Download - Frameworks for Success in Science – MSP Grant Ha ʻ Content ... · Frameworks for Success in Science – MSP Grant WORKING DRAFT COHORT I & II Haʻaheo, Kalanianaʻole, Kapiolani,

FrameworksforSuccessinScience–MSPGrantWORKINGDRAFTCOHORTI&II

Haʻaheo,Kalanianaʻole, Kapiolani,HiloUnionandKaʻūmanaElementarySchoolsContentArea:Interdisciplinary/Science GradeLevel:1

August2011

Timeline> SemesterOne(lessons)

GuidingQuestions

Science:Whatarethecharacteristics/attributesoflivingandnonlivingthings?Whatarethecharacteristics/attributesofplantsandanimals?Whatdoplantsandanimalsneedtolive,thriveandsurvive?Howdoplantsandanimalsmovethroughtheirlifecycle?

LanguageArts:Howcanwerelatetheterms“beginning,”“middle”and“end”tohelpwriteaboutthelifecyclesofanimalsorplants?Howcanweusenon‐fictiontexttobuildourvocabularywordwall?Howcanweuseoursciencenotebooktowriteaboutourobservations,ourlearning,ourclassdataandnewvocabulary?Howcanweusenewsciencetermstodescribeourobservations?

Math:Howcanachartbedrawntohelpcollectobservationdata?Howisabargraphdrawntoshowtotalswithcollecteddata?Whatconclusionscanwedrawfromthedataportrayedbythegraph?Howcanweusedifferentmeasuringtoolstocollectdata?

SocialStudies:Growingvegetablesfora“Thanksgiving”salad–HowdidthePilgrimssurviveintheirnewworldandwhatdidtheyeattocelebratespecialoccasions?Whatotherculturesalsousefoodtocelebrate?Whatarethetypesoffoodtheyeat?Customs,traditionsandcommunity.

Art:Howcanwedraw/illustrateandlabelsketchesforasciencenotebook?

GeneralLearnerOutcomes

GLO#1:SelfDirectedLearner:Studentswillfollowdirectionstocompletetheclassandhomeworktasks.Studentswillalsoself‐selecttextsourcestoreadontheirown.

GLO#2:CommunityContributor:Studentswillsharetheirmath,scienceandliteracyproductswithothermembersoftheirclassoranotherclassroom.

GLO#3:ComplexThinker:Studentswillusetheirproblemsolving,mathandwritingskillsto



August2011

investigatehowplantsandanimalsgrowandsurvive.Specificskillstofocusoninclude:cause&effect,mainidea/details,sequencing,compare/contrast,drawconclusionsandsummarize.

GLO#4:QualityProducer:Studentswillcreateseveralproducts(poster/charts/graphs/datatables)thatillustratetheirunderstandingaboutplantsandanimals.

GLO#5:EffectiveCommunicator:Studentswilllisten,discussandrecordinformationfromtheirdifferentlessonsthroughoral,writtenandmathpiecesthatillustrateconceptstheyhavelearned.Studentswillorallysharetheirproductswithotherstudentsandfamily.

GLO#6:EffectiveandEthicalUserofTechnology:Studentswillutilizetechnologytorecordobservations,categorizeitems,andsupplementtheirlearning.

Assessments Pre/postchapterassessments

Performanceassessment(Plantschapter)

Resources http://www.hspscience.com



August2011

StandardsandBenchmarksBigIdea(s)/MajorUnderstanding(s):Studentswillunderstandthat...

Therearedifferentkindsofchangesthatoccurinournaturalenvironment.Changesoccurastheresultofnaturalevents.

Someofthesechangesmayaffectlivingthings.

Allorganismsneedwaterandnutrients,air,sunlight,space,shelterandtherighttemperaturetosurvive).

Samekindsofplantsandsamekindsofanimalsdifferintheircharacteristics(i.e.,species).

