The Lesson Cycle
CSI Lesson Design Framework
Understanding
Content
□ Identify key concepts and □ Use of inquiry-based ac-
Focus
lesson objectives.
□ Identify common miscon-
(Engage)
ceptions/perceptions.
□ Identify knowledge and
Instructional Syllabus
Delivery
(Explore/Explain)
Input
Modeling
Ongoing
Assessment
(Evaluate)
Guided
Practice
(Elaborate)
SCIENCE
GRADE 1
Independent
Practice
(Elaborate)
Closure
2010-2011
Beginning with the end in mind: What I want my students to be able to do.
Engage
Explore
Explain
• Encourages
• Acts as the fastudents to excilitator.
plain concepts
•
Encourages
• Elicits reand definitions
students to work
sponses that
in their own
together
without
uncover what
words.
direct instrucstudents know
•
Formally protion
from
the
or think about
vides definiteacher.
the concept/
tions, explanasubject.
• Asks probing
tions, and new
questions
and
• Raises queslabels.
proposes
new
tions.
• Asks for justifiproblems.
• Creates interest. • Observes and
cation
(evidence) and
listens to stuclarification
dents as they
from students.
interact.
• Generates curiosity.
Elaborate
Evaluate
• Expects students
• Observes students
as they apply new
to use formal
concepts and skills
labels, definitions
and explanations • Assesses students'
knowledge and/or
provided previskills
ously
• Encourages students to apply or
extend concepts
and skills in new
situations
• Uses previously
learned information as a vehicle
to enhance additional learning.
• Looks for evi-
dence that students
have challenged
their thinking or
behaviors
• Asks open-ended
questions, such as
"Why do you
think...? "How
would you explain
x?"
Conceptual Strands
Students conduct classroom and outdoor investigations following home and school safety procedures.
•
Demonstrate safe practices and the use of safety equipment.
•
Identify and learn how to use natural resources including conservation, reuse or recycling.
Students plan and conduct simple descriptive investigations in the classroom and outdoors.
Descriptive investigations involve:
•
Describing and/ or quantifying parts of a natural or man-made system.
Students describe what scientists do.
Students use a variety of tools and methods to investigate the natural world.
•
Tools include computers, hand lenses, primary balances, cups, bowls, magnets, collecting nets, notebooks,
safety goggles, timing devices, non-standard measuring items, weather instruments, terrariums and aquariums.
Classroom Instruction that Works
Identify Similarities and Differences: comparing, classifying, metaphors, analogies
Summarize and Take Note: deletion, topic-restriction-illustration, definition, problem/solution, informal outline, webbing
Reinforce Effort and Provide Recognition: efforts/achievements. praise
Meaningful Homework and Practice: policy, purpose, feedback
Nonlinguistic Representatives: graphic organizers, models, mental pictures, kinesthetic
I.
II.
III.
IV.
Cover
Student OUTPUT
Title Page
Brainstorming
Writing Prompts
Author Page
Mind Maps
Flow Charts
Table of Contents Concept Maps Venn
Lab Reports
Diagrams
Pictures
Drawings
Diagrams
Classify objects by observable properties of matter.
Predict and identify changes in materials caused by heating and cooling.
Force, Motion, and Energy
•
•
•
•
Identify and discuss how different forms of energy are important to everyday life.
Predict and describe how magnets are used.
Describe the change in the location of an object.
Demonstrate and record the ways that objects can move.
•
•
•
•
Observe, compare, describe, and sort components of soil.
Identify and describe a variety of natural sources of water.
Gather evidence of how rocks, soil, and water help to make useful products.
Record weather information and record changes in the appearance of objects in the sky.
•
•
•
•
•
Identify and compare the parts of plants.
Compare ways that young animals resemble their parents.
Observe and record life cycles of animals.
Analyze, record, and gather evidence of interdependence among living organisms.
Sort and classify living and non-living things.
Earth and Space
Organisms and Environments
Cooperative Learning: homogeneous, consistent/systematic
Set Objectives and Providing Feedback: goals, contracts, criterion-referenced
Generate and Test Hypothesis: problem solving, investigating, invention, inquiry,
Cues, Questions, and Advance Organizers: explicit, analytic, expository, graphic
Michael D. McFarland, Ed. D., Superintendent of Schools
Self Reflections
Poems
Songs
Worksheets
Teacher INPUT
Class Notes
Discussion Notes
Reading Notes
Data
Vocabulary
Handouts with new
information
Increasing Performance for All Learners
Auditory
Visual
Tactile-Kinesthetic
Realistic
Thinking
□ Ask questions to determine details…
□ Describe the information on…
□ Explain the process
for...
□ List…
□ Role play to show…
□ Use a graphic organ- □ Make a mobile, disizer to…
play, diorama…
□ Graph data to commu- □ Collect examples...
nicate...
