testing predictions—I will use visuals in this list as well. This will help since these students have a difficult time retaining a lot of information all at once. Elaborate   

How will students take the learning from Explore and Explain and apply it to a new circumstance or explore a particular aspect of this learning at a deep level? How will students use higher order thinking at this stage? (e.g. A common practice in this section is to pose a “what If question”) How will all students articulate how their understanding has changed or been solidified?

Teacher Will:

Student Will:

What if I were to give you two different colors to mix, do you think the outcome would change?

Hypothesize, and state aloud, answer to question

Provide students with two more jars (3/4 full of water, one red and one blue) and an eye dropper. Prompt the student to repeat the mixing process, this time using the desired skill process (see sub-objective: skill) Prompt students to state their predictions aloud Once outcome is discovered, prompt students to state the outcome aloud Prompt students to determine if their predictions were right or wrong.

Use manipulatives to discover an answer to the question (using desired skill process) State prediction aloud State outcome aloud State if prediction was right or wrong Answer posed questions Discuss what was learned with peers

What did you do differently this time? Was the same color made both times? Does mixing different colors change the color made? Evaluate  

How will all students demonstrate mastery of the lesson objective (though perhaps not mastery of the elaborate content)? How will students have an opportunity to summarize the big concepts they learned (separate from the assessment)?

Teacher Will:

Student Will:

Remind students of desired process Provide students with two jars (3/4 full of water, one red and one yellow) Complete assessment (see evidence of mastery) Monitor students Prompt students to provide explanations

Complete the assessment (see evidence of mastery) State prediction State outcome State if prediction was right or wrong


3rd Grade Science Lesson (Back to Table of Contents)

Teachers:

Subject: 3rd Grade Science

AZ State Standards: S4C3PO3 - Explain the interrelationships among plants and animals in different environments: • producers – plants • consumers – animals • decomposers – fungi, insects, bacteria Objective (Explicit): • SWBAT explain the interrelationships among producers, consumers, and decomposers in various environments Evidence of Mastery (Measurable):   

Include a copy of the lesson assessment. Provide exemplar student responses with the level of detail you expect to see. Assign value to each portion of the response

There will be no points awarded for questions 1-3 (this is just review to assist the students with question #4). See below the LP to find the assessment and the rubric for scoring. Sub-objectives, SWBAT (Sequenced from basic to complex): How will you review past learning and make connections to previous lessons? What skills and content are needed to ultimately master this lesson objective? How is this objective relevant to students, their lives, and/or the real world?

Review: **Previously, students have learned the terms producers, consumers, and decomposers. Content: Interrelationship: The way in which each of two or more things is related to the others. Relationship: The way in which two or more things are connected. Skill: To explain the interrelationship of plants and animals in an environment. 1. Remind yourself of the 3 types of plants/animals. 2. Find a producer (write sentence). 3. Find a consumer who would eat that producer (write sentence). 4. Find a decomposer who would eat either producer or consumer (write sentence). 5. Describe how the producer would use the nutrients from the decomposer (write sentence). 6. Describe how they all need each other (write sentence). Relevance: Students need to understand the interconnectedness of all organisms to realize that we cannot survive without each other. This is also a foundational skills to learning about more complex concepts like food chains, food webs, and complex ecosystems that they will learn about in the future. Key vocabulary: Interrelationship: The way in which each of two or more things is related to the others. Relationship: The way in which two or more things are connected. **Previously, students have learned the terms producers, consumers, and decomposers.

Materials: -Group sheet with 1 environment -Independent Practice sheet with 1 environment -Large printed versions of 4 environments -Evidence of Mastery -Sage and Scribe partner sheets for 2 environments -Red and blue pens **for Sage and Scribe to ensure that both students did work -Document camera


Opening (state objectives, connect to previous learning, and make relevant to real life)    

How will you activate student interest? How will you connect to past learning? How will you present the objective in an engaging and student-friendly way? How will you communicate its importance and make the content relevant to your students?

-Who can raise their hand and share with us what we learned about yesterday? Yes, we learned about producers, consumers, and decomposers! To get us started we’re going to do a Shuffle, Shuffle Think Pair Share today. Teacher has posted 5 large prints of different biomes/environments. -When I say the magic word (truffle truffle), I would like for you to go to one of the large posters and SILENTLY put your finger on a producer. (truffle truffle) -Ok, Think “What is a producer?” Pair up with someone nearby and now share for 20 seconds. Now give them a high-5 and say,” Way’ta go Planeteer!” -Now when I say the magic word (truffle truffle), I would like for you to go to a DIFFERENT posters and SILENTLY put your finger on a consumer. (truffle truffle) -Ok, Think “What is a consumer?” Pair up with someone nearby and now share for 20 seconds. Now give them a high-5 and say,” You’re better than a bowl of ice cream!” Last shuffle shuffle, are you ready? -When I say the magic word (truffle truffle), I would like for you to go to AN EVEN DIFFERENT posters and SILENTLY put your finger on a decomposer. (truffle truffle) -Ok, Think “What is a decomposer?” Pair up with someone nearby and now share for 20 seconds. Now everyone give your brains a kiss and say, “Work hard, get smart!” You have 1.5 minutes to calmly find your way back your seats. As you go back to the seat, I want you to gallery walk past the 4 environments I have posted up in the room. Students preview environments that will be used later in the lesson. Did anybody notice anything special about the environments? These were the top 4 environments that everyone voted on during our math lesson yesterday! I’m excited that today we get to learn a little bit more about the environments you guys are interested in the MOST! I’m ALSO glad that we remembered all that important information about producers, consumers, and decomposers because today we are going to explain how they are all connected to each other. And if we didn’t remember what they were, we wouldn’t be able to master today’s objective. Let’s look on the board and choral read the objective. Students will choral read. **Relevance will be covered in the closing. I would love to show you guys what skill we’re learning today! Let’s go ahead and gather on the carpet. When I say the Magic Carpet word (Aladdin), I’d like for you to get ready to syllable walk to the carpet. Teacher will say these words for syllabication for students: biome, environment, and decomposer. Teacher Will: 

Instructional Input

    

Student Will:

How will you model/explain/demonstrate all knowledge/skills required of the objective? What types of visuals will you use? How will you address misunderstandings or common student errors? How will you check for understanding? How will you explain and model behavioral expectations? Is there enough detail in this section so that another person could teach it?

