Table of Contents

Purpose of the Science Curriculum Guide pp.1

3rd Grade New Learning Standards at a Glance pp. 2-6

Lab Safety Contract pp. 7 Emergency Response Team pp. 8

Process Skill Cards and Posters pp. 9-12

Science Exploration Report Template pp. 13-14

Science and Engineering Design Cycle Teacher Explanation pp.15 Engineering Challenge Template

Inquiry Science & Engineering Notebook

pp. 16-19

pp. 20 Template Collins Writing Program pp.21-33

-Type I and II writing information and posters

RESOURCES

Blank Charts, Tables and Graph

-H chart

-Venn diagram

-T table

-Grid paper r

-Filmstrip template

pp. 34

pp. 35

pp. 36

pp. 37-42

pp. 43

-Cartoon template pp. 44

Graphic Organizers

-Compare/Contrast pp.45-46

-Clustering pp. 46

-Chain of Events pp. 47

-Continuum pp. 47

-Cycle pp. 48

-Problem/Solution pp. 48

-Anticipation/Reaction Guide pp. 49

-KWLH technique pp. 50

The Purpose of the Science Curriculum Guide

The purpose of the Science Curriculum Guide is to provide teachers with all of the components and

content which, when fully implemented, will lead to deep alignment of the Youngstown City Schools

science Curriculum and Ohio’s New Learning Standards.

The Science Curriculum Guide is designed to maximize student achievement and is intended to be

followed by all teachers. Much of the Science Curriculum Guide is flexible for teacher’s to design

their own lessons within the framework of Ohio’s New Learning Standards. Student achievement is

enhanced when students are taught the content on which they will be tested (content alignment);

taught the curriculum in the format that it will be tested (context alignment); and taught the

curriculum at the appropriate level of cognition (cognitive alignment). The Science Curriculum

Guide contains teaching methodologies that are varied to ensure that students have acquired

learning for both long-term and short-term mastery.

This curriculum document is designed to be a working resource. It provides the essential information

and example that will assist teachers in providing classroom instruction that maximizes student

learning. The strategies contained in this guide are designed to provide guidance to teachers on

how to approach key concepts and skills. This curriculum guide cannot replace good teaching, but

it can reinforce and guide teachers to provide all students with the skills, knowledge and experiences

they will need to succeed in science in Youngstown City Schools and be successful at levels set by

the Ohio Department of Education.

It is the intent of the Science Curriculum Guide that teachers and students are successful in meeting

the expectations of the state science standards. Therefore, teaching and learning must be an active

inquiry process. This means that teachers should take the opportunity to teach science as something

in which students are actively engaged. When participating in inquiry, students learn to construct

their knowledge and communicate their ideas and learning to others. This includes engaging all

students with relevant, real-world activities that develop students’ knowledge, verbal and written

communication skills and scientific process skills.

The following terms are used throughout this document:

Content Statements: These state the science content to be learned. They are the “what” of science

that should be accessible to students at each grade level to prepare them to learn about and use

scientific knowledge, principles and processes with increasing complexity in subsequent grades.

These statements come directly from the Ohio New Learning Standards Document.

Content Elaboration: This section provides anticipated grade-level depth of content knowledge and

examples of science process skills that should be integrated with the content. Content Elaborations

also provides information to help identify what prior knowledge students should have and to what

future knowledge the content will build. This section comes directly from the Ohio New Learning

Standards Document and is the content from which state assessments are being developed.

1

2

3th Grade New Learning Standards at a Glance

Earth and Space Sciences

Condensed

Content Statements Content Elaboration

3.ESS.1 Earth’s nonliving

resources have specific

properties.

The properties of air and water are introduced in the early elementary grades, so the focus at

the third-grade level is on soil and rocks. Air and water are present within rocks and soil. Air

and water also play an important role in the formation of rocks and soil. All are considered

nonliving resources.

The characteristics of rocks and soil must be studied through sampling, observation and

testing. This testing includes the ability of water to pass through samples of rock or soil and the

determination of color, texture, composition and moisture level of soil. Measurable and

observable characteristics of rocks include size and shape of the particles or grains (if present)

within the rock, texture and color. Age-appropriate tools must be used to test and measure

the properties. The characteristics of the rock can help determine the environment in which it

formed. Technology can be used to analyze and compare test results, connect to other

classrooms to compare data or share samples, and document the findings.

