West-Orange Cove CSD 6th Grade Science –4th Six Weeks 2012 - 2013

The Third six weeks has 38 instructional

days 1/3 – 3/01

1/3 – 1/4 Bad Weather days

1/7 Staff Development.1/21 Holiday

2/15 Early Release

Major Concepts During week 1 - 2, students will demonstrate an understanding

of the methods of thermal energy and the patterns of movement; apply the Law of Conservation of Energy that energy can neither be created nor destroyed; it just changes form; and identify energy transformations such as chemical to electrical energy to light energy.

During week 3 - 4, students will apply the Law of Conservation of Energy that energy can neither be created nor destroyed, it just changes form and identify energy transformations such as chemical to electrical energy to light energy

During week 4 - 5, students will demonstrate an understanding of the structure of the Earth and the rock cycle.

During week 6, students will demonstrate an understanding of the structure of the Earth and plate tectonics.

During week 7 - 8, students will know and understand that the Earth is made of structures that cause major geological events such as earthquakes, volcanic eruptions and mountain building.

Processes Construct models and identify their limitations when constructing models. Use models to represent aspects of the natural world and identify its

advantages and limitations Use appropriate tools to collect, record, and analyze information Implement comparative and descriptive investigations by making

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

Construct tables and graphs to organize data and identify patterns; and Analyze data to formulate reasonable explanations, communicate valid

conclusions supported by the data, and predict trends. Demonstrate safe lab practices

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 Demonstrate and calculate how unbalanced forces change the speed or direction of an object's motion. 6.9Co The SMART objective for the 1st week may be written in the following way,

Today, we (or I, based on preference) will demonstrate how energy transforms as we observe a bag of popcorn pop in a microwave. 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

demonstrate how energy transforms by investigating and describing applications of energy transformations in the lab.

Developing Effective Science Lessons. During the first semester, we explored how to develop effective science lessons by referring 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 fourth six weeks, we will explore the third strategy presented in this book. Strategy 3: Develop Positive Attitudes and Motivation – Develop positive student attitudes and motivation to learn science p.150 - 160.

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 each formative assessment strategy to get more details)

Use of the 5E scientific model:

West-Orange Cove CSD 6th Grade Science –4th Six Weeks 2012 - 2013

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.

Week 1 and 2 days of Week 2January 3 – January 15

Learning Standards Instruction Resources Products, Projects, Labs Assessment

Force, motion, and energy. The student knows that the Law of Conservation of Energy states that energy can neither be created nor destroyed, it just changes form.

The student is expected to:

Demonstrate energy transformations such as energy in a flashlight battery changes from chemical energy to electrical energy to light energy. 6.9C

Vocabulary Law of Conservation of Energy, energy transformation, chemical energy, electrical energy, light energy, thermal energy, mechanical energy, electromagnetic energy, radiant energy, solar energy.

ENGAGE daily using one of the following

Creating a concept map to review the different types of energy and providing examples of each.

Showing students a picture of a Transformer and solicit responses of what comes to their mind when they hear or see a Transformer

Using the imagery of NASA shuttle launch, students will reflect and share observations as it relates to energy transformations.

Students will work with a partner to build a machine that transfers energy. Using Power Play, students learn about harnessing energy from different power sources and how energy transfers.

Using the video Bowling Ball – Conservation of Energy to have students discuss how energy is neither created nor destroyed. In order to have more relevance and time permitting, watch the video prior to class and have a similar set up in an open are in order to have students be more involved.

Teachers will facilitate students’ learning and discovery to

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

Science Starter 39Energy Transformation

Discovery Education

Science TEKS Toolkit

Teachers’ Domain

Energy Education

Use Warm Up Energy as bell ringer for students to answer 1 question daily. It can be used as a formative assessment to find out students’ previous learning and any misconceptions students may have.

Gateways to Science 6th Grade T.E 51 – 53 Students will participate of this lesson to investigate and describe applications of energy transformations.

EXPLAIN / ELABORATEStudents will create and present to their table an advertisement for an energy transformation device like a water heater, a cooling system, or hydroelectric or wind power plants. Use a chart to identify the advantages and disadvantages of each method of transformation.

EVALUATE: Using magazines, newspaper or other pictures, students will create a poster describing how each picture demonstrate an energy transformation.

ReflectionThink of an example from everyday life where you experience energy transformation. Draw a diagram that illustrates the law of conservation of energy that applies to your experience. The teacher may scaffold as needed.

