This document provides resources and planning information for teaching a unit on tides in 8th grade science. It includes the relevant state standards, activities to emphasize key points, examples of effective lesson plan components, formative assessment examples, and suggestions for differentiation and supporting English learners and students with special needs. Recommendations are given for engaging students, reviewing content, incorporating hands-on activities, developing vocabulary, and including higher-level questioning.
Core Concepts Backgrounder and Evaluation StrategiesMining Matters
Mining Matters Core Concepts are standalone classroom ready activities that reflect key foundational ideas in Earth science. Sourced from our archives of curriculum-linked teacher resources, each activity reflects an integral part of many important concepts and theories in the various disciplines that comprise the Geosciences.
In an effort to be of service to all of our teacher-partners, these activities have been assembled as a way to support individual teachers without the need to attend a pre-requisite teacher training workshop. All the contents of the Core Concepts resource support current teaching practices that values hands-on experience where students take an active role in learning. Any rocks and minerals samples as well as print resources required for successful classroom delivery can be sourced through Mining Matters.
Week 9 Earth and Space SciencesThe Earth and Space Sciences sub-s.docxmelbruce90096
Week 9: Earth and Space SciencesThe Earth and Space Sciences sub-strand
This week we will be exploring the Science Understanding sub-strand of Earth and Space Sciences. The study of Earth and Space Sciences focuses on developing students’ understandings of their place both within the broader universe and at a much closer level developing their understanding of geological processes and the weather and environment on Earth. We will continue our exploration of models to support understanding and provide examples of how to use digital technology in our science lessons.
Begin by watching the video Science & Space: Solar System 101(National Geographic Kids, 2014). What do you recall from your own education and what is new information for you?
Then watch the short video Make a mini solar system (ABC Splash, 2014) about modelling a mini solar system and think about how do we get across to students the sheer size of something as big as the solar system?
The week at a glance
Explore
Investigate
Dynamic Earth
Extending the use of models
Science and culture (an introduction to the Science as a Human Endeavour strand)
Suggested activities
Primary Connections resource and audio tour: Earthquake explorers
Primary Connections resource and audio tour: Earth's place in space
Links to and use of digital technologies
Planning toolkit
Science & Space: Solar System 101 (2014)<http://tinyurl.com/phy5khd>
Make a mini solar system (ABC Splash, 2014) <http://ab.co/1uBjHvr>
Click to go to theABC splash website for resources and ideas for teaching this topic.Dynamic Earth
The Australian Curriculum: Science (ACARA, 2014) Earth and Space sciences sub-strand is concerned with "Earth’s dynamic structure and its place in the cosmos." You can read the full description of this sub-strand within the Australian Curriculum: Science Content structure overview (ACARA, 2014). What does ‘ Earth’s dynamic structure and its place in the cosmos’ mean within a primary school and what we need to teach from F-6?Scope and sequence
The scope and sequence chart for Earth and space sciences allows us, at a glance, to see the content descriptions from Foundation to Year 6 and therefore how students’ understanding of Earth and space sciences progresses in both depth and breadth (ACARA, 2014). As shown in the scope and sequence screenshot, in Foundation year students learn that daily and seasonal changes in our environment, including the weather, affect everyday life and by Year 6 that sudden geological changes or extreme weather conditions can affect Earth’s surface.
Foundation Year
Year 1
Year 2
Year 3
Year 4
Year 5
Year 6
Earth and space sciences
Daily and seasonal changes in our environment, including the weather, affect everyday life.
Observable changes occur in the sky and landscape.
Earth's resources including water, are used in a variety of ways.
Earth's rotation on its axis causes regular changes, including day and night.
Earth's surface changes over time as a result of natural process.
Core Concepts Backgrounder and Evaluation StrategiesMining Matters
Mining Matters Core Concepts are standalone classroom ready activities that reflect key foundational ideas in Earth science. Sourced from our archives of curriculum-linked teacher resources, each activity reflects an integral part of many important concepts and theories in the various disciplines that comprise the Geosciences.
In an effort to be of service to all of our teacher-partners, these activities have been assembled as a way to support individual teachers without the need to attend a pre-requisite teacher training workshop. All the contents of the Core Concepts resource support current teaching practices that values hands-on experience where students take an active role in learning. Any rocks and minerals samples as well as print resources required for successful classroom delivery can be sourced through Mining Matters.
Week 9 Earth and Space SciencesThe Earth and Space Sciences sub-s.docxmelbruce90096
Week 9: Earth and Space SciencesThe Earth and Space Sciences sub-strand
This week we will be exploring the Science Understanding sub-strand of Earth and Space Sciences. The study of Earth and Space Sciences focuses on developing students’ understandings of their place both within the broader universe and at a much closer level developing their understanding of geological processes and the weather and environment on Earth. We will continue our exploration of models to support understanding and provide examples of how to use digital technology in our science lessons.
Begin by watching the video Science & Space: Solar System 101(National Geographic Kids, 2014). What do you recall from your own education and what is new information for you?
Then watch the short video Make a mini solar system (ABC Splash, 2014) about modelling a mini solar system and think about how do we get across to students the sheer size of something as big as the solar system?
