lass because this is not part of the Next Generation science standards, this will be a quick over view of the ear. We will then focus our attention on the eardrum. The eardrum needs to be talked about and compared to something the students understand. We will talk about how the eardrum sends a rhythmic message to your brain similar to how a drum keeps the tempo of the song. This way the students understand that the eardrum creates a pattern to transfer information to the brain (this, is part of the Next Generation Science Standards}. IV. With the last few minutes of class the students will have the opportunity to work on. ‘their packets and review the chapter. | wll start by talking about my expectations for answers. These expectations are: a. No F44 (Will be completed after next chapter) b. No F29 (Cross out, we will not do this worksheet at all. Its being replaced with the Venn diagram) Vocabulary expectations: when the students are asked to use a word in a sentence the sentence needs to give the definition of the word. Examples are; “I learned about vibration” compared to “I can feel sound vibrations”. d. We will also talk about F30, problems 4 and 5 as a class because these are hard for students to do on their own. Accommodations: If students accomplish their worksheets out of the textbook then they can move onto their Venn diagram. The packet should take the students two days to complete. If they are done early there are many other things outside of science that the students can work on, EFA: n/a Assessment: The packet will be the assessment of the whole chapter. The students will be receiving grades for the packet. | will also be checking for understanding throughout the lesson by asking for thumbs up or down. This will let me know how much more explaining | need to do if something does not make sense. References: a. Foss Kits (provided by the schoo!) b. Houghton Mifflin Science: Energy and Motion: Unit F (Provided by the school} . EnchantedLearning.com Mrs, Whaley 10. Reflection: