ࡱ> kjy bjbjEE .F'' f f 88 9| (3330` b b b b b b $"%F  33 33` ` :x,3%.  L  0 .%Ev%%p  %f o: Project TitleTopic/Concept Overview Essential Question This is the question that students are attempting to answer ENGAGE: Students become engaged in the process of scientific inquiry. Students become interested in the concept or topic Students express current understanding of the concept Students raise questions such as, What do I already know about this? What do I want to know about this? How could I find out? Subject areas, Grade level, approximate timeStandards and ObjectivesWhat standards are being addressed in this lesson?Student ObjectivesWhat will students know and be able to do as a result of this lesson?Prerequisite skillsType of Lesson Plan Check all that apply FORMCHECKBOX  Work with existing project  FORMCHECKBOX  Develop a new project  FORMCHECKBOX  TutorialMaterialsProcedures Before: Teachers role: Interest and engage students in the lesson. Make sure that students understand the problem so that it will not need to be clarified or explained later in the lesson. Clarify expectations to students before they begin working on the problem. Get students mentally prepared to work on the problem and think about the previous knowledge they have that will be the most helpful to complete the lessonBefore/EXPLORE: Students are encouraged to mess around with Squeak environment Conduct investigations in which they observe, describe, and record data Try different ways to solve the problem or answer questions Students acquire a common set of experiences to build their understanding Students compare their ideas with those of otherDuring: Facilitating the learning This is where the teacher lets go! Give students a chance to work without guidance or direction. Listen actively to students. Cautiously provide appropriate hints but only hints based on students ideas and students ways of thinking. Ask appropriate questions to challenge or scaffold students thinking. Provide profitable activities for students who finish quickly. During/EXPLAIN: Students conduct an investigation in context. Explain concepts and ideas in their own words Base their explanations on evidence acquired during previous investigations Record their ideas and current understanding Reflect on and perhaps revise their ideas Express their ideas using appropriate scientific language Compare their ideas with what scientists know and understandAfter: Discussing what has occurred Engage the class in productive discussion and help students work together as a community of learners. Listen actively without evaluation. Summarize main ideas and identifies problems for future exploration. Ask questions to challenge thinking.After/ELABORATE Make conceptual connections between new and former experiences Use what they have learned to explain a new object, event, or idea Use scientific terms and descriptions Draw reasonable conclusions from evidence and data Communicate their understanding to others Assessment Ongoing formal and informalEVALUATE Demonstrate what they understand about the concept(s) and how well they can implement a skill Compare their current thinking with that of others and perhaps revise their ideas Assess their own progress by comparing their current understanding with their prior knowledge Ask new questions and take them deeper into a concept of topic idea      Using Squeak to Infuse Information Technology 2007 USeIT Page |  PAGE \* MERGEFORMAT 1  ')<xy $ & 9 ~   % & ' 3 = ? 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