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Frameworks for Success in Science – MSP Grant Ha ʻ Content ... · Frameworks for Success in...
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Frameworks for Success in Science – MSP Grant WORKING DRAFT COHORT I & II Haʻ aheo, Kalanianaʻole, Kapiolani, Hilo Union and Kaʻ ūmana Elementary Schools Content Area: Interdisciplinary/Science Grade Level: 1 August 2011 Timeline -> Semester One ( lessons) Guiding Questions Science: What are the characteristics/attributes of living and nonliving things? What are the characteristics/attributes of plants and animals? What do plants and animals need to live, thrive and survive? How do plants and animals move through their life cycle? Language Arts: How can we relate the terms “beginning,” “middle” and “end” to help write about the life cycles of animals or plants? How can we use non‐fiction text to build our vocabulary word wall? How can we use our science notebook to write about our observations, our learning, our class data and new vocabulary? How can we use new science terms to describe our observations? Math: How can a chart be drawn to help collect observation data? How is a bar graph drawn to show totals with collected data? What conclusions can we draw from the data portrayed by the graph? How can we use different measuring tools to collect data? Social Studies: Growing vegetables for a “Thanksgiving” salad – How did the Pilgrims survive in their new world and what did they eat to celebrate special occasions? What other cultures also use food to celebrate? What are the types of food they eat? Customs, traditions and community. Art: How can we draw/illustrate and label sketches for a science notebook? General Learner Outcomes GLO#1: Self-Directed Learner: Students will follow directions to complete the class and homework tasks. Students will also self‐select text sources to read on their own. GLO#2: Community Contributor: Students will share their math, science and literacy products with other members of their class or another classroom. GLO#3: Complex Thinker: Students will use their problem solving, math and writing skills to
Transcript of Frameworks for Success in Science – MSP Grant Ha ʻ Content ... · Frameworks for Success in...
FrameworksforSuccessinScience–MSPGrantWORKINGDRAFTCOHORTI&II
Haʻaheo,Kalanianaʻole, Kapiolani,HiloUnionandKaʻūmanaElementarySchoolsContentArea:Interdisciplinary/Science GradeLevel:1
August2011
Timeline> SemesterOne(lessons)
GuidingQuestions
Science:Whatarethecharacteristics/attributesoflivingandnonlivingthings?Whatarethecharacteristics/attributesofplantsandanimals?Whatdoplantsandanimalsneedtolive,thriveandsurvive?Howdoplantsandanimalsmovethroughtheirlifecycle?
LanguageArts:Howcanwerelatetheterms“beginning,”“middle”and“end”tohelpwriteaboutthelifecyclesofanimalsorplants?Howcanweusenon‐fictiontexttobuildourvocabularywordwall?Howcanweuseoursciencenotebooktowriteaboutourobservations,ourlearning,ourclassdataandnewvocabulary?Howcanweusenewsciencetermstodescribeourobservations?
Math:Howcanachartbedrawntohelpcollectobservationdata?Howisabargraphdrawntoshowtotalswithcollecteddata?Whatconclusionscanwedrawfromthedataportrayedbythegraph?Howcanweusedifferentmeasuringtoolstocollectdata?
SocialStudies:Growingvegetablesfora“Thanksgiving”salad–HowdidthePilgrimssurviveintheirnewworldandwhatdidtheyeattocelebratespecialoccasions?Whatotherculturesalsousefoodtocelebrate?Whatarethetypesoffoodtheyeat?Customs,traditionsandcommunity.
Art:Howcanwedraw/illustrateandlabelsketchesforasciencenotebook?
GeneralLearnerOutcomes
GLO#1:SelfDirectedLearner:Studentswillfollowdirectionstocompletetheclassandhomeworktasks.Studentswillalsoself‐selecttextsourcestoreadontheirown.
GLO#2:CommunityContributor:Studentswillsharetheirmath,scienceandliteracyproductswithothermembersoftheirclassoranotherclassroom.
