LDC Module Template
Properties of Matter
Information Sheet for Informational/Explanatory Module
Module title:
Properties of Matter
Module
description
(overview):
Template task
(include number,
type, level):
In this module, students will research the physical and chemical properties of matter, learn how to develop a hypothesis, and study
experimental design to create a formal laboratory report following APA design. Students will accomplish this task by close reading of
informational text and journal articles and by performing inquiry based labs to solve a forensics case.
Task 17: After researching ________ (informational texts) on ________ (content), developing a hypothesis, and conducting an experiment
examining ________ (content), write a laboratory report that explains your procedures and results and confirms or rejects your hypothesis.
What conclusion(s) can you draw? (Informational or Explanatory/Procedural-Sequential). L2 Ability to analyze the credibility and origin
of sources. L3 Ability to identify gaps or unanswered questions.
After researching informational texts and articles on properties of matter, developing a hypothesis, and conducting an experiment
examining physical and chemical properties and changes of matter ,write a laboratory report that explains the procedure and results and
confirms or rejects their hypothesis. What conclusions can you draw? L2 Ability to analyze the credibility and origin of sources. L3 Ability to
identify gaps or unanswered questions.
9th Grade
Teaching task:
Grade(s)/Level:
Discipline: (e.g.,
ELA, science,
history, other?)
Course:
Science
Author(s):
Karen Jones
Contact
information:
jonesk@greenbrierschools.org
Pre-AP Physical Science
1
Section 1: What Task?
Teaching task:
Reading texts:
1.
Background
to share with
students:
Extension
(optional):
TEACHING TASK
After researching informational texts and articles on properties of matter, developing a hypothesis, and conducting an experiment examining
physical and chemical properties and changes of matter, write a laboratory report that explains the procedure and results and confirms or rejects
their hypothesis. What conclusions can you draw?
Physical Science: Concepts in Action
Chemical Properties of Matter and Physical Properties of Matter at www.buzzle.com
Chemical and Physical Changes of Matter at http://chemistry.about.com/od/lecturenotesl3/a/chemphyschanges.htm
Physical Change Examples at http://www.4tto40.com/science/index.asp?p-Physical_Change_Examples
Chemical Change Examples at http://www.4tto40.com/science/index.asp?p-Chemical_Change_Examples
Laying the Foundation Lesson One: The Scientific Method Exploring Experimental Design
Citation Guide at http://www.bibme.org/citation-guide/APA/website
Writing a Formal Lab Report - The Cervantes Chemistry Page
cervanteschemistry.weebly.com/.../1/.../germanna_college_lab_report.pd...
McGraw Hill Teacher Resource Page with the C.A.R.S. Checklist for information Quality at
http://novella.mhhe.com/sites/0079876543/student_view0/research_center-999/research_papers30/conducting_web-based_research.html
Teacher Domain (PBS Learning): Lesson on Forensics-Students will watch a video clip on Forensic DNA analysis with questions, do an interactive
technology activity called Create a DNA Fingerprint, and an inquiry activity DNA Fingerprint Photos to build background on the meaning of
forensics to be able to complete this module. Students will review a previous Laying the Foundation Lab to review components of experimental
design.
