Mary Beth Armstrong
Week of August 11-15th 2014
Unit Standards
Monday (11)
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.
Bell Work – EXPLORE Test practice. Students will complete one passage in the science test along with
the questions that go along with the passage. We will discuss results after students finish. Students will
be given 10 minutes to complete the task.
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Review the learning target with students
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.
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.
Tuesday (12)
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
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Review our learning target.
Then students will get a set of cards. Some of cards contain examples of models other cards
contain non-examples.
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 “non-model” 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.
Wednesday (13)
MS – ESS3 – 3 Apply scientific principles to design a method for monitoring and minimizing a human
impact on the environment.
Guiding Question: What Does Ecosystem Health Have to Do With Me?
Ecosystem Services
Learning Target: I can identify ecosystem services related to freshwater and can explain why these
services are invaluable to humans.
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To begin the lesson, students will be asked to construct a picture of an ecosystem. We will
discuss the drawings. This activity will be used to determine if students view ecosystems as
involving both abiotic and biotic factors.
Next, students will be given a copy of a map of Riverside. Students will be asked to analyze the
map individually. Students will think about what “services” the river provides to the community
on the map.
Students will share their ideas with their elbow partners and will then do a table share.
We will have a share out session and will record class thinking.
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Next, students will read an article about the health of ecosystems worldwide by doing a jigsaw.
In small groups, students will be assigned to read a portion of the article. After having time to
read their portion, each student will share out with the rest of their group until the entire article
has been summarized.
To close the lesson, students will be complete a formative assessment exit slip: What is an
ecosystem service and why is this service important to humans.
Thursday (14) Pre-Test
Learning Target: I can show what I know about ecosystems and water quality based on my performance
on my pre-test.
Students will take a pre-test over the water quality unit. With remaining time, students will practice
writing scientific explanations. We will focus on scientific explanations as part of an ongoing skill for the
entire semester since this skill is emphasized in the next generation science standards.
Friday (15)
MS – LS2 – 5 Evaluate competing design solutions for maintaining biodiversity and ecosystem services.
Learning Target: I can use information and scientific reasoning to determine the possible causes of a fish
kill in Riverside.
Bell work – Review ecosystem services (EXPLORE questions)?
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Students will read a Riverside Article about a Mysterious Fish Kill.
Students will analyze the map of Riverside and record any information from the article to help
them to determine possible causes of the fish kill.
Students will share their ideas with their elbow partner and eventually their table group.
Next, students will draft a list of scientific questions that they would like to explore in order to
find the cause of the fish kill. We will brainstorm a list on the SMART Board that we can
readdress as the unit unfolds. These questions can deal with research or testing.
To close the lesson, tie the turn of events in Riverside back to Ecosystem Services. Discuss economic
impact as well as threat to human health and safety.
Unit Standards
MS – ESS3 – 3 Apply scientific principles to design a method for monitoring and minimizing a human
impact on the environment.
MS - LS2 – 4 Construct an argument supported by empirical evidence that changes to physical or
biological components of an ecosystem affect populations. (Emphasis is on recognizing patterns in data
and making warranted inferences about changes in populations and on evaluating empirical evidence
supporting arguments about changes to ecosystems).
MS – LS2 – 5 Evaluate competing design solutions for maintaining biodiversity and ecosystem services.
Science and Engineering Practices
SEP – Engaging in argument from evidence.
SEP – Obtaining, Evaluating, and Communicating Information.
SEP – Analyzing and Interpreting Data
SEP – Construct explanations and Designing Solutions.
SEP – Developing and Using Models