Warm-up Create your own Cause and Effect statement What are clay models used for? How might modeling be used to predict or explain scientific events? We need to label a NEW behavior log Copy Objective, HW into assignment list Select letters to go home Parent letters (tomorrow)

Goals * State the Objective(s)/Standard (s)- Sci.7.1a, L.7.4b-L.7.6, RI.7.4 * State the Purpose (Big Idea) - To apply language standards to understand words and meaning more effectively in interpreting scenarios of given science experiments and fossilization factors SWBAT evaluate knowledge and model how fossils are created SWBAT use figurative language to create a comparison of the fossil record to a clock

Mantra Today is a great day for science because: science is power. You are powerful because: I always make a difference.

Agenda 1. Paper Return/ Grade Sheets 2. Modeling in Science 3. Communicate the differences between Individual , group, and class models 4. 1st performance task 5. Comparing fossil records to clocks… 6. Identify what is needed to know to revise and understand the situation in the model 7. Summary/ feedback/ questions

Paper return/ Grade Sheet Update No. Name of Assignment Unit Name Date Points Earned 1. How Do You Know Inquiry 8/10/16 2. Community Map 8/15/16 3. Scientific Method Quiz 8/18/16 4. Biweekly Test #1 RI/RL 8/24/16

Vocab Reminder Cause – To make something happen - Something that makes something else happen Effect - A change that is a result of an action or other cause Use the vocabulary in a sentence.

Models Independent vs. Group vs. Class A description/ representation of a state or event to be able to understand it better and possibly predict what it will be like in the future Example… Independent vs. Group vs. Class

Fossil Record The history of life as documented by fossils, the remains or imprints of the organisms from earlier geological periods preserved in sedimentary rock.

We can find evidence of life buried underground up to billions of years ago. How is that still there? What made it be buried? Predict what could happen to animals as they die.

What’s needed? I will show example models from last year and students will guess the needed elements of their performance task. Grading Rubric

Performance Task Rubric

Sharing Group discussions Group poster Class consensus (agreement)

Comparing to a CLOCK C – Counting, collecting, cataloguing bones L – Layers of sediment O – On top of each other C – Carefully telling when living things died K – Keeping up with history as time passes Your turn: Describe how the fossil record is like a clock using figurative language

What do we need to understand? What knowledge should we know to understand how animals fossilize/ get buried and left behind?

Summary/ questions Models are useful because _____________________________________________ Last questions… First biweekly tests Wednesday/Thursday if on schedule!

Getting ready for the Biweekly! CCSS.ELA-LITERACY.RI.7.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone. CCSS.ELA-LITERACY.L.7.4.B Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel). CCSS.ELA-LITERACY.L.7.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. CCSS.ELA-LITERACY.L.7.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.