West-Orange Cove CSD 8th Grade Science –5th Six Weeks 2012 - 2013

The Fifth six weeks has 34 instructional

days 3/4 – 4/26

Spring Break 3/11 – 3/15

Good Friday3/29

Major Concepts During week 1-2, students will understand how

interdependence occurs among living systems and the environment.

During week 3-4, students will continue to learn and understand how interdependence occurs among living systems and the environment.

During week 5 - 7, students will review concepts learned to prepare for STAAR test

Processes Analyze data to formulate reasonable explanations, communicate valid

conclusions supported by the data, and predict trends Plan and implement comparative and descriptive investigations by making

observations, asking well-defined questions, and using appropriate equipment and technology.

Analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking.

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 fifth six weeks, we will explore the fourth and fifth strategy presented in this book. Environment Strategy 4: Provide Feedback; give timely and criterion reference feedback p.161 – 168 and Environment Strategy 5: Reinforcing Progress and Effort; keep students focused on learning by reinforcing progress and effort p. 168 – 176.

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)

Use of the 5E scientific model:o Engageo Explore

West-Orange Cove CSD 8th Grade Science –5th Six Weeks 2012 - 2013

o 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.

If individual conferences have not been done and as we enter the last few weeks before our STAAR test, teachers will have conversations regarding two variables, effort and achievement. Periodically, ask students to describe what they noticed about the relationship between the effort they put into a project or task and their accomplishment. As students reflect on their experiences will increase their awareness of the power of effort. Continue to work on building your students’ confidence in their learning abilities by helping them set reasonable, attainable goals. Use this Student Self-Assessment and Goal Setting Template with students to determine their effort and what they want to work to improve. Conferencing provides opportunities to discuss with students what they believe about themselves and how those beliefs align with the behaviors you observe in class.

Week 1 March 4 - 8

Learning Standards Instruction Resources Products, Projects, Labs AssessmentOrganisms and Environments The student knows that interdependence occurs among living systems and the environment and that human activities can affect these systems.

The student is expected to:

Diagram the flow of energy through living systems, including food chains, food webs, and energy pyramids. 7.5C -S8

Describe producer/consumer, predator/prey, and parasite/host relationships as they occur in food webs within marine, freshwater, and terrestrial ecosystems; 8.11A - R8

The time needed to cover the concepts for week 1 and week 2 can be modified as needed if more time is desired for STAAR review.

Vocabularyproducers, consumers, predator, prey, parasite, host, food web, food chain, ecosystem (marine, freshwater, terrestrial) organisms, populations, biotic factors, abiotic factors, environmental changes, trait, population, adaptations

ENGAGE students daily by Reviewing what students know about

producer/consumer and predator/prey relationships using annotated student drawings or commit and toss.

Show students the National Geographic video “Fish Thieves Take Rare Seals’ Prey” (3.5 minutes), in which an endangered Hawaiian monk seal preys upon and competes for fish and invertebrates on the seafloor at 80 meters (262 feet) deep. Ask: What is the ecological relationship between the monk seal and the octopus/eel/trigger fish? (predator/prey)  Ask: What is the ecological relationship between the monk seal and the jacks/sharks? (competition)

Discuss the following question, If a predator’s prey begins to die out from disease, what

https://www.scientificminds.com/Teacher/AncillaryData.aspxUse the following lessons to support students’ understanding and knowledge by using Science Starter 54

Producers, Consumers, and Decomposers

Science Starter 55 Food Chain and Food Webs

Science Starter 56Energy Pyramids.

Teaching Science TEKS 8.11A

Discovery Education

National Geographic

Texas Parks and Wildlife

Gateways 8th grade Unit 6 Lesson 1 Energy in Ecosystems T.E 472 - 483Students will participate in this lesson to describe the relationships between consumers and producers. Diagram the flow of energy in food webs and energy pyramids.

Gateways 8th grade Unit 6 Lesson 2 Relationships in Food Webs T.E 484 - 500Students will participate in this lesson to describe relationships between organisms within ecosystems.

ELABORATE / EVALUATEDesign a variety of food-web collages that illustrate the energy flow within living systems found in the schoolyard, in an ocean, or

EVALUATEGive each student a copy of the Symbiotic Interactions worksheet. Students will select 4 out of 7 scenarios providing reasons for their choices. Have students explain why they classified the different scenarios as one type of symbiosis and not the others.