West-Orange Cove CSD 6th Grade Science –4th Six Weeks 2012 - 2013

reinforce skills and concepts

EXPLORE / EXPLAIN - Students will observe a bag of popcorn in a microwave for 2:00 minutes and discuss with the group the various energy transformations that take place.

EXPLORE / EXPLAIN – Show the students various pictures and video clips of energy being transformed. Have the students identify and describe the energy transformation that is being illustrated in the visual.

EXPLORE / EXPLAIN – students will answer the question “How a rubber band transfers energy?” as they participate in the creation of a Spool Racer in order to describe the types of energy transformations they observe.

EXPLORE / EXPLAIN – students will conduct the lemon battery lab to demonstrate energy transfer. Students will make observations related to transformation of energy.

3 days of Week 2, Week 3, and 2 days of Week 4 (10 days)January 16 - January 29

West-Orange Cove CSD 6th Grade Science –4th Six Weeks 2012 - 2013

Learning Standards Instruction Resources Products, Projects, Labs AssessmentForce, motion, and energy: The student knows that the Law of Conservation of Energy states that energy can neither be created nor destroyed, it just changes form.

The student is expected to:

Investigate methods of thermal energy transfer, including conduction, convection, and radiation. 6.9A

Verify through investigations that thermal energy moves in a predictable pattern from warmer to cooler until all the substances attain the same temperature such as an ice cube melting. 6.9B

VocabularyThermal energy, conduction, convection, radiation, Law of Conservation of Energy

ENGAGE students daily by Asking students, “What happens when you hold

a chocolate bar in your hand?”

Posting various pictures on chart paper and have students consider how heat is moving in that picture. Have the following questions available

o What makes you think that heat is moving; is there any evidence that you see showing heat transfer?

o Where does the heat come from and where does it go?

o What questions do you have about this situation?

Have each student pair find a scene to start their work. After discussing the scene with their partner, students are to write their ideas about the scene’s heat transfers on the chart paper below the photo. Students may also pose a question about the scene if they are uncertain about a particular aspect of the scene or want to know more. Explain to students that they should not be concerned if they are not sure about how heat is being transferred in the picture. The idea is for students to think about and discuss each scene and record their ideas and questions.

Reviewing about solar energy, water cycle and thermal energy using annotated student drawings or commit and toss while exploring real life application of energy transfer.

Using the video Exploring: Heat, students will see various demonstrations and simple-to-duplicate experiments. Students will find out what heat is, where it comes from, and how it is transferred from one object to another. In this video, examples of conduction, convection, and radiation are presented.

https://www.scientificminds.com/Teacher/AncillaryData.aspxUse the following lessons to support students’ understanding and knowledge by using Science Starter 65

Water Cycle Science Starter 91

Conduction, convection , and radiation.

Discovery Education

Texas Solar Energy Society

Energy Education

Maine Energy Education Program

Middle School Portal

Science Class

Use Warm Up Heat as bell ringer for students to answer 1 question daily. It can be used as a formative assessment to find out students’ previous learning and any misconceptions students may have.

Heat Energy Transfer – Conduction Lab. Use the Heat Energy Transfer (lesson plan 1) to have students explore conduction.

EXPLORE / EXPLAINTeacher will demonstrate convection current in a fish tank for students to observe convection as a result of differentiated heating.

EXPLORE / EXPLAINAsk students “Have you ever walked barefoot on asphalt on a sunny summer day?” The black pavement is hotbecause it absorbs energy transferred from the Sun by radiation. Radiation is the movement of energy in the form of waves. Different materials absorb radiant energy from the sun differently. In today's experiment, you will compare how light-colored materials and dark-colored materials differ in their ability to absorb energy from the sun.

EXPLAIN / EVALUATEStudents will create a foldable including the word, a diagram, and a brief description of conduction, convection, and radiation.

EXPLAIN / ELABORATEIn cooperative groups,

EVALUATEStudents will design a model to show how heat moves from a warm area to a cooler area.

EVALUATEStudents will create a graphic organizer to summarize their learning about heat transfer.

Reflection –Students will write a reflection essay explaining why popcorn pops in a microwave and how the three types of heat transference are involved in the process.

West-Orange Cove CSD 6th Grade Science –4th Six Weeks 2012 - 2013

Comparing and discussing with a partner the following methods of melting an ice cube: * Place an ice cube under a heat lamp for several minutes to cause it to melt. *Place an ice cube in a large tub, pour a bucket of cold water over the ice cube.