GLO#3:ComplexThinker:Studentswillusetheirproblemsolving,mathandwritingskillsto
FrameworksforSuccessinScience–MSPGrantWORKINGDRAFTCOHORTI&II
Haʻaheo,Kalanianaʻole, Kapiolani,HiloUnionandKaʻūmanaElementarySchoolsContentArea:Interdisciplinary/Science GradeLevel:1
August2011
investigatehowplantsandanimalsgrowandsurvive.Specificskillstofocusoninclude:cause&effect,mainidea/details,sequencing,compare/contrast,drawconclusionsandsummarize.
GLO#4:QualityProducer:Studentswillcreateseveralproducts(poster/charts/graphs/datatables)thatillustratetheirunderstandingaboutplantsandanimals.
GLO#5:EffectiveCommunicator:Studentswilllisten,discussandrecordinformationfromtheirdifferentlessonsthroughoral,writtenandmathpiecesthatillustrateconceptstheyhavelearned.Studentswillorallysharetheirproductswithotherstudentsandfamily.
GLO#6:EffectiveandEthicalUserofTechnology:Studentswillutilizetechnologytorecordobservations,categorizeitems,andsupplementtheirlearning.
Assessments Pre/postchapterassessments
Performanceassessment(Plantschapter)
Resources http://www.hspscience.com
FrameworksforSuccessinScience–MSPGrantWORKINGDRAFTCOHORTI&II
Haʻaheo,Kalanianaʻole, Kapiolani,HiloUnionandKaʻūmanaElementarySchoolsContentArea:Interdisciplinary/Science GradeLevel:1
August2011
StandardsandBenchmarksBigIdea(s)/MajorUnderstanding(s):Studentswillunderstandthat...
Therearedifferentkindsofchangesthatoccurinournaturalenvironment.Changesoccurastheresultofnaturalevents.
Someofthesechangesmayaffectlivingthings.
Allorganismsneedwaterandnutrients,air,sunlight,space,shelterandtherighttemperaturetosurvive).
Samekindsofplantsandsamekindsofanimalsdifferintheircharacteristics(i.e.,species).
HCPSIIIBenchmarks:
◊1.1.1ScientificInquiryCollect,record,andorganizedatausingsimpletools,equipment,andtechniquessafely
◊1.1.2ScientificInquiryExplaintheresultsofaninvestigationtoanaudienceusingsimpledataorganizers(e.g.,charts,graphs,pictures)
◊1.2.1Science,Technology,andSocietyExplainwhypeoplecreatetechnologicaldevices
·1.2.2UnifyingConceptsandThemesDescribeavarietyofchangesthatoccurinnature·1.3.1CyclesofMatterandEnergyIdentifytherequirementsofplantsandanimalstosurvive(e.g.,food,air,light,water)·1.5.1HeredityIdentifywaysinwhichthesamekindsofplantsandthesamekindsofanimalsdiffer
FrameworksforSuccessinScience–MSPGrantWORKINGDRAFTCOHORTI&II
Haʻaheo,Kalanianaʻole, Kapiolani,HiloUnionandKaʻūmanaElementarySchoolsContentArea:Interdisciplinary/Science GradeLevel:1
August2011
SamplePerformanceAssessmentRubricTopic ScientificInquiry
BenchmarkSC.1.1.1 Collect,record,andorganizedatausingsimpletools,equipment,andtechniquessafely
SamplePerformanceAssessment(SPA)
Thestudent:Usessimpletoolssafely(e.g.,magnifyingglass,balancescales)tomakeobservationsaboutcommonobjectsintheclassroomandusessimpletechniquestorecordandorganizedataforanalysis.
Advanced Proficient PartiallyProficient Novice
Collect,record,andorganizedataaccurately,usingavarietyofsimpletools,equipment,&techniquessafely
Collect,record,andorganizedatausingsimpletools,equipment,&techniquessafely
Collect,record,andorganizedatausingsimpletools,equipment,ortechniquessafely,withassistance
Collect,record,andorganizedatasafely,withmuchassistance
BenchmarkSC.1.1.2 Explaintheresultsofaninvestigationtoanaudienceusingsimpledataorganizers(e.g.,charts,graphs,pictures)
SamplePerformanceAssessment(SPA)
Thestudent:Describeswhatwasinvestigated,discovered,andlearnedtoclassmates,usingsimpledataorganizers.
