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Assessment:
Formative Assessment: Post-It notes that predict what will happen in the book; the reactions that
the students are having to the book; the debrief after reading the book that allows students to talk
about the scientific process that the characters in the book use in order to solve the question or
problem.
iii. Write prediction on the left side of your page in your science journal.
e. What is a prediction?
i. A prediction is thinking or saying what you think is going to happen
before it happens.
ii. What is a prediction? I am going to ask other students what that student
said, and award points on Class Dojo for listening.
iii. Write a dash, and write the definition after the dash in your science
journal.
f. How can we make predictions? What are the based upon?
i. Many times we can base this upon what we see or what we already know.
3. Tasks and activities:
a. Show me that you are ready to read the book.
b. We will read the book.
c. As we read the book, I will stop occasionally to ask questions and to point out any
pictures of key words that may help student comprehension.
d. How did Mac solve the problem?
e. Is this how you would have solved the problem?
f. Did they use a system to answer the question that they were asking?
g. They solved this problem by using something called the scientific method.
h. We are going to learn about the scientific method this week, and on Wednesday
we are going to do an experiment using the scientific method.
i. At this point, I introduce the visuals that I have made for the students to use all
week, and we will hang the visual up on the board for the students to see.
i. At this point the kids are not writing anything in their journals because
tomorrow the students are going to be doing a lot of work with the steps of
the scientific method, and what a lot of the vocabulary words mean in the
steps.
4. Closure:
a. In your science journals, write how you would have solved the problem if you had
been Mac.
Accommodations for individual differences:
Native Spanish Speaking Students will receive more support for certain words and as they do
group or independent work I will circulate and make sure that the students are on track and not
confused.
I will point out the physical representations of English words for students who may not have as
much vocabulary knowledge as other students.
Behavioral and organizational strategies:
Class Dojo is used; students gain points for showing good behaviors that have been previously
defined in the classroom.