Warm up Describe your vocabulary definitions to your partner and they guess the vocabulary word

Learning target Students will be able to explain the meaning of specific science vocabulary The purpose is so that students can describe that all matter is made of atoms which are too small to be seen directly through a light microscope.

Quiz directions On your own piece of paper Name, date, period Number your paper 1-5 Then leave space and write: Thought question Turn your paper over and number your paper 1-5. Read directions and begin

Closing Rate yourself on your vocabulary words

Warm up How do you decode a vocabulary word that you do not know?

Warm up 9/9/15 Make observations- quantitative(#) and qualitative(words)

Word document on rubric

P.O.C.E.R.- groups white board Limited CommandModerate CommandStrong CommandDistinguished Command PREDICTION: A statement/ hypothesis about the way things will happen in the future (a forecast). A statement about the way things will happen in the future is unclear in how it answers the question or prompt. A statement about the way things will happen in the future (a forecast). A statement, using scientific vocabulary, about the way things will happen in the future Explains why this will happen. A statement, using scientific vocabulary/or principle, about the way things will happen in the future explains why it will happen Uses If..then..because, format OBSERVATION: A use of both quantitative and qualitative data to describe an event. Observations are not sufficient or the observations are not based on facts. The use of either quantitative (numbers) or qualitative (the five senses) data to describe an event. uses of both quantitative (numbers) and qualitative (the five senses) data to describe an event. use of both quantitative (numbers) and qualitative (the five senses) data to describe an event data is correctly organized in table CLAIM: A statement or conclusion that answers the original question/problem and provides a counterclaim.. A statement or conclusion that is unclear in how it answers the original question/problem. A statement or conclusion that answers the original question/problem – or – a statement includes an opinionated phrase such as “I think…” A statement or conclusion that answers the original question/problem uses scientific concepts (Scientific vocabulary)/principles (Laws and/or theories). A statement or conclusion that answers the original question/problem uses scientific concepts (Scientific vocabulary)/principles (Laws and/or theories). develops an alternate or opposing claim. EVIDENCE: Scientific data that supports the claim and counterclaim. Not enough evidence was used to support the claim or does not support the claim Uses scientific data (quantitative (numbers) and/or qualitative (the five senses)) that supports the claim. Does not use evidence-based phrases that tell where the information came from. Uses scientific data (quantitative (numbers) and qualitative (the five senses)) that supports the claim. Developing evidence based phrases – the source of the data can be inferred Uses multiple sources of scientific data (quantitative (numbers) and qualitative (the five senses)) and principles that support the claim. Uses evidence-based phrases – the source of the data is specific and clear. REASONING: A justification that connects the evidence to the claim and counterclaim. Provides reasoning that does not link the evidence to the claim. Reasoning provides justification that connects the evidence to the claim. Explains why the data counts as evidence. Reasoning provides justification that connects the evidence to the claim. Explains why the data counts as evidence by using scientific principles to defend the claim and evidence. Reasoning provides justification that connects the evidence to the claim and counterclaim. Explains how the data counts as evidence by using scientific principles that support the claim and counterclaim.

Warm up:9/10: P.O.C.E.R.- groups/10 mins Limited CommandModerate CommandStrong CommandDistinguished Command PREDICTION: A statement/ hypothesis about the way things will happen in the future (a forecast). A statement about the way things will happen in the future is unclear in how it answers the question or prompt. A statement about the way things will happen in the future (a forecast). A statement, using scientific vocabulary, about the way things will happen in the future Explains why this will happen. A statement, using scientific vocabulary/or principle, about the way things will happen in the future explains why it will happen Uses If..then..because, format OBSERVATION: A use of both quantitative and qualitative data to describe an event. Observations are not sufficient or the observations are not based on facts. The use of either quantitative (numbers) or qualitative (the five senses) data to describe an event. uses of both quantitative (numbers) and qualitative (the five senses) data to describe an event. use of both quantitative (numbers) and qualitative (the five senses) data to describe an event data is correctly organized in table CLAIM: A statement or conclusion that answers the original question/problem and provides a counterclaim.. A statement or conclusion that is unclear in how it answers the original question/problem. A statement or conclusion that answers the original question/problem – or – a statement includes an opinionated phrase such as “I think…” A statement or conclusion that answers the original question/problem uses scientific concepts (Scientific vocabulary)/principles (Laws and/or theories). A statement or conclusion that answers the original question/problem uses scientific concepts (Scientific vocabulary)/principles (Laws and/or theories). develops an alternate or opposing claim. EVIDENCE: Scientific data that supports the claim and counterclaim. Not enough evidence was used to support the claim or does not support the claim Uses scientific data (quantitative (numbers) and/or qualitative (the five senses)) that supports the claim. Does not use evidence-based phrases that tell where the information came from. Uses scientific data (quantitative (numbers) and qualitative (the five senses)) that supports the claim. Developing evidence based phrases – the source of the data can be inferred Uses multiple sources of scientific data (quantitative (numbers) and qualitative (the five senses)) and principles that support the claim. Uses evidence-based phrases – the source of the data is specific and clear. REASONING: A justification that connects the evidence to the claim and counterclaim. Provides reasoning that does not link the evidence to the claim. Reasoning provides justification that connects the evidence to the claim. Explains why the data counts as evidence. Reasoning provides justification that connects the evidence to the claim. Explains why the data counts as evidence by using scientific principles to defend the claim and evidence. Reasoning provides justification that connects the evidence to the claim and counterclaim. Explains how the data counts as evidence by using scientific principles that support the claim and counterclaim.

Learning target Students will be able to make observations and explain how the atom has evolved over time. The purpose is so that students can describe that all matter is made of atoms which are too small to be seen directly through a light microscope.

Groups What do we know about atoms- Write on white boards

Experiment Make observations using rubric

Exit Describe everything you know about atoms

Warm up How do you research something you don’t know anything about?

Learning target Students will be able to make observations and explain how the atom has evolved over time. The purpose is so that students can describe that all matter is made of atoms which are too small to be seen directly through a light microscope.

Research Thompson, Rutherford, Bohr, Dalton, Heisenberg

Rap FJU FJU UHvc UHvc SmRo

Guidelines 2 partners Must present information about Dalton, Rutherford, Bohr, Thompson, and Heisenberg (today’s model) Rap/song