Cooperative Learning Science Model for Case Study

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Teacher could also have class come up with a name for the substance.

Anticipation Guide

Name____ Date

Prediction

Please list five words that you think will describe the texture of the "Mystery Substance"

After the Activity

Please list five words that actually did describe the texture of the "Mystery Substance" (you can use some of the same words, but ONLY if they are accurate)

Science- Grade 2

Key Concepts: _Estimation

Science Objective:

Students will learn the basics of scientific methods for science inquiry: i.e. state the problem, formulate the hypothesis, conduct the experiment and analyze and verbalize the results

Language Objective:

Basic: Students will be able to demonstrate their understanding of new vocabulary words related to the lesson. This will provide a foundation for future scientific lessons using similar vocabulary words.

Higher: Students will be able to articulate their discoveries verbally and in writing.

Materials:

Large, clear cup

Small, clear cup (medicine cup)

M & Ms

Science Voc.

Problem

Hypothesis

Experiment

Estimation

Quantity

Basic Voc.

Estimate

Comparison

Amount

Lesson

Lesson Introduction: Strategy: Anticipation Guide

Teacher will explain the basics of estimation

Teacher will show students a small medicine cup filled with M & Ms ask students to hypothesize (guess) how many M & Ms are in it by writing the number in their anticipation guide

Teacher will then count out, with the class, aloud, the number of M & Ms. Teacher will write this number on the board and students will record it in their anticipation guide.

Lesson Focus: Strategy: Cooperative Learning

Teacher will then bring out a much larger cup filled with M & Ms and explain that they can estimate the quantity of M & Ms in the larger cup by multiplying the amount that was in the smaller cup by how many times they think it would fit into the larger cup.

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Teacher will then ask students to estimate (as opposed to simply guessing) how many M & Ms are in the large cup, and have them write that number in their anticipation guide

Students will then be divided into groups of three to discuss why they think their numbers are right

Lesson Closure: Strategy: Cooperative Learning

Teacher will reveal the actual number of M & Ms in the large jar

Class will then discuss how well their estimates fared and why

Assessment

Whole Class: The class as a whole will learn about the basics of estimation and will count out the small cup of M & Ms together

Cooperative Groups: Students will be broken up into groups for discussion

Individual: Each student will decide for him or herself how many M & Ms they think are in the jars

Lesson Extensions: Teacher could hold a contest to see which student's prediction is the most accurate and give that student a prize

Anticipation Guide

Name____ Date

Prediction

How many M & Ms do you think are in the small cup?

How many M & Ms do you estimate are in the large cup?

After the Activity

How many M & Ms were actually in the small cup?

How many M & Ms were actually in the large cup?

Was your estimation close?

Yes ____ No

Why or Why Not?.....

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