Advanced Proficient PartiallyProficient Novice
Clearlyexplain,indetail,theresultsofaninvestigationtoanaudienceusingdataorganizers
Explainsignificantresultsofaninvestigationtoanaudienceusingsimpledataorganizers
Explain,withassistance,theresultsofaninvestigationtoanaudience
Explain,withmuchassistance,apartofaninvestigationtoanaudience
Topic CyclesofMatterandEnergy
BenchmarkSC.1.3.1 Identifytherequirementsofplantsandanimalstosurvive(e.g.,food,air,light,water)
SamplePerformanceAssessment(SPA)
Thestudent:Listswhataselectedplantoranimal(e.g.,cat,fish,orchid)musthavetolive.
Advanced Proficient PartiallyProficient Novice
Describetherequirementsofplantsandanimalsforsurvivalandwellbeing
Identifytherequirementsofplantsandanimalstosurvive
Identifyafewoftherequirementsofplantsandanimalstosurvive
Recognizethatplantsandanimalshaverequirementsforsurvival
Topic Classification
BenchmarkSC.1.4.1 Describehowlivingthingshavestructuresthathelpthemtosurvive
SamplePerformanceAssessment(SPA)
Thestudent:Identifieshowthestructuresofaplantoranimalhelpittomakeorobtainfood(e.g.,inplants‐leaves,roots;inanimals‐sharpteeth,goodvision).
Advanced Proficient PartiallyProficient Novice
Comparethestructuresofdifferentlivingthingsthathelpthemtosurvive
Describehowlivingthingshavestructuresthathelpthemtosurvive
Name,withassistance,afewofthestructuresoflivingthingsthathelpthemtosurvive
Recall,withassistance,thatlivingthingsrequirestructurestohelpthemsurvive
Topic Heredity
BenchmarkSC.1.5.1 Identifywaysinwhichthesamekindsofplantsandthesamekindsofanimalsdiffer
SamplePerformanceAssessment(SPA)
Thestudent:Namesdifferencesamongthesamekindsofplantorsamekindsofanimal(e.g.,differencesamongroses,dogs,birds).
Advanced Proficient PartiallyProficient Novice
Describe,indetail,thewaysinwhichthesamekindsofplantsandthesamekindsofanimalsdiffer
Identifywaysinwhichthesamekindsofplantsandthesamekindsofanimalsdiffer
Identifyveryfewwaysinwhichthesamekindsofplantsandthesamekindsofanimalsdiffer
Recognize,withassistance,thattherearedifferencesbetweenthesamekindsofplantsandthesamekindsofanimals
FrameworksforSuccessinScience–MSPGrantWORKINGDRAFTCOHORTI&II
Haʻaheo,Kalanianaʻole, Kapiolani,HiloUnionandKaʻūmanaElementarySchoolsContentArea:Interdisciplinary/Science GradeLevel:1
August2011
LessonsSummary
HarcourtText Chapter2–AllaboutPlants ChapterAssessment–PRETEST(teacherswillreadasstudentsHarcourtText
Lesson1–WhatdoPlantsNeed?• LessonQuickStudyRS14‐15
HarcourtText
Lesson2–WhatarethePartsofaPlant?• LessonQuickStudyRS16‐17
MSPLessonPlan
“WhatarethePartsofaPlant?”“PartsofaPlant”ThePlantPartSong
ARTLesson
CreateaPlant(studentsbringinplantparts–combineingroupstoproduceaplantoftheirchoice)orlookatcolorpictureexamples.HAVESTUDENTSLABELTHEPLANTPARTSUsepaintonhandstomakehandprintleaves,sideofthehandtomakethestem,browneyelashyarnfortheroots,sunflowershapewithsunflowerseedsgluedon
AIMS “InsideaSeed”• Canusegrocerystorelimabeans
MSPLP
“InsideaSeed”
HarcourtText
Lesson3–HowdoPlantsGrowandChange?• LessonQuickStudyRS18‐19
SeedgrowingLessonPlans