Since we’re going to be explaining the INTERRELATIONSHIP of plants and animals, let’s make sure we know what that means. Who remembers what the word part inter- means? Between is absolutely correct. Interrelationships are the relationships or connections between 2 or more things.

 

What will students be doing to actively capture and process the new material? How will students be engaged?

Students will come and participate in the instructional input at the carpet. -Call on various students for responses through popsicle or using the color wheel (students are sitting in rows based on colors).


So in all of our explanations today, I want for us to be explaining HOW producers, consumers, and decomposers are connected or related to each other. Our 3rd grade team of teachers have come up with a really easy, and helpful way for you guys to do that!

-Students may be called up to the cork board or white board to write, point, spin, etc. Teacher tries to incorporate a minimum of 2 students for each step.

Teacher will post image of grassland environment on mini corkboard. Teacher will also post on the mini-corkboard the steps to explaining the interrelationships. They will then proceed with the following think aloud eliciting some student responses. First I’m going to look at the first step. Who can read that aloud? Thank you. So what are the 3 types again? Great. Can I go on to the next step? Good, let me check that off. Next I see #2…Find a producer. Teacher will do think aloud finding the producer. Can I have help writing a sentence saying that. ….Thank you! Next I see #3…Find a consumer who would eat that producer. Can someone point out on the poster a consumer who would eat that producer? Thank you. Now I’m going to put that into a sentence. _________is a consumer who eats _________. Am I done with 3? Let’s check it off. Next I see #4 Find a decomposer who would eat either the producer or consumer. Teacher does think aloud for how to find that decomposer. Can someone help me put that into a sentence? Thank you. That is a great sentence! Let’s check off #4. Wow, we’re already to #5…is this easy? Awesome! Describe how the producer would use the nutrients from the decomposer. Oh, I know how to write that in a sentence. ________as a producer uses nutrients in the soil left behind by decomposers to grow and make food. Can I check off #5? Wow, we’re on the last sentence. #6 Describe how they all need each other. Turn to a carpet partner and share how these plants and animals need each other. Teacher will listen to student-to-student responses and call on a great answer to share out. ______can you share you response? Perfect and that is my last sentence. Who is the Star of the Week? Star_____ can you choose 1 person to read our explanation? Class Snaps and a rollercoaster for such a wonderful reading. Class that is all that we’re doing today! Raise your hand if you’re ready to do this with your group?


Ok, when I say the magic leave the carpet word (genie and the lamp), you can Syllable walk to your seats for the next set of directions. Teacher will say these words: consumer, producer, energy. Co-Teaching Strategy 

Which co-teaching approach will you use to maximize student achievement?

One teach and one observe. Differentiation Strategy  

What accommodations/modifications will you include for specific students? Do you anticipate any students who will need an additional challenge?

Students B, F, and K have visual impairments and therefore have their carpet seats at the front of their rows. Students L, M and N are students who can easily put their thoughts into sentences. I will call on them often throughout this section to assist in quickly coming up with sentences. Students I and J are on behavior plans to assist in their on-task time and more positive behaviors. I have both of them near the front but separated by the class and on the edges. I will also call on them often throughout carpet time (for answers, to point at things on the board, cross of steps, etc.) to keep them actively engaged. Teacher Will: Student Will:      

How will you ensure that all students have multiple opportunities to practice new content and skills? What types of questions can you ask students as you are observing them practice? How/when will you check for understanding? How will you provide guidance to all students as they practice? How will you explain and model behavioral expectations? Is there enough detail in this section so that another person could facilitate this practice?

Ok, in our groups we are going to follow the exact same steps that we just did all together.

Guided Practice

One’s you will be in charge making sure the group is following our steps for explanation and use of scientific vocabulary. Two’s you will be making sure that everyone in the group is following along and understands the material.

   

How will students practice all knowledge/skills required of the objective, with your support, such that they continue to internalize the sub-objectives? How will students be engaged? How will you elicit student-to-student interaction? How are students practicing in ways that align to independent practice?

Students will craft an explanation paragraph for the desert environment as groups with the described responsibilities. Students will craft and explanation paragraph for the pond and tundra in sage and scribe Sage tells scribe exactly what to write, scribe writes it. Then they switch roles.

Three’s you will be the group’s official scribe authenticator- after gathering everyone’s ideas, you’re the person who officially puts it correctly into a sentence that everyone can follow. Four’s you are to make sure that everyone is doing their work and will finish by the time the timer goes off. Each of you will have a wkst that has a picture of our next environment, desert environment, and space for you to write your explanation. Everyone take 3 seconds and point to where in the room you can find our steps? Great…you have 10 minutes. Remember, if we have complete on task behavior for the first 3 minutes, we get science music in the background. Copyright © 2017 Arizona Board of Regents, All rights reserved • SanfordInspire.org

Teacher moves around the room to monitor progress towards the objective and on task behavior. Science music is a CD compiled of music that is related to whatever unit of study. Students LOVE have the fun songs on in the background when they work and helps all students to be motivated to be on-task. Reconvene students back to whole group setting. Have posted the desert environment and call on various students to identify producers, consumers, and decomposers. For doc camera, call on 3 students to come up and read their work. Lead class snaps (way of applauding) for each student and have 1 other student share a compliment. Great, you and your groups did an excellent job! We’re now going to take 15 minutes do some more practice doing sage and scribe. This is the most popular cooperative learning structure. You are going to now receive 1 more wkst that has a front and back: you will be the sage for one side, and scribe for the other. There are 2 environments on the wkst (pond and tundra) and space for you to write your explanations. Evens you will be partners and odds you will be partners. Everyone take 3 seconds and point to where in the room you can find our steps? Great…you have 10 minutes. Remember, if we have complete on-task behavior for the first 3 minutes, we get science music in the background. Teacher moves around the room to monitor progress towards the objective and on task behavior. Science music is a CD compiled of music that is related to whatever unit of study. Students LOVE have the fun songs on in the background when they work and helps all students to be motivated to be on-task. Co-Teaching Strategy 


One Teach and One Observe


Differentiation Strategy   

What accommodations/modifications will you include for specific students? Do you anticipate any students who will need an additional challenge? How can you utilize grouping strategies?

