##
* *Reflection: Checks for Understanding
Graphing, Flipped - Section 2: Engage

Repetition is important in my lessons, and frequently I use the *Engage* section of my lessons as a review for past material and as a way to gauge student understanding of that material. In this activity, the students have used these cards before and we have discussed each of the items I am asking them to write about. The difference is that the students are tasked with thinking of the information on their own this time and they know that the information will be reviewed by their peers. This peer accountability also helps the students take the task seriously.

*Gauging Student Understanding*

*Checks for Understanding: Gauging Student Understanding*

# Graphing, Flipped

Lesson 13 of 16

## Objective: SWBAT identify key characteristics of graphs and create their own graphs.

## Big Idea: This lesson provides students with the opportunity to learn more about themselves as learners and graph their data.

*40 minutes*

Prior to conducting this lesson, students will need to have completed their flipped notes about data tables and graphs. I collect and grade the students' assignments (Cornell notes and paragraph response) the day before we review the notes.

*expand content*

#### Engage

*5 min*

As a way of linking this lesson to previous lessons and assessing the students' retention of measurement tools and units, I hand out note cards containing a measurement label, tool for measurement, or a unit of measure. The students then need to jot down a list containing the information on their card, such as a type of measurement (length), and then list the units (centimeters) and tool (ruler) used to measure it. I make sure that I give students a different card than they have had during the previous engagement activities. Once the students have answered, they pass their paper to the person on their left. That person double checks the information listed and writes an item that can be measured using that type of measurement (to continue the example, the length of a pencil). The paper gets handed to the left again. This time the recipient double checks the information and then writes another possible unit for measurement (millimeter). The paper is passed again and the recipient checks the information and then writes a real world example for how that type of measurement is used in the professional world. The paper is then returned to its owner. After the students have had a chance to review their returned papers, I ask for volunteers to share their information with the class.

*expand content*

#### Explain

*10 min*

I return the students' flipped notes that I graded the evening before. I then go through the notes with the students, primarily by asking them questions about the material. I ask the students to describe data tables and we review their characteristics. I also ask the students to describe the three primary types of graphs we will use in class and the characteristics of each. As we do this, I have them highlight and star the information in their own flipped notes. If they cannot find the information in their notes, they are expected to write it down. When we go through the notes, we come to various graphs that contain errors. I ask the students to describe the errors in the graphs and explain how the errors can be corrected. They have already written this information in their notes, so at this point I am asking them to share the information they have written.

At this point in the year, some of the students are writing very long flipped notes summaries. I work with them to help them become more concise with their summaries.

*expand content*

#### Explore

*20 min*

I hand out the multiple intelligences information and provide students with an explanation of the multiple intelligences. The students begin working on the activity. Some of the wording on the activity is difficult for some of the students to understand, so I go through each of the characteristics and explain what they mean. Students who understand the information are able to continue ahead on their own. This is an example of student work for this section.

Once the students complete the information, I explain that they need to tally their results for each category. This is an example of a student tally chart. The students then use that information to construct a bar graph. This sample graph does not include a title or labels, something I have to regularly remind the students about during this lesson. The finished bar graph is placed inside the front cover of their science journal and I refer to this information to place students into groups throughout the school year.

I use this activity at the beginning of the year as a way to get to know the students and it gives them a practical way to begin to apply the graphing information covered in the flipped notes.

*expand content*

#### Wrap up

*5 min*

Once the students have finished their bar graphs, I have them examine their graphs and think about what each category represents. I also ask the students to share their results with the class. I go through each category one at a time and ask students to respond if they have an eight or higher for that specific intelligence. This helps the students find commonality between themselves and their classmates, further building rapport between the students.

As the students conduct this wrap up, they are addressing **NGSS SP4** by analyzing data and the** Crosscutting Concept Patterns **(*Graphs, charts, and images can be used to identify patterns in data*) as they examine their data in comparison to the data of their classmates.

*expand content*

- LESSON 1: Flipping for Basic Processes (Day 1)
- LESSON 2: Flipping for Scientific Processes (Day 2)
- LESSON 3: Basic Processes - Exploring the Flip
- LESSON 4: Exploring the Lab - Safely (Day 1)
- LESSON 5: Exploring the Lab - Safely (Day 2)
- LESSON 6: Frogger (Day 1)
- LESSON 7: Frogger (Day 2)
- LESSON 8: Frogger (Day 3)
- LESSON 9: Frogger (Day 4)
- LESSON 10: What is Science? - Flipped
- LESSON 11: Gummy Worm Lab
- LESSON 12: Getting to Know You - Graphing Practice
- LESSON 13: Graphing, Flipped
- LESSON 14: Mass and Volume Lab - Part 1
- LESSON 15: Mass and Volume Lab - Part 2
- LESSON 16: Putting It All Together - Reviewing Measurement Vocabulary and Science Process Skills