Long-term Objectives
Students will:
●
HS-ESS1-2: Construct an explanation of The Big Bang
Theory based on astronomical evidence of light spectra,
motion of distant galaxies, and composition of matter in
the universe.
●
Apply the strategies of unlocking the prompt, close
Unlocking the Prompt & Reading to Get the Gist**
Day 1 10/21 (A) 10/22 (B)
MISA Rubric and Claim Evidence reasoning template** Days 2 10/23 (A) 10/24 (B) Close Reading** Days 3 10/25 (A) 10/28 (B) Extended Written Response/Revisit Prompt** Day 4 10/29 (A) 10/30 (B)
Extended Written Response** Day 5 10/31 (A) 11/1 (B)
show video→ watch video then answer 1st video viewing guide gist/first
viewing sheet Reading to Get the Gist
+ Read each source for the gist Scan Reading→ 5 facts/
how do we know (both articles)
Unlock the prompt + Pre-teach and
discuss new vocabulary
Use organizer (C-E-R Sheet) for Source 1 , 2, and 3
Used for both articles MISA Rubric (explain rubric with students) + Annotate and discuss the rubric and NGSS
Close Reading -watch video again then answer 2nd viewing sheet “close reading” -collaborative conversations + Identify evidence that supports your claim
+ Use the C-E-R to collect evidence + Collaborative Conversations
Planning to write/ drafting the scientific
explanation essay + Organizing + Drafting
+ Peer review of one paragraph revisit prompt -literacy task outline sheet administered
Reading to Get the Gist- Article #1
● Use the prompt to set a purpose for reading.
● Number the paragraphs
● Read chunks of the text and jot brief summaries in the left margin of the selection.
● Circle unknown words and write synonyms or definitions nearby.
● Underline important ideas that tie to the author’s claims
Reading to Get the Gist- Article #2
● Use the prompt to set a purpose for reading.
● Number the paragraphs
● Read chunks of the text and jot brief summaries in the left margin of the selection.
● Circle unknown words and write synonyms or definitions nearby.
● Underline important ideas that tie to the author’s claims
Collaborative Conversations:
Collaborative conversations
● What are collaborative conversations? Collaborative conversations are
CLOSE READING
(Re-reading for a “deeper” purpose)
Teacher
•Sets a purpose for rereading the text •Models making notes about deeper thinking, while thinking aloud •Facilitates and monitors students’
annotations and collaborative conversations •Checks for understanding
•Confers with students needing support •Provides specific and descriptive feedback immediately for clarification and revised thinking
•Gradually releases responsibility as students practice strategies collaboratively and independently
Students
•Rereads the text
•Makes notes about their thinking to include inferences, analyses, etc.
Sentence Starters
Collaborative Conversation Groups
Among the two (or three) astronomical evidences that was found in the text to
support the Big Bang Theory : (Evidence 1)___________________________________________
___________________________________________________________________________________________________ ________,
(Evidence
2)_____________________________________________________________________________________________,
I believe that the most important evidence is (the former ? or latter?)
___________________________________________________________________________________________________ _______
because
___(reason)___________________________________________________________________________________
__________________________________________________________________.
What are the astronomical evidences (2 or more) that support the Big Bang Theory. 1.
2. 3..
After Gist Reading-Before Close Reading:
1) Confirm your claim.
2) Which piece of astronomical evidence do you think
is the most important?
3) Which 2 or 3 sources will help support your claim?
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Model evidence collection with a C-E-R organizer
I. Claim: Your argument/thesis. What is your answer to the question? ___________________________________________ II. Evidence: Closely read the sources and note the relevant evidence that supports the claim and sub-point.
III. Reasoning: Provide an explanation as to why the evidence is good evidence that will help support the claim. What is the question you want to answer? Which astronomical evidence for the Big Bang Theory is MOST important to supporting the theory?
Sources Sub-Point A Evidence Reasoning
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I. Claim: Your argument/thesis. What is your answer to the question? The most important astronomical evidence for the Big Bang Theory is .
II. Evidence: Closely read the sources and note the relevant evidence that supports the claim and sub-point. III. Reasoning: Provide an explanation as to why the evidence is good evidence that will help support the claim.
Evidence collection with a C-E-R organizer
What is the question you want to answer? Which astronomical evidence for the Big Bang Theory is MOST important to supporting the theory?
Sources Sub-Point A Evidence Reasoning
Source #2
Give students an opportunity to work together
for a portion of the evidence collection
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1. Assess what students know about planning their essays. (via
questioning, or allow them to write an outline or homework, or
as a warm-up)
1. Allow students to draft a generic outline as a class.
2. Use the next 3 slides to show students an introduction and 1st
body paragraph. Allow the students to engage in discussion
about to improve the responses.
3. Allow students to draft the essay and then employ a peer
editing process prior to writing the final essay.
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The Big Bang Theory is a theory of how the universe began. Scientists think
everything started from one very hot point and the universe expanded from that point. There is astronomical evidence that supports the Big Bang Theory of how the
universe began. Two of these pieces of evidence are the composition of matter in the universe and the motion of distant galaxies.
Sample Introduction
Think about this student’s introduction:
1.What did the student do well?
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The composition of matter in the universe is believed to have started with the “big bang.” In “How do we know the Big Bang happened,” the author explains that “gas clouds were recently found in the distant Universe. Some of them are around 12 million years old.” These gas clouds validate the Big Bang theory because they were mostly made up of hydrogen and helium which are what the matter of the universe is made up of.
Sample first body paragraph
Think about this student’s first body paragraph:
1.What did the student do well?
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Students should use:
●The essay prompt ●At 2 sources
●Completed evidence collection tool ●Outline, if available
●Draft w/feedback, if available
In order to compose an essay that:
●Demonstrates complete integration of the use of science and engineering practices such as modeling, engaging in argument from evidence, obtaining, evaluating, and communicating information, etc.
●Provides a solution or explanation that is coherent and based on disciplinary core ideas ●Reflects a complete synthesis of understanding of complex ideas and crosscutting concepts
●Includes an effectiveapplication of the 3 dimensions (SEP, DCI, and CCC) to a practical problem or real-world situation which demonstrates a complete understanding of the 3 dimensions
