cscope 101 handout
Post on 31-Dec-2016
231 Views
Preview:
TRANSCRIPT
!
!"!#$%&'(
)*)((
+,--../(0"1(
Building the District Curriculum Teachers
CURRICULUM INSTRUCTION Vertical Alignment
Documents
TEKS Verification Year at a Glance Instructional Focus
Documents
Exemplar Lessons
! SCOPE
! What we teach
! To what level
! Ensure equity
! No gaps for students ! Content level
accuracy ! Assess gaps in students
knowledge and plan
intervention
! SEQUENCE
! Ensuring TEKS are taught
before testing
! Planning for end of year
! Move TEKS as needed
! SEQUENCE
! Order of introduction
! Suggested days
! Open days for additional
supports/practice
! Move units based on
resources/historical units
! Bridge between curriculum
and instruction
! Bundle of specified student
expectations
! Rationale – why the TEKS are
bundled (district add to this)
! Performance indicators-
example that show student
meet expectations
! Concepts (define as a team)
! Key understandings - big
ideas for the bundles of
specified student
expectations
! Exemplars (good examples)
! 5E Model – state model
! State lessons
! Textbook pages that match
instruction focus document
! Approved/enduring district lessons
(data and consensus)
! Lessons at level/higher than
exemplar
! Provide all approved lessons for
teachers to access
! TAKS practice
! Review
! Differentiate
Teachers use the vertical
alignment documents to:
! Gain clarity regarding
their accountability for
student learning in the
grade/course
! Track vertically the
depth and complexity
of a standard through
grade levels
! Choose instructional
resources and
materials that are
aligned with the
specified standards !
Teachers use the TEKS
Verification Matrix to:
! Verify the depth and
breadth of the
CSCOPE curriculum
system (what’s taught
when)
Teachers use the Year at a
Glance to:
! Plan high quality
instruction
! Scope out the year in a
single snapshot
! Work with peers to share
and allocate
instructional resources
! Monitor their own pacing
Teachers use the Instructional
Focus Documents to:
! Develop a depth of
understanding of how the
performance indicators will
measure student learning of
the bundled standards
! Determine exactly what is to
be taught in each six weeks
! Maintain focus of standards
and performance indicators
BEFORE planning and during
instruction.
Teachers use the lessons to:
! Plan high quality instruction
! Ensure that instruction, assessment,
and curriculum standards are fully
aligned
! Engage students in an active
learning process
! Springboard into other teacher
developed/selected lessons
inspired by the exemplars
Non-negotiable Conditionally Negotiable Negotiable (with Data/Consensus)
ESC 12/UbD Handout/July 2009/Teach Learn-CSCOPE
Understanding by Design
Framework designed for improving _________________________________ through standards-driven curriculum development, instructional design, and assessment.
Why is UbD Important?
•
•
•
Tenets of UbD
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Stages of Backward Design
1.
2.
3.
Sixth, Seventh, Eighth2009-2010
Science - Systems
Vertical Alignment Document
TEXT— TEKS: Bolded Black and Italics Knowledge Statement (TEA); Bolded Black – Student Expectations (TEA); Blue – Supporting Information Clarifi cations from CSCOPE
CELL SHADING — BEIGE: Student Expectations that are tested at current and/or other grade levels.
©2009, TESCCC Page 2 of 11 06/01/2009
SIXTH GRADE SEVENTH GRADE EIGHTH GRADE
6.5 The student knows that systems may com-bine with other systems to form a larger system.
7.5 The student knows that equilibrium of a system may change.
8.6 The student knows that interdependence occurs among living systems.
6.5A Identify and describe a system that results from the combination of two or more sys-tems such as in our solar system.
Identify, Describe
COMPLEX SYSTEMS
Including, but not limited to:
solar system•
describe the similarities, differences, • and relationships between systems within systems
7.5A Describe how systems may reach equilib-rium such as when a volcano erupts.
Describe
BALANCED SYSTEMS
Including, but not limited to:
equilibrium•
Earth systems•
volcanic eruptions•
earthquakes•
human systems•
homeostasis•
8.6A Describe interactions among systems in the human organism.
Describe
INTERACTIONS BETWEEN HUMAN BODY SYSTEMS
Including, but not limited to:
interactions among systems to regulate • metabolism and to maintain homeosta-sis
respiratory/circulatory•
skeletal/muscular•
endocrine/reproductive •
digestive/excretory•
6.5B Describe how the properties of a system are different from the properties of its parts.
Describe
SYSTEM PROPERTIES VS. PROPERTY OF PARTS
Including, but not limited to:
living systems•
organ systems•
ecosystems•
solar system•
7.5B Observe and describe the role of ecologi-cal succession in maintaining equilibrium in an ecosystem.
Observe, Describe
ECOLOGICAL SUCCESSION
Including, but not limited to:
stages of ecological succession•
primary succession•
secondary succession•
limiting factors (climate, elevation, • moisture, soil, food, space)
effects of commercial development•
8.6B Identify feedback mechanisms that main-tain equilibrium of systems such as body temperature, turgor pressure, and chemi-cal reactions.
Identify
FEEDBACK MECHANISMS IN SYSTEMS THAT MAINTAIN EQUILIBRIUM
Including, but not limited to:
maintaining body temperature•
maintaining blood sugar levels•
glucose levels controlled with insulin•
diet•
chemical reactions •
turgor pressure•
SCIENCE VERTICAL ALIGNMENT DOCUMENT - SIXTH, SEVENTH, EIGHTH
SYSTEMS
TEXT— TEKS: Bolded Black and Italics Knowledge Statement (TEA); Bolded Black – Student Expectations (TEA); Blue – Supporting Information Clari� cations from CSCOPE
CELL SHADING — BEIGE: Student Expectations that are tested at current and/or other grade levels.
©2009, TESCCC Page 3 of 11 06/01/2009
SIXTH GRADE SEVENTH GRADE EIGHTH GRADE
8.6C Describe interactions within ecosystems.
Describe
INTERACTIONS WITHIN ECOSYSTEMS
Including, but not limited to:
food chains/webs•
symbiosis •
mutualism•
commensalism•
parasitism •
community interactions •
predator-prey•
competition •
interactions between living and nonliving • systems
nitrogen cycle•
water cycle•
carbon cycle•
analyze the various types of relation-• ships in a food chain or web
SCIENCE VERTICAL ALIGNMENT DOCUMENT - SIXTH, SEVENTH, EIGHTH
SYSTEMS
Sixth, Seventh, Eighth2009-2010
Science - Constancy and ChangeVertical Alignment Document
TEXT— TEKS: Bolded Black and Italics Knowledge Statement (TEA); Bolded Black – Student Expectations (TEA); Blue – Supporting Information Clarifi cations from CSCOPE
CELL SHADING — BEIGE: Student Expectations that are tested at current and/or other grade levels.
©2009, TESCCC Page 5 of 6 06/01/2009
SIXTH GRADE SEVENTH GRADE EIGHTH GRADE
6.11 The student knows that traits of species can change through generations and that the instructions for traits are contained in the genetic material of the organisms.
7.10 The student knows that species can change through generations and that the instructions for traits are contained in the genetic material of the organisms.
8.11 The student knows that traits ofspecies can change through generations and that the instructions for traits are contained in the genetic material of the organisms.
6.11A Identify some changes in traits that can occur over several generations through natural occurrence and selective breeding.
Identify
CHANGES IN TRAITS
Including, but not limited to:
adaptations•
changes in traits due to natural oc-• currence
plant•
animal•
changes in traits due to selective • breeding
plant•
animal•
7.10A Identify that sexual reproduction results in more diverse offspring and asexualreproduction results in more uniformoffspring.
