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    DO Now Science Sample Activities

    Uploaded by

    Geetha Rangarajan
    This document provides examples of writing prompts that science teachers can use at the beginning, during, or end of class to engage students with the lesson topics and concepts. Some examples include having students describe chemicals in everyday life, forces they experienced that day, or write a summary of an article on endangered species. Other prompts encourage reflection on lessons, critical thinking about statements, or making predictions about upcoming experiments. The prompts are meant to activate prior knowledge, develop skills like summarization, and promote student engagement and reflection.

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    DO Now Science Sample Activities

    Uploaded by

    Geetha Rangarajan
    12 views2 pages
    This document provides examples of writing prompts that science teachers can use at the beginning, during, or end of class to engage students with the lesson topics and concepts. Some examples include having students describe chemicals in everyday life, forces they experienced that day, or write a summary of an article on endangered species. Other prompts encourage reflection on lessons, critical thinking about statements, or making predictions about upcoming experiments. The prompts are meant to activate prior knowledge, develop skills like summarization, and promote student engagement and reflection.

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    DO now science sample activities

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    This document provides examples of writing prompts that science teachers can use at the beginning, during, or end of class to engage students with the lesson topics and concepts. Some examples include having students describe chemicals in everyday life, forces they experienced that day, or write a summary of an article on endangered species. Other prompts encourage reflection on lessons, critical thinking about statements, or making predictions about upcoming experiments. The prompts are meant to activate prior knowledge, develop skills like summarization, and promote student engagement and reflection.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    12 views2 pages

    DO Now Science Sample Activities

    Uploaded by

    Geetha Rangarajan
    This document provides examples of writing prompts that science teachers can use at the beginning, during, or end of class to engage students with the lesson topics and concepts. Some examples include having students describe chemicals in everyday life, forces they experienced that day, or write a summary of an article on endangered species. Other prompts encourage reflection on lessons, critical thinking about statements, or making predictions about upcoming experiments. The prompts are meant to activate prior knowledge, develop skills like summarization, and promote student engagement and reflection.

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    Do Now Writing in Science 7 – 10

    1. To promote connection to the topic being studied:


    a. In complete sentences, describe the chemicals you may encounter in your everyday life.
    b. What does oxygen have to do with hope and your life? Why do we have to learn about it?

    c. Write a paragraph about a force you saw or experienced today as you


    made your way to school.
    d. We will be learning about a topic in which the following words will be important: kingdom, cold-
    blooded, marsupial, backbone, family, bacteria. What will the topic be about? Write a paragraph in
    which you describe what we might be learning about and what experiments we will be conducting.
    Make sure that you use the above words in your paragraph.

    2. To activate prior knowledge at the start of a new topic, or to refresh students’ memory of what they learnt in
    the previous lesson/s before moving on.
    a. Write a paragraph about the experiment we completed yesterday. What was its purpose? What did
    you learn?
    b. Yesterday we completed an experiment on chemical reactions. Write about three elements you may
    modify or change in the experiment. What would happen? What would you be testing for and why?
    c. Look at the following image. What do you think this image describes? Why was this created?

    3. To summarise reading: the Do-Now is completed a little later into the lesson after some reading. The writing
    can be used to develop summarisation skills or synthesis skills (if more than one text has been read).
    a. Using your own words, write a one-paragraph summary of the article ‘endangered species’. What
    was the thesis, or main point of the article? What specific details or examples did the author use to
    support her thesis? Did you encounter passages or phrases that made a particular impression on
    you? What were they? Why did they make such a strong impression? Do you agree or disagree with
    the author? Why?
    4. To promote reflection: done at the end of the lesson (possibly as an exit ticket).
    a. Complete a 3,2, 1, RIQ on today’s lesson:
    3 Recalls in complete sentences
    2 Interesting or Surprising aspects to your learning in complete sentences
    1 Question that you would like to ask about the topic or the lesson.

    b. Today you completed a complex experiment where team work and collaboration were critical. What
    did you learn about yourself during this time? Write in complete sentences.

    5. To encourage critical thinking.


    a. Write a paragraph in which you explain whether you agree or disagree with the following statement:
    No animals should be bred for the purpose of becoming subjects of scientific experiments.
    b. Write a paragraph in which you explain whether you agree or disagree with the following statement:
    All chemicals are dangerous.

    6. To make predictions, inferences or hypotheses:


    a. Give students their success criteria for the lesson and ask them to predict the learning intentions.
    b. Give students the materials for an experiment and ask them to write down what the experiment’s
    steps will involve. Ask them to write the steps using imperative verbs.

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