West-Orange Cove CSD 6th Grade Science –5th Six Weeks 2012 - 2013

The Fifth six weeks has 34 instructional

days 3/4 – 4/26

Spring Break 3/11 – 3/15

Good Friday3/29

Major Concepts During week 1-2, students will understand that there is an

organization and relationship among the various bodies in the solar system.

During week 3 - 4, students will learn that gravity is the force that keeps planets in orbit around the sun and governs the rest of the motion in the solar system. Also, students will describe the important milestones of space exploration.

During week 5, students will understand that cells are the basic unit of living organisms, all living things are composed of cells, and cells are classified as prokaryotic or eukaryotic.

During week 6, students will learn that all living organisms are classified according to similar traits or characteristics.

During week 7, students will use 2 days for testing STAAR math and reading and to review concepts learned or teachers have the option to adjust their lessons from week 4-6, based on classroom data, by adding 1 day to make sure students master the learning objective for the concept.

Processes Use models to represent aspects of the natural world when constructing

models of the various bodies in the solar system Analyze data to formulate reasonable explanations, communicate valid

conclusions supported by the data, and predict trends. Plan and implement comparative and descriptive investigations by making

observations, asking well-defined questions, and using appropriate equipment and technology.

Use appropriate tools to collect, record and analyze information when doing various labs.

Construct simple graphs, tables, and charts to illustrate findings. Demonstrate safe practices during various lab activities.

In order to use time, resources, and hold students accountable for their own learning, we must agree to continue using:

Notebooking . Also, remember to refer back to files sent during the first six weeks to expand on the use of notebooks in the science classroom.

SMART objective posted and used daily. For example, the TEKs for the lesson (week or weeks) is…. o Model and illustrate how the tilted Earth rotates on its axis, causing day and night, and revolves around the Sun causing changes in seasons. 8.7A o The SMART objective for the 2nd week may be written in the following way,

Today, we (or I, based on preference) will model and illustrate how Earth is tilted on an axis and revolves around the sun, causing changes in the seasons by using the Seasons presentation to support students in better understanding how Earth’s tilt, direct sunlight, and Earth’s movement around the sun are the reasons for the season.

The next day, the underlined part of the objective may change for the next part of the lesson such as Today, we (or I, based on preference) will model and illustrate how Earth is tilted on an axis and revolves around the sun, causing changes in the seasons by participating, understanding, and explaining the Seasons Lab.

Developing Effective Science Lessons. Developing effective science lessons is a critical part of our job to ensure students have opportunities to collaborate with others, to guarantee that students have the time needed to master various concepts, and to make certain students have the chance to reflect on those assessing and advancing questions. Refer to Figure 1.1, from Designing Effective Science Instruction: What Works in Science Classrooms. As we continue to engage students in the learning of science, we will focus on providing adequate time and structure for sense-making and wrap-up; enhancing the development of students’ understanding and problem solving through teacher’s questioning; providing a classroom culture in which the climate encourages students to generate ideas and questions; and having a quality classroom culture where intellectual rigor, constructive criticism, and challenging of ideas are evident (p.4).

Creating a Positive Learning Environment. At the beginning of the school year, we presented Table 4.1, from Designing Effective Science Instruction: What Works in Science Classrooms, showing how to create a positive learning environment. During these fifth six weeks, we will explore the fourth and fifth strategy presented in this book. Environment Strategy 4: Provide Feedback; give timely and criterion reference feedback p.161 – 168 and Environment Strategy 5: Reinforcing Progress and Effort; keep students focused on learning by reinforcing progress and effort p. 168 – 176.

Using technology and interactive games to support student engagement .

Collaborative grouping

Formative assessment in science and other formative assessment strategies that will work depending the needs of your class(once you are in the page, click on

West-Orange Cove CSD 6th Grade Science –5th Six Weeks 2012 - 2013

each formative assessment strategy to get more details) Use of the 5E scientific model:

o Engageo Exploreo Explaino Elaborateo Evaluate

Using a rubric or a criteria chart generated with the students, go over the expectations in the science lab as it concerns to safety, active participation, homework, research and other projects.

