CONTENT REPRESENTATION (Core) FORM for STORE PROJECT TEACHERS

CONTENT REPRESENTATION (CoRe) FORM FOR STORE PROJECT TEACHERS (Add additional columns as needed)

Teacher name: Lisa Catterall Name of the class: STORE (half-credit, honors science elective) Name of lesson (could be over multiple days): Greenhouse Worlds Description of the students in the class (achievement level, language, prior course work, typical level of engagement, etc): Entire 10th Grade Class. Includes all achievement levels. Most students are very engaged learners. Some students have diagnosed learning differences.

A B C D E F Big idea: Water Thickness of Re-enforce Using Lab Albedo condenses the skills around EXCEL to modeling effect then falls atmosphere data graph and can connect back to earth effects heat. management visualize to real- and graphing differences world in data sets phenomena What you intend the Make a Kinesthetic Understand Use this Understand Comprehend students to learn about this visual image understanding that visual skill in how the possible idea or be able to do with to connect- of how the representations other scientists effect of it: to lesson on atmosphere come from classes, use models melting dew point traps heat columns of labs, and in the lab to large areas real, measured reports examine of white ice numbers real life Why it is important for Understand Understand Hold a concept Important Greater Making students to know this (for their place why scientists of how tool for basis for good example, in the schema of in the and citizens numbers and laboratory analysis of choices the broad course’s physical are concerned graphs connect science in experiments about the standards/ objectives or in world about the to actual college and that use importance terms of bigger atmosphere physical beyond models to of the educational/civic/social thickening events make earths’ goals): predictions surface Anticipated student This is Imaging the Some students Navigation Doubt that This is a misconceptions and review—the atmosphere are averse to around the models have new concept difficulties understanding water cycle as matter numbers and Excel chart- relevance for most this: should be rather than graphs making students repeated emptiness functions almost yearly Teaching procedures (and Lecture, Laboratory, Hands-on Written and Wrap-up Having reasons why): visual aids, data analysis problem verbal discussion, students and mostly assignment, solving within instructions, connecting compare a the actual short the lab, demonstrate observation world that is viewing of explanation students are on projector s in the lab entirely this with visual asked to so that it is to the white with phenomenon aids at produce clear STORE one that is in their lab beginning graphs data to black. Short model show the lecture with relevance of visual aids the lab model Formative assessment: Written test Written test Grading the Grading the Observation Written test Specific ways of at end of (short actual graphs actual during at end of ascertaining students’ unit (short answer); they produce graphs they wrap-up unit (short understanding or confusion answer students are and hand-in produce and discussion answer around this idea (include explanation asked to with the lab hand-in explanation likely range of responses): of water explain the with the lab of water cycle) greenhouse cycle) effect