HCPSIIIBenchmarks:

◊1.1.1ScientificInquiryCollect,record,andorganizedatausingsimpletools,equipment,andtechniquessafely

◊1.1.2ScientificInquiryExplaintheresultsofaninvestigationtoanaudienceusingsimpledataorganizers(e.g.,charts,graphs,pictures)

◊1.2.1Science,Technology,andSocietyExplainwhypeoplecreatetechnologicaldevices

·1.2.2UnifyingConceptsandThemesDescribeavarietyofchangesthatoccurinnature·1.3.1CyclesofMatterandEnergyIdentifytherequirementsofplantsandanimalstosurvive(e.g.,food,air,light,water)·1.5.1HeredityIdentifywaysinwhichthesamekindsofplantsandthesamekindsofanimalsdiffer



August2011

SamplePerformanceAssessmentRubricTopic ScientificInquiry

BenchmarkSC.1.1.1 Collect,record,andorganizedatausingsimpletools,equipment,andtechniquessafely

SamplePerformanceAssessment(SPA)

Thestudent:Usessimpletoolssafely(e.g.,magnifyingglass,balancescales)tomakeobservationsaboutcommonobjectsintheclassroomandusessimpletechniquestorecordandorganizedataforanalysis.

Advanced Proficient PartiallyProficient Novice

Collect,record,andorganizedataaccurately,usingavarietyofsimpletools,equipment,&techniquessafely

Collect,record,andorganizedatausingsimpletools,equipment,&techniquessafely

Collect,record,andorganizedatausingsimpletools,equipment,ortechniquessafely,withassistance

Collect,record,andorganizedatasafely,withmuchassistance

BenchmarkSC.1.1.2 Explaintheresultsofaninvestigationtoanaudienceusingsimpledataorganizers(e.g.,charts,graphs,pictures)


Thestudent:Describeswhatwasinvestigated,discovered,andlearnedtoclassmates,usingsimpledataorganizers.


Clearlyexplain,indetail,theresultsofaninvestigationtoanaudienceusingdataorganizers

Explainsignificantresultsofaninvestigationtoanaudienceusingsimpledataorganizers

Explain,withassistance,theresultsofaninvestigationtoanaudience

Explain,withmuchassistance,apartofaninvestigationtoanaudience

Topic CyclesofMatterandEnergy

BenchmarkSC.1.3.1 Identifytherequirementsofplantsandanimalstosurvive(e.g.,food,air,light,water)


Thestudent:Listswhataselectedplantoranimal(e.g.,cat,fish,orchid)musthavetolive.


Describetherequirementsofplantsandanimalsforsurvivalandwellbeing

Identifytherequirementsofplantsandanimalstosurvive

Identifyafewoftherequirementsofplantsandanimalstosurvive

Recognizethatplantsandanimalshaverequirementsforsurvival

Topic Classification

BenchmarkSC.1.4.1 Describehowlivingthingshavestructuresthathelpthemtosurvive


Thestudent:Identifieshowthestructuresofaplantoranimalhelpittomakeorobtainfood(e.g.,inplants‐leaves,roots;inanimals‐sharpteeth,goodvision).


Comparethestructuresofdifferentlivingthingsthathelpthemtosurvive

Describehowlivingthingshavestructuresthathelpthemtosurvive

Name,withassistance,afewofthestructuresoflivingthingsthathelpthemtosurvive

Recall,withassistance,thatlivingthingsrequirestructurestohelpthemsurvive

Topic Heredity

BenchmarkSC.1.5.1 Identifywaysinwhichthesamekindsofplantsandthesamekindsofanimalsdiffer


Thestudent:Namesdifferencesamongthesamekindsofplantorsamekindsofanimal(e.g.,differencesamongroses,dogs,birds).


Describe,indetail,thewaysinwhichthesamekindsofplantsandthesamekindsofanimalsdiffer

Identifywaysinwhichthesamekindsofplantsandthesamekindsofanimalsdiffer

Identifyveryfewwaysinwhichthesamekindsofplantsandthesamekindsofanimalsdiffer

Recognize,withassistance,thattherearedifferencesbetweenthesamekindsofplantsandthesamekindsofanimals



August2011

LessonsSummary

HarcourtText Chapter2–AllaboutPlants ChapterAssessment–PRETEST(teacherswillreadasstudentsHarcourtText

Lesson1–WhatdoPlantsNeed?• LessonQuickStudyRS14‐15

HarcourtText

Lesson2–WhatarethePartsofaPlant?• LessonQuickStudyRS16‐17

MSPLessonPlan

“WhatarethePartsofaPlant?”“PartsofaPlant”ThePlantPartSong

ARTLesson

CreateaPlant(studentsbringinplantparts–combineingroupstoproduceaplantoftheirchoice)orlookatcolorpictureexamples.HAVESTUDENTSLABELTHEPLANTPARTSUsepaintonhandstomakehandprintleaves,sideofthehandtomakethestem,browneyelashyarnfortheroots,sunflowershapewithsunflowerseedsgluedon