If individual conferences have not been done and as we enter the last few weeks before our STAAR test, teachers will have conversations regarding two variables, effort and achievement. Periodically, ask students to describe what they noticed about the relationship between the effort they put into a project or task and their accomplishment. As students reflect on their experiences will increase their awareness of the power of effort. Continue to work on building your students’ confidence in their learning abilities by helping them set reasonable, attainable goals. Use this Student Self-Assessment and Goal Setting Template with students to determine their effort and what they want to work to improve. Conferencing provides opportunities to discuss with students what they believe about themselves and how those beliefs align with the behaviors you observe in class.

Week 1 – Week 2March 4 – March 22

Learning Standards Instruction Resources Products, Projects, Labs AssessmentEarth and Space

The student understands the organization of our solar system and the relationships among the various bodies that comprise it. The student is expected to:

Describe the physical properties, locations, and movements of the Sun, planets, Galilean moons, meteors, asteroids, and comets 6.11A

Essential Vocabulary: Sun, planets, Galilean moons, rotation, revolution, elliptical orbit, astronomical units, asteroids, meteors, meteorites, meteoroids, comets. ENGAGE students daily by Reviewing the concept of solar system from

previous years and experiences. Use the picture and scaffolding questions included in the Solar System SMART Notebook file to solicit students’ ideas to brainstorm a list of all the components in the Solar System. Guide students to a deeper understanding of the components based on their answers. Use this discussion to assess prior knowledge, misconceptions, and elaboration opportunities.

Watching the video The Solar System: Above and Beyond, students will see how computer graphics and footage of the planets combine in this magnificent review of our solar system. Students will learn about the structure of the different planets and the history of human interest in the solar system. Students will take notes and discuss

https://www.scientificminds.com/Teacher/AncillaryData.aspxUse the following lessons to support students’ understanding and knowledge by using Science Starter 48

Solar System Science Starter 49

Asteroid Impact and Mass Extinction

Discovery Education

Websites for Online Research related to Solar System

Solar System Catalog

Science Ideas

Gateways to Science 6th grade Unit 4 Lesson 2: Planet Locations and Properties (T.E Not available – Student Edition P. 146 – 151)Students will participate in this lesson to investigate and understand more about the models, locations, and properties of the planets.

Gateways to Science 6th grade Unit 4 Lesson 3: Planet Properties and Motion (T.E Not available – Student Edition P. 152 –159)Students will participate in this lesson to investigate and understand more about the characteristics of the Solar System.

Gateways to Science 6th

EVALUATEUse the Rubric checklist included in the Solar System SMART Notebook file or one created by class to create a travel brochure that promotes visiting a selected planet (teacher will make sure all planets are represented. Include the following information Planet’s relative

position to the sun Classification as

inner or outer planet

Number of known moons

Interesting physical features such as size, gravity, atmosphere, temperature, land features

West-Orange Cove CSD 6th Grade Science –5th Six Weeks 2012 - 2013

physical properties, locations and movement of various bodies of the solar system.

Using a picture or the simulation of the Solar System, included in the Solar System SMART Notebook file, and asking students to explain how the planets, moons, and the sun move. Students should use the following terms in their explanations: orbit, revolution, rotation, tilt and ellipse

Watching the video A Spin around the Solar System: The Small Pieces: Asteroids, Comets, and Pluto, students will explain the difference between these lesser-known parts of the solar system. Students will use Graffiti writing, annotated drawing, or a chart highlighting what makes asteroids, comets, dwarf planets, and meteors different.

Teachers will facilitate students’ learning and discovery to reinforce skills and concepts

EXPLORE / EXPLAIN- Students will conduct a research using encyclopedias, online databases, and library books. After this research, video explorations, and laboratory, students will be able to:

Identify the components of the Solar System.

Describe the physical properties of the solar system and its parts.

Recognize the location of the solar system and its parts.

Describe the movement of the solar system and its parts.

Recognize that the Sun is a medium sized star

and the closest to the Earth. Students will write a report including key facts about the solar system using the above bullets as a reference. Also, teacher may use the

grade Unit 4 Lesson 4: Space Exploration (T.E Not available – Student Edition P. 160 – 166)Students will participate in this part of this lesson to investigate and understand more about the Solar System, planets, Galilean moons, meteors, asteroids, and comets.

ELABORATEStudents will construct a scale model of the Sun and the planets in the solar system. Attach an index card by each object showing its name, number of moons, periods of rotation and revolution, and physical characteristics.

Past explorations of the planet

Challenges for traveling and staying on the planet and ways you will overcome these challenges.

ELABORATE/ EVALUATEStudents will create a story or comic strip about comets, asteroids, and meteors. Students must use accurate information about a planet. See Planet Cartoon Example

Reflection – Students will use either one of the following scenarios or teacher may create his/her own Pretend you are

a person from Mars. Write a story about your life as a Martian.

Write an article for a newspaper describing our solar system.

West-Orange Cove CSD 6th Grade Science –5th Six Weeks 2012 - 2013

following site to incorporate the idea of creating a catalog of the solar system. At the end of the research report, use the solar system SMART Notebook presentation to highlight the most important points and provide students with notes created by the teacher using web resources provided by students.

The Web sites below are a good starting point for online research:

Solar System Explorationhttp://solarsystem.nasa.gov/planets/

BBC Science and Nature (Space)

www.bbc.co.uk/science/space/solarsystem

Exploring the Planets – Comparing the Planetshttp://airandspace.si.edu/research/ceps/etp/compare/etpcompare.html

Our Solar System – Astronomy for Kids

http://www.kidsastronomy.com/solar_system.htm

Inner and Outer Solar System

http://science.nationalgeographic.com/science/space/solar-system

Universe Forum Learning Resources (Harvard University) – Teacher Resources and Ideas

http://cfa-www.harvard.edu/seuforum/learningresources.htm

West-Orange Cove CSD 6th Grade Science –5th Six Weeks 2012 - 2013

Week 3 – Week 4March25– April 5

Learning Standards Instruction Resources Products, Projects, Labs AssessmentEarth and Space The student understands the organization of our solar system and the relationships among the various bodies that comprise it. The student is expected to:

Understand that gravity is the force that governs the motion of our solar system. 6.11B S8

Describe the history and future of space exploration, including the types of equipment and transportation needed for space travel. 6.11C

Essential Vocabulary : Solar system, gravity, force, motion, sun, planet, moon, Newton’s law of motion, history, space exploration equipment, space travel.

ENGAGE students daily by Using the video segment The Sun, Solar System,

Planetary Orbits and Gravity students will learn and understand gravity as the force that keeps everything in orbit without slamming into each other.

Showing students various Images of Space and having students Think-Pair share about images selected by the teacher. Then, students will explain what is meant by the quote, “We came to discover the moon, but we were discovering the Earth.” These were the words when Bill Anders of Apollo 9 first saw images of our planet from the moon.

Asking the students to reflect on the question “Why do we explore?” Use the short video clip to scaffold students’ learning

Exploring the history of travel in space. Use the historical speech by President John F. Kennedy discussing the necessity for the United States to become an international leader in space exploration and famously states, "We choose to go to the Moon in this decade and do the other things, not because they are easy, but because they are hard." (fast forward to minute 12:30)

Guiding students to learn and understand the history of space exploration as it relates to transportation and how scientist have made exploring space possible. Students will make observations during the video clip Liftoff into Space.

Teachers will facilitate students’ learning and discovery to reinforce skills and concepts EXPLORE / EXPLAIN - Students will read about

Living in space. If able, use a computer lab to conduct research about the equipment and transportation needed for astronauts to be able to explore space.

https://www.scientificminds.com/Teacher/AncillaryData.aspxUse the following lessons to support students’ understanding and knowledge by using Science Starter

109 Space Exploration

Discovery Education

STEM-SCOPES

NASA

Gateways to Science 6th grade Unit 4 Lesson 1: Gravity (T.E Not available – Student Edition P. 140 – 145)Students will participate of this lesson to learn and understand that gravity is the force that keeps planets in orbit around the sun and governs the rest of the motion in the solar system.

Gateways to Science 6th grade Unit 4 Lesson 4: Space Exploration (T.E Not available – Student Edition P. 167 – 168)Students will participate in this last part of the lesson to investigate and understand the history and the future of space exploration.

ELABORATE / EVALUATEStudents will present their exploration vehicle to the other groups.

EVALUATEStudents will use their knowledge about gravity and the solar system to write a Gravity acrostic poem. Use the suggested format to guide students thinking.

EVALUATEStudents will write a summary and describe how the exploration of space has impacted our understanding of space. Students will display the events in order on a class timeline.

Reflection – Is space travel for everyone? In a persuasive essay, convince others that civilians should or should not be allowed to travel into space. Give reasons for your argument.

West-Orange Cove CSD 6th Grade Science –5th Six Weeks 2012 - 2013

Divide students into groups. Assign each group a type of space exploration vehicle to research. They are to describe how the vehicle operates and how it aids in space exploration. The following links provide information on

Space Shuttle – Students will learn about the history of the space shuttle program and how it fulfilled a decade of dreams for NASA engineers. Students will see how the shuttle is put together in the Vehicle Assembly Building at the Kennedy Space Center in Florida. Then, students will experience training with the shuttle astronauts as they learn to cope with zero gravity and the rigors of space. Also, students may use http://www.nasa.gov/mission_pages/shuttle/main/index.html

Video segment International Space Station or use http://www.nasa.gov/mission_pages/station/main/index.html

Space Probe: http://saturn.jpl.nasa.gov/home/index.cfm (Cassini Huygens) or http://saturn.jpl.nasa.gov/home/index.cfm (Voyager)

Rockets:http://www.nasa.gov/missions/highlights/schedule.html

o Clothing , food, and breathing in space.

EXPLORE / EXPLAIN- The teacher will have students jigsaw the Space Exploration Article in order to learn and understand the history and future of space exploration. Students will write a summary and describe how the exploration of space has impacted our understanding of space. Later, students will display the events in order on a class timeline.

West-Orange Cove CSD 6th Grade Science –5th Six Weeks 2012 - 2013

Week 5April 8 – April 12

Learning Standards Instruction Resources Products, Projects, Labs Assessment Organisms and environments The student knows all organisms are classified into Domains and Kingdoms. Organisms within these taxonomic groups share similar characteristics which allow them to interact with the living and nonliving parts of their ecosystem. The student is expected to:

Understand that all organisms are composed of one or more cells. 6.12A

Recognize that the presence of a nucleus determines whether a cell is prokaryotic or eukaryotic. 6.12B

Essential Vocabulary: Organism, domain, kingdom, taxonomic group, cell, nucleus, prokaryotic, eukaryotic, organelles.

ENGAGE students daily by Showing students a picture of a mansion and an

efficiency apartment (Analogy Example). Then, brainstorm similarities and differences. Tell the class that an efficiency apartment is a one-room apartment. This one room is where you sleep, eat, shower, and entertain your guests. It all happens in one room. It is a simple way of living in a small space. A mansion is a large, complex living space with many separate rooms. There are rooms for cooking, eating, sleeping, bathing, reading, watching TV, entertaining guests, exercising, and storage. The rooms in a mansion are constructed for the specific things you would like to be able to do. You can live in simple efficiency or complexity. We will be learning about cells; we will be looking at cells that are as simple as a one-room efficiency apartment or as complex as a mansion.

Watching the video on cells; then, discuss and record in groups various facts they learned from the video about cells. Share group responses with the whole class

Watching the movie clip Cells students will learn that cells are the building blocks of life and much more.

Playing a game to review about prokaryotic and eukaryotic cells. Students are able to use notes and book for support. This is a very interactive way to engage students and reinforce all about cells daily.

Teachers will facilitate students’ learning and discovery to reinforce skills and concepts

EXPLORE / EXPLAIN – Using the interactive animation of animal, plant, and bacteria cell models, students will use this site as a graphic roadmap to the organization of both of these types of cells, eukaryotic and prokaryotic.

https://www.scientificminds.com/Teacher/AncillaryData.aspxUse the following lessons to support students’ understanding and knowledge by using Science Starter 12

Cells Science Starter 13

Comparing Plan and Animal Cells

Discovery Education

BrainPop

UT Dana Center

Gateways to Science 6th grade Unit 5 Lesson 3: The Mircroscope (T.E Not available – Student Edition P. 221-228)Students will participate in parts of this lesson to learn about the importance and basic use of the microscope in order to be successful in lesson 4.

Gateways to Science 6th grade Unit 5 Lesson 4: Cells (T.E Not available – Student Edition P. 229 - 235)Students will participate in this lesson to investigate and understand about cells.

ELABORATEUse a microscope to observe slides of various prepared plant and animal tissues. Identify and draw the cells observed in each slide. Describe the similarities and differences between cell types.

ELABORATE / EVALUATEStudents will create a poster, collage, poem, acrostic, or rap/song to explain their understanding of cells.

ELABORATEStudents will create a Venn diagram to compare and contrast prokaryotic or eukaryotic cells. Use this diagram to support with visuals

EVALUATEStudents will create a concept map identifying similar characteristics of prokaryotic and eukaryotic cells.

ReflectionWith as much detail as possible, give another example of an analogy for describing the difference between prokaryotic cells and eukaryotic cells.

West-Orange Cove CSD 6th Grade Science –5th Six Weeks 2012 - 2013

EXPLORE / EXPLAIN- Using Wiggly, Jiggly Cells? P.3. or one of the cell activities, students will make a 3-D model of a prokaryotic cell and eukaryotic cell and include a poster explaining why the cell does or does not contain a nucleus. Conduct a gallery walk to view class projects.

EXPLORE / EXPLAIN- Teacher will guide students in learning and understanding about cells by using the Cells PPT.

West-Orange Cove CSD 6th Grade Science –5th Six Weeks 2012 - 2013

Week 6April 15 – April 19

Learning Standards Instruction Resources Products, Projects, Labs AssessmentOrganisms and environments: The student knows all organisms are classified into Domains and Kingdoms. Organisms within these taxonomic groups share similar characteristics which allow them to interact with the living and non living parts of their ecosystem.

The student is expected to:

Identify the basic characteristics of organisms, including prokaryotic, eukaryotic, unicellular or multi-cellular, autotrophic, or heterotrophic, and mode of reproduction, that further classify them in the currently recognized Kingdoms. 6.12 D S8

Essential Vocabulary: Organism, domain, kingdom, taxonomic groups, ecosystem, prokaryotic, eukaryotic, unicellular, multi-cellular, autotrophic, heterotrophic, mode of reproduction, living, nonliving.

ENGAGE students daily by Preparing baggies of various snack items that are

not restricted by your school (Chex Mix, raisins, other dried fruits, dried vegetables, M&M’s Candies, Cheerios, etc.). Divide the students into groups and have them design a classification system for the food items. Tell them that their main topic is going to be “food” and they have to classify the items into categories. Students will use Annotated Students Drawings or Commit and Toss, to justify how they grouped the items. Again emphasize that different groups categorized the items differently.

Gathering as many samples of organisms or pictures of organisms as possible (It could be very beneficial to use pictures or sample of organisms from the state or local area of the school) Examples might include different plant samples such as leaves or flowers, different animal samples such as pelts or bones, or pictures of animals or plants. Students will work in groups of five to six and have them group the organisms into categories based on their characteristics. Do not tell the students how to group the organisms. Students will be able to justify why they grouped the organisms the way that they did. Have the students share how they grouped the organisms at the end of this activity by conducting a gallery walk. Some ways that they could be grouped: Habitat where they live (forest, marine, desert, wetland), What they eat (herbivore, carnivore, omnivore), Type or organism (mammal, bird, reptile, fish, plant, insect, fungus). At the end, discuss with the students how varied their systems were and that having a common classification system that scientists use is important.

Watching the video segment Classification of Organisms and discussing how classification helps scientists organize life forms into groups based on

https://www.scientificminds.com/Teacher/AncillaryData.aspxUse the following lessons to support students’ understanding and knowledge by using Science Starter

115 Classification

Discovery Education

Background information on Kingdoms and Domains

Classification of Living Things

Windows to the Universe

Texas Parks and Wildlife

Gateways to Science 6th grade Unit 5 Lesson 5: Kingdoms (T.E Not available – Student Edition P. 236 - 246)Students will participate in this lesson to investigate and understand more about Kingdoms.

Gateways to Science 6th grade Unit 5 Lesson 5: Domains (T.E Not available – Student Edition P. 247 - 250)Students will participate in this lesson to investigate and understand more about Domains.

EXPLAINStudents will create a folded model to organize the information about the six Kingdoms. Students will write of each Kingdom on the outside of each flap. Include the following information: cell type, number of cells, mode of nutrition, type of reproduction, example of organisms, other details.

EVALUATEStudents will create a poem, skit, song, rap, or poster to demonstrate how organisms may be grouped. Collaborating with the class, develop a criteria chart and rubric to assess students work.

Reflection – Students will explain why scientists use Kingdoms and Domains

West-Orange Cove CSD 6th Grade Science –5th Six Weeks 2012 - 2013

how they are related to each other.

Showing the students the video Classification of Living Things. Using Think-Pair-Share or Table Talk when applicable, students will participate of this lesson in classification. Using examples from his castle, mnemonics for memorizing the eight levels of classification, microscopic footage, and animation, King Philip makes sense of difficult concepts. From simple examples to an exploration of each of the six kingdoms, this tour provides a concrete foundation for a complex subject.

Teachers will facilitate students’ learning and discovery to reinforce skills and concepts

EXPLORE / EXPLAIN – Teacher will guide students in the study of Classification of Living Things to support students in better understanding how organisms are classified. Teacher may combine this PowerPoint presentation with the Kingdoms Notebook SMART file.

EXPLORE / EXPLAIN- Teacher will support student’ understanding of classification. Scientists think that there are somewhere between 5 to 30 million different types of living things on Earth! Each different type of living thing is called a species. Ask students, “How can scientists begin to understand and learn about so many different species?” (To begin with, they create groupings based on observable characteristics. By learning about one organism in the group, they learn about all of the species in the grouping. This is known as classifying.) Students will participate in an investigation where students will practice classifying organisms they find in the schoolyard. Then they will work with a partner to create a classification system.

Provide students with a copy of the Classification Group Table (last page of the notes provided) to make sure they have the most important information

West-Orange Cove CSD 6th Grade Science –5th Six Weeks 2012 - 2013

Week 7 (Two days for testing reading and math)April 22 – April 26

Learning Standards Instruction Resources Products, Projects, Labs Assessment

During this week, the students will take their reading and math STAAR test. (2 days)

The teacher will support students by reviewing and/or clarifying any concepts.

Teachers had the option to adjust their lessons from week 4 – 6 by adding 1 day as a review or based on classroom data to make sure students master the learning objective for the week.

West-Orange Cove CSD 6th Grade Science –5th Six Weeks 2012 - 2013

SMART Objective

In the book, Learning by Doing, P. 126, Richard DuFour, Rebecca DuFour, Thomas Many, and Robert Eaker, talk about SMART goals and how establishing these goals will assist stakeholders in creating a collaborative effort oriented by results.

According to Dufour et al, SMART objectives are Strategic and Specific, Measurable, Attainable, Results-Oriented, Timebound. For our purposes in the classroom, we will use SMART objectives in the following manner:

Standards-based – use the wording of the TEK

Makes a connection – find a way to connect to everyday situation

Attainable - do students feel they can learn the concept?

Results oriented – how will students know they have learned the concept?

Tell – Students are able to tell what they are learning

The objective does not have to change every day as you write it on the board or keep it in a prominent place. Keep in mind that by posting the learning objective in this manner and using with the students before, during, and after the lesson then the students will know the what, how, and why of the learning. Besides, using the standard will support the students learn the vocabulary they are expected to know and master by the end of the lesson.

West-Orange Cove CSD 6th Grade Science –5th Six Weeks 2012 - 2013

Some Examples of Formative Assessments in Science

(Source: Science Formative Assessments by Page Keeley)

Concept Cartoons(p.71)

-cartoon of people sharing their ideas on common, everyday phenomenon/concept-students choose the cartoon they agree with most and explain their reasoning-used to assess and address misconceptions, diagnostic-see: www.conceptcartoons.com for examples

Familiar Phenomenon Probe/Friendly Talk Probe(p.85 & 102)

-a dialogue between characters addressing a concept-students choose the character they agree with most and explain their reasoning-used to assess and address misconceptions, diagnostic

Interest Scale(p.115)

-students use sticky notes to indicate their interest in a subject on a low to high scale (e.g. a thermometer with the heading “How Hot is the Topic?”)-kinesthetic, student interest

I Used to Think…Now I Know(p.119)

-at the end of a lesson, students reflect and compare what they knew at the beginning of a lesson to what they know after a lesson-metacognition, assessment as learning

KWL (and its variations)(p.128)

KWL – what I know, what I wonder, what I learnedOWL – what I observed, what I wonder, what I learnedKWLH – KWL + H = how I learned it

Pass the Question(p.149)

-students begin to respond to a question; halfway through, they exchange responses and complete, modify, or change each other’s responses-can be done in pairs and then exchanged with another pair-cooperative learning

Popsicle Stick Questioning(p.158)

-names of students are written on a popsicle stick-pull popsicles sticks for name of student to call on (e.g. for questioning)

R.E.R.U.N.(p.172)

-reflection/exit card for a lab activity-recall (summarize), explain the purpose, results (describe their meaning), uncertainties (list/describe), new things you learned

Sticky Bars(p.178)

-to answer a multiple choice question, students write their responses on a sticky note, hand in to their teacher, teacher posts answers to show the variety of answers from all students-diagnostic, metacognition

West-Orange Cove CSD 6th Grade Science –5th Six Weeks 2012 - 2013

Terminology Inventory Probe(p.180)

-give a list of terms to students-students use a checklist to indicate what they know of a term using a range from “I have never heard of the this” to “I clearly know what it means and can describe it” -students revisit the list at the end of learning-ask students to reveal their understanding by providing a description, drawing a picture, etc.

Synectics(p.186)

-“the fitting together of different and apparently irrelevant elements”-analogies/metaphorse.g. a physical change is like a milkshake because different ingredients are put together and combined to make something different but each ingredient can still be physically separated-teacher can assess student’s conceptual understanding of a concept-link to Marzano’s “identifying similarities and differences” instructional strategy

Traffic Light Cups(p.201)

-red, yellow, and green stackable party cups-used to signal whether a group does not need help from the teacher (green), needs some feedback or assistance (yellow), or does not know what to do next (red)-allows teacher to circulate and differentiate the process based on readiness

A&D Statements Students use A & D Statements to analyze a set of “fact or fiction” statements. In the first partof A & D Statements, students may choose to agree or disagree with a statement or identifywhether they need more information. In addition, they are asked to describe their thinkingabout why they agree, disagree, or are unsure. In the second part of the FACT, studentsdescribe what they can do to investigate the statement by testing their ideas, researching whatis already known, or using other means of inquiry.

Annotated Student Drawings “If a picture is worth a thousand words, perhaps drawing and visualizing can help sciencestudents enhance their learning potential” (National Science Teacher Association [NSTA],2006, p. 20. Annotated Student Drawings are student-made, labeled illustrations that visuallyrepresent and describe student’s thinking about a scientific concept.

Commit and Toss Commit and Toss is an anonymous technique used to get a quick read on the different ideasstudents have in the class. It provides a safe, fun, and engaging way for all students to maketheir ideas known to the teacher and the class without individual students being identified ashaving “wild” or incorrect ideas. Students are given a question. After completing the question,students crumple their paper up into a ball and, upon a signal from the teacher, toss the paper balls around the room until the teacher tells them to stop and pick up or hold on to one paper.Students take the paper they end up with the share the ideas and thinking that are describedon their “caught” paper, not their own ideas.