Under consideration…
2
CONTENT STANDARDS FROM STATE OR DISTRICT
Standards
source:
Arkansas Curriculum Frameworks
Physical Science
NUMBER
C.1.PS.1
CONTENT STANDARDS
Compare and contrast chemical and physical properties of matter, including but not limited to flammability, reactivity, density, buoyancy, viscosity,
melting point and boiling point
Compare and contrast chemical and physical changes, including but not limited to rusting, burning, evaporation, boiling and dehydration
Identify the observable evidence of a chemical reaction
*formation of a precipitate
*production of a gas
*color change
*changes in heat and light
Compare and contrast hypotheses, theories, and laws
Develop and explain the appropriate procedure, controls, and variables (dependent and independent) in scientific experimentation
C.1.PS.2
C.3.PS.8
NS.9.PS.2
NS.10.PS.1
NS.10.PS.2
NS.10.PS.4
NS.10.PS.5
NS.10.PS.6
NS.12.PS.1
NS.12.PS.2
NS.14.PS.1
Research and apply appropriate safety precautions (refer to ADE Guidelines) when designing and/or conducting scientific investigations
Gather and analyze data using appropriate summary statistics
Formulate valid conclusions without bias
Communicate experimental results using appropriate reports, figures, and tables
Use appropriate equipment and technology as tools for solving problems (e.g., balances, scales, calculators, probes, glassware, burners, computer
software and hardware)
Collect and analyze scientific data using appropriate mathematical calculations, figures, and table
Research and evaluate physical science careers using the following criteria: educational requirements, salary, availability of jobs, and working
conditions
3
COMMON CORE STATE STANDARDS
READING STANDARDS FOR INFORMATIONAL OR EXPLANATORY
“Built In” Reading Standards
“When Appropriate” Reading Standards
1 – Read closely to determine what the text says explicitly and to make logical
inferences from it; cite specific textual evidence when writing or speaking to
support conclusions drawn from the test.
3 – Analyze how and why individuals, events, and ideas develop and interact
over the course of a text.
2 – Determine central ideas or themes of a text and analyze their development;
summarize the key supporting details and ideas.
5 – Analyze the structure of texts, including how specific sentences, paragraphs, and
larger portions of the text (e.g. a section, chapter, scene, or stanza) relate to each
other and the whole.
to
other and
and evaluate
the whole.
7 –each
Integrate
content presented in diverse formats and media,
4 – Interpret words and phrases as they are used in a text, including determining
technical, connotative, and figurative meanings, and analyze how specific word
choices shape meaning or tone.
6 – Assess how point of view or purpose shapes the content and style of a text.
including visually and quantitatively, as well as in words.
8 – Delineate and evaluate the argument and specific claims in a text, including
the validity of the reasoning as well as the relevance and sufficiency of the
evidence.
10 – Read and comprehend complex literary and informational texts independently 9 – Analyze how two or more texts address similar themes or topics in order to
and proficiently.
build knowledge or to compare the approaches the authors take.
dently and proficiently.
WRITING STANDARDS FOR INFORMATIONAL OR EXPLANATORY
“Built-in” Writing Standards
“When Appropriate” Writing Standards
2 – Write informative/explanatory texts to examine and convey complex ideas and 1 – Write arguments to support claims in an analysis of substantive topics or
information clearly and accurately through the effective selection, organization,
texts, using valid reasoning and relevant and sufficient evidence.
and analysis of content.
4 – Produce clear and coherent writing in which the development, organization and 3 – Write narratives to develop real or imagined experiences or events using
style are appropriate to task, purpose, and audience.
effective technique, well-chosen details, and well-structured event sequences.
5 – Develop and strengthen writing as needed by planning, revising, editing,
rewriting, or trying a new approach.
6 – Use technology, including the Internet, to produce and publish writing and to
interact and collaborate with others.
9 – Draw evidence from literary or informational texts to support analysis,
reflection, and research.
10 – Write routinely over extended time frames (time for research, reflection, and
revision) and shorter time frames (a single sitting or a day or two) for a range of
tasks, purposes, and audience.
7 – Conduct short as well as more sustained research projects based on focused
questions, demonstrating understanding of the subject under investigation.
8 – Gather relevant information from multiple print and digital sources, assess the
credibility and accuracy of each source, and integrate the information while
avoiding plagiarism.
4
Informational/Explanatory Teaching Task Rubric for Template Task Collection Version 2.0
Scoring
Elements
Not Yet
1
1.5
Approaches Expectations
2
2.5
Meets Expectations
3
3.5
Advanced
4
Addresses all aspects of prompt
appropriately and maintains a strongly
developed focus. D: Addresses additional
demands with thoroughness and makes
a connection to controlling idea.
Establishes a strong controlling idea with
a clear purpose maintained throughout
the response.
Attempts to address prompt,
but lacks focus or is off-task.
