Science Grade 6

Core Content Coaching

Purpose

To provide support for grade-level, unit content planning for the Density Unit

Resources for planning• Teacher Yearly Resource Document (or Yearly Itinerary)

• CRM 3: Properties of Matter

• Blank Pacing Calendar

• 6th Grade 2nd Six Weeks Lessons: Density Pacing Guides, Density Daily Lesson Pages

• Computer with Internet Access

Teacher yearly resource document

Monday Tuesday Wednesday Thursday Friday

Oct. 6

Density

7 8 9 10

Oct. 13

Student Holiday

14

Density

15 16

Chemical Changes

17

Oct. 20

Chemical Changes

21 22 23

Energy Transformations

24

Oct. 27

Energy Transformations

28 29 30 31

Nov. 3

Potential & Kinetic Energy

4 5 6 7

2nd Six Weeks Planner (24 days)

6.1A-B, 6.2A, C, & E, 6.3A & D, 6.4A 6.6: Matter & energy. The student knows matter has physical properties that can be used for classification. The student is expected to:

6.6B calculate density to identify an unknown substance.

TEKS & Student expectations

Content TEKS Skills TEKS

CRM 3: TEKS & Acquisition section

Teacher Content support reading

Density of Water

http://www.youtube.com/watch?v=SimFy9wOMXY

Dealing with Density

http://www.watchknowlearn.org/Video.aspx?VideoID=40004&CategoryID=1560

Vertical alignment5TH GRADE

•Classify matter based on specific physical properties including mass, magnetism, physical state (solid, liquid, & gas), relative density (sinking & floating), solubility in water, & the ability to conduct or insulate thermal energy or electric energy.

6TH GRADE

6.6: Matter & energy. The student knows matter has physical properties that can be used for classification. The student is expected to:

6.6B calculate density to identify an unknown substance.

IPC

•Analyze physical and chemical properties of elements and compounds such as color, density, viscosity, buoyancy, boiling point, freezing point, conductivity, and reactivity.

• Physical properties include mass, magnetism, physical state, density, solubility in water, conduction, and insulation.

• Physical properties can be measured using scientific tools.

• How well an object floats in water depends on its mass per unit volume, or density.

PRIOR LEARNING

2013 STAAR-Released question

6%

10%6%

79%

Calculate only

SY13-14 MoY Benchmark Question

Calculate and Identify Unknown

Based on the data and distractors, what key points should teachers emphasize during lessons?

• Divide mass by volume. (Students most common mistake on the STAAR was to multiply.)

• Consistent use of STAAR Grade 8 Science Reference Materials chart to identify density formula. (The formula is available to them during the test.)

Components of a good lesson plan1. Engage Student Interest

2. Review/Scaffold to TEKS

3. Student-Centered Activities directly relating to the depth and complexity of the TEKS

• Labs, Activities, Videos

4. Organize and Practice Vocabulary

5. Reading & Comprehension Strategies

6. Writing Opportunities & Scaffolds

7. Daily Listening & Speaking Opportunities

8. Differentiation

9. Formative Assessment & Reteach

Embedded in lessons: Engage Student Interest

• Mind Mapping: Matter

• Similar but Different Investigation

• Density Bricks

• Solids and Holes Misconception Activity

Embedded in lessons:Review / Scaffold to TEKS• Leveled Readers: Properties of Matter• Front Loading Academic Vocabulary

Journal Entry• Mass & Weight Quick Lab• ScienceSaurus Reading: Mass and Volume• How Much Mass Lab• Finding Volume by Displacement Lab• Measurement Practice• Density Bricks• Density Marshmallow Models• Same Material = Same Density

Demonstration

Embedded in lessons: Student-Centered Activities directly relating to the depth and complexity of the TEKS (Labs, Activities, Videos)

• Density of Water Lab

• Calculating Density Practice

• Mass vs. Volume Investigation

• Density Notes Booklet

Embedded in lessons:Organize and Practice Vocabulary

• Mind Mapping: Matter

• Academic Vocabulary T-Chart

• Total Physical Response: Calculating Volume

• Formula Triangle Journal Entry

• Density Notes Booklet

Embedded in lessons:Reading & Comprehension Strategies

• ScienceSaurus Sections 59-64: Volume & Mass

• Physical Properties

• Reader/Writer/Speaker Response Triads Students form groups of three. One student reads the text aloud; one writes the group’s reactions or responses to questions about the text, a third reports the answers to the group. After reporting to the group, the students switch roles.