Students A, B, C have particular goals when it comes to writing complete sentences. I also know that Students D and E also struggle with writing complete sentences. I have created a form of all the worksheets that offers sentences frames for the students to use. During guided practice only these students have these sentence frames. Their partners and group members know that they can use those sentence frames if they want to, but are to make sure that A, B and C are using them correctly with the partner/group sentences. Student F, G, and H are students that for most all writing activities must first verbally process the information they want to say before they write it. They have been set up with a partner and the expectations that it is ok to explain their ideas first and then write them down. During this part of the lesson since it is guided practice, they can also receive coaching and feedback from their partners. Students I and J are both on behavior plans for increasing the amount of time they are on task and doing positive behaviors. It is essential that I monitor their work and actions heavily for the first 10 minutes to start this part of the lesson. I have instructed their partners to be sages first which forces them to scribes, where they have a task ready for them to complete. Teacher Will: Student Will:   

Independent Practice



How will you plan to coach and correct during this practice? How will you provide opportunities for remediation and extension? How will you clearly state and model academic and behavioral expectations? Did you provide enough detail so that another person could facilitate the practice?

-We are now going to practice with another environment, but this time we’ll do it by ourselves. We’ve now practiced the skill 3 times together but I want to see how well you can do this all by yourself. -You will receive 1 piece of paper that has a picture of the environment on it and a space where you can write your explanation. -We are going to work on this for 10 minutes, if you get finished early…everyone point to the list of things you can do (list is at the corner of activities for early finishers). -When you are done, check that it has your name, it’s complete and put it on the back U table. Co-Teaching Strategy 

    

How will students independently practice the knowledge and skills required by the objective? How will students be engaged? How are students practicing in ways that align to assessment? How are students using self-assessment to guide their own learning? How are you supporting students giving feedback to one another?

-Students will be working independently on the Amazon Rain Forest Environment.


One Teach, One Observe Differentiation Strategy 

What accommodations/modifications will you include for specific students?

 Do you anticipate any students who will need an additional challenge? Students A, B, and C have particular goals when it comes to writing complete sentences. I also know that Students D and E also struggle with writing complete sentences. I have created a form of all the worksheets that offers sentences frames for the students to use. Student F, G, and H are students that for most all writing activities must first verbally process the information they want to say before they write it. They have been set up with a partner and the expectation that it is ok to explain their ideas first and then write them down. At this point in the lesson, their partners aren’t allowed to coach or give feedback but just listen (as this is the Independent practice of the LP). Students I and J are both on behavior plans for increasing the amount of time they are on task and doing positive behaviors. It is essential that I monitor their work and actions heavily for the first 10 minutes to start this part of the lesson off in a positive direction and because they particularly struggle with working and being focused independently. Copyright © 2017 Arizona Board of Regents, All rights reserved • SanfordInspire.org

Closing/Student Reflection/Real-life connections:  

How will students summarize and state the significance of what they learned? Why will students be engaged?

-Teacher will use popsicle sticks to call on students -What did we learn how to do today? Who can explain in GENERAL how producers, consumers, and decomposers are interrelated? -Why is it important that we learn about these things? Teacher transitions to Evidence of Mastery


7th Grade Science Lesson (Back to Table of Contents)

Teachers:

Subject:

AZ State Standards: • S1.C1.PO2: Select appropriate resources for background information related to a question, for use in the design of a controlled investigation. Objective (Explicit): • SWBAT using a given set of criteria to select reliable resources for obtaining background information related to scientific questions. Evidence of Mastery (Measurable):   

Include a copy of the lesson assessment. Provide exemplar student responses with the level of detail you expect to see. Assign value to each portion of the response

Exit slip: Consider the following scientific question: “What type of soil is best for growing a bean sprout?” Before developing a hypothesis, you must gather information from different reliable resources. 1) How can you determine if a resource is reliable? Think about our checklists. I can determine if a source is reliable if the information is believable and was written recently. Also if the author: a. is an expert in the area they are writing. b. used accurate information and cites their own sources. c. uses facts (not opinions). d. is not trying to persuade you. 2) You are given the following two readings as resources. (Note: students will be given articles/resources) • “Soil,” author unknown, from en.wikipedia.org/wiki/Soil • “What’s in My Soil?,” United States Geological Society, from education.usgs.gov a. Which reading(s) will be the most reliable source for your research on the scientific question? Why? The “What’s in My Soil?” article will be the more reliable resource for my research on the scientific question. It is be the most reliable because it is written by experts in their fields, the website is updated regularly, and they only use facts. b. Which reading(s) will be the least reliable for your research on the scientific question? Why? The “Soil” article on Wikipedia is the least reliable resource for my research on the scientific question. This is the least reliable because they do not list an author and do not come from people who are experts. Sub-objectives, SWBAT (Sequenced from basic to complex): • How will you review past learning and make connections to previous lessons? • What skills and content are needed to ultimately master this lesson objective? • How is this objective relevant to students, their lives, and/or the real world? • SWBAT select a scientific question to research based on brainstorm from the last class period. • SWBAT identify criteria that are necessary for selecting reliable resources. • SWBAT use the given criteria and evidence to determine if a resource is reliable. • SWBAT search for resources and then determine whether they are reliable or not. Key vocabulary: Materials: Reliable - Brainstormed list of questions from last class Accuracy period - Various articles and websites - Graphic organizer/checklist for determining reliability of a resource (handout) - Computers


Opening (state objectives, connect to previous learning, and make relevant to real life)   

How will you activate student interest? How will you connect to past learning? How will you present the objective in an engaging and student-friendly way? How will you communicate its importance and make the content relevant to your students?