Addresses prompt appropriately,
but with a weak or uneven focus.
Addresses prompt appropriately and
maintains a clear, steady focus.
D: Addresses additional demands
sufficiently.
Attempts to establish a
controlling idea, but lacks a
clear purpose.
Establishes a controlling idea with
a general purpose.
Establishes a controlling idea with a
clear purpose maintained throughout
the response.
Attempts to present information
in response to the prompt, but
lacks connections or relevance
to the purpose of the prompt.
Presents information from
reading materials relevant to the
purpose of the prompt with
minor lapses in accuracy or
completeness.
Presents information from reading
materials relevant to the prompt
with accuracy and sufficient detail.
Accurately presents information relevant
to all parts of the prompt with effective
selection of sources and details from
reading materials.
Attempts to provide details in
response to the prompt,
including retelling, but lacks
sufficient development or
relevancy.
Presents appropriate details to
support the focus and controlling
idea.
Presents appropriate and sufficient
details to support the focus and
controlling idea.
Presents thorough and detailed
information to strongly support the
focus and controlling idea.
Attempts to organize ideas, but
lacks control of structure.
Uses an appropriate
organizational structure to
address the specific requirements
of the prompt, with some lapses
in coherence or awkward use of
the organizational structure
Maintains an appropriate
organizational structure to address
the specific requirements of the
prompt.
Maintains an organizational structure
that intentionally and effectively
enhances the presentation of
information as required by the specific
prompt.
Conventions
Attempts to demonstrate
standard English conventions,
but lacks cohesion and control
of grammar, usage, and
mechanics. Sources are used
without citation.
Demonstrates an uneven
command of standard English
conventions and cohesion. Uses
language and tone with some
inaccurate, inappropriate, or
uneven features. Inconsistently
cites sources.
Demonstrates a command of
standard English conventions and
cohesion, with few errors. Response
includes language and tone
appropriate to the audience,
purpose, and specific requirements
of the prompt. Cites sources using an
appropriate format with only minor
errors.
Demonstrates and maintains a welldeveloped command of standard English
conventions and cohesion, with few
errors. Response includes language and
tone consistently appropriate to the
audience, purpose, and specific
requirements of the prompt.
Consistently cites sources using an
appropriate format.
Content
Understanding
Attempts to include disciplinary
content in explanations, but
understanding of content is
weak; content is irrelevant,
inappropriate, or inaccurate.
Briefly notes disciplinary content
relevant to the prompt; shows
basic or uneven understanding of
content; minor errors in
explanation.
Accurately presents disciplinary
content relevant to the prompt with
sufficient explanations that
demonstrate understanding.
Integrates relevant and accurate
disciplinary content with thorough
explanations that demonstrate in-depth
understanding.
Focus
Controlling
Idea
Reading/
Research
Development
Organization
Section 2: What Skills?
SKILL
DEFINITION
SKILLS CLUSTER 1: PREPARING FOR THE TASK
1. Task engagement
Ability to connect the task and new content to existing knowledge, skills, experiences, interests, and concerns.
2. Task analysis
Ability to understand and explain the task’s prompt and rubric.
SKILLS CLUSTER 2: READING PROCESS
1. Active reading
Ability to identify the central point and main supporting elements of a text.
L2 Ability to identify and analyze the credibility and origin of sources.
L3 Ability to identify gaps or unanswered questions.
2. Essential vocabulary
Ability to identify and master terms essential to understanding a text.
3. Academic integrity
Ability to use and credit sources appropriately.
4. Note-taking
Ability to select important facts and passages for use in one’s own writing.
SKILLS CLUSTER 3: TRANSITION TO WRITING
1. Bridging
Ability to begin linking reading results to writing task.
SKILLS CLUSTER 4: WRITING PROCESS
1. Hypothesis
Ability to develop a hypothesis and consolidate information relevant to task.
2. Planning
Ability to develop a line of thought and text structure appropriate to an informational/explanatory task.
3. Development
Ability to construct an initial draft with an emerging line of thought and structure.