AIMS “InsideaSeed”• Canusegrocerystorelimabeans

MSPLP

“InsideaSeed”

HarcourtText

Lesson3–HowdoPlantsGrowandChange?• LessonQuickStudyRS18‐19

SeedgrowingLessonPlans

1)Plasticcupwrappedwithpapertowel,placeseedsonwetpapertowel,nestcupinanotherclearplasticcuptowatchtheseedsprout.Youcanwateritwithalittlewateronthepapertoweldaily.2)Canalsousealittlepottingsoilinclearcups–plantseedrightonthesidetoseeitsproutandgrow.3)Canalsouserecycledmilkcartons,eggcartons(cardboard–notplastic)orgeta1or2cubicyardbagofpottingsoil.Layitsideways,punchholesonthebottom.Coverthegroundwithflattenedcardboardandthenplacethebagontop.Cutopenthetoptoallowstudentstoplanttheirplantsinthe“insta‐garden”

AIMS It’sintheBag• THISISA2NDGRADELESSON–USEONLYINCOMBOGRADECLASSES

AIMS APlantBegins• LittleBrownSeedsbooklet

HarcourtText

PerformanceAssessment• “HowPlantsGrow”AG11• “WhatPlantsNeed”ConceptReviewAB‐80• “Observe/PlantsGrowandChange”ConceptReviewAB81‐82

AIMS PlantPartMarkUp(bingo)



August2011

HarcourtText

Lesson4–HowCanweGroupPlants?• LessonQuickStudyRS20‐21• VocabularyPower“AllAboutPlants”RS13

ChapterAssessment–POSTTEST(teacherwillreadasstudentcompletesonpaper)HarcourtText Chapter1–AllaboutAnimals

ChapterAssessment–PRETEST(teacherreadsasstudentscompleteonpaper)

HarcourtText

Lesson1–Living/nonliving:• reviewvocabularyandmoveon(taughtinK)• UsetheRS5‐6forthereview• Providea“wordbank”toassistthestudentsincompletingtheLesson

QuickStudyHarcourtText

Lesson2–WhatdoAnimalsNeed?RS7‐8

AIMS AttendingtoNeeds–“AFishforFrances”• Note:Connectedlearningquestionsareattheendoftheteacherlesson

plan.Couldpostthequestionsandhavestudentsrespond(post‐itnotes,• Studentstakehomeheadbandstodaytocolorfornexttimeactivity

HarcourtText

Lesson3–HowCanWeGroupAnimals?• Readinthetextthislesson,thendo• HowCanweGroupAnimalst‐chartwherethereadingprovidesthe

studentsthe“notes”tofillinthechartinclass• InvestigateFurther“ClassifyingAnimals”(optional=needpicturesi.e.

“animallibrary”LAKESHORE• LessonQuickStudyRS9‐10

MSPLessonPlan

GroupingAnimals“HowCanWeGroupAnimals”‐T‐charttofillinandaddpicturesOR“AnimalGroups”wkstwithpartiallycompletednoteswithboxesforpictures

EvanMoore

AnimalswithBackbones(foldablebooklets)OPTIONAL

AIMS BandingTogether“headbands”–usethe• TransparencyIS6“Classify”• ConnectedLearningquestionstoendlessonareontheTlessonplan.

HarcourtText

Lesson4–HowDoAnimalsGrowandChange?• LessonQuickStudy‐RS11‐12–usethebigbutterflylifecyclechart• Transparency–“Compare(pig)”“Sequence”(tadpole)• InvestigateLog“AnimalsGrowandChange”• VocabularyPower“AllAboutAnimals”

ChapterAssessment–POSTTEST(TreadswhileSscompleteonpaper)Startplantseedlingsandunit/lessonsafterintersession–ideacouldbegrowingplantsforasaladforThanksgiving…(radish,lettuce,mizuna,nasturtiumflower)



August2011

Notebookideas:usevocabcards,havestudentscopyword,definitionandpicture.Also,coulduseAIMS“keyquestion,connectedlearningQ”asareflection/rememberingoption.

Download - Frameworks for Success in Science – MSP Grant Ha ʻ Content ... · Frameworks for Success in Science – MSP Grant WORKING DRAFT COHORT I & II Haʻaheo, Kalanianaʻole, Kapiolani,

Top Related