-

T will begin by reviewing one of the questions we created as a class during yesterday’s guided practice “Which snack food will make you feel fuller longer: Flaming Hot Cheetos or NutriGrain Bars?” T will ask, “What did we say made this a good scientific question?” (testability etc.) “Before we can test this, we’ll have to do some research, using articles, books, or internet resources. Luckily, I found an article online yesterday that might be helpful. Why don’t we look at it together?” T will read a short bogus article about “Hot Cheetos” – student’s favorite snack – and how ancient Mayans used to eat them for energy. It is posted on T blog, so it will be online and up on the overhead for students to see that it’s actually on the internet. So what do we think? Is this a good article to use for our research? (Discuss some of the more outrageous parts of the article) Read the day’s objective. Today we’re going to take a look at some scientific questions that we brainstormed as a class yesterday, and find some real scientific resources that we can use to do our research. Teacher Will: Student Will:

-

-

     

Instructional Input

-

-

-

-

-



How will you model/explain/demonstrate all knowledge/skills required of the objective? What types of visuals will you use? How will you address misunderstandings or common student errors? How will you check for understanding? How will you explain and model behavioral expectations? Is there enough detail in this section so that another person could teach it?

Will the A’s at each table will pick up handouts for the day? T will put on the BrainPop video on resources for students. T will play the video a second time for students to fill in their graphic organizers. T poses question, “what does it mean for something to be reliable?” Lead students to a definition, “can be trusted, is correct, and honest.” “Those are the kinds of resources we want to do our research, but how do we know that our resources are reliable?” T will list out the features of reliable resources for students into a checklist that they will fill out on their graphic organizers. “Ok, now I have this list. I’m going to use this as a checklist, to make sure that the resources I use are reliable.” T will bring out the bogus article again, using the new checklist we put together to appraise it using a think aloud. The article will fail to meet all criteria. Think, pair, share to discuss whether it is reliable. Check for understanding. Thumbs up, down or sideways if you think this is a reliable resource.



-

What will students be doing to actively capture and process the new material? How will students be engaged?

A’s will pick up handouts. S will watch the quick BrainPop video. S will fill out the graphic organizer for note taking during the video. S will discuss “reliable” based on the video. S will discuss what we watched in the video, and share the different criteria. S will listen while teacher conducts think aloud, but will follow along on their checklist. S will pair up with their neighbor and discuss whether they think it is reliable. S will use their thumbs to signal whether they believe it is reliable.


What accommodations/modifications will you include for specific students? Do you anticipate any students who will need an additional challenge?

All students are given a fill in the blank graphic organizer that will accommodate for student L’s IEP needs.


Teacher Will:

Student Will:



How will you ensure that all students have multiple opportunities to practice new content and skills? What types of questions can you ask students as you are observing them practice? How/when will you check for understanding? How will you provide guidance to all students as they practice? How will you explain and model behavioral expectations? Is there enough detail in this section so that another person could facilitate this practice?



“Since we decided that this is not a good article for us to use, we’re going to have to find another one. Where should we look?” T will do an internet search for the topic we are studying. T will select an article I found previously that will serve as a reliable source and is age appropriate. “Let’s look at this article together and pull out the checklist we made earlier today. T will someone read the first criteria on our checklist?” T calls on a S. “Does this article meet those criteria? Let’s talk to our shoulder partners about it.” “Will call on random pair to discuss. Does the class agree?” (thumbs) T will repeat for remaining criteria. T has 2 sets of 3 stations set up at each table with different kinds of media (textbook, internet article, news story video, non-fiction text). T provides students with following instructions: As a group, students will rotate to each station. They will read/watch the media at each station and as a group and will review it using the checklist. T will record whether it is a reliable source on my handout. When the buzzer goes off, they will rotate. T will have students “mirror” instructions. T will start the timer and say “go” T will circulate around the room while students are working.

-

    

Guided Practice

-

-

-

-

-

  

-

How will students practice all knowledge/skills required of the objective, with your support, such that they continue to internalize the sub-objectives? How will students be engaged? How will you elicit student-to-student interaction? How are students practicing in ways that align to independent practice?

S will recommend “Google” S will read criteria. S will discuss with shoulder partners. S will let us know if this meets the criteria. S will mirror instructions: 1) I will read or watch the article or video with my group. 2) I will review it using the checklist that we made. 3) I will record whether it is a reliable source on my graphic organizer. 4) When the buzzer goes off, I will rotate to the next table. S will work with their groups until the buzzer goes off.


Teacher Will:

Student Will:



How will you plan to coach and correct during this practice? How will you provide opportunities for remediation and extension? How will you clearly state and model academic and behavioral expectations? Did you provide enough detail so that another person could facilitate the practice?



“Now that we are all experts on finding reliable resources, we are going to start thinking about our own questions and experiments. Yesterday, we each came up with 3 great, testable questions with our partners. Let’s get those out now.” “Today, we are going to choose one of those questions and find reliable resources for our research. I’m going to give you and your partner 1 minute to discuss the question you are going to research.” Each pair will be using the laptops to find two or more reliable resources to help with their research. Students have done internet searches before. “You will go through the checklist for each one. Record the information about it in your notebooks.” “Will the Bs from each table pick up the laptops for your group? (1 laptop per pair)” T will circulate as pairs find and check their articles for reliability. “Finish up your final thoughts and shut down the laptops. When they are off, B’s put them away.”