L2 Ability to analyze the credibility and origin of sources.
L3 Ability to identify gaps or unanswered questions.
4. Revision
Ability to refine laboratory report, including language usage, repeatability, and purpose.
5. Editing
Ability to proofread and format a piece to make it more effective.
6. Completion
Ability to submit final piece that meets expectations.
SECTION 3: WHAT INSTRUCTION?
PACING
SKILL AND DEFINITION
PRODUCT AND PROMPT
SKILLS CLUSTER 1: PREPARING FOR THE TASK
SCORING (PRODUCT “MEETS
EXPECTATIONS” IF IT…)
INSTRUCTIONAL STRATEGIES
Day 1-2
1. Task engagement
Students will:
Ability to connect the task
and new content to
existing knowledge, skills,
experiences, interests, and
concerns.
Observe teacher demonstration and
video clip of physical and chemical
changes and construct a T-chart to
categorize the types of change, and
then they will generate a definition
of physical and chemical properties
In small groups, students will
construct a non-linguistic
representation of the steps in the
separation of mixtures to spark
discussion on physical properties of
matter, and then they will respond
to a content writing pre-assessment
by writing a paragraph explaining
how to separate a mixture of table
salt, iron filings, sand, and water into
its original components
Students will gain a deeper
understanding of forensics and
experimental design by doing an
interactive video activity.
Meets expectation when
students construct a correct
definition of physical and
chemical properties and
changes.
Teacher will perform demonstrations of chemical
and physical changes, model T-chart construction,
and will walk around and assess T-charts and
definitions by the groups.
Meets expectations if the small
groups present answers to preassessment prompt and
develop a correct nonlinguistic
representation of the
separation of mixtures during a
class discussion
Teacher will link task to earlier class content by:
 Facilitating small group discussion of
separation of mixtures by the use of
physical properties
 Having students model separation
process with a non-linguistic
representation by illustrating the steps.
Meets expectations when
students complete questions
from video, interactive activity,
and inquiry lesson on DNA
fingerprinting.
The teacher will explain how to access Teacher
Domain (PBS Learning) on lap tops in which the
students will watch a video clip on Forensic DNA
analysis with questions, do an interactive
technology activity called “Create a DNA
Fingerprint”, and an inquiry activity “DNA
Fingerprint Photos” to build background on the
meaning of forensics to build to the final task of
this module.
Day 3
2. Task analysis
Ability to understand and
explain the task’s prompt
and rubric.
Students will paraphrase teaching
task individually, and they then will
share with their small group and
come up with the best overall group
paraphrase.
Students will brainstorm the scoring
rubric to find the meaning of each
category. They will post these on
poster paper and do a gallery walk to
see what other groups wrote down
while carrying their individual list
and adding to it. The group will be
presented with the rubric with
definitions and evaluate using rubric
descriptions.
Students will be given samples of
informative essays, and will be asked
to score them using the rubric.
THSKILLS CLUSTER 2: READING PROCESS
Meets expectations by
paraphrasing prompt correctly.
Teachers will provide students with the teaching
task, and monitor as they write individual and
group teaching task in their own words.
Meets expectations by
understanding the meanings of
each category on the scoring
rubric.
Teachers will provide students with a list of the
categories on the scoring rubric and tell them to
brainstorm to come up with definitions of the
categories and write them on poster paper.
Teacher will then provide students with rubric
meanings to allow them to assess how accurate the
definitions were, and they will peer assess to see
which group was the most successful in definition
writing.
Meets expectations when the
group correctly evaluates the
sample using the rubric, and
explains why the piece was given
a particular score.
Teacher will provide students with copies of
informative essays from Wink: An Online Journal
and model using the rubric to score an essay before
the students score an article of their choice.
Day 4-5
1. Active reading
Ability to identify the
central point and main
supporting elements of a
text.
Students will construct a flow
chart graphic organizer to classify
matter after reading Section 1 Of
Chapter 2 in the textbook.