Identify
SEXUAL REPRODUCTION RESULTS IN DIVERSE OFFSPRING
Including, but not limited to:
organisms vary because they have dif-• ferences in inherited traits
sexual reproduction•
genetic material is donated from two • parents
allows for more genetic variation in • the offspring
offspring differ from each parent and • from each other
advantages/disadvantages•
ASEXUAL REPRODUCTION RESULTS IN UNIFORM OFFSPRING
Including, by not limited to:
asexual reproduction•
genetic material is donated from only • one parent
offspring are identical to the parent • and to each other
advantages/disadvantages•
8.11A Identify that change in environmental conditions can affect the survival ofindividuals and of species.
Identify
CHANGES IN ENVIRONMENTAL CONDI-TIONS CAN AFFECT THE SURVIVAL OF INDIVIDUALS AND OF SPECIES
Including, but not limited to:
environmental conditions•
natural events•
climate•
natural disasters •
human impact•
pollution•
deforestation•
protection of habitat•
introduce natural selection•
SCIENCE VERTICAL ALIGNMENT DOCUMENT - SIXTH, SEVENTH, EIGHTH
CONSTANCY AND CHANGE
TEXT— TEKS: Bolded Black and Italics Knowledge Statement (TEA); Bolded Black – Student Expectations (TEA); Blue – Supporting Information Clarifi cations from CSCOPE
CELL SHADING — BEIGE: Student Expectations that are tested at current and/or other grade levels.
©2009, TESCCC Page 5 of 6 06/01/2009
SIXTH GRADE SEVENTH GRADE EIGHTH GRADE
6.11B Identify cells as structures containinggenetic material.
Identify
CELLS
Including, but not limited to:
cells contain genetic material in the • nucleus
DNA•
chromosomes•
genes•
7.10B Compare traits of organisms of different species that enhance their survival and reproduction.
Compare
TRAITS OF ORGANISMS
Including, but not limited to:
adaptations•
animal examples:•
appendages•
mouth structures •
camoufl age•
plant examples:•
types of roots•
types of leaves•
seed dispersal•
attraction of pollinators•
8.11B Distinguish between inherited traits and other characteristics that result from interactions with the environment.
Distinguish
INHERITED TRAITS AND OTHER CHAR-ACTERISTICS
Including, but not limited to:
inherited traits•
plants•
animals•
behaviors•
inherent/instincts (innate)•
learned•
SCIENCE VERTICAL ALIGNMENT DOCUMENT - SIXTH, SEVENTH, EIGHTH
CONSTANCY AND CHANGE
TEXT— TEKS: Bolded Black and Italics Knowledge Statement (TEA); Bolded Black – Student Expectations (TEA); Blue – Supporting Information Clarifi cations from CSCOPE
CELL SHADING — BEIGE: Student Expectations that are tested at current and/or other grade levels.
©2009, TESCCC Page 6 of 6 06/01/2009
SIXTH GRADE SEVENTH GRADE EIGHTH GRADE
6.11C Interpret the role of genes in inheritance.
Interpret
ROLE OF GENES IN INHERITANCE
Including, but not limited to:
inherited traits of organisms are passed • from parents to the offspring through genes
introduce dominant and recessive traits•
genes determine traits•
a gene is a portion of DNA•
7.10C Distinguish between dominant andrecessive traits and recognize thatinherited traits of an individual arecontained in genetic material.
Distinguish
BETWEEN DOMINANT AND RECESSIVE TRAITS
Including, but not limited to:
inherited traits of organisms are passed • from parents to the offspring through genes
dominant •
recessive •
introduce terms:•
allele•
homozygous/pure•
heterozygous/hybrid•
phenotype•
genotype•
compare dominant and recessive traits • of humans
recognize that physical characteristics • of organisms are passed to the offspring through genes
8.11C Make predictions about possibleoutcomes of various geneticcombinations of inheritedcharacteristics.
Predict
POSSIBLE OUTCOMES OF VARIOUS GENETIC COMBINATIONS
Including, but not limited to:
use Punnett squares to predict phe-• notype and genotype of monohybrid crosses
probability•
ratios/percentages•
distinguish between dominant and • recessive traits
SCIENCE VERTICAL ALIGNMENT DOCUMENT - SIXTH, SEVENTH, EIGHTH
CONSTANCY AND CHANGE
Science TEKS Verification 8th Grade
. 1st 6Wks 2nd 6Wks 3rd 6Wks 4th 6Wks 5th 6Wks 6th 6Wks
(A) demonstrate safe practices during field and laboratory
investigations; andT T T T T T
(B) make wise choices in the use and conservation of resources
and the disposal or recycling of materials.T T T T T
. 1st 6Wks 2nd 6Wks 3rd 6Wks 4th 6Wks 5th 6Wks 6th 6Wks
(A) plan and implement investigative procedures including asking
questions, formulating testable hypotheses, and selecting and using
equipment and technology;
T T T T T
(B) collect data by observing and measuring; T T T T T T
(C) organize, analyze, evaluate, make inferences, and predict
trends from direct and indirect evidence;T T T T T T
(D) communicate valid conclusions; and T T T T T T
(E) construct graphs, tables, maps, and charts using tools
including computers to organize, examine, and evaluate data.T T T T T T
. 1st 6Wks 2nd 6Wks 3rd 6Wks 4th 6Wks 5th 6Wks 6th 6Wks
(A) analyze, review, and critique scientific explanations, including
hypotheses and theories, as to their strengths and weaknesses
using scientific evidence and information;
T T T T
(1) Scientific processes. The student conducts field and laboratory investigations using safe, environmentally appropriate, and ethical practices. The
student is expected to:
(2) Scientific processes. The student uses scientific inquiry methods during field and laboratory investigations. The student is expected to:
(3) Scientific processes. The student uses critical thinking and scientific problem solving to make informed decisions. The student is expected to:
©2009, TESCCC
T-Direct Teach O-Ongoing
CELL SHADING — BEIGE: Student Expectations that are tested at current and/or other grade levels. Page 1 of 4
using scientific evidence and information;
(B) draw inferences based on data related to promotional materials
for products and services;T T T T
(C) represent the natural world using models and identify their
limitations;T T T T
(D) evaluate the impact of research on scientific thought, society,
and the environment; andT T T
(E) connect Grade 8 science concepts with the history of science
and contributions of scientists.T T T T
. 1st 6Wks 2nd 6Wks 3rd 6Wks 4th 6Wks 5th 6Wks 6th 6Wks
(A) collect, record, and analyze information using tools including
beakers, petri dishes, meter sticks, graduated cylinders, weather
instruments, hot plates, dissecting equipment, test tubes, safety
goggles, spring scales, balances, microscopes, telescopes,
thermometers, calculators, field equipment, computers, computer
probes, water test kits, and timing devices; and
T T T
(4) Scientific processes. The student knows how to use a variety of tools and methods to conduct science inquiry. The student is expected to:
©2009, TESCCC
T-Direct Teach O-Ongoing
CELL SHADING — BEIGE: Student Expectations that are tested at current and/or other grade levels. Page 1 of 4
Science TEKS Verification 8th Grade
(B) extrapolate from collected information to make predictions. T T T
. 1st 6Wks 2nd 6Wks 3rd 6Wks 4th 6Wks 5th 6Wks 6th 6Wks
(A) identify a design problem and propose a solution; T T T
(B) design and test a model to solve the problem; and T T T
(C) evaluate the model and make recommendations for improving
the model.T T T
. 1st 6Wks 2nd 6Wks 3rd 6Wks 4th 6Wks 5th 6Wks 6th 6Wks
(A) describe interactions among systems in the human organism; T
(B) identify feedback mechanisms that maintain equilibrium of
systems such as body temperature, turgor pressure, and chemical
reactions; and
T
(C) describe interactions within ecosystems. T
. 1st 6Wks 2nd 6Wks 3rd 6Wks 4th 6Wks 5th 6Wks 6th 6Wks
(A) demonstrate how unbalanced forces cause changes in the
speed or direction of an object's motion; andT
(B) recognize that waves are generated and can travel through
different media.T
. 1st 6Wks 2nd 6Wks 3rd 6Wks 4th 6Wks 5th 6Wks 6th 6Wks
(A) describe the structure and parts of an atom; and T
(7) Science concepts. The student knows that there is a relationship between force and motion. The student is expected to:
(8) Science concepts. The student knows that matter is composed of atoms. The student is expected to:
(5) Scientific processes. The student knows that relationships exist between science and technology. The student is expected to:
(6) Science concepts. The student knows that interdependence occurs among living systems. The student is expected to:
©2009, TESCCC
T-Direct Teach O-Ongoing
CELL SHADING — BEIGE: Student Expectations that are tested at current and/or other grade levels. Page 2 of 4
( ) p
(B) identify the properties of an atom including mass and electrical
charge.T
. 1st 6Wks 2nd 6Wks 3rd 6Wks 4th 6Wks 5th 6Wks 6th 6Wks
(A) demonstrate that substances may react chemically to form new
substances;T
(B) interpret information on the periodic table to understand that
physical properties are used to group elements;T
(C) recognize the importance of formulas and equations to express
what happens in a chemical reaction; andT
(D) identify that physical and chemical properties influence the
development and application of everyday materials such as cooking
surfaces, insulation, adhesives, and plastics.