NOTES

Note 1: It is important to use the term “soil,” not “dirt.” Dirt and soil are not synonymous.

3.ESS.2 Earth’s resources can be

used for energy.

Distinguishing between renewable and nonrenewable resources through observation and

investigation is the emphasis for this content statement. This can be connected to learning

about the different forms of energy (PS grade 3). Electrical circuit or solar panel models can

be used to demonstrate different forms of energy and the source of the energy. The

conservation of energy is explored within the content statement Some of Earth’s resources are

limited.

Specific energy sources in Ohio are introduced, such as fossil fuels found in Ohio, new energy

technologies, and the development of renewable energy sources within Ohio. Ohio must be

compared to other states regarding energy sources.

3

3.ESS.3 Some of Earth’s

resources are limited.

Within third grade, the focus is on the different types of Earth’s resources, how they are used

and how they can be conserved. Scientific data should be used to evaluate and compare

different methods of conservation (e.g., effectiveness of different kinds of recycling such as

paper vs. metal). The concentration must be the science behind the conservation of

resources and why certain resources are limited. Reducing or limiting the use and/or waste of

resources should be emphasized (rather than concentrating only on recycling of resources).

LIFE SCIENCE

Condensed

Content Statements Content Elaboration

3.LS.1 Offspring resemble their

parents and each

other.

Organisms are similar to their parents in appearance and behavior but still show some variation.

Although the immature stages of some living things may not resemble the parents, once the

offspring matures, it will resemble the parent. At this grade level, the focus is on establishing,

through observation, that organisms have a reliable mechanism for ensuring that offspring

resemble their parents. It is not appropriate or necessary to introduce the genetic mechanisms

involved in heredity, however, care should be taken to avoid introducing the misconception

that the individual organism has a way to select the traits that are passed on to the next

generation. As part of the study of the life cycle of organisms, the physical appearance of the

adults will be compared to the offspring (e.g., compare butterflies to determine if offspring look

exactly like the parents).

A considerable amount of animal behavior is directly related to getting materials necessary for

survival (food, shelter) from the environment and that influences what an animal learns. The

focus at this grade level is on examples provided through observation or stories of animals

engaging in instinctual and learned behaviors. Some organisms have behavioral traits that are

learned from the parent (e.g., hunting). Other behavior traits that are in response to

environmental stimuli (e.g., a plant stem bending toward the light). At this grade level, the

definition of either instinctual or learned behavior is not learned. The focus is on making

observations of different types of plant and animal behavior.

Technology (e.g., a webcam) can be used to observe animals in their natural or human-made

environments.

4

3.LS.2 Individuals of the same

kind differ in their traits

and sometimes the

differences give

individuals an

advantage in surviving

and reproducing.

Organisms have different structures and behaviors that serve different functions. Some plants

have leaves, stems and roots; each part serves a different function for the plant. Some animals

have wings, feathers, beaks; each part serves a different function for the animals. The

observation of body parts should be limited to gross morphology and not microscopic or

chemical features. Comparison across species is not appropriate at this grade level; only

observation of variation within the same species is expected. This content statement can be

combined with the observation of the life cycles of organisms and/or the observation of the

similarity between offspring and parents.

There may be variations in the traits that are passed down that increase the ability of organisms

to thrive and reproduce. Some variations in traits that are passed down may reduce the ability

of organisms to survive and reproduce. Some variations in traits that are passed down may

have no appreciable effect on the ability of organisms to survive and reproduce. Variations in

physical features among animals and plants can help them survive in different environmental

conditions. Variations in color, size, weight, etc., can be observed as the organism develops.

Plants and animals that survive and reproduce pass successful features on to future

generations. Some grade-appropriate organisms to study are plants (e.g., radishes, beans) and

insects (e.g., butterflies, moths, beetles, brine shrimp). Comparisons can be made in nature or

virtually. Venn diagrams can be used to illustrate the similarities and differences between

individuals of the same type.

3.PS.3 Plants and animals

have life cycles that

are part of their

adaptations for survival

in their natural

environments.

Plants and animals have life cycles that are adapted to survive in distinct environments (e.g.,

bean plants can be grown inside during winter, but cannot grow outside in the winter). Most life

cycles start with birth, then progress to growth, development, adulthood, reproduction and

death. The process can be interrupted at any stage. The details of the life cycle are different for

different organisms.