Concept Card Mapping Concept Card Mapping is a variation on the familiar strategy of concept mapping (Novak, 1998). Instead of constructing their own concept maps from scratch, students are given cards with the concepts written on them. They move the cards around and arrange them as a connected web of knowledge. They create linkages between the concept cards that describe the relationship between concepts.

West-Orange Cove CSD 6th Grade Science –5th Six Weeks 2012 - 2013

Moving the cards provides an opportunity for students to explore and think about different linkages.Missed Conception A Missed Conception is a statement about an object or phenomenon that is based on a commonly

held idea noted in the research on students’ ideas in science. Students are asked to analyze a statement, describe why some people may believe it is true, describe what one could do to help someone change his or her “missed conception” in favor of the scientific idea, and reflect on their own ideas in relation to the statement.

Two-Minute Paper The Two-Minute Paper is a quick and simple way to collect feedback from students about their learning at the end of an activity, field trip, lecture, video, or other type of learning experience.Students are given two minutes to respond to a predetermined prompt in writing.

http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=3&ved=0CHYQFjAC&url=http%3A%2F%2Fdpcdsb-cla.wikispaces.com%2Ffile%2Fview%2FSome%2BExamples%2Bof%2BFormative%2BAssessments%2Bin%2BScience.doc&ei=w5fmT6iMCIfm2QXOueHZCQ&usg=AFQjCNGgWKsjp9jPPrnqbALNk3Gc7vpP5Q&sig2=cY2Br5Y_HYLjmrQRQ5MBGw

West-Orange Cove CSD 6th Grade Science –5th Six Weeks 2012 - 2013

West-Orange Cove CSD 6th Grade Science –5th Six Weeks 2012 - 2013

Graffiti Writing

Graffiti Writing is a cooperative learning structure that facilities brainstorming and also doubles as a group energizer. Each cooperative group of 3 or 4 students is given a piece of chart paper and different colored markers. Group #1 might have black markers; group #2 green markers, etc. There needs to be a different color marker for each group so that the teacher can track each individual group’s contribution. If you have small enough classes you can give each student a different color marker and track individual performance, but this is not usually possible. Each group is given a different question, topic, issue, or statement to which they respond. All students can respond to the same topic but I find it more effective if three or more different topics are used. For a short time period (3-5 minutes), every group writes their “graffiti” (words, phrases, statements, pictures) on their particular topic. For example: Your students have just read the book Who Moved My Cheese; I would use a graffiti sheet for each character and have students describe these characters with words, phases, and pictures. All students in the group write on the same piece of chart paper at the same time. It is very important that, as the teacher you monitor total participation to get the most out of this activity. After about three to five minutes, the teacher stops the groups and asks each group to pass their graffiti sheets to the next group. The new group with the sheet reads what has already been written or drawn on the sheet and adds additional new information. Continue the process until each group’s original sheet has been returned to them. Once a group has their original sheet back, as a group, they read all of the contributing comments, discuss them, summarize them, and prepare a brief presentation to the class as outlined by the teacher. I often have the students categorize the comments in order to draw conclusions as part of their presentation phase. A specific outcome must be set by the teacher for the presentation part of this assignment in order for it to be effective.

Graffiti writing works very effectively as an anticipatory set, a closure activity or as an energizer during any lesson where the generation of ideas or the recall of facts is desired. Please encourage your students to draw during graffiti writing as this will motivate students who love to doodle and often are not super productive in your classroom. Also, for extremely large classes the same lesson can be going on twice in your classroom which will result in two groups presenting on the same topic at the end. This keeps both groups and the scope of the lesson appropriate in size and depth.

http://keystoteachingsuccess.blogspot.com/2009/07/graffiti-writing.html

West-Orange Cove CSD 6th Grade Science –5th Six Weeks 2012 - 2013

Name _______________ Date _____________

Cells Acrostic PoemAn acrostic poem is one where you choose a word or name and use each letter in the name as the beginning of a word or line that tells something about that person or topic.

Example: An acrostic poem using the word "Sun."

Sometimes when we go to the beach, I will get sun burn.

Usually if I put Sun block on my skin, I will not burn.

Noon is when I'm really prone to burning.

Write an Acrostic Poem using the word below.

 

CELLS

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