T
. 1st 6Wks 2nd 6Wks 3rd 6Wks 4th 6Wks 5th 6Wks 6th 6Wks
(9) Science concepts. The student knows that substances have chemical and physical properties. The student is expected to:
(10) Science concepts. The student knows that complex interactions occur between matter and energy. The student is expected to:
©2009, TESCCC
T-Direct Teach O-Ongoing
CELL SHADING — BEIGE: Student Expectations that are tested at current and/or other grade levels. Page 2 of 4
Science TEKS Verification 8th Grade
(A) illustrate interactions between matter and energy including
specific heat;T
(B) describe interactions among solar, weather, and ocean
systems; andT
(C) identify and demonstrate that loss or gain of heat energy
occurs during exothermic and endothermic chemical reactions.T
. 1st 6Wks 2nd 6Wks 3rd 6Wks 4th 6Wks 5th 6Wks 6th 6Wks
(A) identify that change in environmental conditions can affect the
survival of individuals and of species;T
(B) distinguish between inherited traits and other characteristics
that result from interactions with the environment; andT
(C) make predictions about possible outcomes of various genetic
combinations of inherited characteristics.T
. 1st 6Wks 2nd 6Wks 3rd 6Wks 4th 6Wks 5th 6Wks 6th 6Wks
(A) analyze and predict the sequence of events in the lunar and
rock cycles;T
(B) relate the role of oceans to climatic changes; and T
(C) predict the results of modifying the Earth's nitrogen, water, and
carbon cycles.T
. 1st 6Wks 2nd 6Wks 3rd 6Wks 4th 6Wks 5th 6Wks 6th 6Wks
(11) Science concepts. The student knows that traits of species can change through generations and that the instructions for traits are contained in the
genetic material of the organisms. The student is expected to:
(12) Science concepts. The student knows that cycles exist in Earth systems. The student is expected to:
©2009, TESCCC
T-Direct Teach O-Ongoing
CELL SHADING — BEIGE: Student Expectations that are tested at current and/or other grade levels. Page 3 of 4
. 1st 6Wks 2nd 6Wks 3rd 6Wks 4th 6Wks 5th 6Wks 6th 6Wks
(A) describe characteristics of the universe such as stars and
galaxies;T
(B) explain the use of light years to describe distances in the
universe; andT
(C) research and describe historical scientific theories of the origin
of the universe.T
. 1st 6Wks 2nd 6Wks 3rd 6Wks 4th 6Wks 5th 6Wks 6th 6Wks
(A) predict land features resulting from gradual changes such as
mountain building, beach erosion, land subsidence, and continental
drift;
T
(B) analyze how natural or human events may have contributed to
the extinction of some species; andT T
(13) Science concepts. The student knows characteristics of the universe. The student is expected to:
(14) Science concepts. The student knows that natural events and human activities can alter Earth systems. The student is expected to:
©2009, TESCCC
T-Direct Teach O-Ongoing
CELL SHADING — BEIGE: Student Expectations that are tested at current and/or other grade levels. Page 3 of 4
INSTRUCTIONAL FOCUS DOCUMENT
Eighth Grade/Science
UNIT: 06 TITLE: HEREDITY AND THE ENVIRONMENT: TRAITS AND THE
ECOSYSTEM SUGGESTED DURATION: 14 DAYS
©2009, TESCCC 05/03/09 page 1 of 3
Exemplar Lesson 01: Interdependency In Ecosystems Exemplar Lesson 02: Interactions Between Living and Non-Living
Systems Exemplar Lesson 03: Environmental Conditions Affecting Species
Survival
State Resources:
Xtreem Science – Teacher Quality Grant 8th Grade
http://www.tcet.unt.edu/tegs/indexHtml.html Science TEKS Toolkit: http://www.utdanacenter.org/sciencetoolkit/!
RATIONALE:
This unit bundles student expectations that address an overall understanding of ecology in order to identify how interdependence, interactions, and environmental conditions play roles in the stability of an ecosystem. This stability is maintained through the relationship between organisms and the environment. Changes to any part of the system affect the whole system. Prior to this unit, students used Punnett squares to predict which offspring will inherit traits that will allow them to survive particular environmental conditions. This unit is placed after genetics to help the students have a better understanding of natural selection and survival of the fittest. It also allows for a review and application of genetics. According to the American Association for the Advancement of Science (AAAS) in the Benchmarks for Science Literacy (Project 2061) [online version], students should be guided from specific examples of the interdependency of organisms to a more systematic view of the kinds of interactions that take place among organisms. American Association for the Advancement of Science. (1993). Benchmarks on-line. Retrieved April 25, 2008, from http://www.project2061.org/publications/bsl/online/bolintro.htm
MISCONCEPTIONS/UNDERDEVELOPED CONCEPTS:
! Fragments of oxygen and carbon are used to create a carbon dioxide-oxygen cycle.
! The nitrogen cycle is used to provide energy for the carbon cycle.
! The carbon cycle consists of photosynthesis and respiration.
PERFORMANCE INDICATORS CONCEPTS KEY UNDERSTANDINGS FOR LEARNERS
Create a mini-poster describing the ideal ecological relationships in an ecosystem. (8.6C)
ELPS: 1C, 1E, 2E, 2I, 3D, 3H, 4E, 5B, 5G
Constancy – Energy Change – Cycles
Organisms in an ecosystem are interdependent because they recycle matter and energy. Matter is cycled through the environment.
INSTRUCTIONAL FOCUS DOCUMENT Eighth Grade/Science
UNIT: 06 TITLE: HEREDITY AND THE ENVIRONMENT: TRAITS AND THE ECOSYSTEM
SUGGESTED DURATION: 14 DAYS
©2009, TESCCC 05/03/09 page 2 of 3
PERFORMANCE INDICATORS CONCEPTS KEY UNDERSTANDINGS FOR LEARNERS When assigned a change in an environmental condition create a second mini-poster describing and illustrating how individuals and species are affected. (8.11A)
ELPS: 1C, 1E, 2E, 2I, 3D, 3H, 4E, 5B, 5G
Systems – Interdependence Systems – Living Nature of Science
Organisms depend on their environment to survive.
