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Core Content Coaching: 6th Grade Elements
- 1. Science Grade 6 Core Content Coaching
- 2. Purpose To provide support for grade-level, unit content planning for the Elements Unit
- 3. Resources for planning • Teacher Yearly Resource Document (or Yearly Itinerary) • CRM 2: Classifying Matter • Blank Pacing Calendar • 6th Grade 1st Six Weeks Lessons: Elements Pacing Guides, Elements Daily Lesson Pages • Computer with Internet Access
- 7. 6.1A-B, 6.2B & D, 6.3A & D, 6.4A6.5: Matter and energy. The student knows the differences between elements and compounds. 6.5A: know that an element is a pure substance represented by chemical symbols. 6.5B: recognize that a limited number of the many known elements comprise the largest portion of solid Earth, living matter, oceans, and the atmosphere. TEKS & Student expectations Content TEKS Skills TEKS
- 8. CRM 2: TEKS & Acquisition section
- 9. Teacher Content support videos Science Channel Greatest Discoveries: Periodic Table Session 1. What is Matter? Properties and Classification of Matter
- 10. Vertical alignment 5TH GRADE •Classify matter based on specific physical properties. 6TH GRADE 6.5A: know that an element is a pure substance represented by chemical symbols. 6.5B: recognize that a limited number of the many known elements comprise the largest portion of solid Earth, living matter, oceans, and the atmosphere. 7th & 8th Grade •7th : Identify organic compounds based on the presence of carbon. •8th : Identify that protons determine an element’s identity.
- 11. • 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
- 12. How was 6.5A previously tested? *A = 60% B = 21% C = 06% D = 12%
- 13. How was 6.5A previously tested? A = 02% B = 05% *C = 90% D = 02%
- 14. How was 6.5A previously tested? *A = 85% B = 05% C = 05% D = 04%
- 15. How was 6.5A previously tested? A = 03% B = 03% C = 02% *D = 91%
- 16. How was 6.5A previously tested? A = 06% B = 52% C = 04% *D = 39%
- 17. How was 6.5A previously tested? *A = 73% B = 16% C = 07% D = 04%
- 18. How was 6.5B previously tested? A = 05% *B = 47% C = 39% D = 09%
- 19. How was 6.5B previously tested? *A = 69% B = 07% C = 14% D = 08%
- 20. Based on the data and distractors, what key points should teachers emphasize during lessons? • An element contains only one kind of atom. • Elements are represented by chemical symbols. • Earth, living matter, oceans, and atmosphere are composed of a limited number of elements.
- 21. 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
- 22. Embedded in lessons: Engage Student Interest • Picture Representation of Matter • Elements Vocabulary Trailer • Connecting to Science Questions: Succeeding in Challenging Classes • Sally Ride Science: Jan Talbot, Chemical Engineer • Baffling Balloon Behavior • Daily Guiding Questions and Sentence Frames
- 23. Embedded in lessons: Review / Scaffold to TEKS • Vocabulary Magic: Elements Card Sort & Vocabulary Trailer
- 24. Embedded in lessons: Student-Centered Activities directly relating to the depth and complexity of the TEKS (Labs, Activities, Videos) • Baffling Balloon Behavior • Matter and Its Properties, What Makes Up Matter Video • Chemical Symbols Matching Cards • Elements & Their Chemical Symbols • Chemical Symbols Warm Up • Elements of the Earth & Mineral Observations • Elements in the Earth’s Graph • Chemical Symbols Practice
- 25. Embedded in lessons: Organize and Practice Vocabulary • Quizlet • Vocabulary Magic: Elements Vocabulary Cards • Classifying Matter Overview • Vocabulary Games: Concentration, Sentence Puzzler • Matter Vocabulary Presentation & Cards/Foldable • Total Physical Response • Kagan Fan-N-Pick
- 26. Embedded in lessons: Reading & Comprehension Strategies • Heaviest Named Element is Official Reading • Jan Talbot, Chemical Engineer • Elements in the Earth’s Crust • Comprehension Strategies: • Two-Column Notes • Model Note Taking • Shared Reading • Reading Triads • Read/Think Aloud • Selective Highlighting
- 27. Embedded in lessons: Writing Opportunities & Scaffolds • Demonstrate or Write a Scenario: Air is Matter • Journal Entry Ink Think: Summarizing • Elements of the Earth Reflection • Scaffolds: • Writing Frames • Word Bank REFLECTION 1. What are some common elements that make up the Earth? “Some common elements that make up the Earth’s crust are ____________, _____________, __________________ and _______________.” 2. How can a few elements make up so many different things? “So many different things can be composed of just a few elements because (or just like) ___________________.” Word Bank Minerals Elements Compounds Building Blocks REFLECTION 1. What are some common elements that make up the Earth? “Some common elements that make up the Earth’s crust are ____________, _____________, __________________ and _______________.” 2. How can a few elements make up so many different things? “So many different things can be composed of just a few elements because (or just like) ___________________.” Word Bank Minerals Elements Compounds Building Blocks
