Tag Archives: model

Class Consensus Initial Models

Advertisements

Monday, 10/15/18- B Day

Question:

Why is the new cup better than the regular cup?

Learning Tasks:

  1. Do Now– Get out your ISN and add to the Table of Contents- “Model Tracker” p.18 (Left Side), “Model Tracker” p.19 (Right Side), “Model Tracker” p.20 (Left Side), & “Model Tracker” p.21 (Right Side). If you want to be a Greeter for the class, please see Mrs. Vigliotti.
  2. Periods 1, 3, & 4– Circle- What did we just do? What are our next steps? Periods 6 & 7- Trim & tape the “Communicating in Scientific Ways” handout onto ISN p.14 & add “Communication Prompts” p.14 to the Table of Contents. Share “What We Wonder” Observations. Review Cup Contrast Data by observing the graph of the Cup Contrast Data & recording new observations of the graph in the “What We Notice” T-chart on ISN p.17.
  3. Present Initial Models to the Class– Review your model individually. Observe the models of 3 students presented to the class. Each student will explain all the elements of his/her model. Find similarities and differences among the three models presented and the individual ones in your notebook. Emphasize what was repeated or common among the shared models.
  4. Class Consensus Model- What did you notice that was similar across models? What did you notice that was different? Focus on the similarities in your models. Draw an initial consensus model as a class representing the parts of the model that are agreed upon. Use questions marks on areas where there are still different ideas.
  5. Model Tracker– This is where we will keep track of the important ideas we come to agreement on in our investigations. Draw the Model Tracker on ISN pages 18-21. What ideas did we agree upon in our model? Let’s write these ideas in the first row. Let’s use evidence from our observations and the data to support our ideas and draw a quick picture to represent them.

Friday, 10/12/18- A Day

Question:

Why is the new cup better than the old cup?

Learning Tasks:

  1. New Seats/New Greeter/Do Now– Get out your ISN and open to p.17.
  2. Science Friday– Bumblebee Barf? Yaaas Queen!
  3. Per. 6 & 7– Share “What We Notice” Observations- Share what you noticed about the cups. While we share, add to your list on ISN p.17. Brainstorm “What We Wonder” questions– Work in your pairs to generate & record “What We Wonder” questions. Trim & tape the “Communicating in Scientific Ways” handout onto ISN p.14. Add “Communication Prompts” p.14 to the Table of Contents.
  4. Share “What We Wonder” Observations- One member from each pair will share one question to record on the class “What We Wonder” chart.
  5. Review Cup Contrast Data– Observe the graph of the Cup Contrast Data. Record new observations of the graph in the “What We Notice” T-chart on ISN p.17. Share observations with class.
  6. Present Initial Models to the Class– Review your model individually. Present their models to the class (3 students). Explain all the elements of your model. Find similarities and differences among the three models presented and the individual ones in your notebook. Emphasize what was repeated or common among the shared models.

Wednesday, 10/10/18- A Day Block Schedule Periods 1, 3, 5, & 7

Question:

Do you think the new thicker plastic cup works better? Why or why not?

Learning Tasks:

  1. Do Now– Copy down today’s homework assignment in your planner. Get out your ISN and add to the Table of Contents- “Initial Model” p.16 (Left Side). Head p.16 properly with “Cup Contrast Initial Model-10/10/18″.
  2. Share “What We Notice” Observations- Share what you noticed about the cups. While we share, add to your list on ISN p.17.
  3. Model Thick & Thin Plastic Cups– We’re starting to see that maybe the new cup works better to keep drinks cool, but let’s try to explain why it works better. Draw a diagrammatic model of the cups. The model is not just a drawing of the cups. It needs to explain how and why the new cup works better than the regular cup. Think about the ideas that you shared and see if you can draw a model to explain why the new cup may work better than the old cup. Label the parts of the model and use words to explain what’s happening. Remember that your models should explain the parts of the cup that help/do not help keep the drink cold. Draw your initial models on ISN p.16.
  4. Compare Models- In groups of 3, compare your models. Use the “Communicating in Scientific Ways” sentence starters to share your ideas & ask questions about other models. Focus on the “Observe” (#2) and “Ask Why and How?” (#1) questions. Trim & tape the “Communicating in Scientific Ways” handout onto ISN p.14. Add “Communication Prompts” p.14 to the Table of Contents.
  5. Brainstorm “What We Wonder” questions– Work in your group of 3 to generate & record “What We Wonder” questions. One approach is for each “What We Notice” entry, to think about a question that you can investigate to help you better understand your observation. Record your questions in the “What We Wonder” column. One member from each group will share one question to record on the class “What We Wonder” chart.