The week at a glance
Explore
Investigate
Dynamic Earth
Extending the use of models
Science and culture (an introduction to the Science as a Human Endeavour strand)
Suggested activities
Primary Connections resource and audio tour: Earthquake explorers
Primary Connections resource and audio tour: Earth's place in space
Links to and use of digital technologies
Planning toolkit
Science & Space: Solar System 101 (2014)<http://tinyurl.com/phy5khd>
Make a mini solar system (ABC Splash, 2014) <http://ab.co/1uBjHvr>
Click to go to theABC splash website for resources and ideas for teaching this topic.Dynamic Earth
The Australian Curriculum: Science (ACARA, 2014) Earth and Space sciences sub-strand is concerned with "Earth’s dynamic structure and its place in the cosmos." You can read the full description of this sub-strand within the Australian Curriculum: Science Content structure overview (ACARA, 2014). What does ‘ Earth’s dynamic structure and its place in the cosmos’ mean within a primary school and what we need to teach from F-6?Scope and sequence
The scope and sequence chart for Earth and space sciences allows us, at a glance, to see the content descriptions from Foundation to Year 6 and therefore how students’ understanding of Earth and space sciences progresses in both depth and breadth (ACARA, 2014). As shown in the scope and sequence screenshot, in Foundation year students learn that daily and seasonal changes in our environment, including the weather, affect everyday life and by Year 6 that sudden geological changes or extreme weather conditions can affect Earth’s surface.
Foundation Year
Year 1
Year 2
Year 3
Year 4
Year 5
Year 6
Earth and space sciences
Daily and seasonal changes in our environment, including the weather, affect everyday life.
Observable changes occur in the sky and landscape.
Earth's resources including water, are used in a variety of ways.
Earth's rotation on its axis causes regular changes, including day and night.
Earth's surface changes over time as a result of natural process.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
5. Monday Tuesday Wednesday Thursday Friday
Jan. 5
Global Winds & Ocean
Currents
6 7 8 9
12
Weather
13 14 15 16
19
Student/Staff Holiday
20
Reason for the Seasons
21 22 23
26
Moon Phases
27 28 29 30
Feb. 2
Tides
3 4 5 6
9
Origins of the Universe
10 11 12
Life Cycle of a Star
13
16
Student Holiday
17
Life Cycle of a Star
18 19 20
4th
Six Weeks Planner (33 days)
6. 8.2D-E8.7: Earth & space. The student knows the effects
resulting from cyclical movements of the Sun,
Earth, & Moon. The student is expected to:
•8.7C: relate the position of the Moon &
Sun to their effect on ocean tides.
TEKS & Student expectations
Content TEKS Skills TEKS
1. What are the state standards for this unit?
2. Deconstruct the TEKS: Verb, Noun, and Context
Relate: to show or make a connection between (two or more things)
1. What are the state standards for this unit?
2. Deconstruct the TEKS: Verb, Noun, and Context
Relate: to show or make a connection between (two or more things)
8. Teacher Content support
Moon Tides: How the Moon Affects Ocean Tides…
http://home.hiwaay.net/~krcool/Astro/moon/moontides/
Tides & Water Levels
http://oceanservice.noaa.gov/education/kits/tides/tides02_cause.html
NSTA Leaning Center- http://learningcenter.nsta.org/
Search Resources & Opportunities: tides
ScienceFusion Grade 8 Teacher Edition: Content Refresher: p. 280
9. Vertical alignment
6TH
GRADE
•understand that gravity is the
force that governs the motion of
our solar system
8TH
GRADE
8.7C: relate the position of the
Moon and Sun to their effect on
ocean tides.
EARTH & SPACE SCIENCE
•analyze how global ocean
circulation is the result of wind,
tides, the Coriolis effect, water
density differences, and the shape
of the ocean basins.
10. • Gravity is the force that governs the motion of
our solar system.
PRIOR LEARNING
13. Based on the data and distractors, what key points should teachers
emphasize during lessons?
• A neap tide is in a STRAIGHT line.
• A spring tide is at RIGHT ANGLES.
• The position of the bodies in space dictate the type of tide.
22%22%
Activities to emphasize this
point included in the
curriculum:
1.Office of Naval Research:
Ocean in Motion- Tides Online
Simulation
2.8.7C Tides Cornell Notes
3.BrainPop: Tides- Is the Tide
Turning? Video
4.Types of Tides Diagrams
5.Tides Foldable
6.Moon’s Effect on Tides
Animation
Activities to emphasize this
point included in the
curriculum:
1.Office of Naval Research:
Ocean in Motion- Tides Online
Simulation
2.8.7C Tides Cornell Notes
3.BrainPop: Tides- Is the Tide
Turning? Video
4.Types of Tides Diagrams
5.Tides Foldable
6.Moon’s Effect on Tides
Animation
14. 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
15. Embedded in lessons:
Engage Student Interest
• Pre-Assessment: We know
that the position of the Moon
affects the lunar phase we
see at night. What other
affects does a Moon phase
have on planet Earth?