- 28. Embedded in lessons: Daily Listening & Speaking Opportunities • Picture Representation of Matter • Baffling Balloon Behavior • Heaviest Element is Official Reading • Matter Video Think/Pair/Share • Journal Entry Ink Think: Summarizing • Jan Talbot, Chemical Engineer Reading & Activity • Matter Vocabulary Presentation • Chemical Symbols Matching Cards • Chemical Symbols Warm Up • Elements of the Earth Presentation & Mineral Observation • Vocabulary Games • Vocabulary Magic: Elements Card Sort In this picture I see… I think this picture might match the word … because…
- 29. • Special Education: 1. Sorting Cards 2. Discuss Before Writing 3. Sentence Frames 4. Speaking Frames 5. Writing Frames 6. Card Sort Mat 7. Mixed-Ability Partners 8. Text-to-Speech 9. Fill-in-the-Blank Notes 10. Graphic Organizer 11. Class List 12. Word Bank 13. Think Aloud & Highlight 14. Closed Captioning 15. Choral Response 16. Graphics 17. Explicit Instructions 18. Anchors of Support 19. Multiple Means 20. Total Physical Response 21. Realia 22. Labeled Graph 23. Kids’ Zone Create a Graph 24. Discuss before Writing 25. Self Reflection • English Language Learners: 1. Sentence Frames 2. Mixed-Ability Partners 3. Speaking Frames 4. Writing Frames 5. Mixed-Ability Partners 6. Simple Graphic Organizer 7. Class List 8. Word Bank 9. Think Aloud & Highlight 10. Closed Captioning 11. Anchors of Support 12. Choral Response 13. Total Physical Response 14. Realia 15. Labeled Graph 16. Kids’ Zone Create a Graph 17. Discuss before Writing Embedded in lessons: Differentiation
- 30. • Extension for Learning: 1.3-card Concentration Game 2. Pie chart using computer software Embedded in lessons: Differentiation
- 31. • Quizlet Flash Cards • ScienceFusion Optional Lessons • Other Lessons Folder Activities • Quizlet Games • Vocabulary Games • Demonstrate or Write a Scenario • Peer/Class Discussions • Journal Entries • Chemical Symbols Matching Cards • Chemical Symbols Practice • Chemical Symbols Warm Up • Elements & Their Chemical Symbols • Classifying Matter Unit Overview Update • Elements Quiz • Elements Self Reflection Embedded in lessons: Formative Assessment & Reteach Formative Assessment Reteach Opportunities
- 32. 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.
- 33. Lower Levels of questions
- 34. Higher Levels of questions
- 35. Sample unit questions • A sample from this unit using the Daily Guiding Questions. Knowledge Comprehension Application Analysis Synthesis Evaluate What is an element? How are the elements represented in the Periodic Table? How do we describe and classify matter? How can you identify an element using what you have learned? How are atoms related to elements? How would you improve the representation of elements on the Periodic Table? How would you prove the limited number of elements that compose the many things on Earth?
- 36. embedded in lessons: Anchors of Support • Classifying Matter Unit Overview • What Makes Up Matter Video Simple Graphic Organizer • Heaviest Elements Two-Column Notes • Elements Vocabulary Cards/Foldable • Periodic Table of Elements • Elements in the Earth Graph
- 37. Anchors of Support: Other 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
- 39. Anchor of Support idea- Elements Chemical Symbol Element Student Examples
- 40. Academic vocabulary DAILY LESSON PAGE CURRICULUM ROAD MAP
Editor's Notes
- What are the state standards for this Unit? Deconstruct the TEKS: Verb, Noun, and Context What does it mean to “know” and “recognize” something?
- What should students know and be able to do?
- Note the development of the understanding of elements and compounds from 6th to 8th grade.
- This information is located on the CRM and the Teacher Lesson Page. The Teacher Lesson Page contains the specific prior learning for the specific TEKS for this Unit.
- Science 6 MOYI 13-14 Note the percentages chosen for each answer. What was the biggest distractor? How can we address this misconception? *Correct Answer
- SCIENCE 6 MOYII 12-13 Note the percentages chosen for each answer. What was the biggest distractor? How can we address this misconception? *Correct Answer
- SCIENCE 6 MOYII 12-13 Note the percentages chosen for each answer. What was the biggest distractor? How can we address this misconception? *Correct Answer
- S6.SCA.1st.TEST1.11-12 Note the percentages chosen for each answer. What was the biggest distractor? How can we address this misconception? *Correct Answer
- SCIENCE 6 MOYII 13-14 Note the percentages chosen for each answer. What was the biggest distractor? How can we address this misconception? *Correct Answer
- SCIENCE 6 MOYII 13-14 Note the percentages chosen for each answer. What was the biggest distractor? How can we address this misconception? *Correct Answer
- SCIENCE 6 MOYII 13-14 Note the percentages chosen for each answer. What was the biggest distractor? How can we address this misconception? *Correct Answer
- S6.SCA.1st.TEST1.13-14 Note the percentages chosen for each answer. What was the biggest distractor? How can we address this misconception? *Correct Answer
- Edited from Critical Thinking and Formative Assessment: Increasing the Rigor in Your Classroom
- Edited from Critical Thinking and Formative Assessment: Increasing the Rigor in Your Classroom
- Edited from Critical Thinking and Formative Assessment: Increasing the Rigor in Your Classroom
- Guiding Questions are bold and italicized.
- What other anchors of support are available to students on a daily basis?
- What are the essential vocabulary for the unit?Are all necessary vocabulary accounted for in the acquiring and practicing opportunities?