KEY ACADEMIC VOCABULARY SUPPORTING CONCEPTUAL DEVELOPMENT ! Recycle –to put or pass through a cycle again; to use again, especially to reprocess.
TEKS# SE# TEKS SPECIFICITY
8.6 The student knows that interdependence occurs among living systems.
8.6C Describe interactions within ecosystems.
Describe INTERACTIONS WITHIN ECOSYSTEMS Including, but not limited to:
! food chains/webs
! symbiosis
! mutualism
! commensalism
! parasitism
! community interactions
! predator-prey
! competition
! interactions between living an nonliving systems
! nitrogen cycle
! water cycle
! carbon cycle
! analyze the various types of relationships in a food chain or web
8.11 The student knows that traits of species can change through generations and that the instructions for traits are contained in the genetic material of the organism.
8.11A Identify that change in environmental conditions can affect the survival of individuals and of species.
Identify CHANGES IN ENVIRONMENTAL CONDITIONS CAN AFFECT THE SURVIVAL OF INDIVIDUALS AND OF SPECIES
Name _______________________
Date _______________________
Teacher ____________________
Section ____________________
Science Grade 8 Unit 06: Heredity and the Environment:Traits and the Ecosystem 08
Instructions: Answer the following questions.
Unpublished Work, Copyright © 2002-2007, Education Service Center Region 10. All Rights Reserved.
This test is the property of TESCCC/CScope and as such may not be replicated or changed without permission.
1.
!"#$%&'()*'&+(,,-'&./012.%$*%-'(,+.&0
%*/*3&*,*&&'$3&*40&'0#(0'/**%'.3'",(30'&("5
6,(30'&("'$&'('4.+2$3(0$.3'./'7(0*)'(3%'&89()&
(3%'$&',.7'$3'.0#*)'380)$*30&5':0'0(;*&'(',.0'./
&("'/.)'0#*'("#$%'0.'9*0'0#*'/..%'380)$*30&'$0
3**%&-'&.'+.&0'./'0#*'7(0*)'(3%'&89()&'()*
"(&&*%'.80'./'0#*'("#$%<&'2.%='3*()'0#*')*()
*3%'./'0#*'$3&*405
'
>.+*'(30'&"*4$*&'8&*'0#*'*?4*&&'7(&0*'/).+
0#*'("#$%'/.)'0#*$)'.73'380)$0$.35'!30&'/$3%'(
4.,.3='./'("#$%&'(3%'&84;'0#*'7(&0*'",(30'&("
/).+'0#*'2.%$*&'./'0#*'("#$%&5':3'%.$39'&.-'0#*
(30'").0*40&'0#*'("#$%&'/).+'")*%(0.)&'(3%
%$&*(&*5'!30&'#(@*'2**3'.2&*)@*%'0*3%$39
4.,.3$*&'./'("#$%&',$;*')(34#*)&-'").0*40$39
0#*$)'/..%'&8"",=-'280'+.@$39'0#*+'().83%
/).+'",(30',*(/'0.'",(30',*(/5
'
A#(0'0*)+'%*&4)$2*&'BC>D'0#*')*,(0$.3&#$"
2*07**3'0#*'("#$%'(3%'0#*'(30E
'
A. "()(&$0$&+
B. 4.++*3&(,$&+
C. 4.+"*0$0$.3
D. +808(,$&+
2.
A#(0'4#()(40*)$&0$4'(2.80'"()(&$0$&+'(3%
")*%(0$.3'$&'&$+$,()E
A. :3'2.0#'4(&*&-'2.0#'.)9(3$&+&'$3'0#*$30*)(40$.3'()*'%*&0).=*%5
B. :3'2.0#'4(&*&-'2.0#'.)9(3$&+&'$3'0#*$30*)(40$.3'2*3*/$05
C. F*$0#*)'.)9(3$&+'$&'#()+*%'$3'0#*$30*)(40$.3&5
D. :3'2.0#'4(&*&'.3*'.)9(3$&+'2*3*/$0&(3%'0#*'.0#*)'$&'#()+*%5
3.
G,.73'/$&#',$@*'$3'0#*'7(@$39'0*30(4,*&'./'&*(
(3*+.3*&'$3'0#*'.4*(35'D#*'&*('(3*+.3*
").@$%*&'('&(/*'",(4*'/.)'0#*'4,.73'/$&#'0.
*&4("*'")*%(0.)&5'D#*'&*('(3*+.3*-'(,0#.89#
$0'#(&'".$&.3.8&'0*30(4,*&-'%.*&'3.0'2.0#*)'0#*
4,.73'/$&#'(3%'$&'3.0'#()+*%'2='0#*'4,.73
/$'D#$&')*,(0$.3&#$"'2*07**3'.)9(3$&+&'4(3
2*'%*&4)$2*%'(&11
A. 4.++*3&(,$&+
B. +808(,$&+
C. "()(&$0$&+
D. ")*%(0$.3
4.
B(40*)$('(3%'+.,%'2)*(;'%.73'/(,,*3',*(@*&
.3'0#*'/.)*&0'/,..)5'A#*3'0#*='%.'0#$&-'0#*=
)*,*(&*'4()2.3'%$.?$%*'$30.'0#*'(0+.&"#*)*
(3%'3$0).9*3'0.'0#*'&.$,5'A#$4#'./'0#*
/.,,.7$39').,*&'%.'2(40*)$('(3%'+.,%'#(@*'$3
0#*'*3@$).3+*30E
A. 4.3&8+*)&
B. ").%84*)&
C. %*4.+".&*)&
D. ")*%(0.)&
5.
A#$4#'./'0#*'/.,,.7$39'$&'0#*'HC!>D'(//*40*%
2='&*(&.3(,'*3@$).3+*30(,'4.3%$0$.3&E
A. &$I*'(3%'38+2*)'./'"*4(3&'.3'('0)**
B. 9).70#'#*$9#0'./'&83/,.7*)&
C. ,*390#'./'#.)3&'.3'('&0**)
D. 0#*'38+2*)'./'4)$4;*0&'0#(0'#(04#
Science Grade 8 Unit 06: Heredity and the Environment: Traits and the Ecosystem 08
Unpublished Work, Copyright © 2002-2007, Education Service Center Region 10. All Rights Reserved.
Page: 1 GO ONThis test is the property of TESCCC/CScope and as such may not be replicated or changed without permission.
6.
!
"##$%&'()!*$!*+,!-$$&!.,/!0/$1,2!.+'#+
$%)0('34!$%!$%)0('343!5%,6!$(!*+,!37#8,%-'3+9
A. %0#$$(!0(&!473#%0*
B. *%$7*!0(&!473#%0*
C. .0*,%#%,33!0(&!#0**0':3
D. $(:6!*%$7*
7.