-

  

-

Independent Practice

-

-

-

   

-

-

How will students independently practice the knowledge and skills required by the objective? How will students be engaged? How are students practicing in ways that align to assessment? How are students using self-assessment to guide their own learning? How are you supporting students giving feedback to one another?

S will get out the questions they wrote the day before. S will look over their questions and will select one as a pair. S mirror instructions: 1) I will work with my partner to find resources. 2) I will need two or more. 3) I will go through the checklist for each one. 4) I will record the information about it in my notebook. 5) I will have 10 minutes to find my resources. B’s will pick up laptops. S will find their articles. S finish research, and B’s will put away computers.

Differentiation Strategy 

What accommodations/modifications will you include for specific students?

 Do you anticipate any students who will need an additional challenge?

I have helped Student L and Student R select a question that they will be able to research. I will direct them to 2 sites with articles written at a lower level to conduct their research. Closing/Student Reflection/Real-life connections:  

How will students summarize and state the significance of what they learned? Why will students be engaged?

- T will bring students back together. Ask questions (will call on random students): - Why is it important for resources to be reliable? - What makes a resource reliable? - How will having reliable resources make our experiments better (we have not covered this, but I want them thinking ahead)? Have students complete their exit tickets. They can use their checklists if they need them.


7th Grade Science Lesson (Inquiry) (Back to Table of Contents)

Teachers:

Subject: 7th Grade Science

AZ State Standards: S6.C1.PO 2. Describe the properties and the composition of the following major layers of the Earth: a) crust b) mantle c) core Objective (Explicit): Describe the properties and the composition of the following major layers of the Earth’s: crust, mantle, and core. Evidence of Mastery (Measurable):   


See assessment below. Students will not get any credit for question 1 (used to just assess knowledge of labeling layers, which is aligned to this standard). Students will receive only 1 point for each layer. To receive the point, students must have described all the elements asked for. Exceeds 3/3, Meets 2/3, Approaches 1/3, FFB 0/3.



Review: Students first learned about the crusts in 3rd grade. Their 3rd grade teachers used a graham cracker/jello model of the Earth to demonstrate the layers. Students will be asked about this as a model has been made and will be utilized in class. Skills: **Hypothesizing is a review skill and students use this process in every 5E lesson. You will not see me explicitly teach or measure mastery of this skill because it has already been taught and retaught with now 90% mastery within the classroom. ***Hypothesizing: 1) Consider previous and new knowledge about a subject. 2) Consider/interpret the change in a variable (size, time, setting, etc.). 3) Combine known knowledge with the variable change and make a prediction “I think _____.” 4) Make a hypothesis statement by offering rationale based on fact; “I think ______BECAUSE_______.” Content: Layer 1 The crust is relatively very thin and about 3-25 miles thick. It is made up of the lightest materials Crust (rock-basalts and granites). Made up of plates that float upon the mantle: Plate Tectonics. It is solid and its temperature can range from air temperature at the surface to 1600 degrees F. Layer 2 The mantle is a dense and hot layer of semi-rock made out of iron magnesium and calcium and Mantle is 1800 miles thick. Has the ability to flow with the consistency of asphalt. Thermal dynamic currents in the mantle have broken the crust into plates and moves them (*theory of plate tectonics) - creating mountains, volcanoes, and new seafloors. The temperature can range from 1600 degrees F to 4000 and it is denser than the crust but still has somewhat of a liquid form. Layer 3 The core is made out of two layers, which are the outer core of liquid iron, sulfur and nickel about Core (inner 1400 miles thick and the inner core a solid iron, sulfur and nickel about 800 miles thick. It is twice as dense as the mantle and consists of heavy metals (nickel and iron). It is the hottest layer with and outer intense pressure. Temperatures can be inner: 9,000-13,000 degrees F and the outer is cooler at core) 7,200-9,000 degrees F. The Earth’s magnetic field is created by the outer core. Relevance: Copyright © 2017 Arizona Board of Regents, All rights reserved • SanfordInspire.org

A thorough understanding of the Earth’s composition and structure will help in later units this year where students study volcanoes, erosion, the rock cycle, and other Earth processes. Exploration into this topic will also highlight other careers, jobs, and fields available for study and also provide the students with a sound understanding of their surroundings so that they can be better informed and can better interpret news and scientific discoveries that pertain to the Earth’s structure and processes. Key vocabulary: Materials: Core, mantle, crust as described above in the content • Borrowed 6 school laptops and each has pulled up these 2 websites: o http://science.nationalgeographic.com/sci ence/Earth/inside-the-Earth/ o http://volcano.oregonstate.edu/vwdocs/v wlessons/lessons/Earths_layers/Earths_l ayers1.html • Graham cracker model from 3rd grade x6 • Hardboiled egg cut in half with shell intact x6 • 7th grade model of Earth x6 • Layers of the Earth note sheet • 4 What if? models with changed descriptions and diagrams Engage   


Teacher Will: • T will open lesson with short action video of volcanoes, earthquakes, faults moving. • Pose introductory question, “How could knowing more about our Earth’s structure help us?” • Take responses. • Show graham cracker model of Earth created in 3rd grade- “Does anyone recognize this? Can you tell us all what it is?.......Exactly. You guys were introduced to the basic structure of Earth in the 3rd grade and this was the model you all used to understand it. • Today we will be exploring the Earth’s structure and composition more in depth and our central question that will guide our exploration is, • “HOW does our current Earth’s structure/composition impact Earth processes and life on Earth?” (POST or UNVEIL question on board) (7 min max)

Student Will: • Respond through think-pair-share to the introductory question.

•

Pass around the graham cracker model quickly through the 6 groups.

•

Have students do an initial think-pair-group response share of the guiding question.


Explore   

How will model your performance expectations? Remember, you are not modeling what you want students to discover but need to model expected behavior or required procedures. How will students take the lead and actively use materials to discover information that will help them answer the question posed in Engage? What questions or prompts will you be prepared to use with students while they are “exploring”?