Incandescent Light Bulb Demonstration– (Radiation). Turn on the light bulb and let it glow for a few moments. Without touching the bulb, ask a volunteer to place his or her hands near the bulb and feel the heat from the bulb. Ask, “Where is the heat coming from and where is it going?” Ask students what kind of heat transfer this is an example of and why. Students will write down observations in their journal.

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

EXPLORE / EXPLAIN - Students will use this interactive tool to learn more about transfer of heat.

EXPLORE / EXPLAIN – Teacher will guide students in understanding how heat energy impacts particle movements in the Heat Energy and Particle Movement demonstration. Students will make observations and discuss findings.

EXPLORE everyday situations by viewing this online Firefighting video which shows the role of conduction, convection, and radiation as related to fire and fire safety.

EXPLORE / EXPLAIN – teacher will guide students while using this site published by the British Broadcasting Corporation. It explains how heat energy is transferred by the processes of radiation, conduction, and convection.  It is written in "bite-size" pieces so that adolescent learners can grasp the concepts more easily and connect information with prior knowledge.  

students complete poster displays explaining how the three types of heat transference are involved with situations such as:

a candy bar melting in the car

a space heater warming up a room

a frying pan cooking a grilled cheese sandwich

a popsicle melting on the asphalt

3 days of Week 4 – Week 5

West-Orange Cove CSD 6th Grade Science –4th Six Weeks 2012 - 2013

January 30 - February 8Learning Standards Instruction Resources Products, Projects, Labs Assessment

Matter and Energy. The student understands the structure of Earth, the rock cycle and plate tectonics.

The student is expected to:

Classify rocks as metamorphic, igneous, or sedimentary by the processes of their formation. 6.10B

VocabularyRock cycle, physical property, metamorphic, sedimentary, igneous, rocks, compacting, cementation, weathering, erosion, sediments, cooling, melting, magma.

ENGAGE students daily in one of the following activities

Showing the picture of the Appalachian Mountains and asking the students, “How have the Appalachian Mountains changed over millions of years?”

Using the pictures included in the Rock Cycle Notebook file, students will use the Graffiti Writing Strategy to write down observations and wonderings in a poster paper or construction paper. Some of the scaffolding questions to consider are, how do rocks form? Are new rocks forming at this moment? Why do they break up into small pieces? Why are there layers and streaks?

Review all about weathering, erosion, and deposition.

Reviewing how weathering and erosion change rocks by breaking them down and transporting than to different places where they are deposited. Students will use Weathering and erosion and EXPLORE stations in Gateways to Science 8th T.E 458 also included in the Rock Cycle Notebook file to better understand how land features are constantly changing.

Using the video segment The Rock Cycle: Three Types of Rock, the students will use this chapter clip to get information on the rock cycle and the three types of rock: igneous rocks, sedimentary rocks, and metamorphic rocks.

Using the Classifying Rocks reading selection, students will collaborate with a partner to highlight the most important information. If time allows,

https://www.scientificminds.com/Teacher/AncillaryData.aspxUse the following lessons to support students’ understanding and knowledge by using Science Starter 41

Weathering Science Starter 42

Erosion and Deposition

Science Starter 43Rock Cycle

Discovery Education

ScienceBox.org

Leaner.org

The updated Gateways to Science 6th grade is not available at this time. Using previous gateways to science, this concept is in the 8th grade book lesson 4.5

Gateways 6th grade The Rock Cycle T.E Students will participate in this lesson to investigate and understand the classification of rocks and the rock cycle.

EXPLAINStudents will create a foldable describing the characteristics, a picture, and a brief description of the process of formation of the types of rocks.

EXPLORE / EXPLAIN / ELABORATEStudents will participate of the Rock Cycle Crayon to create, understand, and explain metamorphic, igneous, and sedimentary rocks as part of the rock cycle using crayons.

ELABORATERock Identification Lab. Student will attempt to use their knowledge about rocks to identify individual rock names. At this point students should have a good understanding of the rock

EVALUATEStudents will create a song, poem, poster or video describing their chosen rock type (metamorphic, igneous or sedimentary) and the formation process.

ReflectionStudents will pretend they are sediment that went through the rock cycle and they are now a metamorphic rock. Students will describe the changes they would need to go through before they could again become sediment

West-Orange Cove CSD 6th Grade Science –4th Six Weeks 2012 - 2013

students will answer questions or the questions will be used as part of the bell ringers for the week.

