West-Orange Cove CSD 8th Grade Science –6th Six Weeks 2012 - 2013

The Sixth six weeks has 29 instructional days 4/29 –

6/7

Early Release5/24

Bad Weather Day5/27

Major Concepts

During week 1, students will understand their next steps in the learning of science and what it will take to be successful in high school as students will begin studying biology.

During week 2 - 3, students will learn that biomolecules are carbon-containing molecules that are central to living organisms. Polymers are constructed from monomers. Dehydration Synthesis (Condensation) and hydrolysis are processes in metabolism.

During week 4 - 5, students will learn and understand that enzymes are biological catalysts that regulate the metabolic activities of cells. Enzymes are important in dehydration synthesis and hydrolysis. Human digestion is composed with the use of various enzymes

During week 5 - 6, students will learn that the cell theory has three tenets. Cells are the fundamental unit of life. Microscopy can be used to understand cellular structure

Processes

Demonstrate safe practices during the laboratory activities. Ask questions to formulate testable hypotheses. Collect data and make measurements with precisions. Organize, analyze, evaluate, make inferences and predict trends from data

collected. Communicate valid conclusions to recognize the various biomolecules that are

in one’s diet from reviewing and identifying information collected with their food diary.

Analyze and review the structural differences between prokaryotic and eukaryotic cells.

Scientific inquiry methods are applied experimentally. Critical thinking and problem solving are used to make informed decisions

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

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

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

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

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

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

Creating a Positive Learning Environment. At the beginning of the school year, we presented Table 4.1, from Designing Effective Science Instruction: What Works in Science Classrooms, showing how to create a positive learning environment. During these six weeks, we will explore the last strategy presented in this book. Environment Strategy 6: Teach Students to be Metacognitive; involve students in thinking about their ideas and assessing their own progress.177 – 185.

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)

West-Orange Cove CSD 8th Grade Science –6th Six Weeks 2012 - 2013

Use of the 5E scientific model:o Engageo Exploreo Explaino Elaborateo Evaluate

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

Week 1 April 29 – May 3

Learning Standards Instruction Resources Products, Projects, Labs Assessment

Biology introduction and reflection about students’ readiness for this subject.

Scientific Process Skills: The student conducts laboratory and field investigations using safe, environmentally appropriate, and ethical practices. The student is expected to:

Demonstrate safe practices during laboratory and field investigations SE 1A

Collect and organize qualitative and quantitative data and make measurements with accuracy and precision using tools. SE 2F

Using this Biology EOC resource, you will find a brief description of the STAAR Biology EOC exam followed by notes for each student expectation.  The EOC will test 5 content categories containing student expectations which are designated as readiness standards or supporting standards.  The readiness standards will be tested more often than the supporting standards.  Students can access links to tutorials and practice quizzes for each student expectation on this website in addition to the notes on this page.  

ENGAGE students daily by

Using the Biology TEKS, students will work in pairs and look at the supporting standards to have students reflect on how prepared they are for the 9th grade.

Students will use Graffiti Writing to brainstorm “What is Biology?” After students get an opportunity to reflect and share, students will watch a short video clip explaining What is Biology? Students will then revise or add to their initial thoughts.

Challenging students to think outside the box. Scientific investigations require thinking outside of the box for success. Using a newspaper have students work on a solution for the following: Can you place a sheet of newspaper on the ground so that you and another person can stand on it, but no matter how hard you try, you and the other person cannot touch each other? Let students begin with a

Use the following Biology resources by TEKS to address targeted concept for the week.

Discovery Education

http://scienceforkids.kidipede.com/biology/

Robert E Lee High School Biology Resources

Process Skills Links – Robert E. Lee H.S

Biology Lessons

Is Yeast Alive?Students evaluate whether the little brown grains of yeast obtained from the grocery store are alive by testing for metabolism and growth. Students will use handout for questions and procedures.

Moldy Jell-OStudents design experiments to determine how substrate and environmental conditions influence growth of common molds. Students carry out their experiments, analyze and interpret their evidence, and prepare a report using handout as a guide.

EVALUATEStudents will demonstrate their understanding of the scientific method by describing each step. See this Project Guide for scaffolding support.

Reflection – Students will use the Biology supporting standards to identify own areas of strength and weakness. Students will write down a plan of what they will do in the next 3 months to improve on weaknesses.

West-Orange Cove CSD 8th Grade Science –6th Six Weeks 2012 - 2013

page from the newspaper and keep getting smaller sheets to challenge their processing skills. Solution: Put the newspaper under a closed door with the two people on either side of the door

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

EXPLORE / EXPLAIN – Reviewing the processes of scientific investigations by participating and discussing the Inquiry Board. Using the inquiry board will support students to determine a testable experiment and figuring out a testable question. EXPLORE / EXPLAIN- Teacher will guide students in the use of the Science Inquiry Board using the SMART file to show students how to move “sticky notes” around to generate a research question.