Reflection – In the diagram included in the hyperlink, a desert food web is shown. Write an essay identifying and describing one producer-consumer relationship, one predator-prey relationship, and one parasite-host relationship within the desert food web.

West-Orange Cove CSD 8th Grade Science –5th Six Weeks 2012 - 2013

options does the predator have at that point in order to survive? Students will reflect individually and then do a Think-Pair-Share. Volunteers will share out with the whole class.

Watching Elements of Biology: Ecosystems: The organisms and the Environment and discussing how plants and animals compete and cooperate in their environment resulting in what is often described as a "balance of nature" within an ecosystem.

Students will reflect on the following questions: How do ecological relationships shape the marine ecosystem? Why is it important to identify and understand these relationships? Students will present their thoughts using “table talk” If time permits, representatives from each table will share with the class.

Have students view videos to identify symbiotic relationships.Show students the three videos of different marine species interactions. After each video, have the class identify and discuss the symbiotic relationships they observed. “Caribbean Cleaners” (2.5 minutes)—mutualism. “Giving Fish a Bath” (5.5 minutes)—parasitism. “Clownfish and Sea Anemone Partnership” (1.5 minutes)—mutualism. Ask: What type of symbiotic relationship was not shown in the videos? (commensalism)

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

EXPLORE / EXPLAIN – Teacher will guide students in the understanding of ecological relationships using the Ecological Relationships SMART Notebook file.

EXPLORE / EXPLAIN – Teacher will guide students in the understanding of roles in an ecosystem using this PowerPoint presentation. The species in an ecosystem depend on each other in many ways. We can model these relationships using a food web that shows the

in a classroom aquarium or terrarium.

West-Orange Cove CSD 8th Grade Science –5th Six Weeks 2012 - 2013

transfer of energy from species to species. Every living thing in an ecosystem is part of the food web and has a role in keeping it balanced.

EXPLORE / EXPLAIN - Think you got what it takes to survive in the wild? Teacher will use the information obtained in Texas Parks and Wildlife to make stations where students will rotate and see how they measure up to various animals. At each station, students will determine how each animal uses their skills in a predator/prey relationship.

West-Orange Cove CSD 8th Grade Science –5th Six Weeks 2012 - 2013

Week 2March 18 – March 22

Learning Standards Instruction Resources Products, Projects, Labs AssessmentOrganisms and environments: The student knows that interdependence occurs among living systems and the environment and that human activities can affect these systems.

Describe producer/consumer, predator/prey, and parasite/host relationships as they occur in food webs within marine, freshwater, and terrestrial ecosystems; 8.11A - R8

Describe how biodiversity contributes to the sustainability of an ecosystem. 7.10 B - S8

Investigate how organisms and populations in an ecosystem depend on and may compete for biotic and abiotic factors such as quantity of light, water, range of temperatures, or soil composition; 8.11B - R8

Vocabularyproducers, consumers, predator, prey, parasite, host, food web, food chain, ecosystem (marine, freshwater, terrestrial) organisms, populations, biotic factors, abiotic factors, environmental changes

ENGAGE students daily by

Brainstorm with students using the following questions

o What do middle schoolers compete for?o What do adults compete for?o How does this compare with competition in

nature?

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.

Reading A Fight for Life in the Tropical Rainforest and discussing how organisms and populations in an ecosystem depend on and may compete for biotic and abiotic.

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

EXPLORE / EXPLAIN- Teacher will support students as they participate in laboratory observations using the lab procedure and questions Who Loves Sugar?

EXPLORE / EXPLAIN – Teacher will guide students in the study of Ecological Relationships to support students in better understanding how organisms depend on and may compete for biotic and abiotic factors.

https://www.scientificminds.com/Teacher/AncillaryData.aspxUse the following lessons to support students’ understanding and knowledge by using Science Starter 11

Abiotic and Biotic Science Starter 55

Food Chain and Food Webs

Science Starter 57 Aquatic Biomes

Science Starter 58 Terrestrial Biomes

Discovery Education

STEM-SCOPES

What is for Dinner?Students will participate of this lab to EXPLORE/EXPLAIN the concept of competition in a game format. Teacher will set up ahead of time in order for students to use the handout to participate of the competition game.

Gateways 8th grade Unit 6 Lesson 3 Biotic and Abiotic Factors in Ecosystems T.E 501 - 514Students will participate in this lesson to investigate how organisms and populations depend on and compete for resources within an ecosystem.