Observation of the complete life cycle of an organism can be made in the classroom (e.g.,

butterflies, mealworms, plants) or virtually. Hand lens, magnifying lenses, metric rulers and scales

are some of the tools that can be used to question, explore and investigate the physical

appearance of living things.

When studying living things, ethical treatment of animals and safety must be employed.

Respect for and proper treatment of living things must be modeled. For example, shaking a

container, rapping on insect bottles, unclean cages or aquariums, leaving living things in the

hot sun or exposure to extreme temperatures (hot or cold) must be avoided. The National

Science Teachers Association (NSTA) has a position paper to provide guidance in the ethical

use and treatment of animals in the classroom at

http://www.nsta.org/about/positions/animals.aspx.

5

PHYSICAL SCIENCE

Condensed

Content Statements Content Elaboration

3.PS.1 All objects and

substances in the

natural world are

composed of matter.

Objects are composed of matter and matter has observable properties. Matter is anything that

has mass* and takes up space. All solids, liquids and gases are made of matter.

Volume is a measure of the amount of space an object takes up. Volumes of liquids can be

measured in metric units with a beaker or graduated cylinder. Weight is a measure of gravity

(how strongly Earth’s gravity pulls the object toward Earth). Weight is measured using a scale. For

any given location, the more matter there is in an object, the greater the weight. Opportunities

to investigate and experiment with different methods of measuring weight and liquid volume

must be provided.

Objects are made of smaller parts, some too small to be seen even with magnification. Matter

continues to exist, even when broken into pieces too tiny to be visible.

NOTES

Note 1: Atomic and subatomic nature of matter is not appropriate at this grade. Math standards

at this grade limit volume measurements to liquids measured to the nearest whole number. This

document follows the recommendations of the NAEP 2009 Science Framework (see page 27) for

dealing with the concepts of mass and weight.

3.PS.2

Matter exists in

different states, each

of which has different

properties.

Gases, liquids and solids are different states of matter that have different properties. Liquids and

solids do not compress into a smaller volume as easily as do gases. Liquids and gases flow easily,

but solids do not flow easily. Solids retain their shape and volume (unless a force is applied).

Liquids assume the shape of the part of the container that it occupies (retaining its volume).

Gases assume the shape and volume of its container.

Heating may cause a solid to melt to form a liquid, or cause a liquid to boil or evaporate to form

a gas. Cooling may change a gas into a liquid or cause a liquid to freeze and form a solid.

Conducting experiments or investigations that demonstrate phase changes, such as the melting

or freezing of substances other than water (e.g., vinegar, vegetable oil, sugar, butter), must be

used to reinforce the concept that materials other than water also go through phase changes.

6

3.PS.2

Cont’d

NOTES

Note 1: Purdue University provides a table that can help in differentiating the properties of solids,

gases and liquids. Teaching about the atomic structure as related to the phases is not

appropriate for this grade level.

Note 2: Only solids, liquids and gases are appropriate at this grade, even though other phases

have been identified. The differences between boiling and evaporation are not dealt with at this

grade.

3.PS.3 Heat, electrical

energy, light, sound

and magnetic energy

are forms of energy.

Examples of energy causing motion or creating change include a falling rock causing a crater to

form on the ground, heating water causing water to change into a gas, light energy from the sun

contributing to plant growth, electricity causing the blades of a fan to move, electrically

charged objects causing movement in uncharged objects or other electrically charged objects,

sound from a drum causing rice sitting on the drum to vibrate, and magnets causing other

magnets and some metal objects to move.

Investigations (3-D or virtual) must be used to demonstrate the relationship between different

forms of energy and motion.

NOTES

Note 1: It is not appropriate at this grade level to explore the different types of energy in depth or

use wave terminology when discussing energy. These will be developed at later grades.

Note 2: There often is confusion between the concepts of force and energy. Force can be

thought of as a push or pull between two objects and energy as the property of an object that

can cause change. If forces actually push or pull something over a distance, then there is an

exchange of energy between the objects. The differences between force and energy will be

developed over time and are not appropriate for this grade level.

