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Classroom Interactions Title of Lesson: Order Up!

UFTeach Students Names: Kristen Quintana Teaching Date and Time: Thursday, November 14, 2013 @ 8:30 am Length of Lesson: 50 minutes, 10 minute follow-up if needed Course / Grade / Topic: 9th Grade Physical Science Honors Source of the Lesson: The Planets in the Solar System (week 2 explore) Embedding Strategies Based on Observations: Based on the readings and what happened in class, I am including the following teaching strategies with these students because Recommended strategy Group Work with high level of Discussion and Argumentation Reason for selecting this strategy These students are really good about working in groups. Every lesson so far has been in groups or pairs and the students are always successful so since this is really effective for these students I want to incorporate it again. The students also need to discuss and argue their ideas in this assignment to mock what scientists do when they are presented with information that they question. The discussions should promote the students to keep trudging through tasks that seem difficult or confusing. They can also combine ideas to come up with stronger evidence or better questions to ask. Especially because the students note taking skills are so poor, it is important to link the concepts being taught to real life situations so that they have a better opportunity to understand the material. Using the engage about taking an order at a restaurant will give the students a familiar scenario to link strengths and weaknesses of note taking in science to. This engage will be fun for the students because it will be different and odd as well as get them to start thinking about some of the components you must have to efficiently transmit information.

Link to real life situation

Common Core State Standards (CCSS) / Next Generation Sunshine State Standards (NGSSS): (CCSS) / (NGSSS) with Cognitive Complexity: Standards Number LACC.910.RST.1.1 LACC.910.WHST.3.9 Benchmark Description Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. Draw evidence from informational texts to support analysis, reflection, and research. Cognitive Complexity Level 2: Basic Application of Skills & Concepts Level 3: Strategic Thinking & Complex Reasoning

Classroom Interactions Recognize that the strength or usefulness of a scientific claim is evaluated through scientific argumentation, which depends on critical and logical thinking, and the active consideration of alternative scientific explanations to explain the data presented. Recognize the major common characteristics of all planets and compare/contrast the properties of inner and outer planets.


Level 1: Recall Level 2: Basic Application of Skills & Concepts


Concept Development: All science disciplines are the same in the sense that they rely on evidence and theories amongst other things for substance. The driving force behind scientific inquiry is evidence because it is the only thing that can be used to support the claims being made. Evidence can be observations or complex representations of relationships between controlled variables. Data is not enough though, so when appropriate, a claim can even be linked to pieces of information that are always established, which strengthens it because it demonstrates how the new idea falls into scientific norms. Evidence is not always accepted. There is a rigorous process that in the end leads to the acceptance or rejection of a claim and its evidence. This is usually done through repetition of an experiment. If the results of the subsequent experiments match with the original, they add more data to the evidence that supports the claim and therefore enhance the reasoning for the claim to be accepted. If the opposite occurs and the experiments do not match, the claim is rejected and it is decided if further experimentation will be done to find stronger evidence. This process requires effective sorting between valid and invalid evidence (critical-response NOTE TAKING skill) as well as communication between scientists to reach conclusions (argumentation). Sometimes these are the most important aspects of the investigation because, if used appropriately, the nature of communication and argumentation decrease the chance for mistakes and poorly supported claims. From my CTS Part I- Science for All Americans Performance Objectives LACC.910.RST.1.1 SWBAT assess the relevance of information in a scientific article in order to determine what evidence is important to support their claim. This PO will be assessed through the information presented in the evidence column of the worksheets the students will complete. LACC.910.WHST.3.9 SWBAT sort and categorize information from a scientific text in order to show that they have support for their claim. This PO will be assessed in the information the students decide to include as their evidence as well as how they use that information to argue their ideas. SC.912.N.1.3 SWBAT discuss the rationale behind their ideas, and therefore determine that argument is a huge factor in determining the validity of a claim.

Classroom Interactions This PO will be assessed in the ability of the students to create their own criteria and argue why it is relevant and accurate. SC.5.E.5.2 SWBAT report the three criteria that are necessary for an object to be considered a planet. This PO will be assessed in the understanding of the three claims found throughout the activity. Materials List 10 order instruction cards for the engage (1 per pair) 30 worksheets 30 articles 30 data tables Advance Preparations Grouping- this time the students will have to be specially paired because there are students that did not turn in their video consent forms Worksheets will, like usual, be on the file cabinet for the students to pick up as they walk in The articles will be on the desks, and the charts will be given to the students when they return the article Prezi will be displayed Safety There are no significant safety considerations for this activity because the students are not working with unusual materials.

Classroom Interactions ENGAGEMENT What the Teacher Will Do Intro SLIDE 1 Present the engage to the students SLIDE 2 Give students engage instructions (half sheets) What the Teacher Will Say (include Probing Questions) I know that all of you know who I am but again, I am Miss Q and sadly today will be our last lesson together. Today we are going to talk about having good note taking skills. To start, Im going to ask you to perform a very simple task- you will be a waiter or waitress taking a customers order. So in your groups of 4, you need to ID these four roles; waiter A, B, C, and customer. The customer will read the order that they want one time. Waiter A will not be able to write down the order, waiter B will only be able to write down 10 words, so waiter b you will want to write down numbers 1-10 or make 10 spaces in the box on your worksheet, and waiter C can use whatever method they feel works best to remember the order. You will have 2 minutes. Who can tell me what the 4 group roles are? What does Waiter A do? What does waiter b do? How about waiter C? How many times does the customer repeat the order? And how long will all of this take? What waiter A/B/C would like to come recite the order? Time: 5 minutes Student Responses and Potential Misconceptions

Quiz the students on the procedures before beginning to ensure everyone knows what to do. Evaluate engage by tallying the number of things each volunteer (one A,B, C) gets correct. Help students identify strengths and weaknesses of certain note taking methods.