;$33':3!$-!*%$5'#0:!5:0(*3!0(&!0('40:3!#0(!/,
-$7(&!/7%',&!'(!:'4,3*$(,!%$#8!'(!*+,!<$%*+
=,>03!0%,0?!=+,3,!5:0(*3!0(&!0('40:3!0%,!($
:$(),%!-$7(&!'(!*+'3!%,)'$(?!@+0*!'3!*+,!4$3*
:'8,:6!#073,!$-!*+,!&'3055,0%0(#,!$-!*+,3,
*%$5'#0:!5:0(*3!0(&!0('40:39
A. A0%*+B708,3!0(&!1$:#0($,3!&,3*%$6,&0::!*+,!*%$5'#0:!5:0(*3!0(&!0('40:3?
B. =%$5'#0:!0('40:3!0*,!0::!*+,!*%$5'#0:5:0(*3!0(&!,1,%6*+'()!&',&!$7*?
C. "'%!5$::7*'$(!0(&!0#'&!%0'(!8'::,&!$--0::!*+,!*%$5'#0:!5:0(*3!0(&!0('40:3?
D. =+,!#:'40*,!'(!*+0*!0%,0!'3!&'--,%,(**$&06!*+0(!.+,(!*%$5'#0:!5:0(*3!0(&0('40:3!:'1,&!*+,%,?
8.
"!#$450(6!57%#+03,&!0!:0%),!-$%,3*!0(&!#7*
*+,!*%,,3!-$%!:74/,%?!C7(:')+*!.+'#+!+0&!($*
%,0#+,&!*$!*+,!-$%,3*!-:$$%!/,-$%,!.03!($.
1,%6!/%')+*!$(!*+,!/0%,!)%$7(&?!D$::6!-,%(3
/,)0(!*$!)%$.!%05'&:6!/,#073,!*+,6!#$7:&!),*
4$%,!:')+*!0(&!4$'3*7%,!($.?!@+0*!$*+,%
#+0(),!.$7:&!6$7!,>5,#*!*$!-'(&!'(!*+'3
#+0(),&!,(1'%$(4,(*9
A. C5$**,&!$.:!5$57:0*'$(!.$7:&&,#%,03,?
B. CB7'%%,:!5$57:0*'$(!.$7:&!'(#%,03,?
C. D0.8!5$57:0*'$(!.$7:&!'(#%,03,?
D. @':&!-:$.,%!10%',*',3!.$7:&!&,#%,03,?
9.
E0%),!-$%,3*!-'%,3!3*0%*,&!/6!:')+*('()!+01,
/,,(!#$44$(!'(!50%*3!$-!@,3*,%(!0(&
<$%*+.,3*,%(!F('*,&!C*0*,3!'(!*+,!503*!-,.
6,0%3?!=+,!-$%,3*!,#$363*,4!'3!#+0(),&!/6!*+'3
(0*7%0:!&'303*,%?!G(!0&&'*'$(!*$!*+,!:$33!$-
5%$5,%*62!*+,%,!0%,!$*+,%!.063!*+0*!-$%,3*!-'%,3
0--,#*!*+,!,(1'%$(4,(*?!@+'#+!$-!*+,
-$::$.'()!'3!0:3$!0(!'44,&'0*,!%,37:*!$-!0
:0%),!-$%,3*!-'%,9
A. H0%/$(!&'$>'&,!'(!*+,!0*4$35+,%,&,#%,03,3?
B. I7&3:'&,3!#$1,%!%$0&3!0(&!%'1,%10::,63!0-*,%!+,016!%0'(?
C. @':&:'-,!5$57:0*'$(3!'(#%,03,?
D. C$':!/,#$4,3!4$%,!-,%*':,?
Science Grade 8 Unit 06: Heredity and the Environment: Traits and the Ecosystem 08
Unpublished Work, Copyright © 2002-2007, Education Service Center Region 10. All Rights Reserved.
Page: 2 GO ONThis test is the property of TESCCC/CScope and as such may not be replicated or changed without permission.
!
10.
"#$!%&'()'*!'+,-$!.#,/.!#,/!0#$!1&0),($1
234!5657$!,8$)'0$.9
!
:!;0')0&1(!/&0#!0#$!8'.0<)$!()'..$.=!%$.5)&+$
#,/!1&0),($1!*,-$.!0#),<(#!0#&.!5657$!'1%
+'5>!0,!0#$!8'.0<)$!()'..$.9
!
!
!
!
!
!
!
!
!
!
Science Grade 8 Unit 06: Heredity and the Environment: Traits and the Ecosystem 08
Unpublished Work, Copyright © 2002-2007, Education Service Center Region 10. All Rights Reserved.
Page: 3 STOPThis test is the property of TESCCC/CScope and as such may not be replicated or changed without permission.
Answer Key
# Item ID Key TEKS Stimulus
1 C081087656D D 8.6C -
8C2
-
2 C081087670D D 8.6C -
8C2
-
3 C081087679D A 8.6C -
8C2
-
4 C081087682D C 8.6C -
8C2
-
5 C081087712D C 8.11A -
8C2
-
6 C081087686D B 8.6C -
8C2
-
7 C081087704D D 8.11A -
8C2
-
8 C081087706D A 8.11A -
8C2
-
9 C081087708D B 8.11A -
8C2
-
10 C081087684D !""#$%%$&'"(#)*+,-&#.,#/'"&01-2% 8.6C -
8C2
C08108768
4Dp
Science Grade 8 Unit 06: Heredity and the Environment: Traits and the Ecosystem 08
Unpublished Work, Copyright © 2002-2007, Education Service Center Region 10. All Rights Reserved.
This test is the property of TESCCC/CScope and as such may not be replicated or changed without permission.
Checklist List
10)
Scoring Notes:
!
"#$%&'(!)'#$$!&$($!*+%',)(*!+*!%-(!$,+.!#$!/('%+.+0('!/,'!)',1%-2!3,1$!(#%!%-(!)'#$$!#*4!5#$$!*+%',)(*
'+6-!&'+*(!7#68!%,!%-(!$,+.2!9-(!.+:&+4!&'+*(!6,..(6%$!+*!%-(!$,+.!1#%('!#*4!'&*$!4,1*!%,!5,*4$!#*4
$%'(#;$2!9-(!*+%',)(*!+$!'(.(#$(4!%,!%-(!#%;,$5-('(!#*4!%-(!$,+.!%,!7(!'(6<6.(42
Science Grade 8 Unit 06: Heredity and the Environment: Traits and the Ecosystem 08
Unpublished Work, Copyright © 2002-2007, Education Service Center Region 10. All Rights Reserved.
This test is the property of TESCCC/CScope and as such may not be replicated or changed without permission.
Based on the 5E Instructional Model presented by Dr. Jim Barufaldi at the Eisenhower Science Collaborative Conference in Austin, Texas, July 2002. Adapted from description by Cornel University, 2005
Model of
Instruction
Engage The first phase is to engage the student in the learning task. The student mentally focuses on an object, problem, situation, or event. The activities of this phase should make connections to past and future activities. The connections depend on the learning task and may be conceptual, procedural, or behavioral. Asking a question, defining a problem, showing a discrepant event, and acting out a problematic situation are all ways to engage the students and focus them on the instructional activities. The role of the teacher is to present a situation and identify the instructional task. The teacher also sets the rules and procedures for the activity.
The Student… Explain Activities The Teacher… ! Asks questions such as:
! Why did this happen?
! What do I already know about this?
! What can I find out about this?
! How can this problem be solved?
! Shows interest in topic.
! Responds to questions demonstrating their own entry point of understanding
Initiate the learning task. The activity should make connections between past and present learning experiences, and anticipate activities and organize students' thinking toward the learning outcomes of current activities. ! Generate interest ! Access prior knowledge ! Connect to past knowledge
! Set parameters of the focus
! Frame the idea
! Raises questions and problems.
! Elicits responses that uncover students' current knowledge about the concept/topic.
! Generates interest.
! Generates curiosity.