Note 3: The word “heat” is used loosely in everyday language, yet it has a very specific scientific

meaning. Usually what is called heat is actually “thermal or radiant energy.” An object has

thermal energy due to the random movement of the particles that make up the object. Radiant

energy is that which is given off by objects through space (e.g., warmth from a fire, solar energy

from the sun). “Heating” is used to describe the transfer of thermal or radiant energy to another

object or place. Differentiating between these concepts is inappropriate at this grade. This

document uses the same conventions as noted in the NAEP 2009 Science Framework (see page

29) where “heat” is used in lower grades. However, the word “heat” has been used with care so

it refers to a transfer of thermal or radiant energy. The concept of thermal energy, as it relates to

particle motion, is introduced in grade 6.

Science Exploration Safety Contract

o I will act responsibly at all times while conducting a science investigation.

o During a science exploration, I will wait for instructions before touching any equipment, chemicals, or other materials.

o I will not eat food, drink beverages, or chew gum during science

exploration. I will not use science containers for food or drinks.

o I will keep my area clean during a lab.

o I will immediately notify a teacher of any accident (spill, breakage, etc.) or injury (cut, burn, etc.) no matter how small it may appear.

o I know what to do if there is a fire drill during a science exploration.

o I will handle all living organisms used in a lab activity in a humane manner.

o I will tie back long hair, remove jewelry and wear shoes with closed ends

(toes and heels) while conducting science exploration.

o I will not work alone with a science exploration unless instructed to do so

o I will not take chemicals or equipment out of the classroom unless instructed to do so.

o I will dispose of all chemical waste according to teacher’s directions.

o All chemicals are to be considered dangerous. I will not touch, taste, or smell any chemicals unless specifically instructed to do so.

I, , have read each

of the statements in the Science Laboratory Safety Contract and understand these safety

rules. I agree to abide by the safety regulations and any additional written or verbal

instructions provided by the school district or my teacher. This contract ensures that

students and the teacher know exactly what is expected of them.

1. Please list any food or contact allergies (e.g. allergy to peanuts, plant, latex, etc.)

2. Please provide a daytime emergency contact:

(Contact person) (Contact phone #)

3. Student Signature Date

4. Parent Signature Date

7

AGREEMENT

EMERGENCY RESPONSE TEAM

Lab Teacher: If no injuries: Lab Teacher completes accident Notes Emergency report(s) and calls parent(s)

Lab Teacher assists injured student(s), activates student Emergency Response Team (3 students), ERT Student 1 – Notifies school nurse of incident and location

If injuries: ERT Student 2 – Notifies ERT Teacher(s) ERT Student 3 – Notifies Principal who contacts 911, calls parent(s),

Poison Control, HazMat, etc. Follow-up: completes accident report(s) and follow up call to parent(s)

Emergency Response Team (ERT) Teacher(s)

evacuates students who are not injured

Lab Teacher injury Emergency Response Team (ERT) Teacher(s) evacuates students, activates student emergency response team (3 students), ERT Student 1 – Notifies school nurse ERT Student 2 – Notifies ERT Teacher (s) ERT Student 3 – Notifies Principal who contacts 911, calls family,

Poison Control, HazMat, etc. Lab Teacher – Seek treatment at any BWC-Certified medical provider

Injury Reporting Packet contains an I.D. card and provider list for workers comp providers Follow-up: ASAP fill in “BWC First Report of Injury” then CPS Employee Injury Report

8

9

I think ...

because

Why do you think

that?

10

Communicate:

Organize and consolidate

mathematical and scientific

thinking through

communication;

communicate mathematical

and scientific thinking

coherently and clearly to

peers, teachers and others;

analyze and evaluate the

mathematical and scientific

thinking and strategies of

others; and use the language

of mathematics and science

to express mathematical and

scientific ideas precisely.

Classify:

Group or organize objects or

events into categories based

on specific criteria

Observe:

Use one or more of your

senses to perceive properties

of objects and events; can be

done directly with the senses

or indirectly through the use of

simple or complex instruments

Problem Solving:

Build new mathematical or

scientific knowledge through

problem solving; solve

problems that arise in

mathematics, science and in

other contexts; apply and

adapt a variety of

appropriate strategies to solve

problems; and monitor and

reflect on the process of

mathematical and scientific

problem solving.

Predict:

Anticipate outcomes of future

events, based on patterns or

experience

Experiment:

Design procedures for

gathering data to test

hypotheses under conditions

in which variables are

controlled or manipulated

Hypothesize:

Pose a testable explanation

for observations or events

and state it as the

expected outcome of an

experiment

Infer:

Use logical reasoning to

make conclusions based

on observations

Measure:

Make quantitative

observations using both

nonstandard and standard

measures

11

What did I learn?