Home Learning:

Google Classroom Classwork Post- Identify objects around your home that do a good job of keeping things cold or warm. Make a list on a separate paper to share tomorrow.

Period 7 only

Question:

Do you think the new thicker plastic cup works better? Why or why not?

Learning Tasks:

  1. Do Now and Do Now– Copy down today’s homework assignment in your planner. Get out your ISN and add to the Table of Contents- “Cup Contrast” p.17 (Right Side). Head p.17 properly with “Cup Contrast Classroom Test-10/10/18″. Get out your ISN and add to the Table of Contents- “Initial Model” p.16 (Left Side). Head p.16 properly with “Cup Contrast Initial Model-10/10/18″.
  2. Introduce Problem– I enjoy a cold iced coffee from the Doughnut Inn, but the ice melts quickly and the drink waters down & warms up. The shop sells a new cup that they claim keeps a drink colder for a longer time. So I buy one, but it’s expensive! I’m wondering whether the new cup really works better. Turn & Talk- Do you think the new cup works better? Why or why not?
  3. Set up ISN p.17– Write the question- Why is the new cup better than the regular cup? Set up the data table. Set up a T-chart below the Data Table with “What We Notice” and “What We Wonder.”
  4. Demonstration– Cup Contrast Classroom Test- Record initial temperature of ice water in each of the following containers- regular plastic cup, new thick plastic cup, thin metal cup (like water bottles), thick metal cup (like thermos). Write down things you can see or feel in the “What we notice” column. Record second and third temperatures.  Share “What we notice” with full class. While we share, add to your list on ISNp.17.
  5. Model Thick & Thin Plastic Cups– We’re starting to see that maybe the new cup works better to keep drinks cool, but let’s try to explain why it works better. Draw a diagrammatic model of the cups. The model is not just a drawing of the cups. It needs to explain how and why the new cup works better than the regular cup. Think about the ideas that you shared and see if you can draw a model to explain why the new cup may work better than the old cup. Label the parts of the model and use words to explain what’s happening. Remember that your models should explain the parts of the cup that help/do not help keep the drink cold. Draw your initial models on ISNp.16.
  6. Compare Models- In groups of 3, compare your models. Use the “Communicating in Scientific Ways” sentence starters to share your ideas & ask questions about other models. Focus on the “Observe” (#2) and “Ask Why and How?” (#1) questions. Trim & tape the “Communicating in Scientific Ways” handout onto ISNp.14. Add “Communication Prompts” p.14 to the Table of Contents.
  7. Brainstorm “What We Wonder” questions– Work in your group of 3 to generate & record “What We Wonder” questions. One approach is for each “What We Notice” entry, to think about a question that you can investigate to help you better understand your observation. Record your questions in the “What We Wonder” column. One member from each group will share one question to record on the class “What We Wonder” chart.

Home Learning:

Google Classroom Classwork Post- Identify objects around your home that do a good job of keeping things cold or warm. Make a list on a separate paper to share tomorrow.

Tuesday, 5/1/18- B Day- SBAC Testing- ELA CAT 2- Periods 4, 2, & 3

  • Testing Periods: HR, 7, & 6
  • Class Rotation: 5, 4, 2, 3, 1

Learning Tasks:

*Period 4- Collect ISN’s

  1. Do Now– Mass, Volume, & Density Science 360 Video– What does density have to do with hockey?
  2. Final Model/Explanation- Watch the phenomenon again carefully. Also check out this person floating in the Dead Sea, these large floating ducks, and floating lemons but sinking limes. What determines whether something sinks or floats? On the white paper, draw your ideas of what you have learned is happening when something sinks or floats.
  3. Self Reflection for the Unit on Density– Refer to page 8 in your ISN for directions on how to write a Self-Reflection. Use the Google Doc in Google Classroom to type your responses in the light grey boxes for each of the steps.

Home Learning-

Density Assessment on Tue. 5/8

Science Notebooks (ISN’s) due as follows:

  • Tomorrow 5/2- Period 2
  • Thursday 5/3- Period 3
  • Friday 5/4- Period 7