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 (precreated 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 35 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?) 