How are they alike? How are they

12

Design:

Develop procedures for

gathering data to test

hypotheses.

Interpret Data:

Make observations of objects

or events to make inferences

or predictions; write down the

observations on paper as

notes or display the data in

charts, tables or graphs; make

predictions, inferences and

hypotheses from a set of data

Control Variables:

State or control factors that

affect the outcome of an

experiment

Safety:

Make observations and using

materials carefully and safely.

Reasoning and Proof:

Recognize reasoning and

proof as fundamental aspects

of mathematics and science;

make and investigate

mathematical and scientific

conjectures; develop and

evaluate mathematical and

scientific arguments and

proofs; and select and use

various types of reasoning and

methods of proof.

Representation:

Create and use

representations to organize,

record and communicate

mathematical and scientific

ideas; select, apply and

translate among

mathematical and scientific

representations to solve

problems; and use

representations to model and

interpret physical, social,

mathematical and scientific

phenomena.

Draw Conclusions:

Interpret data to make

conclusions; the final step of

an investigation.

Compare:

Identify common and

distinguishing characteristics

among objects or events.

Connect:

Recognize and use

connections among

mathematical and scientific

ideas; understand how

mathematical and scientific

ideas interconnect and build

on one another to produce a

coherent whole; and

recognize and apply

mathematics in contexts

outside of mathematics and

science.

13

Name_ Date_

Science Exploration Report

Title of Experiment:

What did you observe?

Write a Hypothesis that can be tested. (If , then .)

Write down the steps of your Experiment.

Variables

What stays the same every time you

do the experiment?

What is the ONE thing that you

change?

14

Create a table below to record experimental findings (attach pages as needed)

Do your results support or disprove your hypothesis? What conclusions can you

think of based on your results?

How will you communicate your results?

-attach additional pages as needed

15

Engineering Design Cycle

Teacher Explanation

Define the problem: The students will identify what needs to be

done. They will come back to this stage each time they

encounter a problem throughout the design process. Be sure

that students are documenting changes on the Engineering

Design Challenge page or the Daily Engineering Notebook.

What students are doing during this stage:

Making observations Listing all driving questions

Develop the solution: This stage is involves brainstorming,

drawing, modeling, and building. Students are actively

engaged in the solving of or discussion of the problem. During

this time students will often switch back and forth between

Defining the problem and Optimizing their Design. They may not

realize they are doing it so remind them to document ideas and modifications.

What students are doing during this stage:

Collaborating and writing down every idea that may be the solution

(brainstorming) Sketching what the solution may look like

Research if anyone else has asked the same or a similar question.

Labeling drawings and selecting materials

Evaluating each idea with the assessment criteria and scoring rubric

Selecting the best solution based on the criteria and scoring rubric

Creating a prototype to test

Optimize/Improve: Students are challenging their own solutions

and making their product better in response to the problem. This

is where real learning occurs. Working through difficulties and

learning “grit” or persistence is an important characteristic to

success in any field. What students are doing during this stage:

Testing the solution and recording what works or additional problems

Redrawing a simpler sketch

Labeling details of the sketch

Testing different materials

16

Engineering Design Cycle

Define the

Problem

Develop the

Solution

-What is the problem you want

solved?

-Sketch possible solutions/choose

and the best idea.

Optimize/

Improve

-Test the solution: Does it solve the problem? Can you explain the solution? Can it be made

simpler?

17

Name Date

2) Brainstorm several ways that may solve the problem. Sketch ideas or write out. What do you want the solution to do? Scientific Hypothesis: each solution should be testable.

The final solution will be modified and optimized several times after repeated tests.

3) Develop the Solution. Pick ONE of your brainstorm ideas. Explain why it will

work the best. Scientific Hypothesis: Would this solution answer the problem? Is this the

simplest solution?

Engineering Design Challenge 1) Define the problem.

While observing, what were the questions that came to your mind?

18

4) Constraints. Identify materials needed to build your solution. How much time

will be required? Where will you obtain the materials? List any safety concerns?

5) Optimize. Draw a picture of your design. Label each part. Identify the

materials used. Describe how it will be created or assembled.

6) Build your prototype. Engineering: Stick to the design and record all modifications.

19

7) Improve. Did your prototype work as you expected it would?

