Week of September 25th

September 25th

Thermal Energy Lesson 4.2

1: Warm-Up (5 min.)

Students choose a piece of evidence that supports their preferred claim in order to organize their thinking for the Science Seminar discussion.

2: Preparing for the Science Seminar (15 min.)

Students share their ideas about the claims and evidence with their partners so that they can practice their arguments in a low-stakes environment prior to engaging in the whole-class Science Seminar discussion.

(Teacher Only) Introducing the Science Seminar (5 min.)

The teacher prepares students for a productive and participatory discussion by introducing them to the procedures and expectations of the Science Seminar.

3: Participating in the Science Seminar (20 min.)

Students apply content knowledge and argumentation skills as they engage in a student-led discussion. This offers an opportunity for an On-the-Fly Assessment of students’ understanding of much of the unit’s science content and students’ progress in the practice of making arguments from evidence.

4: Homework

Students reflect on how the Science Seminar changed their thinking in order to better understand the way discussion can stimulate new ideas in science.

 

September 26th

 

 Thermal Energy Lesson  4.3

 

1: Warm-Up (5 min.)

Students consider two different arguments in order to begin to think about how reasoning can make an argument more convincing.

2: Using the Reasoning Tool (15 min.)

Students use the Reasoning Tool to lay out their arguments in preparation for the writing task.

3: Organizing Ideas in the Reasoning Tool (10 min.)

Students complete the Reasoning Tool by organizing their thinking about the evidence and claims from the Science Seminar. This offers an opportunity for an On-the-Fly Assessment of students’ ability to organize the evidence they use to construct arguments in support of their claims.

4: Writing a Scientific Argument (15 min.)

Students apply what they have learned in this unit to write a convincing scientific argument about the Science Seminar Question. Student writing represents an opportunity for students to demonstrate understanding through a three-dimensional performance. Student writing can be scored by referencing the provided rubric in the Thermal Energy Rubrics for Final Written Argument (in Digital Resources).

5: Homework

Students engage in an important part of the writing process by reviewing and revising their written arguments.

6: Self-Assessment (Optional)

Students check their understanding of key content in the unit, and are given a chance to reflect on additional questions they have about thermal energy.

September 27th

Thermal Energy Lesson 4.4

 Students will complete the End of Unit Assessment on Thermal Energy on Edulastic

September 28th

Plate Motion Lesson 1.1

Students will complete the pre-test on Plate Motion to see students prior knowledge of the unit

September 29th

Half Day

Students will make up assignments, Half Day Homecoming