<p> CCSS Creel, 2005</p><p>Title: Habits of the Mind Subject: Science Topic: Processing Skills Grade: 4 Designers: Margaret Davis, Sony Edwards, Sue Sampsen, Dot Moody</p><p>Stage 1: Desired Results QCC & ELA Standard(s) Science Inquiry QCC 4.1, 4.2, 4.3, 4.4 (underline big ideas and key ELA4R3 The student understands and acquires new vocabulary and uses words) it correctly in reading and writing. ELA4LSV1 The student participates in student-to-teacher, student-to- student, and group verbal interactions. QCC and ELA Ideas need to be supported by observation using the scientific method. Enduring Understandings Observations are recorded using graphs, tables, and sketches. (Teacher tool) Safety during experiments is essential. </p><p>QCC and ELA How do we observe and interpret our world? Essential questions How do we measure and record our observations? (2-5 questions) How do we explain our interpretations to others? (Student tool)</p><p>Elements Utilize the standard elements to identify knowledge and skills QCC and ELA Knowledge (noun) Skills (verbs) Knowledge & Skills Graduated cylinder Observe (Comes from the elements) Control group Communicating Mass Compare Metric measurement Control and vary Variables Order Bureau of Standards Categorize Data collection</p><p>WHERETO: Stage 2 - Assessment Evidence: What evidence will show that students met the learning goal? Traditional Portfolio Authentic Self-Assessment Assessment Assessment Assessment</p><p>Vocabulary Test Science Journal Growing Plant Rubric</p><p>Drawing/Photos Recording & Presenting Data CCSS Creel, 2005</p><p>Stage 3 – Designing an Instructional Plan Hook and Hold interest: pointing toward Big Ideas, Essential Questions, and Performance Tasks</p><p>Silent word splash—KWL VARIABLE is the word.</p><p>Anchor Activities:</p><p>Vocabulary word find Picture card stories on plants Detailed drawings of plants</p><p>Explore the Big Ideas, Essential Questions, and Equip for final performance Direct Instruction Experiential Independent Indirect Interactive Learning Learning Instruction Instruction</p><p>Compare & Contrast Conducting Assigned Inquiry Brainstorming Questions Demonstrations Experiments Problem Cooperative Learning Field Essays Solving Explicit Teaching Laboratory Groups Observations Learning Reading for Graphic Organizers Centers Meaning Problem Solving</p><p>Guides for Reading, Listening, Summarizing Reciprocal Viewing and Note Teaching Taking Identifying Similarities & Reflective Discussion Differences</p><p>Summarizing & Note Taking</p><p>Rethink, Revise, Refine, Reflect, Resubmit</p><p>What other variables could you change? Argue/debate How would drought affect the food chain? How would too much water affect the food chain?</p><p>Encourage ongoing evaluation and student self-evaluation Daily data collection Teacher observation CCSS Creel, 2005</p><p>Tailoring the Design for Diverse Learners Differentiated Suggested Suggested Extensions Activities Accommodations Research project: Invasive Role Choice Task assignments: plants (FOSS jobs) Tape record or video observations/and Getter, Doer, Recorder, Power Point of experiment or presentations Presenter, Reader, Drawer, etc. Computer graphing of growth</p><p>Organizing the Learning</p><p>Day 1: KWL/Word Splash VARIABLE Introduce vocabulary Math class: Review metric measurement</p><p>Day 2: Experiment: See how 2 seeds will grow with varying water amounts. Math: Review graphs & charts Discuss lab safety rules Record in data journal</p><p>Day 3: Observe & Record</p><p>Day 4: Observe & Record</p><p>Day 5: Observe & Record How did the variables affect the growth of the seed? Sequencing activity Teacher worksheet attached</p><p>Day 6: Student Presentations</p><p>Day 7: Teacher-directed wrap-up</p><p>Day 8: Vocabulary Test; Portfolios due</p><p>CCSS Creel, 2005</p>