Teacher Will: • Provide academic/behavioral expectations: o As a group you will all be responsible to assist each other so that everyone walks away from each station with a THOROUGH understanding and all the information for each layer. o Materials are to be handled as scientific tools (*this is an established procedure in class). o Off-task behaviors or students leaving stations not knowing the necessary information will be docked group points. o On-task behaviors and all students leaving stations knowing necessary information will earn group points.

•

The class goal for group points is 30 pts- reaching our goal will be a gaining of 3 minutes of free time.

Student Will: • The 6 groups of students will pass through 3 stations in the explore part of the lesson. Each station will be dedicated 1 layer of the Earth (there will be 2 for crust, 2 for mantle, and 2 for core). At each station there will be a laptop with the 2 sites pulled up and a graham model, an egg model, and our 7th grade model of the Earth. •

• •

Students will collaborative collect data and information about each layer: o thickness, o composition (made up of what materials), o relative temperature and density, o other essential adjectives (solid, liquid semi liquid etc), o and known processes impact---plate tectonics, etc. Students will also at each station identify how each model has demonstrated that layer and CHOOSE which has done it the best and why. Rotations will last 13 minutes each=39 min total.

Co-Teaching Strategy 


As this is for a formal observation, one teach and one observe though any teacher can give or dock points. Differentiation Strategy  


The groups that students will be working in have been intentionally crafted to be heterogeneous by ability in order to have structured support for struggling students throughout the room. Teacher will monitor closely for students who have behavior problems. Explain   


Teacher Will: • Call students back to whole class setting. • Have a PowerPoint that highlights all the important/essential information they needed to pull away. Teacher has hyperlinked short videos, images, and diagrams as visuals to help cement the information. • As each layer’s slide comes up, before the information can be shared, teacher will call on specific students for essential information and then have the information revealed on the screen in case it wasn’t picked up by students. • Correct answers help students earn more group points. • Class goal at this section is 20 pts.

Student Will:

•

Ensure that they and their group members have the correct information and understanding of each layer before they are called on.


•

Teacher will call on students/and show information about: o thickness, o composition (made up of what materials), o relative temperature and density, o other essential adjectives (solid, liquid semi liquid etc), o and known processes impact---plate tectonics, etc.).

•

Teacher will also get responses for each layer of which model was the BEST model for that particular layer and why.

•

Let’s touchback to some of our initial questions: “How could knowing more about our Earth’s structure help us?”

•

Take responses and share some of this relevance: o A thorough understanding of the Earth’s composition and structure will help in later units this year where students study volcanoes, erosion, the rock cycle and other Earth processes. o Exploration into this topic will also highlight other careers, jobs, and fields available for study and o Also provide the students will a sound understanding of their surroundings so that they can be better informed and can better interpret news and scientific discoveries that pertain to the Earth’s structure and processes.

•

Students will share out what their group considered to be the strongest example of each particular layer when it came to the models that were provided.

•

Students will group and then whole class share some ideas.

•

Call on 3 students quickly.

•

“HOW does our current Earth’s structure/composition impact Earth processes and life on Earth?” • Take responses (Plate tectonics, magnetic field). Total 10 minutes Co-Teaching Strategy 




The groups that students will be working in have been intentionally crafted to be heterogeneous by ability in order to have structured support for struggling students throughout the room. Students who are struggling with information can be pulled back to a table during the elaborate. Elaborate   


Teacher Will: • Now that we’ve got a more thorough understanding of how Earth is structured and what

Student Will: • In heterogeneous groups students will analyze a “What if….” Model where one element of Earth’s structure has been altered and answer the wkst’s


• •

it is composed of…let’s elaborate on what we know… Pose new question to guide the Elaborate- “What would Earth be like if any of its composition or structure were altered?” This next section students will remain in their groups but get a chance to explore 3 out of 4 altered Earth models where some element has been changed.

•

Students will be asked to hypothesize in this section as to what effect the alteration would cause and why they think that.

•

The four models are altered in the following ways: 1) Has a thicker crust 90-100 miles thick. 2) The materials in the crust and core are swapped. 3) There is no mantle. 4) The crust is thinner (1 mile at the thickest).

•

There is a short description and diagram with each model. Students are to fill out the What if…? worksheet for each model they come across answering: 1) What’s been altered? 2) What do we know about that/those layers? 3) Make a hypothesis about what impact that change would have and WHY!

• •

question and make a hypothesis for 3 of the 4 models. •

6 minutes for each of the 3 models= 18 minutes total

•

Take a response for each of the models

Reconvene the class back together Repose the question to guide the elaborate part of the lesson: “What would Earth be like if any of its composition or structure were altered?”

Co-Teaching Strategy 




The groups that students will be working in have been intentionally crafted to be heterogeneous by ability in order to have structured support for struggling students throughout the room. Teacher will monitor student interactions/behavior. Evaluate  


Teacher Will: • Teacher will pass the evidence of mastery to be completed individually. •

Student Will: • Students will complete the evidence of mastery.

All remind the students of a classroom phrase, “We learn together but test separately. I want to know what YOU know.”


Evidence of Mastery: S6.C1.PO 2. Name:_____________________

Date:_______

Section:_________

1) Label the 3 layers of Earth below (insert globe that shows the three layers of Earth) Below, describe the three different layers of Earth. Make sure to include information about: -thickness, composition (made up of what materials), relative temperature and density, other essential adjectives (solid, liquid semi-liquid), and Earth processes that layer may be involved in. **you may describe the layers in whichever order you’d like. Just label the layer.

Layer 1___Crust__

The crust is relatively very thin and about 3-25 miles thick. It is made up of the lightest materials (rock-basalts and granites). Made up of plates that float upon the mantle: Plate Tectonics. It is solid and its temperature can range from air temperature at the surface to 1600 degrees F.