Embedded in lessons:Writing Opportunities & Scaffolds

• Lab Questions

• Density Misconception Warm Up

• Solids & Holes Misconception Activity

• Journal Entries

• Scaffolds: Sentence Frames

Embedded in lessons:Daily Listening & Speaking Opportunities

• Investigations

• Guided Practice

• Warm Ups

• Class Discussions

“The density of a truck full of sand is _________________when compared to a

cup of sand”

“The density of a truckload of sand and a cup of sand are both

___________________.”

• Special Education: 1. Mixed-Ability Partners2. Pre-Teach Vocabulary3. Chunking4. Meniscus Anchor of Support5. Sentence Frames6. Word Bank7. Provide Background Knowledge8. Providing Meaningful (real life) Experiences and Connections 9. Additional Experiences10. Modeling11. Reader/Writer/Speaker Triads12. Shared Reading13. Elaboration Opportunity: Video14. Calculators15. Accommodated Reading

• English Language Learners: 1. Mixed-Ability Partners2. Pre-Teach Vocabulary3. Leveled Readers4. Sentence Frames5. Word Bank6. Provide Background Knowledge7. Providing Meaningful (real life) Experiences and Connections 8. Chunking9. Modeling10. Outlier Concept Map11. Jigsaw Reading12. Auto-Summarize Text13. Shared Reading

Embedded in lessons:Differentiation

• ScienceFusion Optional Lessons

• Other Lessons Folder Activities

• Measurement Practice

• Density Misconceptions Warm Up

• Density Questions

• Solids & Holes Misconception

• Lab Questions

• Class Discussions

• Journal Entries

• Analyzing a Diagram

• Calculating Density Practice

• Exit Ticket

• Performance Assessment

• Density Quiz

Embedded in lessons:Formative Assessment & Reteach

Formative Assessment Reteach Opportunities

Higher level questions• “Research shows there’s a link between critical thinking skills and increased student achievement in the

classroom.” (Moore & Stanley, 2010)

• Higher level questions must be planned in order to be implemented effectively in the classroom.

• Levels of Questions

• Knowledge

• Comprehension

• Application

• Analysis

• Synthesis

• Evaluation

• Plan and provide a variety of questions at each level and build student knowledge and critical thinking by providing Higher Level Questions.

Lower Levels of questions

Higher Levels of questions

Sample Unit questions• A sample from this unit using the Daily Guiding Questions.

Knowledge Comprehension Application Analysis Synthesis Evaluate

What is a physical property? Describe

some examples.

What is the density of water?

How do you measure mass?

How do you measure volume?

How do you measure the volume of an irregular object?

How do you calculate density?

How do you communicate the data from an experiment?

How can we use physical properties to

identify matter?

Why do some things sink while other things

float?

How does the density of an object compare

to its mass?

How would you find the density of an unknown, irregular-shaped solid?

What information would you use to support your

conculsion that the density of water is 1

g/ml?

Recommended Anchors of Support

• Academic Word T-Chart

• Volume and Mass Foldable

• Marshmallow Models Journal Entry

• Formula Triangle Journal Entry

• Density Booklet

• Density Unit Overview

Anchors of SupportOther Resources•Interactive Word Wall- Current, working models with student contributions

• Interactive Word Walls Article: http://learningcenter.nsta.org/files/ss1103_45.pdf

• “Word walls can be arranged on cupboard doors or classroom walls, or hung from the ceiling with wire and string.”

• “Maximum instructional potential and efficiency are achieved when interactive word-wall construction is aligned with lessons and students are allowed to participate in the process. As a result, walls are usually built over many days and are finished as a unit nears completion. Word walls support units and are changed or replaced as units change.”

• Interactive Word Walls Rubric: Next Slide• ScienceFusion Textbook, Science Glossaries, Dual Language Science

Glossaries

Academic vocabularyDAILY LESSON PAGE

CURRICULUM ROAD MAP