Meets expectations when
students classify matter using a
flow chart that separates matter
into pure substances and
mixtures and further divides it
into elements, compounds, and
homogeneous and
heterogeneous mixtures with
real life examples and pictures
at the last level of the chart.
Students will create a cluster web
and Inquiry Chart on both physical
and chemical properties and
changes while close reading
teacher selected articles from 2
sources and a credible article of
their choice for the third source.
Meets expectations when
students distinguish between
physical and chemical
properties and changes by
constructing a correct cluster
web for each one along with
definitions and illustrations.
L2 Ability to identify and
analyze the credibility
and origin of sources.
L3 Ability to identify
gaps and unanswered
questions.
Meets expectations when
students complete an I-chart
answering the following four
questions:
1. What are physical
properties?
2. Explain a physical
change?
3. What are chemical
properties?
4. Evaluate evidence of a
chemical change?
Teacher will demonstrate how to classify matter
using a flow chart graphic organizer.
Teacher will provide students with an inquiry or Ichart and a cluster web, and model how to
complete it.
Teacher will check graphic organizers for
completion.
Day 6-7
2. Essential vocabulary
Ability to identify and
master terms essential to
understanding a text.
Students will create an essential
vocabulary list for their science
binders of terms to be used in their
formal lab reports.
Meets expectation when
students complete a matching
activity of the properties of
matter and experimental design
terms, use dictionaries to check
for correctness, and record their
definitions in their science
binders.
Teachers will provide the students matching cards
of the essential vocabulary words and their correct
definitions, will monitor the matching activity, and
check their definitions in the science binder for
correctness..
Students will close read the article,
“How Crime Scene Investigation
Works” using a Main Ideas and
Supporting Details graphic organizer,
and write down one vocabulary word
from each major section in the article
that they do not know the meaning of.
Meets expectations when
students record unknown
vocabulary terms in their
science notebooks under
essential vocabulary from each
main heading from the article
“How Crime Scene Investigation
Works” and they will look up the
meaning in a dictionary and
record it before they continue
reading.
Teacher provides students with an online article on
forensics called “How Crime Scene Investigation
Works“ that contains essential vocabulary on
experimental design to be added to science binder.
Day 8-9
3. Academic integrity
Ability to use and credit
sources appropriately.
Students will work in small groups to
close read an informative article on
CARS. Students will create a poster
divided into four sections called
Credibility, Accuracy, Reasonableness,
and Support. Each student will be
assigned a subheading under each
section, and they will be asked to read
and record essential information
under each letter.
Meets expectation when
everyone has finished, and each
student has explained their part
to the whole group. They will
then proceed to the next section
until the entire poster is
complete.
Students will take notes in science
notebook as teacher discusses
credible and non-credible sources and
how to cite a website, book,
magazine, and an
encyclopedia/dictionary in correct
format from the APA Citation Guide.
Meets expectations when
students will take notes in
science notebooks on credibility
and APA citation while listening
to teacher lecture and viewing
several examples from the
citation guide.
Students will complete Credibility and
Citation Station Lab while searching
for essential materials sources to
complete the formal lab report such
as physical change, chemical change,
hypothesis, and experimental design.
Students in small groups will rotate
and use CARS Checklist to find quotes
from these six sources: encyclopedia,
science book, magazine article, noncredible video recorded interview, an
academic journal, a credible website
like CNN, and a non-credible website
like Wikipedia. The students should
then create a bibliographic citation
for each source in APA format. On a
piece of notebook paper, the students
should write the name of the source
and state whether it is credible or not
and give the reason why.
Meets expectation when they
find 3 usable sources and cite
them correctly to create a
bibliographic citation for each
source in APA format.
Teachers will provide students with an article on
CARS and model scaffolding of this article.
Teacher will lecture on APA citation and show
several examples of several sources such as
magazines, books, interviews, encyclopedias, and
etc.
Teacher will set up stations containing one of these
six sources: encyclopedia, science book, magazine
article, non-credible video recorded interview, an
academic journal, a credible website like CNN, and
a non-credible website like Wikipedia. Teacher will
model one example of a usable quote from a
credible source and cite it using APA format.
Day 10
4. Note-taking
Ability to select important
facts and passages for use
in one’s own writing.
Students will complete fill in the
blank notes for Chapter 2.
Students will complete assessment
questions as a group discussion at
the end of each section.
SKILLS CLUSTER 3: TRANSITION TO WRITING
Teacher will randomly select
students to answer assessment
questions after group discussion
to assess understanding of the
concepts.
Students will complete fill in the blank notes to
organize all of the main ideas concerning matter.
Day 1115
1. Bridging
Ability to begin linking
reading results to writing
task.
Students will conduct a teacher
produced lab that will model the
correct pattern for experimental
design to observe chemical and
physical properties and changes of
matter, to see the order of writing a
lab, to see how to record data in
tables and charts, to learn how to
analyze data, and how to draw
logical conclusions from that data.
Meets expectation when
students complete a two day lab
called Physical and Chemical
Properties and self- assess using
a scoring rubric to determine
the success of their
investigation.
Students will be given the Mystery of
the Stolen Wedding Cake scenario
which they will close read and fill in a
T-chart with columns Things I know
and What I Need to Find Out.
Meets expectation when
students complete chart
correctly.
The lab groups must write a lab
following experimental design and
proper format to solve for who stole
the cake. They will also develop their
own scoring rubric to be used to
assess their lab write up. After the
lab has been approved by the teacher,
the students will perform the lab,
gather and analyze data, and come
up with a logical conclusion. The
information will be used to write the
formal lab report which will complete
the module.
Students will close read an article
called Writing a Formal Lab Report
by Germanna Community College and
create a flow chart of the proper
order that the report must be written
in stating relevant information at
each step. They will then look at 2
different formal lab reports and
identify the parts from the close
reading.
Teacher will read through experiment with
students pointing out the various parts of the lab
which follow proper experimental design and will
go over lab rubric so that students can learn how to
create a rubric for experimentation, and how to use
this information to write a formal lab report.
Teacher will model how to complete chart by doing
the first two sentences with the students.
Meets expectation when
students work in groups using
inquiry skills and chemical tests
to identify an unknown
substance/powder in the lab
scenario called Mystery of the
Stolen Wedding Cake. They must
create their own lab procedure,
scoring rubric, and perform the
lab to form a logical conclusion.
Teacher will provide the inquiry lab scenario called
Mystery of the Stolen Wedding Cake and set up the
forensics scene of the crime. Teacher will refer
students to former labs and scoring rubrics to use
as a guide to create student labs. Teacher will
assess labs using the student generated rubric.
Meets expectation when
students generate a list of
general tips for writing a formal
lab report by completing a flow
chart. Students will then look at
2 samples of formal lab reports
and critique them for accuracy.
Teacher will provide an article for students to close
read and help the students determine how to create
a flowchart by doing the first step with them.
Teacher will also provide them with sample lab
reports to assess how well that they follow their
created flowcharts.
SKILLS CLUSTER 4: WRITING PROCESS
Day 16
1. Hypothesis
Ability to develop a
hypothesis and consolidate
information relevant to
task.
Students will read how to write
complete and correct hypotheses.
They will be given examples of well
written hypotheses and will be asked
to rewrite several hypotheses that
have been written incorrectly.
In the Attack The Prompt activity
students will write the task and
underline the to do or action words
which tell them what’s required, they
must then propose a hypothesis and
describe a controlled experiment that
could be formed to test the
hypothesis. They must then target all
possible answers by mapping or
clustering details under each prompt
area and list specific examples under
each. They must use key vocabulary
from the content area, and they must
pick the order of the response by
arranging
Day 1617
2. Planning
Ability to develop a line of
thought and text structure
appropriate to an
informational/explanatory
task.
Students will make nine index cards
entitled: Title Page, Abstract,
Introduction, Materials and
Methods, Experimental Procedure,
Results, Discussion, Conclusion, and
References from their flow charts.
