1. Topic-
Science: system, models, and patterns.
-How to use and read models that illustrate simple concepts.
2. Content-
System , model, pattern, maps, diorama, representation.
3. Goals: Aims/Outcomes-
1. Students will know what a model is.
2. Students will understand why models are important.
3. Students will know about the important details and data within models and representations.
4. Objectives-
1. Students will be able to 'read' and understand a model.
2. Students will be able to use data within a model.
3. Students will be able to create their own models.
5. Materials and Aids-
- A model of the classroom (pre-created by teacher)
- Arts and crafts: paper, cardboard, glue, pencils, crayons, scissors, etc.
- White board, and markers, to write the important vocabulary words up on the board.
6. Procedures/Methods-

A. Introduction-

1. Teacher will show the class a model that she made of the classroom.
2. Teacher will start up a discussion about the model, making sure that she brings up the terms "representation", "model", etc.
3. Teacher will then ask the student if they have ever seen different types of representations, or simply if they know of any, and she will ask the student to talk about them a little (e.g. maps, globe, blueprint, etc.)

B. Development-

1. Teacher will briefly explain the activities to come, and will tell the student to closely listen to her presentation.
2. Teacher will proceed to describe the model of the classroom in DETAIL. As she speaks she will write on the board that KEY vocabulary words that she uses.
3. Teacher will then review each vocabulary words with the students and explain why each is important when talking about models and representations.

C. Practice-

1. Teacher will explain the first activity to the students, pair them up, give them the necessary material, and ask them to go find a place at a table to work with their partners
2. Each student will have to choose a room of their choice from their house, and they will have to describe it to their partners, one at a time.
3. As a student describes the room in detail, the partner will have to draw what is being described to them on the paper given by the teacher. The students are welcome to have a complete discussion and tell each other what they should change or show each other what goes where, until they are happy with the results.

D. Independent Practice-

1. Once every student has completed the first pair activity and is satisfied, the teacher will repeat what they will do for the follow up activity, then she will send 3-5 students to the art table at a time.
2. Each student will now be working individually (but are welcome to ask their peers for help if needed) to make a model of the room they had previously described and of which they now have a "blueprint".
3. Students will have a variety of material available for them to create their model, included 'already created accessories' such as model size tables, beds, etc. The teacher made classroom model will be on display if students need some inspiration. (Teacher will be walking around to make sure everyone is on track and see if anyone needs some support).

E. Accommodations (Differentiated Instruction)-

1. Students with difficulties will be able to work with higher level students if deemed necessary
2. Students with difficulties will be given extra support and attention from teacher and teacher's aid
3. Gifted students will have the choice to help a peer after completing heir work, and/or writing a small paragraph about their model and what it represents.

F. Checking for understanding-

1. Throughout the discussion at the beginning of the lesson, teacher will be paying attention to who is talking and what is being said.
2. Teacher will be observing the students work throughout the activities to make sure they grasp the concepts
3. Teacher will be going to each student during the last part of the lesson, to ask a couple of question regarding their model (using the specific vocabulary, such as model, represent, etc.)

G. Closure-

1. Once all students have completed their own models, they will take a couple of seconds to present it to the rest of the class.
2. Each student will have to use all the vocabulary words written on the board during their presentation: Represent, Model, Structure. As well as use a few descriptive words.
7. Evaluation-
1. Teacher will compare the discussion at the beginning of the lesson to the presentations at the end of the lesson to see what students seem to have understood and what still needs improvement.
2. How accurate do the students' model seem to be and are they able SEE the representation of a room as they look at their peers work.
8. Teacher Reflection-
Although this can only be completed after the lesson is implemented, I would ask myself the following questions:
- Where the students interested in the discussions and lesson?
- Did the students enjoy the activities?
- Where the student's final project at the expected level?
- Where the students able to use the necessary vocabulary during the presentation?
- What could I improve to make the lesson flow better?
- Did the activities seem appropriate for my students? (should it be easier/harder?)

This Lesson Plan is available at (www.teacherjet.com)