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

ENGAGE / EXPLORE - students will use sugar cubes to model the rock cycle at various stages. Students will write down observations and inquire about the part of the rock being represented.

ENGAGE / EXPLAIN – Students will learn about the three main types of rocks by using this interactive rock cycle site.

EXPLAIN- Students will use the Rock Cycle Template provided or they can create own cycle. Students will create a diagram of the rock cycle and provide a short explanation of what happens at each stage.

cycle, the 3 main classifications of rocks (sedimentary, metamorphic, and igneous) and the forces/processes that change them.

West-Orange Cove CSD 6th Grade Science –4th Six Weeks 2012 - 2013

Week 6February 11 – February 15

Learning Standards Instruction Resources Products, Projects, Labs AssessmentEarth and Space The student understands the structure of Earth, the rock cycle, and plate tectonics.The student is expected to:

Build a model to illustrate the structural layers of Earth, including the inner core, outer core, mantle, crust, asthenosphere, and lithosphere. 6.10A

Identify advantages and limitations of models such as size, scale, properties, and materials. 6.3C

VocabularyInner core, outer core, mantle, crust, asthenosphere, lithosphere, plate tectonics, oceanic plates, continental plates, plate boundary, Eurasian plate, African plate, Indo-Australian plate, Pacific plate, North American plate, South American plate

ENGAGE students daily by Asking the following question, “what is the inside

of the earth like?” The teacher will guide a brainstorming time with the class to elicit ideas about their thoughts of how they think the inside of the Earth looks like. Then, students use an index card, journal, or separate piece of paper to draw a diagram and write a Two-Minute Paper to summarize discussion.

Listening, watching and singing Layers of the Earth song. Students will use this song to help them visualize and remember the layers of the Earth. Use the Lyrics of the song to support engagement as students are encouraged to sing along.

Watching the first three segments of the video What's Inside the Earth?: An Introduction to the Earth's Interior, Crust, and Mineral Resources to learn and understand how see how the earth’s interior consists of several different layers.

Using a S’more, an egg, or pictures as a model to demonstrate the layers of the Earth and discuss the model’s limitations.

Using the Layers of Earth reading selection where students collaborate with a partner to highlight the most important information. If time allows, students will answer questions or the questions will be used as part of the bell ringers for the week.

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

EXPLORE / EXPLAIN – Teacher will guide students in learning about the Earth’s Structure animation to

Discovery Education

Middle School Portal

Purdue University

Journey to the Center of the Earth

The updated Gateways to Science 6th grade is not available at this time. Using previous gateways to science, this concept is in the 8th grade book lesson 4.2

Gateways 6th grade The Earth’s Interior T.E Students will participate in this lesson to investigate and understand the interior of the Earth.

ELABORATE / EVALUATEStudents will make a layered flip book of the layers of Earth using construction paper. Students will include the properties of each layer by adding illustrations and anecdotal notes depicting these properties. Use this criteria chart or create own.

Or

Students will create a Play-Doh model of the layers of the Earth

EVALUATEStudents will create a travel brochure explaining a journey to the center of the Earth. See an example of a brochure at the end of the Purdue University’s website.

EVALUATEStudents will create a concept map using the vocabulary learned and used during the week.

Reflection – There is an old saying that "if you dig a deep enough hole you can come out on the other sideof the earth in China". Scientists have drilled holes deep into the earth in an attempt to determine its internal composition.Students will reflect by answering “Why is drilling not an effective technique for analyzing the earth's interior?”And “What type of devise might be designed to penetrate evendeeper into the earth?”

West-Orange Cove CSD 6th Grade Science –4th Six Weeks 2012 - 2013

support students to better understand what is inside the Earth.

EXPLORE / EXPLAIN – Teacher will use The Earth’s Structure Notebook SMART file to guide students in learning about the layers of the Earth and support students in the understanding of what is inside the Earth.

EXPLORE / EXPLAIN- Students will create a personal dictionary book or chart to demonstrate the understanding of various vocabulary words. For each key term, students will write a complete definition and then draw a diagram that clearly demonstrates the word. Use colored pencils.

West-Orange Cove CSD 6th Grade Science –4th Six Weeks 2012 - 2013

Week 7 and Week 8February 18 – March 1

Learning Standards Instruction Resources Products, Projects, Labs AssessmentEarth and Space: The student understands the structure of Earth, the rock cycle, and plate tectonics.

The student is expected to:

Identify the major tectonic plates, including Eurasian, African, Indo-Australian, PACIFIC, North American, and South American. 6.10C

Describe how plate tectonics causes major geological events such as ocean basins, earthquakes, volcanic eruptions, and mountain building. 10D

Vocabularyplate tectonics, ocean basin, earthquake, volcanic eruption, mountain building, motion, convergent boundaries, divergent boundaries, transverse boundaries, lithosphere, plate tectonics, sea-floor spreading, subduction zone, rift valleys, deep sea trench, magma, lava

ENGAGE students daily

Ask students the following about the region where they live:

o Do you know if there have been any earthquakes in this area? Do you think an earthquake is likely to occur in the future? Why or why not?

o Are there signs of past volcanic activity in the area? If so, where? Do you think future volcanic activity is likely? Why or why not?

o Depending on whether or not there are mountains in the region, ask students to suggest reasons for their presence or absence.

Using Think-Pair-Share, students will examine pictures and/or videos of mountains and describe the forces that formed them. Students will record responses in their journals.

Viewing one or two segments of the video Raging Planet: Volcano. The students will experience how special effects take them inside some of the world's most famous volcanic eruptions. Students will watch spectacular new footage of lava rivers, superheated flying rocks, torrents of boiling ash, and lethal mudflows. Ask students, “What causes a volcano to form? What causes it to erupt?”

Students will use Commit and Toss to answer “Earthquakes, volcanoes, and mountain formation all have a common cause. What might that be?”

Students will watch segments of the video Continents Adrift: An Introduction to Continental Drift

https://www.scientificminds.com/Teacher/AncillaryData.aspxUse the following lessons to support students’ understanding and knowledge by using Science Starter 40

Forces in Geology Science Starter 44

Continental Drift Science Starter 45

Plate Tectonics Science Starter 50

Catastrophic Events

Discovery Education

Indiana University

Ocean Oasis

Use SMARTBoard – Quiz 5 as bell ringer for students to answer 1 question daily. It can be used as a formative assessment to find out students’ previous learning and any misconceptions students may have.

The updated Gateways to Science 6th grade is not available at this time. Using previous gateways to science, this concept is in the 8th grade book lesson 4.3

Gateways 6th grade Plate TectonicsT.E Students will participate in this lesson to investigate and understand plate tectonics

Gateways to Science 8th grade Unit 5 Lesson 6 Determining Plate Boundaries T.E 439 – 455 Students will participate of this lesson to investigate, describe, and create models to relate plate movements to the formation of crustal features such as volcanoes, mountains, mid-ocean ridges, and trenches. Station information and activity to model earthquakes, mountains, and volcanoes is found in the Plate Tectonics SMART Notebook File.

EVALUATEStudents will make a brochure illustrating and depicting the three major types of plate interactions. Students will provide examples of landforms associated with each type.

EVALUATEUsing a rubric, students will create their own representations, such as poem, newspaper article, song, play, game, or computer presentation that demonstrates their knowledge of plate movements.

West-Orange Cove CSD 6th Grade Science –4th Six Weeks 2012 - 2013

and Plate Tectonics to explore the causes of land masses splitting. Starting with the theory that continents can move (continental drift) to the idea that the earth’s shell is broken into plates that move (plate tectonics), the narrator explains divergent boundary, convergent boundary and transform boundary.

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

EXPLORE / EXPLAIN – Mountain Maker, Earth Shaker, students will look at a cracked hard-boiled egg while the teacher explains how the egg is similar to the Earth.

EXPLORE / EXPLAIN- Students will conduct a research using encyclopedias, online databases, and library books. Include

o Information about the formation of the plates

o Location of tectonic plates around the worldo Information on how tectonic plates moveo Plate boundaries. What forms at each

boundary?o Seafloor spreadingo Continental drifto Earthquakes statistics and locations

Students will write a report including key facts about tectonic plates using bullets as a reference. At the end of the research report, 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:

Extreme Science: A Lesson in Plate Tectonics http://www.extremescience.com/PlateTectonicsmap.htm

Major Tectonic Plates of the World http://geology.er.usgs.gov/eastern/plates.html

Use the Plate Tectonics SMART Notebook File for supporting the presentation of these lessons.

West-Orange Cove CSD 6th Grade Science –4th 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 –4th 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

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.

West-Orange Cove CSD 6th Grade Science –4th Six Weeks 2012 - 2013

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. 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.

West-Orange Cove CSD 6th Grade Science –4th Six Weeks 2012 - 2013

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 –4th 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