Analytical
Thinking
□ Ask conceptual questions…
□ Debate or dialogue
about…
□ Communicate rationale for...
□ Take notes on…
□ Use a concept map to
explain…
□ Read to determine...
□ Arrange notables to
describe…
□ Explain with manipulatives..
□ Use pictionary to...
Pragmatic
Thinking
□ Simplify a description
of…
□ Explain how ___
works when…
□ Ask questions to determine...
□ Highlight key points…
□ Develop a blueprint…
□ Sketch a process/
procedure to determine...
□ Build/construct/
model…
□ Experiment to find
out…
□ Provide an innovative
solution...
Connective
Thinking
□ Ask questions to make □ Create non-linguistic
connections…
representations to…
□ Work in a group to
□ Write a article, poem,
discuss…
song…
□ Interview ____ to...
□ Make a collage of...
□ Roleplay…
□ Draw picture to show..
Exploratory
Thinking
□ Ask questions to generate…
□ Brainstorm with a
group…
□ Give your views on…
□ Present a persuasive
speech...
Matter and Energy
•
•
to work and think like
scientists.
a. reasoning
b. gathering data,
c. conclusions based on
data
□ Reinforce progress and
effort.
□ Plan for criterionreference feedback.
□ Provide multiple opportunities to learn.
□ Ask students to assess
their own progress.
Components of Interactive Notebooking
Scientific Investigations and Reasoning
Instructional Planning Websites
Annenberg: http://www.learner.org/
Power Videos: http://www.powervideos.org/
Science NetLinks: http://www.sciencenetlinks.com
NOVA: http://www.pbs.org/wgbh/nova/hotscience/
Discovery Education: http://school.discoveryeducation.com/
The Science Spot: http://www.sciencespot.net/
Class Jump: http://classjump.com/
skill (facts and vocabulary).
tivities that engage students.
□ Implement formative/
summative assessments
to determine student
learning.
□ Provide “making sense”
and “wrap up” activities.
□ Provide time for collaborative discourse.
Environment
□ Include time for students
□ Create advertisements □ Do a simulation…
to…
□ Design a game to…
□ Include computer
□ Conduct an investigagraphics to create…
tion...
□ Make a web describing...
FIRST SEMESTER
SCIENTIFIC PROCESS SKILLS
INTEGRATED WITHIN EACH CONCEPT EVERY WEEK
FIRST SIX WEEKS
(1) The student, for at least 80% of instructional time, conducts classroom
and outdoor investigations following home and school safety procedures.
The student is expected to:
A. Recognize and demonstrate safe practices as described in the Texas
Safety Standards during classroom and outdoor investigations, including
wearing safety goggles, washing hands, and using materials appropriately;
B. Recognize the importance of safe practices to keep self and others safe
and healthy; and
C. Identify and learn how to use natural resources and materials, including
conservation and reuse or recycling of paper, plastic, and metal.
(2) Scientific investigation and reasoning. The student develops abilities to
ask questions and seek answers in classroom and outdoor investigations.
The student is expected to:
A. Ask questions about organisms, objects, and events observed in the natural world;
B. Plan and conduct simple descriptive investigations such as ways objects
move;
C. Collect data and make observations using simple equipment such as
hand lenses, primary balances, and non-standard measurement tools;
D. Record and organize data using pictures, numbers, and words; and
E. Communicate observations and provide reasons for explanations using
student-generated data from simple descriptive investigations.
(3) Scientific investigation and reasoning. The student knows that information and critical thinking are used in scientific problem solving. The student
is expected to:
A. Identify and explain a problem such as finding a home for a classroom pet
and propose a solution in his/her own words;
B. Make predictions based on observable patterns; and
C. Describe what scientists do.
FOURTH SIX WEEKS
Physical Properties of Matter
Weeks 3-6
(4) Scientific investigation and reasoning. The student uses age-appropriate
tools and models to investigate the natural world. The student is expected to:
A. Collect, record, and compare information using tools, including computers,
hand lenses, primary balances, cups, bowls, magnets, collecting nets,
notebooks, and safety goggles; timing devices, including clocks and timers; non-standard measuring items such as paper clips and clothespins;
weather instruments such as classroom demonstration thermometers and
wind socks; and materials to support observations of habitats or organisms such as aquariums and terrariums; and
B. Measure and compare organisms and objects using non-standard units.
Types of Investigations
•
Conclusion Framework
•
•
•
Claim— A statement about the solution to a problem
Evidence—Scientific data that supports the claim
Reasoning—justification that shows why the data counts as evidence to support the claim
Concept Specific Investigations
1st Six Weeks 2nd Six Weeks
*Safe Science
*What a Magnet
Can Do
3rd Six Weeks
*How Soils Compare
4th Six Weeks
5th Six Weeks
*What is Weather *Show and Tell
6th Six Weeks
*Plant Parts
Weeks 1-2
(5) The student knows that objects have properties and patterns.
