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    Lawsvstheory

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    1. This 45 minute biology lesson for grades 9-10 compares scientific laws and theories through student activities using facts cut into slips and glued onto construction paper. 2. Students work in groups to categorize the facts as applying to laws, theories, or both based on definitions that laws are descriptions of specific relationships while theories are well-supported explanations. 3. Formative assessment is through checking the organized facts, and reflective closure questions ask which can adapt to new evidence and which could disrupt science if changed.

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    © All Rights Reserved
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    Lawsvstheory

    Uploaded by

    api-270925030
    70 views3 pages
    1. This 45 minute biology lesson for grades 9-10 compares scientific laws and theories through student activities using facts cut into slips and glued onto construction paper. 2. Students work in groups to categorize the facts as applying to laws, theories, or both based on definitions that laws are descriptions of specific relationships while theories are well-supported explanations. 3. Formative assessment is through checking the organized facts, and reflective closure questions ask which can adapt to new evidence and which could disrupt science if changed.

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    lawsvstheory

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    1. This 45 minute biology lesson for grades 9-10 compares scientific laws and theories through student activities using facts cut into slips and glued onto construction paper. 2. Students work in groups to categorize the facts as applying to laws, theories, or both based on definitions that laws are descriptions of specific relationships while theories are well-supported explanations. 3. Formative assessment is through checking the organized facts, and reflective closure questions ask which can adapt to new evidence and which could disrupt science if changed.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    70 views3 pages

    Lawsvstheory

    Uploaded by

    api-270925030
    1. This 45 minute biology lesson for grades 9-10 compares scientific laws and theories through student activities using facts cut into slips and glued onto construction paper. 2. Students work in groups to categorize the facts as applying to laws, theories, or both based on definitions that laws are descriptions of specific relationships while theories are well-supported explanations. 3. Formative assessment is through checking the organized facts, and reflective closure questions ask which can adapt to new evidence and which could disrupt science if changed.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 3

    Lesson Plan Template

    Laws vs. Theory Lesson


    Subject

    Biology

    Grade

    9-10

    Duration of lesson

    45 minutes

    Materials and Lesson


    Preparation

    Materials
    Glue sticks, construction paper, cut up papers of facts, markers, power
    point, and white board, zip lock baggies
    Lesson Preparation
    1. Have facts copied, cut up, and put in baggies.
    2. Have a baggie paper clipped to a sheet of construction paper.
    3. Have a glue stick with each set up.
    4. Students will work in groups of 2-4.
    5. Have video up and ready to go, set up in background.
    6. Have power point up and ready to go.

    Next Generation
    Sunshine State
    Standards

    SC.912.N.3.1-Explain that a scientific theory is the culmination of


    many scientific investigations drawing together all the current
    evidence concerning a substantial range of phenomena; thus, a
    scientific theory represents the most powerful explanation scientists
    have to offer.
    SC.912.N.3.4-Recognize that theories do not become laws, nor do
    laws become theories; theories are well supported explanations and
    laws are well supported descriptions.
    SC.912.N.3.3-Explain that scientific laws are descriptions of specific
    relationships under given conditions in nature, but do not offer
    explanations for those relationships.

    Lesson/Instructional
    Objective(s)

    Hook/Anticipatory Set

    1. Given 12 facts and examples, students will demonstrate their


    understanding of a theory and a law categorizing them correctly.
    Probing Questions:
    1. What would happen if you broke a law?
    (various answers.go to jail, pay a fine, etc, even one student
    stated that if you were good enough you may be able to get
    away with it..excellent example for a scientific law)

    2. What would happen if you broke a Scientific Law?


    (For instance, you woke up one day, and decided you had had it with
    Newtons law of gravity, and attempted to defy it, and jump off a cliff,
    deciding you would just float. Does anyone know the equation for
    gravity? ) (Put equation
    on the board)
    3. So, all things considered, which do you think would work out
    better for you, breaking a legal law, or a scientific law? Can you,
    in the natural order of things, break a scientific law? Can you
    predict the outcome if you tried to break Newtons gravitational
    law and jump off a steep cliff?
    4. Consider a scientific theory, and explain an example of one.
    ( various answers, such as evolution, cell theory, etc )
    ( All have several parts, unlike a law)
    5. What can you tell me about Laws vs. Theories, just in the
    amount of components each has?
    ( Laws cover ONE thing, and Theories have multiple
    components)
    6. This is a little video for the students to watch. This is also on the
    website.
    Law vs Theory - YouTube.url

    Procedures

    Direct Instruction
    1. Power Point
    Guided Practice
    1. Take your construction paper and draw three lines vertically
    with the shorter side of the paper on top.
    2. Take out the little facts on the slips of paper and place them
    in order if they apply to laws, theories, or both.
    3. We will come around and check them, when you are pretty
    sure you are right, and then you can glue them down.
    Independent Practice
    1. Students will do the activity.

    Assessment of learning

    Formative

    Outcomes
    1.The formative assessment is the organization of the activity.
    Closure

    Reflective Closure Questions for the last 5 minutes of class.


    1. Knowing what you now know about laws and theories, which
    one of these can you tweak, and adjust as new facts emerge?
    2. Knowing what you know about laws and theories, what one is a
    single fact that if you changed it, could rock the foundations of
    science as we know it?

    Accommodations and
    Modifications for
    ELLs

    Accommodations and
    Modifications for
    ESE
    Extensions for Gifted
    Students

    1. Have an outline that is illustrated for the ELL students


    2. Have the chapter read and recorded for them as often ELL
    students can understand oral language with better comprehension
    than reading.
    3. Repetition- words and phrases are repeated for the ELL students
    benefit
    1. Have color coded notebooks to organize their work.
    2. Examples of final product are provided
    3. ESE students are seated near a positive roll model
    Gifted students may add additional theories and laws and commonalities.

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