There a Gremlin in the Drink Machine 1.1

Title: : Being Scientific

Author: Cota    

Week: Oct. 23, 2007

Unit/Lesson Plan #: Chapter 2, lesson 3

Unit theme:

Thinking, observing, inferring  

Textbook references:

Learning objectives:

1. Discuss the meaning of a model.

2. Create a model that can explain the operation of a machine.

Key Questions, Concepts, or Themes:

Evidence, models, and explanation

Abilities necessary to do scientific inquiry

Understandings about scientific inquiry

Nature of science

Stage 1:

Getting Started, ATE p. 31. Set up a display of models, such as models of the solar system, the Earth, and the organs of the body. Ask students why models are useful.

Stage 2:

Guided Practice, p. 31. Read Ms. Garcia’s model to the class. Ask: Do you think this is a good explanation for what occurs inside a drink machine? Have students list the inferences made and the observations that must have led to these inferences.

Stage 3:

Assessment, ATE p. 32. Have students scientifically describe to Zed how a common object, such as a stapler or pencil sharpener, works. Divide the class into groups, and allow each group to devise and present its own explanation. Then hold a class vote to determine the best explanation.

Homework: (attach/link digital resources):

Homework, ATE p. 31. The Gremlin Model makes an excellent homework activity. 

Science Skills Worksheet, p. 58. This worksheet helps students to use models to communicate.

Assessments: (attach/link copies)

__ Group assessment

__ Observation of process/student work

__ Self-assessment by student

__ Teacher generated assignment

__ Written project

__ Test/Quiz

__ Other: ____________________________________