West-Orange Cove CSD 8th Grade Science –6th Six Weeks 2012 - 2013

Week 2 – Week 3May 6 – May 17

Learning Standards Instruction Resources Products, Projects, Labs AssessmentThe student knows the significance of various molecules involved in metabolic processes and energy conversions that occur in living organisms. The student is expected to:

Compare the structures and functions of different types of biomolecules, including carbohydrates, lipids, proteins, and nucleic acids. SE 9A R

Analyze and evaluate the evidence regarding formation of simple organic molecules and their organization into long complex molecules having information such as DNA molecule for self-replicating life. SE 9D S

Essential Vocabulary : Molecules, energy, biomolecules, carbohydrates, lipids, proteins, nucleic acids, DNA, monosaccharide, disaccharide, polysaccharide, fats, fatty acid, amino acids, nucleotide, glucose, sucrose, and starch.

ENGAGE students daily by

Provide a soda cracker to each student either by placing individual crackers in a baggie or by placing it on a plate. (Remind students that generally we do not eat in a lab, so the cracker must be consumed immediately and not allowed to touch any equipment). Provide the list of ingredients, and have students notice that sugar is not an ingredient. Have students chew the cracker for as long as possible without swallowing it. Have them hold it in their mouths until it tastes sweet. Ask students why they think the cracker tasted sweet since there was no sugar in the ingredients. This leads to how starch is a long chain of sugars.

Watching the video segment Energy and The Chemistry of Life, Part 1: How Matter is organized, students will review that matter is anything that occupies space and has mass. Students will understand that energy is the capacity to do work. Atoms, which contain neutrons, protons, and electrons, bond to form molecules. All living things are composed of the same elements: hydrogen, oxygen, carbon, and nitrogen. Sugar is a carbohydrate that provides energy, lipids store energy, proteins function as enzymes, and nucleic acids process and store information.

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

EXPLORE / EXPLAIN – Use the Biology lessons (use hyperlink and scroll down to the TEKS) related to B.9A and B.9D to learn more about

o B.9A Biomolecules Functions Plasma Membrane

Use the following biology resources to support students’ understanding and knowledge

Use the following Biology resources by TEKS to address targeted concept for the week.

Discovery Education

http://scienceforkids.kidipede.com/biology/

Robert E Lee High School Biology Resources

Process Skills Links – Robert E. Lee H.S

Biology Lessons

Additional resources for teaching biology are available at http://serendip.brynmawr.edu/exchange/bioactivities. These teaching resources include discussion

Macromolecule Mixes!In this assignment, students will compare and contrast different macromolecules. Inaddition, students will identify the macromolecules in a variety of substances using various indicators

EVALUATEHave students create a concept map that includes the following terms: carbohydrate, monosaccharide, disaccharide, polysaccharide, lipids, fats, fatty acid, proteins, amino acids, nucleic acid, nucleotide, glucose, sucrose, and starch.

Reflection – Students will keep a food diary for 24 hours. Using their food diary, student will analyze their diet for each of the four categories of organic molecules and create a visual representation of the total amount of the organic molecule consumed in the 24 hour period.

West-Orange Cove CSD 8th Grade Science –6th Six Weeks 2012 - 2013

Macromolecules Lipid Carbohydrates, Proteins DNA Nucleic Acids Games (addressing TEKS)

o B. 9D

Synthesis of Prebiotic Molecules Miller Urey Experiment

activities, games, web-based activities and overviews of important biological topics, including major concepts, common misconceptions, and suggested learning activities.

West-Orange Cove CSD 8th Grade Science –6th Six Weeks 2012 - 2013

Week 4 – Week 5May 20 – May 29

Learning Standards Instruction Resources Products, Projects, Labs AssessmentThe student knows the significance of various molecules involved in metabolic processes and energy conversions that occur in living organisms.

The student is expected to:

Identify and investigate the role of enzymes. SE 9C S

Essential Vocabulary: Activation energy, active site, catalyst, competitive inhibition, enzymes, enzyme-catalyzed reaction, feedback inhibition, induced fit, noncompetitive inhibition, pH, product, substrate

ENGAGE students daily byMake some Knox or Jell-O. Cut into small cubes after solidifying. Place one cube in each of two petri dishes. Place the two dishes on each table and have students make initial observations of both cubes. Have students liberally cover one of the cubes with Adolph© meat tenderizer and leave it for 15 – 20 minutes. After the time, have students make observations and record. Ask the following probing question: What do you think is in Adolph meat tenderizer that allows it to tenderize meat? Jell-O or Knox has protein as an ingredient. Based on this information, account for your observations Using this quick and easy activity to introduce

students to the world of dichotomous keys. Keys are available for a wide range of items, from trees to insects.