8) Optimize. Can it be made simpler or with less materials?

9) Define the Problem. Does the solution create any additional problems that

need addressed?

Return to step 1

20

Daily Science & Engineering Notebook

Name

Day of the engineering challenge.

What phase of the design cycle were you using today?

Explain what you did for the design challenge today?

Draw a picture of how you contributed.

Describe 3 things you learned about science or engineering from what you did

today.

21

Collins Writing Program

Features Five Types Of Writing

22

Type One

gets ideas on paper- brainstorming in printed form timed requires a minimum number of lines develops fluency, comfort and confidence one draft

Type Two

writing that shows the writer knows something about a topic

it is a correct answer to a specific question can be a quick quiz one draft

Type Three

writing has substantial content identifies three specific standards called focus

correction areas read aloud by writer to listen for fluency and self correct reviewed to see if draft meets certain criteria one draft

Type Four

writing that is Type Three writing that is read out loud another person

critiqued by that person rewritten with corrections made two drafts

Type Five

writing that is of publishable quality multiple drafts

23

Problem

To demand more writing and thinking, especially writing, requires more teacher work in an unending cycle of assignment giving. How do we get students to do more writing and thinking without overwhelming the teacher?

The program being recommended is not designed to turn all teachers into English teachers. We have enough of our own content to cover.

The program is designed to help teachers in all content areas achieve their goals by requiring students to think on paper.

Frequent, usually short, writing assignments can be used to increase students’ involvement in lessons, check on their understanding of concepts, and promote their thinking about content.

The program can be used to encourage students to take responsibility for their own learning.

The program can be used to refine listening and speaking skills. Some types of assignments require that the students read their writing out loud and listen critically to writing that is being read to them.

24

Why is writing important in science classes?

Writing helps students to synthesize knowledge by improving the learning of content. Writing helps students organize their thoughts. Writing is a memory aid that entails a higher degree of involvement than listening or reading. We write to discover what we know and what we need to learn.

25

General Guidelines for Teachers Using

Type One and Type Two Writing Assignments

Post the definitions of Type One and Type Two writing in a conspicuous place or places in the

classroom.

Always tell students what type of writing they will be doing.

Have the students label Type One and Type Two assignments on the top line, left-hand side of the paper.

Skip lines for all body text.

Give a quota for the number of lines. Students should write the entire time.

Give a limited amount of time for trying.

Have students underline key words.

26

Advantages and Disadvantages of Type One Writing

Advantages

Spontaneous – requires little preparation by teacher

Takes little class time to complete

Very easy to evaluate, produces effort or participation

grade

Provides opportunity for all students to stop and think –

to review prior knowledge, to develop questions

When used before instruction, provides opportunity for

teacher to assess student knowledge and make

decisions about what to teach

Special advantage to quiet, less verbal students

Promotes writing fluency

Disadvantages

Does not directly improve specific writing skills

(sentence variety, organization, word choice, etc.)

Developing Writing and Thinking Skills Across the Curriculum: A Practical Program for Schools – John J. Collins, Ed. D.

27

Advantages and Disadvantages of Type Two Writing

Advantages

Spontaneous – requires little preparation by teacher

Quick assessment of student knowledge resulting in

quiz grade

Promotes active learning by requiring students to

produce information rather than simply identify

information produced by others (e.g., objective test)

Promotes content-rich writing

Promotes writing fluency

Disadvantages

Does not directly improve specific writing skills

(sentence variety, organization, word choice, etc.)

Developing Writing and Thinking Skills Across the Curriculum: A Practical Program for Schools – John J. Collins, Ed. D.

28

Quick Write: Type 1

Word Splash

Tell me everything you know about these words.

observation

inference

variable

control

Quick Write: Type Two Examples How did the variable effect the dissolving candy? What were three of the most important points from today’s class discussion?

29

Type One Writing

Quick write

Generating ideas

Getting those ideas on paper

No right or wrong answer

Self edit

Minimum number of lines written

Time limit

Keep writing until time is up

Checked for writing a minimum number of lines(or - )

30

Type Two Writing

Quick write

Writing that shows you know something

about the topic given

Correct answer to a specific question

Graded as a quiz

Can have a minimum number of lines

Should include vocabulary that applies to the given topic

31

Exit ticket and Quick Write forms for your students.