They will then review the specifics
from the article about what
essential information from their
experiment and reading activities
to determine what information
goes under each heading, and they
will do the pre-writes on the cards.
Meets expectation when
students complete an activity
called Writing Hypothesis: A
Student Lesson where they will
close read by highlighting the
main ideas behind knowing
when and how to write
hypotheses.
Meets expectation when
students complete the work on
the Attack the Prompt handout
from The Right Path II: an
Advanced Collage Preparatory
Reading and Writing Program
for High Schools.
Teacher will teach how to write a proper
hypothesis and provide students with the Writing
Hypothesis Lesson. Teacher will assess
understanding by oral questioning of student work.
Teacher will read instructions for Attack the
Prompt and have students review their essential
vocabulary from their science binders to use when
completing this activity.
.
Meets expectation when
students have index cards full
of information for each stage
of the formal lab report on the
Mystery of The Stolen
Wedding Cake.
Teacher will refer students to the previous bridging
activity on the steps of a formal lab report from
their created flowcharts. Teacher will have students
use their Mystery of the Stolen Wedding Cake Lab
to generate information for each part of the lab
report using the flowcharts to create index cards to
use as a pre-write for the report. Teacher will walk
around to all of the groups and monitor progress
made on the cards
Day 17
3. Development
Ability to construct an
initial draft with an
emerging line of thought
and structure.
Meets expectation when
students write the first draft of
the formal lab report including
all of the parts in the proper
order and with the proper
information under each section.
They will use three sources
gathered during the credibility
activity using the C.A.R.S.
checklist.
Teacher will walk around to make sure that
students are proceeding correctly with the writing
of their drafts.
Students will use the handout on the
proofreading process and will use it
as a guide to improve and correct the
draft of the formal lab report.
Students need to also check the paper
using the rubric used during the task
analysis to see where they are strong
and weak on the report.
Meets expectation when
students do any re-writing to
make improvements to the draft
during the proofreading process,
and when students use the
rubric and make necessary
corrections where needed under
the following areas: focus,
controlling ideas,
reading/research, development,
organization, conventions, and
content understanding.
Teacher will go around to each student and observe
the revision process to make suggestions as needed.
Students will trade papers with other
members of their laboratory groups
and use the guide sheet on peer
editing to positively critique each
other’s papers.
Meets expectation when
students read one another’s
work and in a positive and
encouraging way make
suggestions on how to make the
reports even stronger and more
correct. If time permits, begin
typing final draft.
Students will type the final draft and
present to the teacher.
Meets expectation when
students complete the final draft
and turn it in to the teacher.
Students will organize the index
cards in the proper order and begin
writing the first draft of the
laboratory report.
L2 Ability to analyze the
credibility and origin of
sources.
L3 Ability to identify
gaps or unanswered
questions.
Day 18
4. Revision
Ability to refine laboratory
report, including language
usage, repeatability, and
purpose.
Day 19
5. Editing
Ability to proofread and
format a piece to make it
more effective.
Day 20
6. Completion
Ability to submit final piece
that meets expectations.
Teacher will model proper peer editing techniques.
Teacher will grade each lab report using the
scoring rubric for informational or explanatory
tasks.
MATERIALS, REFERENCES, AND SUPPORTS
FOR TEACHERS
Literary Websites, reading sources, labs, handouts, and research packets.
FOR STUDENTS
Reading articles, text books, computers, I-Pads, handouts, chemicals, laboratory
equipment, index cards, paper, encyclopedias, magazines, pens and pencils, highlighters,
markers, poster paper, and sticky notes.
Section 4: What Results?
STUDENT WORK SAMPLES
[Include at least two samples of student work at each scoring level.]
CLASSROOM ASSESSMENT TASK (OPTIONAL: MAY BE USED AS PRE-TEST OR POST-TEST)
Classroom
assessment task
Background to share
with students
(optional):
Reading texts:
Teacher Work Section
Here are added thoughts about teaching this module.
Appendix
The attached materials support teaching this module.