frameworks for success in science - the kohala …constructed response (math, language arts,...
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FrameworksforSuccessinScience–MSPGrant2011‐2012WORKINGDRAFTCOHORTI&II
Kaumana,Kapiolani,Kalanianaole,EBDeSilva,HiloUnionandHa’aheoElementarySchoolsContentArea:Interdisciplinary/Science GradeLevel:4thGrade
Fall2011
Timeline> QuarterOne(12lessons)
GuidingQuestions
Science:Whatarethefourspheresoftheearth?Whatarethecharacteristicsoflivingthings?Howarelivingthingsclassified?Howareplantsandfungiclassified?Howareanimalsclassified?Howdolivingthingsofthepastcomparewiththoseoftoday?LanguageArts:Whatcanwelearnabouttheearth’sspheres,livingthingsandcreaturesfromthepastbyreading?Howcanwewritetoshowthestepswehaveusedinthescientificmethodfromourclassexperimentsandactivities?Howcanadjectiveshelpourwrittensciencedescriptions?Math:HowcanVenndiagramshelpsortitemsthatarethesameordifferent?Howisabargraphdrawntoshowtotalswithprovideddata?Whatconclusionscanwedrawfromthedataportrayedbythegraph?Howcanweusemathematicsprocessestosolveproblems?SocialStudies:Howcanweuseinformationtosolveasocietalproblem?Art:Howcanwedraw/illustrateandlabelsketchesforasciencenotebook?Howcanwecreatebookletstoshowcasethespheresoftheearth,aswellasthefamilyalbumsthatcomparecreaturesfromtodayandthepast?
GeneralLearnerOutcomes
GLO#1:SelfDirectedLearner:Studentswillcreateavarietyofproductsandclassworkassignmentsthatshowwhattheyhavelearnedabouttheearth’sspheres,classifyinglivingthingsandfossilsfromthepast.GLO#2:CommunityContributor:Studentswillsharetheirspheresbooklets,familyalbumsandotherclassactivities.GLO#3:ComplexThinker:Studentswillusetheirproblemsolving,mathandwritingskillstoinvestigatethesimilaritiesanddifferencesoflivingthingsandfossilsfromthepast.GLO#4:QualityProducer:Studentswillcreateafinalproducts(poster/diorama/model)thatillustratethedifferentspheresoftheearthandfossils.
FrameworksforSuccessinScience–MSPGrant2011‐2012WORKINGDRAFTCOHORTI&II
Kaumana,Kapiolani,Kalanianaole,EBDeSilva,HiloUnionandHa’aheoElementarySchoolsContentArea:Interdisciplinary/Science GradeLevel:4thGrade
Fall2011
Studentswillcreatemathproducts(graphs,datatables,charts)thatenhancepostersanddiorama.GLO#5:EffectiveCommunicator:Studentswilllisten,discussandrecordinformationfromtheirdifferentlessonsthroughoral,writtenandmathpiecesthatillustrateconceptstheyhavelearnedabout.Studentswillorallysharewithyoungerstudentstheirfinalproducts.
AssessmentsFormativeandsummativetextbookassessments.Constructedresponse(math,languagearts,science)thatisbasedontheunitideasandconceptsAsummativeproductrubricwillbeusedtoassessthefinalscienceposter/diorama/modelthateachstudentproduces.Therubriccriteriawillincludeassessmentofthepresentationofconceptslearned,aswellasthewrittenanddrawnpresentationquality.Oralcommunicationoffinalproject
BigIdea(s)/MajorUnderstanding(s):Studentswillunderstandthat...Arangeofenvironmentalconditionsmustexisttomeetthespecificneedsofanorganismforsurvival.
Theadaptationsofanorganismallowittosurviveinanenvironment.Thestudyoffossilshelpstounderstandtheevolutionoforganisms.
StandardsandBenchmarks
◊ 4.1.1 Scientific Inquiry Describe a testable hypothesis and an experimental procedure
◊ 4.1.2 Scientific Knowledge Differentiate between an observation and an inference
· 4.4.1 Cells, Tissues, Organs, and Organ Systems Identify the basic differences between plant cells and animal cells
· 4.5.1 Biological Evolution Compare fossils and living things
FrameworksforSuccessinScience–MSPGrant2011‐2012WORKINGDRAFTCOHORTI&II
Kaumana,Kapiolani,Kalanianaole,EBDeSilva,HiloUnionandHa’aheoElementarySchoolsContentArea:Interdisciplinary/Science GradeLevel:4thGrade
Fall2011
SamplePerformanceRubrics
Topic Scientific Inquiry
Benchmark SC.4.1.1 Describe a testable hypothesis and an experimental procedure
Sample Performance Assessment (SPA)
The student: Describes a testable hypothesis (e.g., if, then, because statement) and an experimental procedure to test it.
Rubric
Advanced Proficient Partially Proficient Novice
Create a testable hypothesis and an experimental procedure to test it
Describe a testable hypothesis and an experimental procedure
Identify, with assistance, a testable hypothesis and an experimental procedure
Recognize, with assistance, a testable hypothesis or an experimental procedure
Topic Scientific Knowledge
Benchmark SC.4.1.2 Differentiate between an observation and an inference
Sample Performance Assessment (SPA)
The student: Observes an object or situation and makes an inference from the observation, describing how they differ
Advanced Proficient Partially Proficient Novice
Explain the difference between an observation and an inference and give examples
Differentiate between an observation and an inference
Provide examples of observations and inferences
Define an observation and an inference
Topic Biological Evolution
Benchmark SC.4.5.1 Compare fossils and living things
Sample Performance Assessment (SPA)
The student: Compares fossil evidence and living things to identify similarities and differences.