Explore Once the activities have engaged students, they need time to explore their ideas. Exploration activities are designed so that all students have common, concrete experiences upon which they continue building concepts, processes, and skills. This phase should be concrete and meaningful for the students. The aim of exploration activities is to establish experiences that teachers and students can use later to formally introduce and discuss content area specific concepts, processes, or skills. During the activity, the students have time in which they can explore objects, events, or situations. As a result of their mental and physical involvement in the activity, the students establish relationships, observe patterns, identify variables, and question events. The teacher's role in the exploration phase is first and foremost to select activities that lead to substantive concept building. The teacher’s role, then, is that of facilitator or coach. The teacher initiates the activity and allows the students time and opportunity to investigate objects, materials, and situations based on each student's own ideas and phenomena. If called upon, the teacher may coach or guide students as they begin constructing new explanations.
The Student… Explain Activities The Teacher…
! Thinks creatively within the limits of the activity.
! Tries alternatives to solve a problem and discusses them with others.
! Suspends judgment.
! Conducts activities, predicts, and forms hypotheses or makes generalizations
! Becomes a good listener
! Shares ideas and suspends judgment
! Records observations and/or generalizations
! Discusses tentative alternatives
Provide students with a common base of experiences which current concepts, processes, and skills are identified and developed. ! Experience key concepts ! Discover new skills ! Probe, inquire, and question
experiences ! Examine their thinking ! Establish relationships and
understanding
! Elicits responses that uncover students' current knowledge about the concept/topic.
! Raises questions and problems.
! Acts as a facilitator
! Observes and listens to students as they interact
! Asks good inquiry-oriented questions
! Generates interest.
! Generates curiosity.
Based on the 5E Instructional Model presented by Dr. Jim Barufaldi at the Eisenhower Science Collaborative Conference in Austin, Texas, July 2002. Adapted from description by Cornel University, 2005
Model of
Instruction
Explain Explanation means the act or process in which concepts, processes, or skills become plain, comprehensible, and clear. The process of explanation provides the students and teacher with a common use of terms relative to the learning experience. In this phase, the teacher directs student attention to specific aspects of the engagement and exploration experiences. First, the teacher asks the students to give their explanations. Second, the teacher introduces explanations in a direct and formal manner. Explanations are ways of ordering and giving a common language for the exploratory experiences. The teacher should base the initial part of this phase on the students' explanations and clearly connect the explanations to experiences in the engagement and exploration phases of the instructional model. The key to this phase is to present concepts, processes, or skills briefly, simply, clearly, and directly, and then continue on to the next phase.
The Student… Explain Activities The Teacher…
! Explains possible solutions or answers to other students.
! Listens critically to other students' explanations.
! Questions other students' explanations.
! Listens to and tries to comprehend explanations offered by the teacher.
! Refers to previous activities.
! Uses recorded observations in explanations.
! Uses previous observations and findings
! Provides reasonable responses to questions
Focus students' attention on a particular aspect of their engagement and exploration experiences, and provide opportunities to demonstrate their conceptual understanding, process skills, or behaviors. This phase also provides opportunities for teachers to introduce a concept, process, or skill.
! Connect prior knowledge and background to new discoveries
! Communicate new understandings
! Connect informal language to formal language
! Formally provides definitions, explanations, and new vocabulary.
! Uses students' previous experiences as the basis for explaining concepts.
! Encourages students to explain their observations and findings in their own words
! Provides definitions, new words, and explanations
! Listens and builds upon discussion form students
! Asks for clarification and justification
! Accepts all reasonable responses
Elaborate Once the students have an explanation of their learning tasks, it is important to involve them in further experiences that apply, extend, or elaborate the concepts, processes, or skills. Some students may still have misconceptions, or they may only understand a concept in terms of the exploratory experience. Elaboration activities provide further time and experience that contribute to learning. The teacher should provide opportunities for students to practice their learning in new contexts.
The Student… Explain Activities The Teacher…
! Applies new labels, definitions, explanations, and skills in new, but similar, situations.
! Uses previous information to ask questions, propose solutions, make decisions, design experiments.
! Draws reasonable conclusions from evidence.
! Provides reasonable conclusions and solutions
! Records observations, explanations, and solutions
Challenge and extend students' conceptual understanding and skills. Through new experiences, the students develop deeper and broader understanding, more information, and adequate skills.
! Apply new learning to a new or similar situation
! Extend and explain concept being explored
Communicate new understanding with formal language
! Expects students to use vocabulary, definitions, and explanations provided previously in new context.
! Encourages students to apply the concepts and skills to new situations.
! Reminds and refers students of alternative explanations.
! Uses previously learned information as a vehicle to enhance additional learning
! Encourages students to apply or extend the new concepts and skills
Encourages students to use terms and definitions previously acquired
Based on the 5E Instructional Model presented by Dr. Jim Barufaldi at the Eisenhower Science Collaborative Conference in Austin, Texas, July 2002. Adapted from description by Cornel University, 2005
Model of
Instruction
Evaluate At some point, it is important that students receive feedback on the adequacy of their explanations. Informal evaluation can occur from the beginning of the teaching sequence. The teacher can complete a formal evaluation after the elaboration phase. As a practical educational matter, teachers must assess educational outcomes. This is the phase in which teachers administer formative or summative evaluations to determine each student's level of understanding. This also is the important opportunity for students to use the skills they have acquired and evaluate their understanding. This is also the time when the teacher determines whether students have met the performance indicators.
The Student… Explain Activities The Teacher…
! Demonstrates an understanding or knowledge of concepts and skills
! Answers open-ended questions by using observations, evidence, and previously accepted explanations.
! Evaluates his or her own progress and knowledge.
! Asks related questions that would encourage future investigations.
! Provides reasonable responses and explanations to events or phenomena
Encourage students to assess their understanding and abilities and provide opportunities for teachers to evaluate student progress.
! Demonstrate understanding of new concept by observation or open-ended response
! Apply within problem situation
! Show evidence of accomplishment
! Assesses students’ knowledge and skills
! Observes students as they apply new concepts and skills.
! Looks for evidence that students have changed their thinking.
! Allows students to assess their learning and group process skills.
! Asks open-ended questions such as, Why do you think...? What evidence do you have? What do you know about the problem? How would you answer the question?
! Encourages students to assess their own learning
Eighth Grade Science
Unit: 06 Lesson: 01 Suggested Duration: 6 days
Interdependency in Ecosystems
©2008, TESCCC 08/18/08 page 1 of 17
Lesson Synopsis: Students will investigate relationships in an ecosystem including predator/prey, symbiosis, and energy pyramids. The 10% rule will be investigated.
TEKS: 8.6 The student knows that interdependence occurs among living systems.
8.6C Describe interactions within ecosystems.
Process TEKS: 8.1 The student conducts field and laboratory investigations using safe, environmentally appropriate, and ethical
practices.
8.1A Demonstrate safe practices during field and laboratory investigations.
8.2 The student uses scientific inquiry methods during field and laboratory investigations.
8.2B Collect data by observing and measuring.
8.2C Organize, analyze, evaluate, make inferences, and predict trends from direct and indirect evidence.
8.2E Construct graphs, tables, maps, and charts using tools including computers to organize, examine, and evaluate data.
8.3 The student uses critical thinking and scientific problem solving to make informed decisions.
8.3C Represent the natural world using models and identify their limitations.
8.4 The student knows how to use a variety of tools and methods to conduct science inquiry.
8.4B Extrapolate from collected information to make predictions.
GETTING READY FOR INSTRUCTION
Performance Indicator(s): ! Create a mini-poster describing the ideal ecological relationships in an ecosystem. (8.6C)
ELPS: 1C, 1E, 2E, 2I, 3D, 3H, 4E, 5B, 5G
Key Understandings and Guiding Questions: ! Organisms in an ecosystem are interdependent because they recycle matter and energy.
