Mary Beth Armstrong Lesson Plans Week of Jan. 5-9 2015 Monday (5)

Mary Beth Armstrong
Lesson Plans Week of Jan. 5-9 2015
Monday (5)
Science and Engineering Practices: Developing and Using Models
To begin the new semester, students will:
Be introduced to me and my class
Classroom expectations/rules
Sign up to
Collect locker numbers
Assign "Is it a Model?" Formative Assessment
Magic Matter Maker demonstration/ students draw the inner workings of the magic matter
Tuesday (6)
Science and Engineering Practices: Developing and Using Models
Review classroom rules and procedures
Review Monday's demo of the Magic Matter Maker
Students will work in small groups to develop a group model of the Magic Matter Maker
* Students will share their posters of their models of the Magic Matter Maker. Student groups
will explain how they think the Magic Matter Maker works. Students will have the opportunity
to ask questions of other groups. (introduce Talk Norms)
* After sharing, students will make a group prediction about what would happen if we added
another 1000 mL to the Magic Matter Maker.
* Once predictions are done, we will retest the Magic Matter Maker.
* Students will revise their models if needed. Call on random groups or survey the class to see
how many models are still workable even after the re-test.
* Ask students if additional tests would help them become even more confident with their
models. If so, what would they want to test? Record their questions.
* Test again
* Survey/Additional Questions/Tests
Formative Assessment: Students will reflect in their journals the following questions: What is a
scientific model? What are some characteristics of scientific models?
To close the lesson, students will share out their reflection questions and then we will discuss
Science and Engineering Practices that we addressed in the lesson.
Wednesday (7)
Scientific Practices: Developing and Using Models
Learning Target: I can identify examples of models and can explain and defend the rule I used to
identify them using scientific reasoning.
Before we begin the lesson, we will set up our science journals for our first two entries.
Bell Work – (Give One/Get One) Students will be asked to write as many characteristics of scientific
models as possible. After a couple minutes of brainstorming, students will give one/get one from two
other classmates. We will follow this activity with a very brief discussion.
After our Bell Work activity we will
* Review our learning target.
* Then students will get a set of cards. Some of cards contain examples of models other cards contain
* Students will work in small groups.
* Students will shuffle the cards and deal them out evenly to each person in the group. Students will
share their cards and discuss whether the card should be placed in the “model” group or in the “nonmodel” group.
* Once most groups have their cards sorted, I will give hints to groups which will probably require them
to resort.
* When a group is finished, they will record the letters of the non-models on the board for comparison.
* We will then have a discourse/argument session until a consensus is reached about which examples
are not models.
To close the lesson, students will complete a Frayer Model as a formative assessment. As students
complete their Frayer model, they will revisit the “Is it a Model?” Science Probe. Students will make
corrections and refine their definition before gluing it into their journals.
Thursday (8)
Students will
take a pre-test over Fossils and Earth's History. Students will also be introduced to a 5E lesson
in which students will explore and collect data to determine why a card can keep water in an
inverted cup.
After exploring, students will be asked to write a scientific explanation including a model that
explains the phenomenon. (Introduce the parts of a scientific explanation).
Review the Talk Norms.
We will then have a class discussion in which students will share ideas/engage in discourse.
Friday (9)
My Personal Timeline Activity