Advanced Proficient Partially Proficient Novice
Compare, and use evidence to explain, the relationship between fossils and living things
Compare fossils and living things, describing their similarities and differences
Identify the connection between fossils and living things
Recall that there is a connection between fossils and living things
Topic Cells, Tissues, Organs, and Organ Systems
Benchmark SC.4.4.1 Identify the basic differences between plant cells and animal cells
Sample Performance Assessment (SPA)
The student: Names the basic differences between plant and animal cells (e.g., plant cells have a cell membrane and a cell wall, chloroplasts; animal cells have a cell membrane).
Rubric
Advanced Proficient Partially Proficient Novice
Explain and give examples of the differences between plant and animal cells
Identify the basic differences between plant cells and animal cells
Recognize very few differences between plant and animal cells
Recall, with assistance, very few differences between plant and animal cells
FrameworksforSuccessinScience–MSPGrant2011‐2012WORKINGDRAFTCOHORTI&II
Kaumana,Kapiolani,Kalanianaole,EBDeSilva,HiloUnionandHa’aheoElementarySchoolsContentArea:Interdisciplinary/Science GradeLevel:4thGrade
Fall2011
LessonsSummaryLessonDay#
LessonTitle Whatstudentswillbeabletoknow,do&understand
GettingReadyforScience
Cerealchallenge(Dorothy)Createtheiconchartofthescientificmethod
Project3‐DVIEW
INTRODUCTION
Introductiontothe“spheresoftheearth”Lesson1–SpheresoftheEarth• overviewofthespheresoftheearth
Project3‐DVIEW
BIOSPHERE Lesson1“Alive”**dotheducoandmoveon…**• chartofcharacteristicsthatmakesthingslivingversusnon‐
living• teacherdemo/studentobservationoftheducocementcreature
HarcourtText
Assessment PRE‐TESTChapterOne
Chapter1“ClassifyingLivingThings”HarcourtTextbookandresourcesProject3‐DVIEW
Lesson2–CellsSupporttheFunctionsofLife
• compareandcontrastsimpleandcomplexcells• compareandcontrastplantandanimalcells• http://www.HSPscience.comAnimatedcellshttp://www.harcourtschool.com/activity/science_up_close/510/deploy/interface.html
HarcourtText
Lesson1Approx45min.
HowAreLivingThingsClassified?pp34‐35Optional‐ReadingSkill“Mini‐Lesson”USINGCONTEXTCLUES&GRAPHICORGANIZER(bellwork“donow”)
HarcourtText
Lesson1(text)0rAIMS
MakingaModelCellLM2628and/ORAIMS“CellMates”lesson–canhavestudentscopythequestionandgoalforthelessonintotheirnotebook.Oncestudentscompletetheactivity,thentheycananswertheconnectedlearningquestionsintheirnotebook.
Project3‐D
Lesson3 –DNA&BodyStructures:EvidencefortheTreeofLife• explorethestructureofDNA• compareDNAsequencesofdifferentorganisms
(monstersthenthehuman/whale/sharkonthestudentpgs)HarcourtText
Lesson2HowarePlantsandFungiClassified?
ReadingSkillMini‐Lesson(RS5)MAINIDEASANDDETAILSLessonQuickStudy–RS78**useceleryandcoloredwaterandsetuptoobserveovertime**(Optional‐Tracie)Couldusethescientificmethodchartasawaytorecordthestepstakentoobservethechangesinthecelery(Optional‐Robin)Makeabooklet“HowDoesBreadRise”
FrameworksforSuccessinScience–MSPGrant2011‐2012WORKINGDRAFTCOHORTI&II
Kaumana,Kapiolani,Kalanianaole,EBDeSilva,HiloUnionandHa’aheoElementarySchoolsContentArea:Interdisciplinary/Science GradeLevel:4thGrade
Fall2011
HarcourtText
Lesson3HowAreAnimalsClassified?
ReadingSkillMini‐Lesson(RS6)USECHARTSANDGRAPHICSLessonQuickStudy–RS910Optional‐SupportingStructures:Lab–“Backbones”
HarcourtText
POST‐TESTChapter1
HarcourtText
Chapter3 PRE‐testHowDoAnimalsComparetoAnimalsToday?
FossilsReading
• Read“DinosaurCousins”BernardMost“FossilsTellofLongAgo”Aliki
Project3‐DVIEW
Lesson4 –LifeinthePast:Fossils• fossilformation(3‐Danimation)• Thecaseofthe“croco‐fish(optional)
• ComicstripoftheformationofafossilORAIMS Family
AlbumsUsethe“goal&keyquestion”note**lotsofcoloringandwriting
HarcourtText
Chapter3Lesson3
Readp.114together–focusonfossilfootstepsandthecomparisonofthetriceratopsandtherhinoEmbedthefollowingvocabulary:prehistoric/modern,extinctHowDoLivingThingsofthePastComparetoLivingthingsofToday–RS2324
HarcourtText
Chapter3 POST‐testHowDoAnimalsComparetoAnimalsToday?
Resources:http://www.Kidshealth.org(howenergyentersthecellsofthebody)http://www.Discoveryeducation.com(lotsoffossils)‐gototheglossarytabandthereis
ananimationforfossilstimeline
http://library.thinkquest.org/J001402F/(scientificmethodprocessskills)