core content coaching: 6th grade properties of matter

Science Grade 6

Core Content Coaching

Purpose

To provide support for grade-level, unit content planning for the Properties of Matter Unit

Resources for planning

• Teacher Yearly Resource Document (or Yearly Itinerary)

• CRM 2: Classifying Matter

• Blank Pacing Calendar

• 6th Grade 1st Six Weeks Lessons: Properties of Matter Pacing Guides, Properties of Matter Daily Lesson Pages

• Computer with Internet Access

6.1A-B, 6.2A, B, & E, 6.3A, 6.4A 6.6: Matter & energy. The student knows matter has physical properties that can be used for classification. The student is expected to:

6.6A: compare metals, nonmetals, & metalloids using physical properties such as luster, conductivity, or malleability.

TEKS & Student expectations

Content TEKS Skills TEKS

CRM 2: TEKS & Acquisition section

Teacher Content support reading

Metals, Nonmetals, Metalloids

http://chemistry.tutorcircle.com/inorganic-chemistry/metals-non-metals-metalloids.html

Vertical alignment

5TH GRADE

•Classify matter based on specific physical properties including mass, magnetism, physical state (solid, liquid, & gas), relative density (sinking & floating), solubility in water, & the ability to conduct or insulate thermal energy or electric energy.

6TH GRADE

6.6: Matter & energy. The student knows matter has physical properties that can be used for classification. The student is expected to:

6.6A: compare metals, nonmetals, & metalloids using physical properties such as luster, conductivity, or malleability.

8th Grade

•Interpret the arrangement of the Periodic Table, including groups and periods, to explain how properties are used to classify elements.

• MATTER IS CLASSIFIED, CHANGED, AND USED BECAUSE OF ITS PROPERTIES.

• PHYSICAL PROPERTIES INCLUDE MASS, MAGNETISM, PHYSICAL STATE, DENSITY, SOLUBILITY IN WATER, CONDUCTION, AND INSULATION.

PRIOR LEARNING

2014 STAAR-Released question

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

• Metals share the properties of luster, malleability, ductility, and conductivity. Most of the known elements are metals. The color of most metals is a shiny silver or gray. When polished, metals have a surface that reflects light. This ability to reflect light is called luster. Malleability is the ability of a metal to bend without breaking, while ductility is the ability of a substance to be pulled into a thin wire. Metals are good conductors of heat and electricity. Metals are located in the center and left side of the periodic table (except for Hydrogen, which is a nonmetal).

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

• Nonmetals have properties exactly the opposite of metals. Nonmetals are insulators, meaning they do not conduct heat or electricity and they are dull, meaning they do not reflect light. Nonmetals are also brittle, so they are not malleable or ductile and break easily. Nonmetals are located on the right side of the stair-step line, except for Hydrogen, which is on the left side.

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

• Metalloids are the elements found along the stair-step line that distinguishes metals from nonmetals. Metalloids have properties of both metals and nonmetals. Some metalloids (such as silicon and germanium) can carry an electrical charge under certain conditions. This property makes metalloids useful in computers and calculators. There is some debate about which elements on the periodic table are considered metalloids, namely whether Polonium and Astatine are metalloids or not. College-level Chemistry textbooks identify all the elements along the stair-step line as metalloids EXCEPT Aluminum and Polonium.

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

• Picture-Word Association Part I

• Daily Guiding Questions and Sentence Frames

• Vocabulary Magic: Properties of Matter Vocabulary Trailer

• Sally Ride Science: Martin Wolf, Product Technologist, Reading

Embedded in lessons:Review / Scaffold to TEKS

• Pre-teach Recommendations Lesson 1

• Vocabulary Magic: Properties of Matter Card Sort & Vocabulary Trailer

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

• Properties of Metals and Nonmetals Lab Day 1 & 2

Embedded in lessons:Organize and Practice Vocabulary

• Quizlet

• Vocabulary Magic: Physical Properties Vocabulary Cards

• Classifying Matter Overview

• Picture-Word Association Part II

• Vocabulary Games: Quick Draw, Criss Cross Puzzle, Concentration

• Word Journal

• Total Physical Response

• Graphic Organizers

• Metals and Nonmetals Concept Map

Embedded in lessons:Reading & Comprehension Strategies

• Martin Wolf, Product Technologist

• Shared Reading Triads: Students create reading triads (student A, B and C) to chunk the reading and to encourage inter-group engagement.

