1. 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)

2. 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

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

4. 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

5. 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

6. 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.

7. 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

8. 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.

9. 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.

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

11. Performance Task Rubric

13. Sharing
Group discussions
Group poster
Class consensus (agreement)

15. 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

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

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

18. 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.