Watching the movie clip Classification students will learn more about why all organisms need to have long and sometimes unpronounceable names. Students will learn about the major subcategories, or taxa, that biologists use to classify organisms.

Showing students The Basics of Biology: How Living Things are Classified, they will learn how order has been discovered in the variety of life forms that inhabit the earth. The presentation demonstrates that in recognizing certain patterns by classification, living things can be separated into five distinct kingdoms. Additionally, by classifying the fox squirrel, students learn how each living thing can be placed into a distinct phylum or division, class, order, family, genus, and species.

Use the following biology resources to support students’ understanding and knowledge

Use the following Biology resources by TEKS to address targeted concept for the week.

Discovery Education

http://scienceforkids.kidipede.com/biology/

Robert E Lee High School Biology Resources

Process Skills Links – Robert E. Lee H.S

Biology Lessons

Additional resources for teaching biology are available at http://serendip.brynmawr.edu/exchange/bioactivities. These teaching resources include discussion

Enzyme in ActionStudents will describe an enzyme in terms of its function in chemical reactions andsubstrate/product relationships.

Test the effects of the digestive enzyme lactase on milk protein. Make a table to record the results of the tests.

EVALUATEHuman Digestive System. Students will trace nutrients through the human digestive system identifying enzymes, substrates, and origin of the enzyme.

ReflectionStudents will write a letter to a friend giving him/her instructions explaining how to use a dichotomous key.

West-Orange Cove CSD 8th Grade Science –6th Six Weeks 2012 - 2013

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

EXPLORE / EXPLAIN- Use the Biology lessons (use hyperlink and scroll down to the TEKS) related to B.9C to learn more about

o Enzyme Characteristics,o Enzyme Activation Energy

EXPLORE / EXPLAIN – Using the internet, identify 5 enzymes in the human body and list the substrate(s), product(s) of the reaction catalyzed by each enzyme, and the typical location of the enzyme in the human body.

activities, games, web-based activities and overviews of important biological topics, including major concepts, common misconceptions, and suggested learning activities.

West-Orange Cove CSD 8th Grade Science –6th Six Weeks 2012 - 2013

Week 5 – Week 6 May 30 – June 7

Learning Standards Instruction Resources Products, Projects, Labs AssessmentThe student knows that cells are the basic structures of all living things with specialized parts that perform specific functions and that viruses are different from cells.

The student is expected to:

Compare and contrast prokaryotic and eukaryotic cells. SE 4A S

Essential Vocabulary: cells, prokaryote, eukaryote, cell membrane, ribosome, cell wall, nucleus, organelle, cilium, flagellum, cytoskeleton, cytoplasm, cell theory, mitochondria, ribosome, endoplasmic reticulum, Golgi complex, chloroplast, lysosomes, vacuole, semi-permeable, cell membrane, nuclear envelope, centrioles, nucleolus, plasmid.

ENGAGE students daily by

Purchase a 24-piece puzzle, or take a picture of a plant and animal cell and cut them into several pieces. As students enter into the room have them select a piece and then give them 3 – 5 minutes to reassemble the picture or puzzle. Relate this to the fact that a eukaryotic cell has many small structures and when all the structures are present and working the cell functions at its optimum, and the failure of or the loss of a piece of the puzzle prevents the cell from functioning or the completion of the puzzle.

The teacher will guide students daily to learn why biodiversity is important and to determine the factors in an ecosystem that sustain life and allow biodiversity.

Using the Biodiversity video found in the homepage, students will learn about the various definitions related to biodiversity. Students will take notes and share with the table.

Watching the video clip Ecosystems: Abiotic and Biotic Factors, students will understand how the place where an organism lives depends on the biotic and abiotic factors present in the environment. This clip compares several ecosystems. A swamp is described in terms of its biotic and abiotic factor. Students will create a T-Chart listing biotic and abiotic factors.

Use the following biology resources to support students’ understanding and knowledge

Use the following Biology resources by TEKS to address targeted concept for the week.

Discovery Education

Dana Center

http://scienceforkids.kidipede.com/biology/

Robert E Lee High School Biology Resources

Process Skills Links – Robert E. Lee H.S

Biology Lessons

Additional resources for teaching biology are available at http://serendip.brynmawr.edu/exchange/bioactivities. These teaching resources

ELABORATE

Complete a Venn diagram that compares and contrasts prokaryotic and eukaryotic cells.

.

Prepare slides of plants and organisms like protozoans, elodea, celery stalk cross sections, and flower petals. Use a compound microscope to observe and identify parts of cells on the slides. Use micrographs of bacteria to identify parts of cells.