ELABORATE / EVALUATEStudents will create a poster or a poem/song displaying their understanding of biotic and abiotic factors that organisms and populations in an ecosystem depend on.

EVALUATEStudents will Thinkabout how the roleof both biotic andabiotic factorswithin an ecosystem; then, students will write describinga scenario in whichone abiotic factor is changed or removed from an ecosystem. Explain the possible side effects on that ecosystem

Reflection – Intraspecies competition happens when individual organisms within the same species compete for resources. Interspecies competition happens when different populations of species compete for resources. Describe the similarities and differences between these two types of competition. Use specific examples to support your answer.

West-Orange Cove CSD 8th Grade Science –5th Six Weeks 2012 - 2013

Week 3 March 25 - March 28

Learning Standards Instruction Resources Products, Projects, Labs Assessment Organisms and the Environment The student knows that interdependence occurs among living systems and the environment and that human activities can affect these systems.

The student is expected to:

Compare the results of uniform or diverse offspring from sexual reproduction or asexual reproduction. 7.14B S8 Recognize that inherited traits of individuals are governed in the genetic material found in the genes within chromosomes in the nucleus 7.14C S8 Identify some changes in genetic traits that have occurred over several generations through natural selection and selective breeding such as the Galapagos Medium Ground Finch (Geospiza fortis) or domestic animals. 7.11C S8

Explore how short- and long-term environmental changes affect organisms and traits in subsequent populations; 8.11C - R8

Essential Vocabulary: organisms, populations, ecosystem, biotic factors, abiotic factors, light, soil, water, temperature, environmental changes, trait, population, adaptations

ENGAGE students daily by Showing the class a diagram of the Earth, Sun and

Moon relationship. In groups have them write an explanation to determine the relationship of the three bodies.

Asking the students and allowing time to do table talk or think-pair-share, “Have you noticed that the moon changes shape each time you see it? Why does the moon change shape?”

Watching the movie clip Moon Phases and discussing how during the 29 days it takes the moon to orbit the Earth, the moon appears to change shape from one day to the next. Students will know that these shapes are known as the phases of the moon.

Watching and singing Phases of the Moon Rap. Use a projector to make sure students are able to follow along with the lyrics. This is a very interactive way to engage students and reinforce phases of the moon daily.

Selecting a student’s birthday and finding how the moon looked like during that particular day. Use StarDate to display the approximate moon phases. How are scientists able to predict the phase of the moon in the next month? Year?

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

EXPLORE / EXPLAIN- Using this interactive moon phase link to examine for each phase how the view from Earth is related to the view from space.

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

Ecological Succession

Science Starter 69 Human Impact on Plants and Animals

Science Starter 71 Adaptations

Science Starter 72 Natural Selection

Science Starter 76 Traits and the Environment

Discovery Education

StarDate

Wonderville

Earth’s Rotation, Tilt, Orbit and Phases of the Moon SMART Notebook File

Gateways 8th grade Unit 6 Lesson 4 Changes in the Environment T.E 515 - 524Students will explore how short- and long-term environmental changes affect organisms and their traits.

ELABORATE / EVALUATEStudents will create a poster or a model to describe and explain the lunar cycle.

ELABORATEPhases of the Moon Daily Log and Flip Book Project:  Students will make observations and record the phases of the moon and then create a flip book.

EVALUATETell the students that they are moon. Students will write a narrative of their month long journey through the various phases.If necessary, show the students the following example.

West-Orange Cove CSD 8th Grade Science –5th Six Weeks 2012 - 2013

Week 4 (2 days of testing Reading –Math and 3 days of instruction)April 1 – April 5

Learning Standards Instruction Resources Products, Projects, Labs AssessmentOrganisms and Environments The student knows that interdependence occurs among living systems and the environment and that human activities can affect these systems.

The student is expected to:

Model the effects of human activity on groundwater and surface water in a watershed. 7.8 C- S8

Recognize human dependence on ocean systems and explain how human activities such as runoff, artificial reefs, or use of resources have modified these systems. 8.11D - S8 Practice appropriate use and conservation of resources, including disposal, reuse, or recycling of materials. 8.1 B

Essential Vocabulary: ocean systems, runoff, artificial reefs, resources, ground water, watershed

ENGAGE students daily by Using this video showing the highest tides in the

world at Hopewell Rocks in New Brunswick, Canada. Before students begin to watch, tell them to keep in mind the following questions, “What do you see happening with the water?” and “What might cause the water to move?”