Layer 2_Mantle__

The Mantle is a dense and hot layer of semi-rock made out of iron magnesium and calcium and is 1800 miles thick. Has the ability to flow with the consistency of asphalt. Thermal dynamic currents in the mantle have broken the crust into plates and moves them (*theory of plate tectonics) - creating mountains, volcanoes, and new seafloors. The temperature can range from 1600 degrees F to 4000 and it is denser than the crust but still has somewhat of a liquid form. The core is made out of two layers, which are the outer core of liquid iron, sulfur and nickel about 1400 miles thick and the inner core a solid iron, sulfur and nickel about 800 miles thick. It is twice as dense as the mantle and consists of heavy metals (nickel and iron). It is the hottest layer with intense pressure. Temperatures can be inner: 9,00013,000 degrees F and the outer is cooler at 7,200-9,000 degrees F. The Earth’s magnetic field is created by the outer core.

Layer 3 __Core (inner and outer core)___

Possible Improved Accommodations Explore Students A, B, and C struggle with reading and can be overwhelmed by too much text on a page. I have therefore printed the websites off that they will visit and have just spaced out the text and made the font larger so as to not overwhelm them. They also have been taught to use chunking and highlighting strategies and therefore can apply those strategies on a printed form. Students D and E tend to perform better for their teams in Inquiry lessons when they are recognized early on for their positive contributions. I will look to highlight their positive behaviors or content knowledge early on. Explain Students A, B,and C struggle with reading and can be overwhelmed by too much text on a page. I have therefore printed the PowerPoint slides for them so they can check their information to that which I provide. Students D and E: I will continue to highlight their positive behaviors or content knowledge early on by strategically calling on them. Elaborate The groups that students will be working in have been intentionally crafted to be heterogeneous by ability in order to have structured support for struggling students throughout the room. Students A, B, and C do not necessarily need any accommodation as all texts are short phrases. Students D and E: I will continue to highlight their positive behaviors or content knowledge early on by strategically calling on them.


8th Grade Science Lesson (Inquiry) (Back to Table of Contents)

Teachers:

Subject: 8th Grade Science

AZ State Standards: SC08-S5C2-PO3: Describe how the acceleration of a body is dependent on its mass and the net applied force nd

(Newton’s 2 Law of Motion). Objective (Explicit): • SWBAT describe how the mass of an object and the force it is pushed with will impact the way the object moves. • SWBAT provide evidence from their investigation to support their conclusions Evidence of Mastery (Measurable):   


Exit Ticket: ¾ points required for mastery, must earn both points from question 1 1)Describe how much force you would need to use to push two boxes made of the same material to make them both reach the target, and explain why you would need push that way.

A A B

I would have to push box B harder than I would have to push box A if I want them both to reach the target. I have to push B with more force because it has more mass than A and I want them to have the same acceleration (movement).

2 pts: 1 pt. = have to use a different amount of force; 1 pt. = change in force has to do with different mass because acceleration is staying the same. 2) What evidence can you provide to support your conclusion above? 2 pts: 1 pt. =cites relevant evidence (from the experiment or real life); 1 pt. =uses the format “I know/believe ______ because _______”



Sub-objectives, SWBAT (knowledge, skill, purpose): KNOWLEDGE • SWBAT define mass as a measure of the amount of stuff an object is made of. • SWBAT define force as any push or pull on an object. • SWBAT define evidence as information/observation that backs up something you say. • SWBAT describe that the amount of force needed to move an object depends on the mass of the object and how you want it to move. SKILL • SWBAT to provide evidence to support a conclusion. 1. State your conclusion “I believe that _____ because I saw ________.” 2. Describe what you saw or learned to made you believe your conclusion “I believe that _____ because I saw ________.”  Evidence needs to be objective (a fact rather than an opinion) RELEVANCE SWBAT express that Newton’s 2nd Law of motion is important to know because it is part of physics they will take next year, and they will be able to make adjustments to their launcher to reach their targets with more accuracy. Key vocabulary: force, motion, mass, conclusion Materials: 5 washers/group, directions for each group, video clip for human curling (http://www.youtube.com/watch?v=FlCVE0OG-tI ) from 0:20-1:12


Engage   


Teacher Will: • “I just learned about a new sport that I want to show you. It looks pretty tricky but I think we can figure out some science that will help us dominate the sport.” • Show the human curling clip (2 min). • “So in this sport you have to get your stone/person the closest to a target by sliding it. What do you know about sliding objects?” • Ask 3 student groups to share out one thing they know/ • “In the next 10 minutes I want you to use the game/procedure at your table to figure out an answer to this question: What factors impact the way you will have to push an object to get it to move a certain way?” Explore   

•

•

Watch clip.

•

Share what they know about what it takes to slide objects (or people). o 30 sec brainstorm with table groups. o 1 min share out with the group.

How will model your performance expectations? Remember, you are not modeling what you want students to discover but need to model expected behavior or required procedures. How will students take the lead and actively use materials to discover information that will help them answer the question posed in Engage? What questions or prompts will you be prepared to use with students while they are “exploring”?

Teacher Will: • Provide Newton’s 2nd Law washers activity directions and give 10 minutes to complete it.

•

Student Will:

Circulate between table to ask these probing questions: 1. How does it feel pushing the large washer vs the small washer? 2. What happens if you push them both with the same force? 3. What would happen if you had to push a washer twice/half that massive? 4. Have you read and answered the questions at the bottom yet (with 4 minutes left) Circulate listening for: 1. More mass = have to push harder (or inverse). 2. Push harder = moves faster (or inverse).

Student Will: • Repeat investigation question and record it in science notebooks “What factors impact the way you have to push an object to get it to move a certain way?” • Send one student to collect washers and direct sheets. • Complete exploration directions in table groups no larger than 4 (move K, G, and P to another table to leave tables of 4). (10 min) o Must answer/try the questions at the bottom.

