Science Grade 6

Core Content Coaching

Purpose

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

Resources for planning

• Teacher Yearly Resource Document (or Yearly Itinerary)

• CRM 3: Properties of Matter

• Blank Pacing Calendar

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

• Computer with Internet Access

Teacher yearly resource document

Monday Tuesday Wednesday Thursday Friday

Oct. 6

Density

7 8 9 10

Oct. 13

Student Holiday

14

Density

15 16

Chemical Changes

17

Oct. 20

Chemical Changes

21 22 23

Energy Transformations

24

Oct. 27

Energy Transformations

28 29 30 31

Nov. 3

Potential & Kinetic Energy

4 5 6 7

2nd Six Weeks Planner (24 days)

6.1A-B, 6.2A, B, & E, 6.3A, 6.4A-B 6.5: Matter and energy. The student knows the differences between elements and compounds. The student is expected to:

6.5D identify the formation of a new substance by using the evidence of a possible chemical change such as production of a gas, change in temperature, production

of a precipitate, or color change

TEKS & Student expectations

Content TEKS Skills TEKS

CRM 3: TEKS & Acquisition section

Teacher Content support

ACS Teacher Background Video

http://www.middleschoolchemistry.com/teacherbackground/chapter6/chemical_reactions.php

NSTA Leaning Center- http://learningcenter.nsta.org/

Search Resources & Opportunities: Chemical Reactions

ScienceFusion Grade 6 Teacher Edition: Physical and Chemical Changes p. 138

Vertical alignment

6TH GRADE

•6.5D identify the formation of a new substance by using the evidence of a possible chemical change such as production of a gas, change in temperature, production of a precipitate, or color change

7TH GRADE

•7.6B distinguish between physical and chemical changes in matter in the digestive system

8TH GRADE

8.5: Matter and energy. The student knows that matter is composed of atoms and has chemical and physical properties. The student is expected to:

8.5E investigate how evidence of chemical reactions indicate that new substances with different properties are formed

2014 STAAR-Released Question for 8.5Einvestigate how evidence of chemical reactions indicate that new substances with different properties are formed

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2014 STAAR-Released Question for 8.5Einvestigate how evidence of chemical reactions indicate that new substances with different properties are formed

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2014 STAAR-Released Question for 8.5Einvestigate how evidence of chemical reactions indicate that new substances with different properties are formed

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

• Dissolving and an increase in temperature by an outside energy source are not evidence of a chemical reaction.

• Students should create an acronym or use another memorization strategy to remember the 4 pieces of evidence. Color Change, Temperature Change, Gas, Precipitate

Example: Click the green pen.

OR

E (Effervescence- bubbles, gives off gas)

P (Precipitate)

O (Odor, change of smell)

C (Color Change)

H (Heat, heats up or cools down)

Components of a good lesson plan

1. Engage Student Interest

2. Review/Scaffold to TEKS

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

• Labs, Activities, Videos

1. Organize and Practice Vocabulary

2. Reading & Comprehension Strategies

3. Writing Opportunities & Scaffolds

4. Daily Listening & Speaking Opportunities

5. Differentiation

6. Formative Assessment & Reteach

Embedded in lessons: Engage Student Interest

• Journal Entry: You will be given an unknown powder that is the same as one of the powders you have been testing, and you will have to identify the powder. How will you solve this problem?

Embedded in lessons:Review / Scaffold to TEKS

• Leveled Readers: Changes in Matter

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

• Powder Particulars

• Color Change Demonstration

• Identifying an Unknown Lab

Embedded in lessons:Organize and Practice Vocabulary

• Chemical Changes Frayer Model

• Journal Entry: Write two test questions for a chemical changes quiz.

• Kagan Inside-Outside Circle

Embedded in lessons:Reading & Comprehension Strategies

• Powder Particulars

• Shared Reading

• Mixed-Ability Partners

Embedded in lessons:Writing Opportunities & Scaffolds

• Chemical Change Exit Ticket

• Journal Entry: You will be given an unknown powder that is the same as one of the powders you have been testing, and you will have to identify the powder. How will you solve this problem?

• Identifying an Unknown Lab Questions

• Journal Entry: Summarize how you identified the unknown powder.

• Journal Entry: Write two test questions for a chemical changes quiz.

• Scaffolds: Sentence Frames, Sentence Starters, Word Bank

Embedded in lessons:Daily Listening & Speaking Opportunities

• Powder Particulars Investigation

• Chemical Changes Presentation Checking for Understanding

• Identifying an Unknown Lab

• Kagan Inside-Outside Circle

“A chemical change is…”

“Evidence of a chemical change include…”

• Special Education: 1. Mixed-Ability Partners2. Accommodated Two-Column Notes for Chemical Changes Presentation3. Chemical Changes Chart4. Extended Learning Opportunities

• English Language Learners: 1. Mixed-Ability Partners2. Anchor of Support3. Word Bank4. Sentence Frames

Embedded in lessons:Differentiation

• Blossoms - Recognizing Chemical Reactions Video: http://www.youtube.com/watch?v=9_LBtVeIxuA

• Mr. Andersen’s Physical and Chemical Changes Video: http://www.youtube.com/watch?v=X328AWaJXvI&feature=related

• ScienceFusion Optional Lessons

• Other Lessons Folder Activities

• Chemical Changes Presentation Checking for Understanding

• Chemical Change Exit Ticket

• Identifying an Unknown Lab Questions

• Journal Entries

• Kagan Inside-Outside Circle

• Chemical Changes Quiz

Embedded in lessons:Formative Assessment & Reteach

Formative Assessment Reteach Opportunities

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

classroom.” (Moore & Stanley, 2010)

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

• Levels of Questions

• Knowledge

• Comprehension

• Application

• Analysis

• Synthesis

• Evaluation

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

Lower Levels of questions

Higher Levels of questions

Sample Unit questions

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

Knowledge Comprehension Application Analysis Synthesis Evaluate

What is a chemical change?

How would you classify the type of

change in the following example?

Give examples of a chemical change that occur in your kitchen

at home.

How do you know when a new

substance has formed during a

chemical change?

Design an experiment to test the mixing of sodium sulfite, citric

acid, and sodium iodate as a chemical

change.

What information would you use to

support your view that oxidation is a

chemical change?

Recommended Anchors of Support

• Chemical Changes Unit Overview

• Chemical Changes Frayer Model

Anchors of SupportOther Resources

•Interactive Word Wall- Current, working models with student contributions • Interactive Word Walls Article: http://learningcenter.nsta.org/files/ss1103_45.pdf

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

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

• Interactive Word Walls Rubric: Next Slide

• ScienceFusion Textbook, Science Glossaries, Dual Language Science Glossaries

Academic vocabularyDAILY LESSON PAGE

CURRICULUM ROAD MAP