— What are the relationships between consumers, producers, and decomposers?
— How are organisms in an ecosystem dependent on each other?
— What paths do matter and energy take through an ecosystem?
— In an energy pyramid, why is there less energy available towards the top?
Vocabulary of Instruction: ! 10% rule
! commensalism
! energy pyramid
! mutualism
! parasitism
! symbiosis
Materials: ! nature magazines
! construction paper –light colors
! markers
! glue or tape
! scissors
! tokens (colored plastic markers, buttons, counters,
or other items may be used) (1 per student)
! construction paper –green, red, yellow, and blue
8th Grade Science Unit: 06 Lesson: 01
©2008, TESCCC 08/18/08 page 2 of 17
! pouch (1 per student)
! string or yarn
Appropriate materials may be substituted as needed to incorporate district resources and availability.
Resources: ! Website-Population Growth: http://www.activescience-gsk.com/home.html
! STATE RESOURCE:
— Xtreem Science – Teacher Quality Grant 8th Grade- You Can’t Have One Without the Other
http://www.tcet.unt.edu/tegs/index.html
Advance Preparation: 1. Make copies of the following handouts:
! Everybody Plays a Part Cards (1 copy, class set of cut cards)
! Building Relationships Instructions and Rubric (1 per group)
! How Do We Relate? (1 per student)
! Two Column Notes Organizer (1 per student) – cut in half
! Relationship Cards (1 class set) – cut apart and laminate
! Relationship Cards KEY (1 per teacher)
! Energy Pyramid Instruction Card (1 per student)
! Energy Pyramid Data Sheet (1 sheet per student pair) – cut apart
! Energy Pyramid Strips (1 sheet per 4 students) – on light colored construction paper, cut apart
! Feeding Frenzy Teacher Instructions (1 per teacher)
! Performance Indicator – Part I Grading Rubric (1 per student) 2. Construct Feeding Frenzy pouches. (1 per student)
Background Information: Ecology is the study of how organisms interact with the biotic and abiotic factors in their environment. The foundation knowledge of producers, consumers, and decomposers will be expanded to include symbiotic relationships such as mutualism, commensalisms, and parasitism. The concept of the 10% rule which states that about 10% of the energy available at each trophic level is available for use by the next level on energy pyramid. The other 90% of the energy keeps the organism alive.
GETTING READY FOR INSTRUCTION SUPPLEMENTAL PLANNING DOCUMENT Instructors are encouraged to supplement, and substitute resources, materials, and activities to differentiate instruction to address the needs of learners. The Exemplar Lessons are one approach to teaching and reaching the Performance Indicators and Specificity in the Instructional Focus Document for this unit. A Microsoft Word template for this planning document is located at www.cscope.us/sup_plan_temp.doc. If a supplement is created electronically, users are encouraged to upload the document to their Lesson Plans as a Lesson Plan Resource in your district Curriculum Developer site for future reference.
INSTRUCTIONAL PROCEDURES
Instructional Procedures Notes for Teacher
ENGAGE NOTE: 1 Day = 50 minutes Suggested time: Day 1
Everybody Plays a Part! 1. Distribute card set: Everybody Plays a Part.
2. Designate three different areas of the room: one for producers, one for
consumers, and one for decomposers.
3. Give students 5 minutes to move to the group that they belong to based on the flashcard that they were given.
4. Once everyone has found a group, have students discuss amongst
MATERIALS:
! Cards: Everybody Plays a Part (class set)
8th Grade Science Unit: 06 Lesson: 01
©2008, TESCCC 08/18/08 page 3 of 17
Instructional Procedures Notes for Teacher themselves their reasoning for choosing that particular group.
5. Each group will choose a spokesperson that will compile a list of organisms in that group and present this list to the class.
6. The class will then decide if each organism belongs there. If they don’t belong, have a class discussion to decide where they belong and why.
7. Next, have students create simple food chains from their cards. Have them reorganize into a chain with three or four links.
8. After checking the food chains, have students create a food web.
9. Have students record in their journals the patterns they noticed in the food chains and food webs.
These concepts were covered in previous grades.
All food chains and food webs include producers.
EXPLORE Suggested time: Day 2 Building Relationships
1. Divide students into groups of 3-4. Distribute handout: Building Relationships Instructions and Rubric.
2. Give each group several nature magazines (such as National Geographic, Outdoor Life, Gardening, Audubon, etc.), as well as a construction paper, scissors, markers, and glue.
3. Each student will build their own food chain by pasting magazine cut outs of the sun, animals and plants. Encourage students to build three or four chains from the same ecosystem.
4. Students will need to label each consumer in their chains as a carnivore, herbivore, or omnivore.
5. Students will also need to label producers and level of consumers, and decomposers. Consumers will be labeled as primary, secondary, or tertiary, depending on their location in the food chain.
6. Students will also need to identify all of the predator-prey relationships found in their food chains. Ask:
! What are the relationships between consumers, producers, and decomposers?
! What paths do matter and energy take through an ecosystem?
MATERIALS:
! Handout: Building Relationships Instructions and Rubric (1 per group)
! nature magazines
! construction paper
! scissors
! glue
! markers If magazines are not available, students may draw food chains. Use Building Relationships Rubric to assess the posters
EXPLAIN Suggested time: Day 3 How Do We Relate? 1. Ask:
! How are organisms in an ecosystem dependent on each other?
2. Have students read the handout: How Do We Relate? As they read have them complete the handout: Two-Column Notes Organizer.
MATERIALS:
! Handout: How Do We Relate? (1 per student)
! Handout: Two Column Notes Organizer (1 per student)
! Cards: Relationship Cards (1 class set)
! Relationship Cards KEY (1 per teacher)
8th Grade Science Unit: 06 Lesson: 01
©2008, TESCCC 08/18/08 page 4 of 17
Instructional Procedures
producers
herbivores
carnivores
carnivores
center line
Notes for Teacher 3. Have students work in groups to sort the cards: Relationship Cards into
the proper type of symbiosis. Have them record the examples in their journals.
EXPLORE Suggested time: Day 4 Energy Pyramid 1. Have students draw in their journal a representation of a simple
ecosystem. Use circles to represent producers, squares to represent primary consumers (herbivores), and triangles to represent secondary consumers (carnivores). As they are drawing, walk around checking their work.
2. Have students compare their drawings with a partner.
Ask:
! What do the drawings have in common? Most drawings should have more producers than consumers, more primary consumers than secondary consumers.
Symbols should be placed in the drawing proportional to what an ecosystem could support.
EXPLAIN Suggested time: Day 4 Energy Pyramid 1. Distribute handouts: Energy Pyramid Instruction Card, Energy Pyramid
Data Sheet, and Energy Pyramids Strips.
2. In today’s lesson, we will look at the relationship of numbers in a model called an energy pyramid. Ask:
! In an energy pyramid, why is there less energy available towards the top?
3. Point out to students that the levels decrease in size. Each level has 10%
of the available energy from the previous level. This is known as the 10% rule in ecology. The rest of the energy is used to keep the organism functioning.
4. Have students complete the instructions listed on handout: Energy Pyramid Instruction Card.
MATERIALS:
! Handout: Energy Pyramid Instruction Card (1 per student)
! Handout: Energy Pyramid Data Sheet (1 sheet per student pair)
! Handout: Energy Pyramid Strips (1 sheet for every 4 students)
ELABORATE Suggested time: Day 5 Feeding Frenzy 1. The Feeding Frenzy activity reinforces the relationships between
producers, consumers, decomposers, and the 10% rule. It is a game of tag.
2. Use the handout: Feeding Frenzy Teacher Instructions to work through
the activity with students.
