thursday/friday, august 24/25, 2017 - ms....

Thursday/Friday, August 24/25, 2017 Your Learning Goal: At the end of the lesson,

SWBAT record observations in complete sentences and categorize them into qualitative and quantitative observations.

Key Terms: Observation, Qualitative, Quantitative

Table of Contents: Qualitative vs. Quantitative – 1RCatalyst(1L):Give one example of an observation you

made about archaeologists from the watching the video.One example of an observation from the video is

______________.Homework:Syllabus

Sign into Google classroom

Agenda:1.  Catalyst2.  Obs. Vs Inference Notes3.  Reflection

Table of Contents Date Assignment Pg # 8/24/17 Syllabus 8/24/17 Qualitative vs. Quantitative R1

1L 1R

8/24/17 Qualitative vs Quantitative

8/24/17 Catalyst: Give one example of an observation you made about archaeologists from the watching the video. One example of an observation from the video is ______________.Reflection:

Think like an Archaeologist You and your classmates have unearthed a classroom of the past

Work together as archaeologists to make observations and inferences about the space and what type of work was done here in the past

Start by creating a grid and assigning sections to be closely examined by each table group

Back Wall

Classroom Entrance

L1 R1

L2 R2

L3 R3

1L 1R



Back Wall

Classroom Entrance

L1 R1

L2 R2

L3 R3

Silently and Independently

1.  In your notebook sketch some of the important finds in your grid square.

2.  Write some observations, inferences and numerical references on the outside of your grid sheet.

What Are We Doing?

With your table group: 1.  Create a comprehensive sketch of the

important archaeological finds from your grid

2.  Add observations, inferences and numerical findings

3.  Post this square on the board

1L 1R



Write definitions for observation, qualitative and quantitative in your

glossary

Observations

To use one or more of your senses (sight, hearing, touch, smell, and taste) or tools to gather information.

Glossary Observation: To use one or more of your

senses or tools to gather information


senses or tools to gather informationQualitative Observation: observations that

are descriptions (material, shape, color, texture, etc.); often gathered using senses.


senses or tools to gather informationQualitative Observation: observations that

are descriptions (material, shape, color, texture, etc.); often gathered using senses.

Quantitative Observation: any observation that has numbers; for example: mass, volume, length, etc.

1L 1R



Write definitions for observation, qualitative and quantitative in your glossary

Create a T-Chart outlining differences and examples of

qualitative and quantities observations.

Monday/Tuesday, August 28/29, 2017 Your Learning Goal: At the end of the lesson,

SWBAT understand the meaning of CER and write a CER paragraph.

Key Terms: Inference, Claim, Evidence, Reasoning

Table of Contents: Claim Evidence & Reasoning– 2RCatalyst(2L): what do you think science class will be

like this year?

Homework:Gandalf!

Sign into Google Classroom

Agenda:1.  Catalyst2.  CER Paragraphs3.  Reflection

Table of Contents Date Assignment Pg # 8/24/17 Syllabus 8/24/17 Qualitative Vs Quantitative 1R 8/28/17 Claim, Evidence & Reasoning 2R

2L 2R

8/28/17 Claim Evidence & Reasoning

8/28/17 Catalyst: Based on our observational activity, what do you think science class will be like this year? Use 3 different observations as evidence to support your answer.I think science will be ______this year because…

Infer To explain or interpret the things you have observed based on reasoning and prior knowledge.

Glossary Inference: To explain or interpret what you

have observed based on reasoning and prior knowledge.

Look at these two sets of animal

tracks.

Discuss 3 OBSERVATIONS

Make an

Now what do you think?

Make 3 OBSERVATIONSMake an INFERENCE

CLAIM: A statement that answers the original question.

EVIDENCE: Data and observations that support the claim. The data needs to be relevant to, and sufficiently support, the proposed claim.

REASONING: The reasoning provides a justification (why) that explains the link between the claim and evidence. The reasoning supports why the data counts as evidence to support the claim using appropriate logic.

Glossary Inference: To explain or interpret what you

have observed based on reasoning and prior knowledge.

Claim: A one sentence answer to the question being investigated.

Evidence: Measurement and observations that show trends, make comparisons to support the claim.

Reasoning: How or why the evidence supports the claim, a justification.

Unpacking the CER Paragraph

As a group:

1.  Highlight the claim, evidence and reasoning from each paragraph.

2. Rank the paragraph examples from most effective/complete (1) to least (4)


As a group: 1. Choose the CER paragraph that needs

the most “help.”

As an individual: 2. Re-write that CER paragraph so it has a

logical flow and the three components are present.

2L 2R


8/28/17 Catalyst: Based on our observational activity, what do you think science class will be like this year? Use 3 different observations as evidence to support your answer.

Reflection:

Write your revised CER paragraph

HERE


As partners: 1.  Exchange papers with someone at your

table. 2.  Read their paragraph. 3.  Highlight: Claim, Evidence, Reasoning 4.  Write “glow” & “grow” statements 5.  If anything is missing, state what is

missing and offer suggestions.

2L 2R


8/28/17 Catalyst: Based on our observational activity, what do you think science class will be like this year? Use 3 different observations as evidence to support your answer.

Reflection: Revise and re-write your CER paragraph based on your partner feedback.

Color code your final paragraph.

thursday/friday, august 24/25, 2017 - ms....

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