Embedded in lessons:Writing Opportunities & Scaffolds

• Properties of Metals and Nonmetals Lab Conclusion Questions

• Scaffolds: Sentence Frames

Embedded in lessons:Daily Listening & Speaking Opportunities

• Properties of Metals and Nonmetals Lab & Conclusion Questions

• Martin Wolf Reading, Discussion, & Questions

• Vocabulary Games

• Vocabulary Magic: Physical Properties Card Sort

In this picture I see…

I think this picture might match the

word … because…

• Special Education: 1. Mixed-Ability Partners2. Pre-Teach Vocabulary3. Divide Words into Smaller Sets4. Word Bank5. Sentence Frame6. Word Supports7. Anchors of Support8. Graphic Organizer9. Pre-Reading Supports10. Non-Linguistic Representation11. Choral Response12. Total Physical Response13. Top-Down Web Unit Overview14. Discuss Before Writing15. Self Reflection

• English Language Learners: 1. Mixed-Ability Partners2. Pre-Teach Vocabulary3. Divide Words into Smaller Sets4. Dual Language Science Glossary5. Word Bank6. Sentence Frame 7. Word Supports8. Anchors of Support9. Graphic Organizer10. Pre-Reading Supports11. Non-Linguistic Representation12. Choral Response13. Total Physical Response14. Discuss Before Writing

Embedded in lessons:Differentiation

• Quizlet Flash Cards

• Pre-Teach/Reteach Recommendations Lesson 1

• ScienceFusion Optional Lessons

• Other Lessons Folder Activities

• Quizlet Games

• Picture-Word Association Part II

• Vocabulary Games

• Properties of Metals, Nonmetals, and Metalloids Graphic Organizer

• Properties of Metals and Nonmetals Lab Conclusion Questions

• Metals, Nonmetals, Metalloids Presentation Checking for Understanding Questions

• Checking for Understanding with TPR

• Metals and Nonmetals Concept Map

• Classifying Matter Unit Overview Update

• Properties of Matter Quiz

• Properties of Matter Self Reflection

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 are the physical properties of

(metals/nonmetals/metalloids)?

How do we describe and classify matter?

How can we use physical properties to compare elements?

How can we use physical properties to identify a substance as a metal, nonmetal

or metalloid?

How would you determine if an

unknown substance was a metal, nonmetal,

or metalloid?

What evidence can you find to prove that carbon

is a nonmetal?

How would you improve the organization of the

periodic table of elements?

Do you agree with the classification of

metalloids as only one category? Why or why

not?

embedded in lessons:Anchors of Support

• Classifying Matter Unit Overview

• Metals and Nonmetals Concept Map

• Metals, Nonmetals, Metalloids Graphic Organizer

• Word Journal

• Physical Properties of Metals, Nonmetals, & Metalloids Graphic Organizer

Other Resources

• Interactive Word Wall- Current, working models with student contributions (Example on next slide)

• ScienceFusion Textbook, Science Glossaries, Dual Language Science Glossaries

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

Anchor of Support idea- Properties of matter

Metals

Student ExampleGraphic Organizer Section: Metals

NonmetalsLeft Side of Table

Student ExampleGraphic Organizer Section: Nonmetals

Right Side of Table

Metalloids

Along Zig -Zag Lin e

Academic vocabularyDAILY LESSON PAGE

CURRICULUM ROAD MAP