We can see that waiter C got the most right. Waiter C, what was your method? What were the strengths of this method? What were the weaknesses of the others?

-Wrote everything down -Wrote as much as possible -Maybe used abbreviations -All of the important information was included (details!) -Not enough information or too long after the fact to remember the information if not written down Time: 30 minutes Student Responses and Misconceptions

EXPLORATION What the Teacher Will Do Present objectives

What the Teacher Will Say (include Probing Questions) Read prezi

Classroom Interactions SLIDE 3 Introduce exploration Promote initial discussion Today we are going to try to identify certain objects as planets. To start, I am going to give you a minute and a half to INDIVIDUALLY read the article and takes notes if necessary. Time is up. Now, take another minute and a half to discuss with your group the notes you took on the article. Think about questions like I asked about the waiters- What are the strengths, weaknesses, etc. of your group mates. On the next page of your worksheet, there is a template for note taking. Your job is to fill out the template with your group BASED ON THE READING. When you feel your notes are sufficient I will trade the article for a table of data you will then use to complete the activity. You have about 20 minutes to fill out the template. What will you do now? How will you know what to write in the notes section of the sheet? What do you do once you have finished taking notes? How long will you have to work on this part? So it has been about 15 minutes and I want to check your progress so far, _______ what was the first claim you made? And what evidence, ____________, from the article did you use to support that the object must orbit the sun? _________, what was a different claim you made?

Present activity SLIDE 4

Once again, clarify instructions through quizzing students before you begin. About 15 minutes through, check claims SLIDE 5

The object must orbit the sun to be considered a planet Gravity of the sun keeps the object in orbit Orbit zone needs to be clear- I think this is the one that the students will struggle with most because the article does not blatantly say this, it has to be inferred from the information presented in the article Spherical Gravity changes the shape of the object by pulling evenly toward the center

And the last claim, ___________, was that the object had to be what shape? And this is because? Charts SLIDE 6 So you have about 5 more minutes to wrap up your notes if you havent already finished and trade the article for the chart. Once you get the

Classroom Interactions chart, you will use the information presented along with your notes to determine which objects are planets and therefore how many planets there are. You have about 15 minutes before we move on. Make sure to answer the follow-up questions in the handout appropriately. EXPLANATION What the Teacher Will Do Friendly opening Time: 10 minutes Teacher Directions and Probing/Eliciting Student Responses and Questions Misconceptions I know this can be a little frustrating, so when we are discussing, if there is anything you are not sure about I encourage you to ask questions or start a discussion with me and the class about it. So the template asked you for very specific They were important information. Why were these specific pieces of They helped in the part with the information important? chart to pick the objects that were planets Are there clues that tell you they are Sometimes- in the article some important? words were bold or italicized but not all of it What does this show us? Not all important information is handed to us on a silver platter- it needs to be found and distinguished as important **I think the students will struggle with this because their note taking skills apparently arent the greatest and from the CI its obvious that relevant and important are virtually the same in the minds of the students How did this information help you reach The claims and evidence allow us conclusions? to create a criteria that the objects must fit to be considered planets Did the organization of the notes help in any Yes because the evidence for the way when you were looking at them a second claim was in the same area as the or third time? claim so it was easy to find the evidence if you knew the claim or vice versa **Organization was another problem encountered during the CI so I dont think the students

Questions to elicit identification of key note taking skills.

Classroom Interactions will appreciate the organization as much as they should. Claims and evidence discussion So lets talk about what in your notes is a claims and what is evidence. Lets start by defining the words: What is a claim? What is evidence? How are claims & evidence related? I know the t-chart is labeled but why is the information placed as it is? How does the evidence strengthen the claim? Why do we need evidence in science?

In science, do we automatically accept claims? How do scientists make sure evidence is correct or appropriate? IF THERE IS TIME (if DONT MOVE YET but two members of each not this class period group are going to switch with a second it could be used as a group. When you switch, your task is to 10 minute follow compare your results. Talk about what objects up) you defined as planets and why. See if there are differences between the groups and if SLIDE 7 there are discuss why. ELABORATION What the Teacher Will Do Pluto video Probing/Eliciting Questions http://www.youtube.com/watch?v=A_iEn4C9nss

The claims are like a criteria and the evidence tells us why the criteria applies and is valid It supports it and shows the reasons to believe it Because people can make any kind of claim they want but we have to use evidence to determine validity. No Repeat experiments and collect lots of data

Time: 5 minutes Student Responses and Misconceptions

So we came up with three claims today about Orbit zone clear of similar sized what objects need to be in order to be considered objects planets and they were shown in the video. Which was the one that disqualified Pluto? Pluto is now considered what? Dwarf Ice planet And its a part of what? And the Kuiper belt is made up of what? This is similar to what in history? EVALUATION Kuiper belt Rocks- asteroids like the asteroid belt Ceres Time: 5 minutes

Classroom Interactions What the Teacher Will Do Provide assessment Assessment To leave class today, you must pay your bill form the order you made earlier. Payment will be in the answers to the questions I am about to provide you. These are to be completed QUIETLY and INDIVIDUALLY. Student Responses

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