Using Annotated Students Drawings or Commit and Toss, students will produce a brief explanation of what they know about tides. Have them watch the tide video; revise and discuss what students originally thought and develop a class definition for the term tide.

Watching the video segment The Moon and the Tides and discussing how tides are produced by the pull of gravity from the moon. Students will learn that tide levels may vary by several feet depending on the depth of the water and the surface features.

Showing the students the interactive link of spring and neap tides. Using Think-Pair-Share or Table Talk, students will be able to discuss what they see happening in the clip. Each group will come up with an explanation of what they see and share out with the class.

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

EXPLORE / EXPLAIN- Teacher will support student’ understanding of the production of tides using this animated interactive site. Students will see how the motion of the Earth creates inertial forces that combine with the gravity of the moon and sun to produce ocean tides on our planet.

https://www.scientificminds.com/Teacher/AncillaryData.aspxUse the following lessons to support students’ understanding and knowledge by using Science Starter 70

Human Impact on the environment

Discovery Education

Earth’s Rotation, Tilt, Orbit and Phases of the Moon SMART Notebook File

Gateways 8th grade Unit 6 Lesson 5 The Human Factor T.E 525 - 532Students will participate in this lesson to explain how humans are dependent on the ocean and how human activities have modified the ocean.

ELABORATE / EVALUATEUsing the knowledge acquired during the week as it relates to tides, students create a travel brochure to advertise a trip to The Bay of Fundy. Students will use the words from the word wall, concept wall or students personal dictionary to advertise their trip. Collaborating with the class, develop a criteria chart and rubric for students to monitor and manage their products.

EVALUATEStudents will create a poem, skit, song, or rap to explain the causes and frequency of ocean tides. Collaborating with the class, develop a criteria chart and rubric to assess students work.

Reflection – The moon has a special effect on Earth and our ocean's tides. With a partner, students will write down the best explanation of how tides are created. Use some of the following vocabulary: moon Earth gravity tide ocean rotation orbit

West-Orange Cove CSD 8th Grade Science –5th Six Weeks 2012 - 2013

Week 5 – Week 7April 8 – April 26 (Testing on the last week)

Learning Standards Instruction Resources Products, Projects, Labs Assessment

EXPLORE / EXPLAIN- Students will conduct a research using encyclopedias, online databases, and library books. After this research, video explorations, and laboratory, students will be able to:

o Describe and define components of the universe (stars, nebulae, galaxies)

o Recognize and explain the types of galaxies: elliptical (bar), irregular, and spiral (disc-shaped). Depending on time, the teacher may opt to use the Dust and Gases PPT to guide students in the exploration and learning of galaxies

o Classify stars on the HR diagram. Depending on time, the teacher may opt to guide students learning about the Hertzsprung-Russell Diagram as a tool that shows relationships and differences between stars. It is something of a "family portrait." It shows stars of different ages and in different stages, all at the same time

o Recognize that the Sun is a medium sized star and the closest to the Earth.

Students will write a report including key facts about the universe using the above bullets as a reference. At the end of the research report, provide students with notes created by the teacher using web resources provided by students.

West-Orange Cove CSD 8th Grade Science –5th Six Weeks 2012 - 2013

The Web sites below are a good starting point for online research:

Universe, Galaxies, Stars, Solar System

www.Cosmo4Kids.com

Universe (Wikipedia)

http://en.wikipedia.org/wiki/universe

BBC Science and Nature (Space)

www.bbc.co.uk/science/space/solarsystem

Kidsastronomy.com

www.kidsastronomy.com/universe.htm

Curious About Astronomy? Ask an Astronomer (Cornell University)

http://curious.astro.cornell.edu/index.php

Exploring the Universe (NASA)

www.nasa.gov/vision/universe/features

Imagine the Universe (NASA)

http://imagine.gsfc.nasa.gov

Universe Forum Learning Resources (Harvard University)

http://cfa-www.harvard.edu/seuforum/learningresources.htm

West-Orange Cove CSD 8th Grade Science –5th 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 –5th 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

West-Orange Cove CSD 8th Grade Science –5th Six Weeks 2012 - 2013

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.

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.

West-Orange Cove CSD 8th Grade Science –5th Six Weeks 2012 - 2013

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.

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 –5th Six Weeks 2012 - 2013

Desert Food Web

West-Orange Cove CSD 8th Grade Science –5th 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