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https://docs.google.com/document/d/1xdOa6oz3j3MkrWSniZAeCEy7xxj5YTqm15QaLHbhKu4/edit

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Circuits Teacher Tracker

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4.5 A The student knows that matter has measurable physical properties, and those properties determine how matter is classified changed and used. The student is expected to measure volume.

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4.5 A The student knows that matter has measurable physical properties, and those properties determine how matter is classified changed and used. The student is expected to measure volume.

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Using Physical Properties to Classify Objects

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3.6B demonstrate and observe how position and motion can be changed by pushing and pulling objects such as swings, balls, wagons.

Students will use different objects and apply different forces to them (push or pull) and observe how the position of that object changed when a force was applied. Students may try to move the objects in different ways, such as with their hands, without hands, etc. to see how moving things in different ways varies how much the object moved.
Students will be expected to explain what caused the objects to move and how their positions changed.
Teacher will be checking for understanding - does the student understand that the object moved because a force was applied to it? Does the student understand how the position changed when put into motion?

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Tracking TEKS

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https://docs.google.com/a/cfisd.net/document/d/1j8yqAOkjnkoEJPQrRA3wvUVzWP58PwCf07snWVyqBYo/edit?usp=sharing

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4.5 Matter and Energy: Measure, compare, and contrast physical properties of matter. 

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4.5 Matter and Energy: Measure, compare, and contrast physical properties of matter. 

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Student measure, compare, and contrast given objects according to each object's physical properties.

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Using Physical Properties to Classify Objects

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Give students a baggie of plastic plants and animals.  Students should develop a model that represents the flow of energy in an ecosystem.
Teacher will use a checklist to formatively assess how energy is transferred through an ecosystem by asking probing questions about the student model.

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4.2 The student uses scientific inquiry methods during laboratory and outdoor investigations.
4.3 The student uses critical thinking and scientific problem solving to make informed decisions.

1) Teacher Tracker
-Students create/design their own Technical drawing of one object in groups. Student 1 begins the technical drawing, Student 2 completes the second piece, Student 3 adds onto the technical drawing, etc. etc.
-This allows for collaboration, peer checking/correcting, and learner-led demonstration with the Teacher facilitating

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Create data table so students do mot have to create one in their ISN

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Teach a Friend About a Safety Rule - Rubric

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Teach a Friend About a Safety Rule - Rubric

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Oral Presentation

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3.6B demonstrate and observe how position and motion can be changed by pushing and pulling to show work being done

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3.6B demonstrate and observe how position and motion can be changed by pushing and pulling to show work being done

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*Have students use objects given to change the position of an item (cup, pencil, etc) without using their hands.
*Students will show/describe to the teacher how their object changed position using appropriate vocabulary.
*Teacher will use a checklist to document mastery of TEK for each student.

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Is one student holding the container while the other student wafts the odor towards him?
Is the student using the wafting technique?

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Have students find mass of 2 objects using balance scale.  Then ask students to explain how they would determine which object has a greater mass.

Teacher Tracker - Add columns to existing tracker for specific skills:
1. demonstrates ability to measure mass
2. demonstrate ability to compare mass.

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After students have identified all three safety practices. Set up a small lab to see if students put on safety googles, use materials appropriately, and wash hands lab. The performance task will include these three tasks and will be checked off as students perform task.

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Create/set up a table to record data

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Modify the existing categories of the Safety Rubric to a Lab Safety Skit Rubric. The rubric will consist of the following categories
*Demonstrate understanding of the content
*Oral presentation skills
*Group participation
*Visual props
We will assessed on a 4 point scale

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* Go over lab picture discussing what safety is being done correctly and then incorrectly.
* Give each table a different lab scenario and have them act out what needs to be done correctly. Example: broken glass, chemical spills, wafting, horseplay, hair and clothing, etc.
* Table groups will rotate through each scenario.
* Rubric: Do they demonstrate safe practice using lab equipment during an investigation? Yes or No check boxes.

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Revised rubric for safety poster.
https://docs.google.com/a/cfisd.net/spreadsheets/d/1t-9b3JEYmCWibrkMHE9GkLueCZBLHEoDKo1BO9_yz84/edit?usp=sharing

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Modify the existing rubric to ensure that it consists of ONLY the TEKS we want to assess.  (Remove grammar expectations, use of class time, and creativity.  Add "Describe importance of safety procedures." "

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Modify the existing rubric to ensure that it consists of ONLY the TEKS we want to assess.  (Remove grammar expectations, use of class time, and creativity.  Add "Describe importance of safety procedures." "

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Day 2-