Reflection: Staircase of Complexity Mystery Powders Day 2 - Section 3: Young Scientists at Work


I was looking for an indication today that they really understood that precise words are the only words that are acceptable when describing what they are witnessing in science. So, I roved the classroom, looking at the observation sheets during this lab looking for precise words since today's lab would have the most dramatic chemical reactions. If my students were still using words like "cool" or "looks like my mom's soup," I would be pulling those students aside and tutoring them again using another differentiated method of getting them to describe. But, they had been trained in a variety of experiences in this unit to help them develop this understanding. It was independently happening now!

  Informally Assessing Students
  Staircase of Complexity: Informally Assessing Students
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Mystery Powders Day 2

Unit 1: Thinking, Writing, and Observing Like a Scientist
Lesson 6 of 10

Objective: SWBAT record observations using precise language.

Big Idea: This lesson is a continuation of observations from Mystery Powders Day 1. We proceed with the vinegar test and watch it do crazy things to our white powders.

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8 teachers like this lesson
Science, chemical reaction, observations
  60 minutes
mystery powders day
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