YOUR “KEY” OUT Name:

Date:

YOUR “KEY” OUT Name:

Date:

YOUR “KEY” OUT Name:

Date:

YOUR “KEY” OUT Name:

Date:

32

___________________________________________________________

Date TICKET OUT

Name

Date TICKET OUT

Name

Date TICKET OUT

Name

33

_

Name

Date

_

Name

Date

Name

Q Date

U I C K

W R I T E

QU

ICK

WR

ITE

QUICK WRITE

Name _____________________________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

H graphic organizer 34

35

Venn Diagram

36

T Chart

37

0

Name

Graph Title:

X axis

Y a

xis

38

0

Name

Graph Title:

CONCLUSION

X axis

Y a

xis

39

¼ inch Grid Paper

40

½ inch Grid Paper

41

1 inch grid

42

1 centimeter grid

43

Filmstrip template

44

Cartoon Template

45

Decision Making

Webbing

Conce pt Mappi ng

Thinking

Matrix grids

Flow Chart

Index Graphic Organizers Benefits of graphic organizers

Focus attention on key elements Help integrate prior knowledge with new knowledge Enhance concept development Enrich reading, writing, and thinking Aid writing by supporting planning and revision Promote focused discussion Assist instructional planning Serve as assessment and evaluation tool

Websites for other Graphic Organizers

Hougton Mifflin http://www.eduplace.com/graphicorganizer/

You may download, print, and make copies of these pages for use in your classroom, provided that you include the copyright notice shown below on all such copies.

Ed Helper http://www.edhelper.com/teachers/graphic_organizers.htm

Sequencing

Linear String Expanded Linear String Domino Effect

Comparing Contrasting

Double Cell Diagram

Simile

Venn H T

Describing

Brainstorming Web Money Web

Concept Map

Classifying

Hierarchy Diagram Research Cycle Cluster Diagram

Desktop Folder System

Causal

Squirrels Web

KWHL

46

Compare/Contrast

Comparison/Contrast is used to show similarities and differences.

Key frame questions: What are being compared? How are they similar? How are they different?

Clustering

Clustering is a nonlinear activity that generates ideas, images and feelings around a stimulus word. As students cluster, their thoughts tumble out, enlarging their word bank for writing and often enabling them to see patterns in their ideas. Clustering may be a class or an individual activity.

Chain of Events

Chain of Events is used to describe the stages of an event, the actions of character or the steps in a procedure.

Key questions: What is the first step in the procedure or initiating event? What are the next stages or steps? How does one event lead to one another? What is the final outcome?

Continuum

Continuum is used for time lines showing historical events, ages (grade levels in school), degrees of something (weight), shades of meaning, or rating scales (achievement in school).

Key frame questions: What is being scaled? What are the end points or extremes?

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Cycle

A depiction of a Cycle attempts to show how a series of events interacts to produce a set of results again and again, such as the life cycle or a cycle of poor decisions. Key frame questions: What are the main events in the cycle? How do they interact and return to the beginning again?

Problem/Solution Problem/Solution requires students to identify a problem and consider multiple solutions and possible results.

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Prior Knowledge Topic Survey

Anticipation/Reaction Guide

Instruction: Respond to each statement twice: once before the lesson and again after reading it.

Write A if you agree with the statement Write B if you disagree with the statement

Response After Lesson

TOPIC:

Response Before Lesson

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Fishbone Mapping

A Fishbone Map is used to show the causal interaction of a complex event (an election, a nuclear explosion) or complex phenomenon (juvenile delinquency, learning disabilities). Key frame questions: What are the factors that cause X ? How do they interrelate? Are the factors that cause X the same as those that cause X to persist?

K-W-L-H Technique

The K-W-L-H teaching technique is a good method to help students activate prior knowledge. It is a group instruction activity developed by Donna Ogle (1986) that serves as a model for active thinking during reading.

K - Stands for helping students recall what they KNOW about the subject.

W - Stands for helping students determine what they WANT to learn.

L - Stands for helping students identify what they LEARN as they read.

H - Stands for HOW we can learn more (other sources where additional information on the topic can be found).

Students complete the "categories" section at the bottom of the graphic organizer by asking themselves what each statement in the "L" section (What We Learned) describes.

They use these categories and the information in the "H" section (How Can We Learn More) to learn more about the topic. Students also can use the categories to create additional graphic organizers. They can use the organizers to review and write about what they've learned.