• Great Natural Wonders:
Talbot Bay, Australia Video
16. Recommended in lessons:
Review / Scaffold to TEKS
• Tides Unit Overview
• ScienceSaurus Reading: Tides p. 237
• Think Central Unit 5, Lesson 3: Earth’s
Tides Digital Lesson
• Tides Animations
http://www.wiley.com/college/strahler/0471480
533/animations/ch19_animations/animation3.
html
http://www.mmscrusaders.com/newscirocks/ti
des/tideanim.htm
http://www.wiley.com/college/strahler/0471480
533/animations/ch19_animations/animation3.
html
17. • BrainPop Video & Graphic
Representation Notes: Tides- Is the
Tide Turning?
• Office of Naval Research: Ocean in
Motion- Tides Online Simulation
• Types of Tides Diagrams
• Moon’s Effect on Tides Animation
Embedded in lessons:
Student-Centered Activities directly relating to the depth and complexity of the
TEKS (investigations, Activities, Videos)
18. Embedded in lessons:
Organize and Practice Vocabulary
• Office of Naval Research: Ocean in
Motion- Tides Journal Entry
• 8.7C Tides Cornell Notes
• Tides- Is the Tide Turning? Graphic
Representation Notes
• Types of Tides Diagrams
• Claims & Evidence Chart
• Tides Foldable
19. Embedded in lessons:
Reading & Comprehension Strategies
• ScienceFusion: Earth’s Tides p. 248-255
• ScienceSaurus Reading: Tides p. 237
• Office of Naval Research: Ocean in Motion- Tides
• Comprehension Strategies
• Shared Reading Recommendation: Have
each student in a pair read a paragraph at a
time and then have the non-reader
summarize the section.
• Active Reading Strategies embedded in
ScienceFusion Reading
20. Embedded in lessons:
Writing Opportunities & Scaffolds
• Pre-Assessment: We know that the position of
the Moon affects the lunar phase we see at
night. What other affects does a Moon phase
have on planet Earth?
• Claims & Evidence Chart
• Journal Entries/Exit Tickets
• Office of Naval Research: Ocean in
Motion- Tides
• How might the time of day affect the up
and down motion of tides?
• Scaffolds: Sentence Frames, Word
Bank, Talk then Write,
Write/Share/Revise, Think/Share/Write
22. • Special Education:
1. Mixed-Ability Partners
2. Science Glossary
3. Word Bank
4. Sentence Frames
5. Unit Overview
6. Class List
7. Shared Reading
8. Chunked Reading
9. Fill-in-the-Blank Notes
10. Graphic Representation Notes
11. Animation
12. Anchors of Support
13. Text to Speech
• English Language Learners:
1. Mixed-Ability Partners
2. Dual Language Science Glossary
3. Word Bank
4. Sentence Frames
5. Class List
6. Shared Reading
7. Closed Captioning
8. Graphic Representation Notes
9. Claims & Evidence Chart
10. Foldable
11. Anchors of Support
Embedded in lessons:
Differentiation
24. Reteach Options
• ScienceSaurus Reading: Tides p. 237
• Think Central Unit 5, Lesson 3: Earth’s
Tides Digital Lesson
• Tides Animations
http://www.wiley.com/college/strahler/0471
480533/animations/ch19_animations/anima
tion3.html
http://www.mmscrusaders.com/newscirocks
/tides/tideanim.htm
http://www.wiley.com/college/strahler/0471
480533/animations/ch19_animations/anima
tion3.html
• Optional Activities
25. 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.
28. Knowledge Comprehension Application Analysis Synthesis Evaluate
Draw an illustration
representing the
position of the
Sun, Earth, and
moon during a
spring tide.
Draw an illustration
representing the
position of the
Sun, Earth, and
moon during a
neap tide.
What causes the
changes in water
levels in the
earth’s bodies of
water?
Compare and
contrast spring and
neap tides.
How does the
moon cause tides
on Earth?
Create a model to
represent the
positions of Sun,
Earth, and moon
during a
spring/neap tide.
How does the
motion of the
Sun, Earth, and
Moon affect the
environment?
How does gravity
effect the
organization and
motion of the
solar system?
Why would
people be
interested in
knowing the time
of tides and the
phases of the
moon?
What would
happen to the tides
on Earth if the
moon revolved
around Earth at
the same speed
that Earth rotates?
Justify your
answer.
29. Recommended Anchors of Support
• Tides Unit Overview
• ScienceFusion: Visual Summary p. 256
• ScienceFusion Visualize It!: p. 251
• Office of Naval Research: Ocean in
Motion- Tides Journal Entry
• 8.7C Tides Cornell Notes
• BrainPop: Tides- Is the Tide Turning?
Graphic Representation Notes
• Types of Tides Diagrams
• Tides Foldable
30. 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
What are the state standards for this Unit?
Deconstruct the TEKS: Verb, Noun, and Context
What does it mean to “relate””?
What should students know and be able to do?
Note the development of the understanding of elements and compounds from 6th grade 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.
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 are the essential vocabulary for the unit?Are all necessary vocabulary accounted for in the acquiring and practicing opportunities?
