Download 06 LC Content Representation - Greenhouse Worlds Wet

CONTENT REPRESENTATION (CoRe) FORM FOR STORE PROJECT TEACHERS
(Add additional columns as needed)
Teacher name: Lisa Catterall
Name of the class: STORE (half-credit, honors science elective)
Name of lesson (could be over multiple days): Greenhouse Worlds
Description of the students in the class (achievement level, language, prior course work, typical level of engagement, etc): Entire 10th Grade Class. Includes all
achievement levels. Most students are very engaged learners. Some students have diagnosed learning differences.
A
Water
condenses
then falls
back to earth
B
Thickness of
the
atmosphere
effects heat.
C
Re-enforce
skills around
data
management
and graphing
What you intend the
students to learn about this
idea or be able to do with
it:
Make a
visual image
to connectto lesson on
dew point
Kinesthetic
understanding
of how the
atmosphere
traps heat
Why it is important for
students to know this (for
example, in the schema of
the broad course’s
standards/ objectives or in
terms of bigger
educational/civic/social
goals):
Anticipated student
misconceptions and
difficulties understanding
this:
Understand
their place
in the
physical
world
Understand
why scientists
and citizens
are concerned
about the
atmosphere
thickening
Understand
that visual
representations
come from
columns of
real, measured
numbers
Hold a concept
of how
numbers and
graphs connect
to actual
physical
events
This is
review—the
water cycle
should be
repeated
Imaging the
atmosphere
as matter
rather than
emptiness
Big idea:
Some students
are averse to
numbers and
graphs
D
Using
EXCEL to
graph and
visualize
differences
in data sets
Use this
skill in
other
classes,
labs, and
reports
Important
tool for
laboratory
science in
college and
beyond
Navigation
around the
Excel chartmaking
functions
E
Lab
modeling
can connect
to realworld
phenomena
Understand
how
scientists
use models
in the lab to
examine
real life
Greater
basis for
analysis of
experiments
that use
models to
make
predictions
Doubt that
models have
relevance
F
Albedo
effect
Comprehend
the possible
effect of
melting
large areas
of white ice
Making
good
choices
about the
importance
of the
earths’
surface
This is a
new concept
for most
students
Teaching procedures (and
reasons why):
Formative assessment:
Specific ways of
ascertaining students’
understanding or confusion
around this idea (include
likely range of responses):
almost
yearly
Lecture,
visual aids,
and mostly
the actual
viewing of
this
phenomenon
in their lab
model
Written test
at end of
unit (short
answer
explanation
of water
cycle)
Laboratory,
data analysis
assignment,
short
explanation
with visual
aids at
beginning
Hands-on
problem
solving within
the lab,
students are
asked to
produce
graphs
Written and
verbal
instructions,
demonstrate
on projector
so that it is
clear
Written test
(short
answer);
students are
asked to
explain the
greenhouse
effect
Grading the
actual graphs
they produce
and hand-in
with the lab
Grading the
actual
graphs they
produce and
hand-in
with the lab
Wrap-up
discussion,
connecting
observations
in the lab to
the STORE
data to show
the
relevance of
the lab
model
Observation
during
wrap-up
discussion
Having
students
compare a
world that is
entirely
white with
one that is
black. Short
lecture with
visual aids
Written test
at end of
unit (short
answer
explanation
of water
cycle)