• •

Stop playing – 1student brings washers/directions up to the collection cups. While supplies are returned all other Students discuss an answer to the investigation question they would want to share. (2 min)




Diff: P’s group needs acceleration so provide 3 more items to use in the investigation (text book, small novel, post it pad) Accommodation: Students G and R are given assignment directions with pictures illustrating each step. They are also grouped with helpful partners. Explain   


Teacher Will: • “What did you notice about the force you needed to use to move the washers?” • “In this investigation what were you trying to keep constant?” Movement – tried to reach the same spot. “What did you have to adjust?” Force – how they pushed. • “So you noticed that you had to push the large washer harder. Why do you think that is?” More mass. o Provide evidence for “WHY” o When you provide evidence you need to tell what you think and then share the reason you think that. What did you observe that leads you to believe it? o I think _____ because I saw _____. o Model evidence format using an observation provided by a student “So why do you think that happened? What did you see that makes you think that? OK so we would provide evidence by saying ‘I think that you have to push the larger washer harder because it’s more massive. I think that because we pushed them both many times and every time we had to push the bigger washer harder. Every person had to do it the same way.’ See how I told what I think and then gave an observation I made that supports it? That’s what I mean by giving evidence.” • “You noticed that when you pushed harder the washers moved faster and farther. Will that always be true? Is that a general rule?” o Ask students to provide evidence for “will this always be true?” using evidence format. • So we could say that the push you need to use to move something depends on how massive that object is and how you want it to move. o Isaac Newton noticed that same thing and he said it this way: Push = mass x movement; F=mXa o Define force, mass, and acceleration (so if force and push are in the same place, what could we write as a quick definition for force? Repeat with each term).

Student Will: • Respond to each question in tables first, then share with the whole class when called on. o Class share out will be by table. 1st table will share what they observed, next table adds anything they didn’t hear the first table share, and so on until all of the observations are shared. o Order of tables stays the same, but the 1st table rotates (blue, green, red, purple, yellow). • Students write evidence format in their notebooks.

•

One student shares why they think they had to push bigger things harder and their observation (volunteer).

•

Record formula and definition for force, mass, acceleration in their notebook.

•

Tables brainstorm definitions, each table shares one definition (major repetition provided here).


•

Let’s put this whole idea/law in our own words…how could we say Newton’s 2nd law of motion (what we just figured out) in our own words? Differentiation Strategy  

•

Each student records their own description of NL2 in their notebooks.


Students G and R have graphic organizers in their notebooks for recording vocabulary. The organizer has students attach pictures to each word. They are also grouped with helpful partners. Elaborate   


Teacher Will: • “Now that we can describe the relationship that Isaac Newton noticed between force, mass, and acceleration. I’m wondering what would happen if we changed something. What if we trying to move things on an inclined plane like a ramp? Would this law still be true?”

Student Will: • Make a hypothesis: o Will acceleration still depend on force and mass? o What, if anything, will change about the force they need to use and the acceleration they will see?

•

•

Students set up a ramp by stacking a few books and tipping one book so that it slants (the bigger the book/binder the better).

•

Play the game again, noting differences and similarities about the force they need to use and the motion/acceleration of the objects. o Record at least one similarity and one difference in their notebooks to share with the group. Start with Blue group, share their observations, other groups add to these observations (sharing order: blue, yellow, green, purple, red).

•

Direct Students to set up a ramp at their table and provide 5 minutes to play the game again, but this time they are trying to get their washer to arrive just at the end of the ramp (both top and bottom) rather than the end of the table. Set a timer for 5min and project it; move through groups prompting observations: o “What kind of force are you needing to use now? Is that the same or different? Why do you think that is?”

•

After 5 min, bring the group together to share what they noticed, listening for these big ideas: o Had to push harder going uphill – needed to counteract gravity which is another force working like a negative number on the force side. o Going downhill had to push less – got to work with gravity and add the forces. o Still had to push small and big washers differently because they still have different mass. Differentiation Strategy  

•


Students G and R are still using assignment directions with pictures illustrating each step. They are also grouped with helpful partners. Evaluate  


Teacher Will: Teacher Will: • “So think back through this whole lesson. What were the big ideas we learned today?” o Use Popsicle sticks to select 3 students (pull from one from each ability group).

Student Will: Students Will: • Selected Students share: o The way something moves depends on the force you use and the mass it has (or some other statement that captures the relationship between F/m/a).


o •

• •

“Now is your chance to show what you know about the relationship between force, mass, and acceleration, and providing evidence by completing this exit ticket. o Student hands out exit tickets while I give directions o Work independently (silent, eyes on your own work) o Turn into the basket when you finish and read silently until we regroup o You have 5 minutes to complete this Walk the rows as students complete exit ticket, once all exit tickets are in bring the group back together. “Now that you have had the chance to show what you know, let’s think ahead…when will this be helpful to know? Who can make a future or real life connection to today’s lesson?”

When you share conclusions you need to provide evidence.

•

Students work at desks to complete exit tickets. o Need to have books already selected at desks for individual reading after they complete the ticket.

•

Volunteers share at least 2 connections (F=ma could help us figure out how to push something we want to move; 10th graders take physics and Newton’s Laws are a foundation to that class).



Students G and R are given sentence frames and a word bank to complete their assessment. They can also use their notebooks if they need to refer to their notes.

Exploration Directions: • • •

• •

For this activity you will work in pairs or groups of three at your pod table. You will need to have one partner on each side of the pod table so that you are looking at your partner across the pod table. Place one large washer and one small washer on the pod table between you and your partner. The goal of this game is to slide the washers across the pod table so that the washer hangs over the edge of the pod table but does not fall off. If you get the large washer to hang over it is worth 1 pt, but if you get the small washer to hang over the edge it is worth 2 pts. Play a game to 5 pts, the first person to earn 5 pts wins. How does this help you answer our question? – Hint: how much force did it take to slide the large washer verses the small washer? – What happened if you pushed the large and small washer the same amount of force? Would they slide the same distance? Try it!