1)Plasticcupwrappedwithpapertowel,placeseedsonwetpapertowel,nestcupinanotherclearplasticcuptowatchtheseedsprout.Youcanwateritwithalittlewateronthepapertoweldaily.2)Canalsousealittlepottingsoilinclearcups–plantseedrightonthesidetoseeitsproutandgrow.3)Canalsouserecycledmilkcartons,eggcartons(cardboard–notplastic)orgeta1or2cubicyardbagofpottingsoil.Layitsideways,punchholesonthebottom.Coverthegroundwithflattenedcardboardandthenplacethebagontop.Cutopenthetoptoallowstudentstoplanttheirplantsinthe“insta‐garden”
AIMS It’sintheBag• THISISA2NDGRADELESSON–USEONLYINCOMBOGRADECLASSES
AIMS APlantBegins• LittleBrownSeedsbooklet
HarcourtText
PerformanceAssessment• “HowPlantsGrow”AG11• “WhatPlantsNeed”ConceptReviewAB‐80• “Observe/PlantsGrowandChange”ConceptReviewAB81‐82
AIMS PlantPartMarkUp(bingo)
FrameworksforSuccessinScience–MSPGrantWORKINGDRAFTCOHORTI&II
Haʻaheo,Kalanianaʻole, Kapiolani,HiloUnionandKaʻūmanaElementarySchoolsContentArea:Interdisciplinary/Science GradeLevel:1
August2011
HarcourtText
Lesson4–HowCanweGroupPlants?• LessonQuickStudyRS20‐21• VocabularyPower“AllAboutPlants”RS13
ChapterAssessment–POSTTEST(teacherwillreadasstudentcompletesonpaper)HarcourtText Chapter1–AllaboutAnimals
ChapterAssessment–PRETEST(teacherreadsasstudentscompleteonpaper)
HarcourtText
Lesson1–Living/nonliving:• reviewvocabularyandmoveon(taughtinK)• UsetheRS5‐6forthereview• Providea“wordbank”toassistthestudentsincompletingtheLesson
QuickStudyHarcourtText
Lesson2–WhatdoAnimalsNeed?RS7‐8
AIMS AttendingtoNeeds–“AFishforFrances”• Note:Connectedlearningquestionsareattheendoftheteacherlesson
plan.Couldpostthequestionsandhavestudentsrespond(post‐itnotes,• Studentstakehomeheadbandstodaytocolorfornexttimeactivity
HarcourtText
Lesson3–HowCanWeGroupAnimals?• Readinthetextthislesson,thendo• HowCanweGroupAnimalst‐chartwherethereadingprovidesthe
studentsthe“notes”tofillinthechartinclass• InvestigateFurther“ClassifyingAnimals”(optional=needpicturesi.e.
“animallibrary”LAKESHORE• LessonQuickStudyRS9‐10
MSPLessonPlan
GroupingAnimals“HowCanWeGroupAnimals”‐T‐charttofillinandaddpicturesOR“AnimalGroups”wkstwithpartiallycompletednoteswithboxesforpictures
EvanMoore
AnimalswithBackbones(foldablebooklets)OPTIONAL
AIMS BandingTogether“headbands”–usethe• TransparencyIS6“Classify”• ConnectedLearningquestionstoendlessonareontheTlessonplan.
HarcourtText
Lesson4–HowDoAnimalsGrowandChange?• LessonQuickStudy‐RS11‐12–usethebigbutterflylifecyclechart• Transparency–“Compare(pig)”“Sequence”(tadpole)• InvestigateLog“AnimalsGrowandChange”• VocabularyPower“AllAboutAnimals”
ChapterAssessment–POSTTEST(TreadswhileSscompleteonpaper)Startplantseedlingsandunit/lessonsafterintersession–ideacouldbegrowingplantsforasaladforThanksgiving…(radish,lettuce,mizuna,nasturtiumflower)
FrameworksforSuccessinScience–MSPGrantWORKINGDRAFTCOHORTI&II
Haʻaheo,Kalanianaʻole, Kapiolani,HiloUnionandKaʻūmanaElementarySchoolsContentArea:Interdisciplinary/Science GradeLevel:1
August2011
Notebookideas:usevocabcards,havestudentscopyword,definitionandpicture.Also,coulduseAIMS“keyquestion,connectedlearningQ”asareflection/rememberingoption.
