lesson plan 01:25 finished

.pdf

School

Texas State University *

*We aren’t endorsed by this school

Course

4300

Subject

Material Science

Date

Apr 3, 2024

Type

pdf

Pages

1

Uploaded by MinisterRaven3662

©2015 California State University East Bay All Rights Reserved. Any unauthorized reprint or use of this document is prohibited under federal law. Project Next Gen ASET was supported by a grant to the California State University East Bay by the National Science Foundation Discovery Research K12, Award No. DRL-1418440. PI: michele.korb@csueastbay.edu or contact corinne.lardy@csus.edu, michelle.sinapuelas@csueastbay.edu Last Updated 5/22/2023 ASET Science & Engineering Practices (SEP) Tool : Planning and Carrying out Investigations Name or ID: Lesson/Unit Title: Intended Grade: Directions for use Indicate if a component is present using Y (yes) or N (no) and then, if it is present, fill in the right 2 columns. A single lesson will most likely not address each of the components below. The numbering of these components is not meant to indicate they should be used in sequence, they are simply for reference. SEP 3 Planning and Carrying out Investigations: Scientists and engineers plan and carry out investigations in the field or laboratory, working collaboratively as well as individually. Their investigations are systematic and require clarifying what counts as data and identifying variables or parameters. Engineering investigations identify the effectiveness, efficiency, and durability of designs under different conditions. Components of SEP In this lesson/unit plan, it is clear that students have a structured opportunity to: Present? Y/N What teacher actions were taken to facilitate this component for students? What are the students doing? 1) Identify the phenomenon to be investigated and purpose of the investigation 2) Take appropriate parameters into account when planning how to investigate a scientific question or test a design solution 3) Make predictions and/or hypotheses about the outcome of an investigation* 4) Conduct an investigation 5) Collect data to answer a scientific question or test a design solution 6) Evaluate and/or revise an experimental design *This component is based on criteria required at the K-2 and 3-5 grade band. Making predictions/hypothesis may happen at the start of an experiment or towards the end depending on the level of experience students have with the content Katie Sotelo How Far Will it Go 4th Grade Yes Yes Yes I first made sure that the experiment was age appropriate, next collected our resources, took any safety precautions, and made sure the questions were relevant to our experiment. I will haven given each students their data sheet to collect how many breaths were taken each time, and the distances that was travel. I also will be asking questions, for students to engage in critical thinking. I have given the children their challenge, provided them with the procedure steps, back ground information, and materials I would be providing guidance and support, asking probing questions to help the students develope their ideas The students are listening to the notes, as while creating discussions with peers. The teachers actions that were taken here, was reading to the students “NASA’S Moon to Mars for the children to create an interest in our experiment, as well as opening up class discussions. Yes The children will be actively involved in the process, they will be making observations and carefully recording their data. The children will be in open discussions with their classmates, developing thir hypothesis/predictions During this time the students would actively be engaging in the investigation Students are actively engaged in reviewing and refining their investigation. They are listening to the feedback being given. They are also reflecting on their process and learning. Yes Yes The students begin to perform the experience, collecting data, and analyzing their findings. While using the materials and instructions that were given. While making connections to our topic of the week. I will be providing feedback on the design, helping students identify any flaws or areas of improvement. I will be probing questions to encourage critical thinking and reflection. I also, will encourage students to share their findings.
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