West-Orange Cove CSD
The Sixth six
weeks has 29
instructional
days 4/29 –
6/7
Major Concepts
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Early Release
5/24
Bad Weather Day
5/27
8th Grade Science –6th Six Weeks
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During week 1, students will understand their next steps in the
learning of science and what it will take to be successful in high
school as students will begin studying biology.
During week 2 - 3, students will learn that biomolecules are
carbon-containing molecules that are central to living
organisms. Polymers are constructed from monomers.
Dehydration Synthesis (Condensation) and hydrolysis are
processes in metabolism.
During week 4 - 5, students will learn and understand that
enzymes are biological catalysts that regulate the metabolic
activities of cells. Enzymes are important in dehydration
synthesis and hydrolysis. Human digestion is composed with
the use of various enzymes
During week 5 - 6, students will learn that the cell theory has
three tenets. Cells are the fundamental unit of life. Microscopy
can be used to understand cellular structure
2012 - 2013
Processes
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Demonstrate safe practices during the laboratory activities.
Ask questions to formulate testable hypotheses.
Collect data and make measurements with precisions.
Organize, analyze, evaluate, make inferences and predict trends from data
collected.
Communicate valid conclusions to recognize the various biomolecules that are
in one’s diet from reviewing and identifying information collected with their food
diary.
Analyze and review the structural differences between prokaryotic and
eukaryotic cells.
Scientific inquiry methods are applied experimentally.
Critical thinking and problem solving are used to make informed decisions
In order to use time, resources, and hold students accountable for their own learning, we must agree to continue using:
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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.
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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,
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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.
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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.
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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).
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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 six weeks, we will explore the last strategy presented in this book.
Environment Strategy 6: Teach Students to be Metacognitive; involve students in thinking about their ideas and assessing their own progress.177 – 185.
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Using technology and interactive games to support student engagement.
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Collaborative grouping
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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)
West-Orange Cove CSD
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8th Grade Science –6th Six Weeks
2012 - 2013
Use of the 5E scientific model:
o Engage
o Explore
o Explain
o Elaborate
o 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.
Week 1
April 29 – May 3
Learning Standards
Biology introduction and
reflection about students’
readiness for this subject.
Scientific Process Skills:
The student conducts
laboratory and field
investigations using safe,
environmentally
appropriate, and ethical
practices.
The student is expected
to:
Instruction
Using this Biology EOC resource, you will find a brief
description of the STAAR Biology EOC exam followed
by notes for each student expectation. The EOC will
test 5 content categories containing student
expectations which are designated as readiness
standards or supporting standards. The readiness
standards will be tested more often than the supporting
standards. Students can access links to tutorials and
practice quizzes for each student expectation on this
website in addition to the notes on this page.
ENGAGE students daily by
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Demonstrate safe
practices during laboratory
and field investigations
SE 1A
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Collect and organize
qualitative and quantitative
data and make
measurements with
accuracy and precision
using tools. SE 2F
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Using the Biology TEKS, students will work in pairs
and look at the supporting standards to have
students reflect on how prepared they are for the
9th grade.
Students will use Graffiti Writing to brainstorm
“What is Biology?” After students get an
opportunity to reflect and share, students will watch
a short video clip explaining What is Biology?
Students will then revise or add to their initial
thoughts.
Challenging students to think outside the box.
Scientific investigations require thinking outside of
the box for success. Using a newspaper have
students work on a solution for the following: Can
you place a sheet of newspaper on the ground so
that you and another person can stand on it, but no
matter how hard you try, you and the other person
cannot touch each other? Let students begin with a
Resources
Use the following Biology
resources by TEKS to
address targeted concept
for the week.
Discovery Education
Products, Projects, Labs
Is Yeast Alive?
Students evaluate whether
the little brown grains of
yeast obtained from the
grocery store are alive by
testing for metabolism and
growth. Students will use
handout for questions and
procedures.
http://scienceforkids.k
idipede.com/biology/ Moldy Jell-O
Robert E Lee High
School Biology
Resources
Process Skills Links –
Robert E. Lee H.S
Biology Lessons
Students design
experiments to determine
how substrate and
environmental conditions
influence growth of common
molds. Students carry out
their experiments, analyze
and interpret their evidence,
and prepare a report using
handout as a guide.
Assessment
EVALUATE
Students will
demonstrate their
understanding of the
scientific method by
describing each step.
See this Project
Guide for scaffolding
support.
Reflection –
Students will use the
Biology supporting
standards to identify
own areas of strength
and weakness.
Students will write
down a plan of what
they will do in the
next 3 months to
improve on
weaknesses.
West-Orange Cove CSD
8th Grade Science –6th Six Weeks
page from the newspaper and keep getting smaller
sheets to challenge their processing skills.
Solution: Put the newspaper under a closed door
with the two people on either side of the door
Teachers will facilitate students’ learning and discovery
to reinforce skills and concepts
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EXPLORE / EXPLAIN – Reviewing the processes
of scientific investigations by participating and
discussing the Inquiry Board. Using the inquiry
board will support students to determine a testable
experiment and figuring out a testable question.
EXPLORE / EXPLAIN- Teacher will guide students
in the use of the Science Inquiry Board using the
SMART file to show students how to move “sticky
notes” around to generate a research question.
2012 - 2013
West-Orange Cove CSD
Week 2 – Week 3
May 6 – May 17
Learning Standards
The student knows the
significance of various
molecules involved in
metabolic processes and
energy conversions that
occur in living organisms.