A. Classify objects by observable properties of the materials from which they are
made such as larger and smaller, heavier and lighter, shape, color, and texture; and
B. Predict and identify changes in materials caused by heating and cooling such
as ice melting, water freezing, and water evaporating.
SECOND SIX WEEKS
(8) The student knows that the natural world includes the air around us
and objects in the sky.
B. Observe and record changes in the appearance of objects in the
sky such as clouds, the Moon, and stars, including the Sun.
Objects in the Sky
Changes in Position & Motion of Objects
Weeks 1-2
(6) The student knows that force, motion, and energy are related and are a part of
everyday life.
C. Describe the change in the location of an object such as closer to, nearer to,
and farther from; and
D. Demonstrate and record the ways that objects can move such as in a straight
line, zig zag, up and down, back and forth, round and round, and fast and
slow.
Magnetism
Week 3
(6) The student knows that force, motion, and energy are related and are a part of
everyday life.
B. Predict and describe how a magnet can be used to push or pull an object.
Forms of Energy
Weeks 4-5
(6) The student knows that force, motion, and energy are related and are a part of
everyday life.
A. Identify and discuss how different forms of energy such as light, heat, and
sound are important to everyday life.
THIRD SIX WEEKS
Weeks 1-2
(7) The student knows that the natural world includes rocks, soil, and water that can
be observed in cycles, patterns, and systems.
A. Observe, compare, describe, and sort components of soil by size, texture, and
color.
Earth Materials-Water
Weeks 3-4
(7) The student knows that the natural world includes rocks, soil, and water that can
be observed in cycles, patterns, and systems.
B. Identify and describe a variety of natural sources of water, including streams,
lakes, and oceans.
Earth Materials-Useful Products
Weeks 5-6
(7) The student knows that the natural world includes rocks, soil, and water that can
be observed in cycles, patterns, and systems.
C. Gather evidence of how rocks, soil, and water help to make useful products.
Descriptive: involves describing and or quantifying parts of a natural or man-made system.
Comparative: involves collecting data on different organisms/objects/features, or collecting
data under different conditions (e.g. times of year, temperatures, locations) to make a comparison.
Experimental: involves designing a fair test in which variables are actively manipulated,
controlled, and measured in an effort to gather evidence to support or not support a causal
relationship.
Weather
(8) The student knows that the natural world includes the air around us
and objects in the sky.
D. Demonstrate that air is all around us and observe that wind is moving air.
A. Record weather information, including relative temperature, such
as hot or cold, clear or cloudy, calm or windy, and rainy or icy.
Earth Materials -Soil
•
•
SECOND SEMESTER
Seasons/Day & Night
scientific inquiry
properties
heating & cooling
forms of energy
magnet
force
soil
streams, lakes, & oceans
relative temperature
seasons
air & wind
objects in sky
basic needs
living & non-living
interdependence
food chains
plant parts
external characteristics
environments
parent resemblance
life cycles
natural resources
Week 7
(8)The student knows that the natural world includes the air around us
and objects in the sky.
C. Identify characteristics of the seasons of the year and day and
night.
FIFTH SIX WEEKS
Seasons/Day & Night
Weeks 1-2
(8)The student knows that the natural world includes the air around us
and objects in the sky.
C. Identify characteristics of the seasons of the year and day and
night.
Organisms and Environments
Week 3
(9) The student knows that the living environment is composed of relationships between organisms and the life cycles that occur.
A. Sort and classify living and nonliving things based upon whether or
not they have basic needs and produce offspring.
Organisms Depend on Each Other
Weeks 4-5
(9) The student knows that the living environment is composed of relationships between organisms and the life cycles that occur.
B. Analyze and record examples of interdependence found in various
situations such as terrariums and aquariums or pet and caregiver.
Organisms and Environments
Weeks 6-7
(9) The student knows that the living environment is composed of relationships between organisms and the life cycles that occur.
C. Gather evidence of interdependence among living organisms such
as energy transfer through food chains and animals using plants
for shelter.
SIXTH SIX WEEKS
Characteristics of Organisms
Key Concepts
Weeks 3-6
Weeks 1-2
(10) The student knows that organisms resemble their parents and have
structures and processes that help them survive within their environments.
A. Investigate how the external characteristics of an animal are related to where it lives, how it moves, and what it eats.
Characteristics of Organisms
Week 3
(10) The student knows that organisms resemble their parents and have
structures and processes that help them survive within their environments.
B. Identify and compare the parts of plants.
Characteristics of Organisms
Weeks 5-6
(10) The student knows that organisms resemble their parents and have
structures and processes that help hem survive within their environments.
C. Compare ways that young animals resemble their parents; and
D. Observe and record life cycles of animals such as a chicken, frog,
or fish.