Create a vocabulary booklet that identifies each organelle with functions to reinforce key vocabulary terms

EVALUATE

Have students select an organelle from either the plant or animal cell. Once selected, students will create the following:

1) the organelle in 3-D form, 2) label the organelle, 3) give the function. Divide the classroom to form two separate areas that will represent the plant and animal cell. Students will hang their organelle from the ceiling. The 3-D model of the cell should remain present the rest of the year and be used to spiral new knowledge with prior knowledge

Reflection – Students will use a picture to describe and provide supporting details about the biome and ecosystem shown.

West-Orange Cove CSD 8th Grade Science –6th Six Weeks 2012 - 2013

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

EXPLORE / EXPLAIN – EXPLORE / EXPLAIN – Use the Biology lessons (use hyperlink and scroll down to the TEKS) related to B.4A to learn more about

o Prokaryotic and Eukaryotic Cells (plant and animal)

include discussion activities, games, web-based activities and overviews of important biological topics, including major concepts, common misconceptions, and suggested learning activities.

West-Orange Cove CSD 8th Grade Science –6th Six Weeks 2012 - 2013

Week 7April 22 – April 26 (2 days for STAAR testing – Math and Reading)

Learning Standards Instruction Resources Products, Projects, Labs AssessmentOrganisms and EnvironmentsThe student knows that there is a relationship between organisms and the environment.

The student is expected to:

Observe, record, and describe the role of ecological succession such as in a microhabitat of a garden with weeds. 7.10C S8

Essential Vocabulary: Ecological succession, primary succession, secondary succession, garden pioneer species, soil formation, disturbance, weeds, microhabitat, lichens, stable, equilibrium

ENGAGE students daily by

Using the Forrest Succession Animation, teacher will use visuals and short explanations for ecological succession.

Showing students a short video describing the role of ecological succession.

Watching the video The Life of a Forrest: The Birth of a Forrest, students will learn more about ecological succession. This lesson examines the evolution of the forest ecosystem from seed bed to mature forest. Using sunlight as its major source of energy, the forest begins with soil formation and progresses through the photosynthesis performed by green plants. Succession and species adaptation occur after devastating occurrences such as fire from lightening.

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

EXPLORE / EXPLAIN- Teacher will guide students in the learning and understanding of Ecological Succession by using the PowerPoint presentation.

EXPLORE / EXPLAIN – Teacher will guide students in the understanding of ecological succession by playing the Ecological Succession Game. The teacher will observe and direct their play. Extend or abbreviate the game as desired. The game is not designed to be fair, but to stimulate discussion about ecological change. At the end, students will share scores and discuss why they believe some groups did better than others. Ask the students to brainstorm by asking the following questions, and

https://www.scientificminds.com/Teacher/AncillaryData.aspxUse the following lessons to support students’ understanding and knowledge by using Science Starter 60

Ecological Succession

Ecoplexity – teaching ecology complexity

Ohio Department of Education

EdQuest – Middle School Science

Science-Class

Biology Providence

Ecological Succession Lab. In this lab students will apply what they have learned about succession to the ecological changes that occur in an abandoned hay field. Students will observe, by counting, the number and types of trees that grow in this field 5, 20, 50 and 100 years after abandonment, in both the understory (smaller trees and plants below the canopy) and the canopy (the highest level of trees). (Teacher note: At the end of the lab, there is an answer key)

Students will use their notes to fill out the Succession Graphic Organizer to explain their understanding of ecological succession.

EVALUATECreate a criteria chart and rubric for students to monitor their progress.Students will create a poster, a poem/song, or an acrostic displaying their understanding of succession.

ReflectionChoose one organism (insect, tree, lichen, etc.) in the community to tell the story of the environmental changes that may take place. Use this character as your narrator.

West-Orange Cove CSD 8th Grade Science –6th Six Weeks 2012 - 2013

having them discuss the answers in small groups. “What did this game teach you about the speed of plant and animal succession in an ecosystem?” “Did you think it was realistic? Why or why not?” Students will write to explain what this game taught them about the speed of plant and animal succession in a community.

Provide students with a copy of Succession Notes to make sure they have the most important information

West-Orange Cove CSD 8th Grade Science –6th 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 8th Grade Science –6th 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 8th Grade Science –6th 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 8th Grade Science –6th 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 8th Grade Science –6th Six Weeks 2012 - 2013

Graffiti Writing

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

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

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

West-Orange Cove CSD 8th Grade Science –6th Six Weeks 2012 - 2013

Succession Acrostic Poem

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

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

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

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

Noon is when I'm really prone to burning.

Write an Acrostic Poem using the word below.

 SUCCESSION

Modified from The Online Teacher Resource (www.teach-nology.com)© Teachnology, Inc. All rights reserved.

West-Orange Cove CSD 8th Grade Science –6th Six Weeks 2012 - 2013