MATERIALS:
! Handout: Feeding Frenzy Teacher Instructions (1 per teacher)
! tokens (colored plastic markers, buttons, counters, or other items may be used.) (1 per student)
! construction paper- red, green, blue, and yellow cut into 3” x 3” squares
! pouch (1 per student)
! grassy area
ESC 12/CSCOPE Navigation Guide/June 2009/Teach Learn-CSCOPE
!
! !"#$%&'() *$+,&-)).(/0()10"%)(2&)3"%&)4/5&)1"0)/66),"#$%&'(78)
"! 9&0(+#/6):6+5'%&'()
!"#$%&'();9:!<)
"# $%&'(!%)(*!!"##$%"&"'()&*'*+,-+!'(,(-.!/0/123!4('%&*-('#!
5# $%&'(!%)(*!6('7*(6!-%8.(8.!9*(9!.9:+!'(,(-.!9&0(+#/6):6+5'%&'()!"#$%&'(7#!
5! =>?.)9&0+1+#/(+"') "# $%&'(!%)(*!!"##$%"&"'()&*'*+,-+!'(,(-.!/0/123!4('%&*-('#!
5# $%&'(!%)(*!6('7*(6!-%8.(8.!9*(9!.9:+!'(,(-.!=>?.)9&0+1+#/(+"'#!
;! @&/0)/()/)*6/'#&)
;@:*<)
"# $%&'(!%)(*!!"##$%"&"'()&*'*+,-+!'(,(-.!/0/123!4('%&*-('#!
5# $%&'(!%)(*!6('7*(6!-%8.(8.!9*(9!.9:+!'(,(-.!@&/0)/()/)*6/'#&#!
;# 0(,(-.!6('7*(6!<*96(!,()(,!986!=!%*!>!?((@!A%*B9.#!
C! A'7(0$#(+"'/6)B"#$7)
!"#$%&'();AB!<)
"# $%&'(!%)(*!!"##$%"&"'()&*'*+,-+!'(,(-.!D(9*!9.!9!E,98-(#!
5# $%&'(!%)(*!6('7*(6!-%8.(8.!9*(9!.9:+!'(,(-.!6('7*(6!<*96(!,()(,!F'(,(-.!G0!.%!<(.!H7<H!'-H%%,!-%&*'('I#!
;# JH(!,7'.!%A!&87.'!?7,,!9KK(9*#!!0(,(-.!6('7*(6!&87.!.7.,(#!
C# JH(!&87.!.7.,(!?7,,!9KK(9*!%8!.H(!*7<H.!'76(!%A!.H(!'-*((8#!!0(,(-.!9+&C)AB!8!!
L! D'+():77&77%&'() "# $%&'(!%)(*!!"##$%"&"'()&*'*+,-+!'(,(-.!D(9*!9.!9!E,98-(#!
5# $%&'(!%)(*!6('7*(6!-%8.(8.!9*(9!.9:+!'(,(-.!6('7*(6!<*96(!,()(,!F'(,(-.!G0!.%!<(.!H7<H!'-H%%,!-%&*'('I#!
;# JH(!,7'.!%A!&87.'!?7,,!9KK(9*#!!0(,(-.!6('7*(6!&87.!.7.,(#!
C# JH(!&87.!.7.,(!?7,,!9KK(9*!%8!.H(!*7<H.!'76(!%A!.H(!'-*((8#!!0(,(-.!9+&C):77&77%&'(8!
=! E&77"'7) "# $%&'(!%)(*!!"##$%"&"'()&*'*+,-+!'(,(-.!D(9*!9.!9!E,98-(#!
5# $%&'(!%)(*!6('7*(6!-%8.(8.!9*(9!.9:+!'(,(-.!6('7*(6!<*96(!,()(,!F'(,(-.!G0!.%!<(.!H7<H!'-H%%,!-%&*'('I#!
;# JH(!,7'.!%A!&87.'!?7,,!9KK(9*#!!0(,(-.!6('7*(6!&87.!.7.,(#!
C# JH(!&87.!.7.,(!?7,,!9KK(9*!%8!.H(!*7<H.!'76(!%A!.H(!'-*((8#!!$%&'(!%)(*!.*&*%,(/+$,()&*'*+,-#!
L# 0(,(-.!.&F$&'#&)"1)E&77"'):#(+G+(+&7#!
=# 3M(BK,9*!,(''%8'!9*(!0&,)2HI&06+'J7#!!/,7-@!%8!6('7*(6!,(''%8!.%!)7(?!7.#!
N! K/(&0+/67)/',)
L&7"$0#&7)
"# $%&'(!%)(*!!"##$%"&"'()&*'*+,-+!'(,(-.!/0/123!4('%&*-('#!
5# $%&'(!%)(*!6('7*(6!-%8.(8.!9*(9!.9:+!'(,(-.!K/(&0+/67)"0)L&7"$0#&7#!
;# 0(,(-.!6('7*(6!<*96(!,()(,#!!
O! M$+#J).(/0()*$+,&7) "# $%&'(!%)(*!!"##$%"&"'()&*'*+,-+!'(,(-.!/0/123!4('%&*-('#!
5# 0(,(-.!.H(!M.*)(/N#!
;# 0(,(-.!6('7*(6!M$+#J).(/0()*$+,&#!
!
P(:'7.(!966*(''Q!!H..KQRRSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSS!
T%<78Q!
29''?%*6Q!
The CSCOPE™ Curriculum Documents-Guided Exploration
ESC 12/CSCOPE Guided Exploration HO/June 2009/Teach Learn CSCOPE
1. Vertical Alignment Documents-The VADs present aligned standards among grade levels. !
• What is the importance of the blue text listed below the student expectations?
• How will this document support your instruction?
• Notes:
!
!
!
2. TEKS Verification Matrix-This matrix ensures that the entire state curriculum is fully covered in the CSCOPE curriculum system.
• What do the letters “O” and “T” mean on this document?
• What is the significance of the cell shading?
• Notes: !
3. Year at a Glance-The YAG is designed to present a quick snapshot of the entire year’s instructional plan for each content area. They are organized by six or nine weeks.
• What important information do you see on the document?
• How will you use this document in planning instruction? • Notes:
!
The CSCOPE™ Curriculum Documents-Guided Exploration
ESC 12/CSCOPE Guided Exploration HO/June 2009/Teach Learn CSCOPE
4. Instructional Focus Documents-The IFDs are used to group the specified standards from the Vertical Alignment Documents (VADs) into a logical sequence for instruction (units of study). This valuable document serves as the bridge between curriculum and instruction.
• Select an IFD to explore. Grade Level________ Content Area_______________
Unit_________ Title_____________________________________
• Read the Rationale. What is the purpose of the Rationale?
• Read the rest of the IFD. How will the TEKS and Specificity help support your instruction?
• Notes:
5. Unit Assessments-Unit tests are developed for each unit of study based on the performance indicators and TEKS from the Instructional Focus Document (IFD). Unit assessments may be used with or without the exemplar lessons.
!
• View the Unit Assessment for the IFD you just explored.
• Notes:
6. Lessons-The exemplar lessons provide a comprehensive resource of instructional activities based on the 5E model.
! Select a lesson to view from the same Unit of Study you have been exploring (the red
links are the lessons). As you read through the lesson, make notes about each section using the guide below.
! Getting Ready for Instruction:
! Instructional Procedures:
! Notes for Teachers:
! Handouts:
7. Materials and Resources-The materials document lists all needed materials for exemplar lessons. Resources include revisions and additional reference documents.
! Locate and view the materials and resources for the unit you have been exploring.
top related