The student is expected
to:
Instruction
Essential Vocabulary :
Molecules, energy, biomolecules, carbohydrates, lipids,
proteins, nucleic acids, DNA, monosaccharide,
disaccharide, polysaccharide, fats, fatty acid, amino
acids, nucleotide, glucose, sucrose, and starch.
Resources
Use the following
biology resources to
support students’
understanding and
knowledge
ENGAGE students daily by
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Compare the structures
and functions of different
types of biomolecules,
including carbohydrates,
lipids, proteins, and
nucleic acids. SE 9A R
Analyze and evaluate the
evidence regarding
formation of simple
organic molecules and
their organization into long
complex molecules having
information such as DNA
molecule for selfreplicating life. SE 9D S
8th Grade Science –6th Six Weeks
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Provide a soda cracker to each student either by
placing individual crackers in a baggie or by placing
it on a plate. (Remind students that generally we do
not eat in a lab, so the cracker must be consumed
immediately and not allowed to touch any
equipment). Provide the list of ingredients, and have
students notice that sugar is not an ingredient. Have
students chew the cracker for as long as possible
without swallowing it. Have them hold it in their
mouths until it tastes sweet. Ask students why they
think the cracker tasted sweet since there was no
sugar in the ingredients. This leads to how starch is
a long chain of sugars.
Use the following
Biology resources by
TEKS to address
targeted concept for the
week.
Watching the video segment Energy and The
Chemistry of Life, Part 1: How Matter is organized,
students will review that matter is anything that
occupies space and has mass. Students will
understand that energy is the capacity to do work.
Atoms, which contain neutrons, protons, and
electrons, bond to form molecules. All living things
are composed of the same elements: hydrogen,
oxygen, carbon, and nitrogen. Sugar is a
carbohydrate that provides energy, lipids store
energy, proteins function as enzymes, and nucleic
acids process and store information.
Robert E Lee High
School Biology
Resources
Teachers will facilitate students’ learning and discovery
to reinforce skills and concepts
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EXPLORE / EXPLAIN – Use the Biology lessons
(use hyperlink and scroll down to the TEKS) related
to B.9A and B.9D to learn more about
o B.9A
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Biomolecules Functions
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Plasma Membrane
Discovery Education
http://scienceforkids.
kidipede.com/biology
/
Process Skills Links –
Robert E. Lee H.S
Biology Lessons
Additional resources
for teaching biology
are available at
http://serendip.bryn
mawr.edu/exchange/
bioactivities. These
teaching resources
include discussion
2012 - 2013
Products, Projects, Labs
Assessment
Macromolecule Mixes!
In this assignment, students
will compare and contrast
different macromolecules. In
addition, students will
identify the macromolecules
in a variety of substances
using various indicators
EVALUATE
Have students create
a concept map that
includes the
following terms:
carbohydrate,
monosaccharide,
disaccharide,
polysaccharide,
lipids, fats, fatty acid,
proteins, amino
acids, nucleic acid,
nucleotide, glucose,
sucrose, and starch.
Reflection –
Students will keep a
food diary for 24
hours. Using their
food diary, student
will analyze their diet
for each of the four
categories of organic
molecules and
create a visual
representation of the
total amount of the
organic molecule
consumed in the 24
hour period.
West-Orange Cove CSD
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o
B. 9D
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8th Grade Science –6th Six Weeks
Macromolecules
Lipid
Carbohydrates,
Proteins
DNA
Nucleic Acids
Games (addressing TEKS)
Synthesis of Prebiotic Molecules
Miller Urey Experiment
activities, games,
web-based activities
and overviews of
important biological
topics, including
major concepts,
common
misconceptions, and
suggested learning
activities.
2012 - 2013
West-Orange Cove CSD
Week 4 – Week 5
May 20 – May 29
Learning Standards
The student knows the
significance of various
molecules involved in
metabolic processes and
energy conversions that
occur in living organisms.
The student is expected
to:
Identify and investigate the
role of enzymes. SE 9C S
8th Grade Science –6th Six Weeks
Instruction
Resources
2012 - 2013
Products, Projects, Labs
Assessment
Essential Vocabulary:
Activation energy, active site, catalyst, competitive
inhibition, enzymes, enzyme-catalyzed reaction,
feedback inhibition, induced fit, noncompetitive
inhibition, pH, product, substrate
ENGAGE students daily by
Make some Knox or Jell-O. Cut into small cubes after
solidifying. Place one cube in each of two petri dishes.
Place the two dishes on each table and have students
make initial observations of both cubes. Have
students liberally cover one of the cubes with
Adolph© meat tenderizer and leave it for 15 – 20
minutes. After the time, have students make
observations and record. Ask the following probing
question: What do you think is in Adolph meat
tenderizer that allows it to tenderize meat? Jell-O or
Knox has protein as an ingredient. Based on this
information, account for your observations
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Using this quick and easy activity to introduce
students to the world of dichotomous keys. Keys are
available for a wide range of items, from trees to
insects.
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Watching the movie clip Classification students will
learn more about why all organisms need to have
long and sometimes unpronounceable names.
Students will learn about the major subcategories, or
taxa, that biologists use to classify organisms.
Showing students The Basics of Biology: How Living
Things are Classified, they will learn how order has
been discovered in the variety of life forms that
inhabit the earth. The presentation demonstrates
that in recognizing certain patterns by classification,
living things can be separated into five distinct
kingdoms. Additionally, by classifying the fox
squirrel, students learn how each living thing can be
placed into a distinct phylum or division, class,
order, family, genus, and species.
Use the following
biology resources to
support students’
understanding and
knowledge
Use the following
Biology resources by
TEKS to address
targeted concept for the
week.
Discovery Education
http://scienceforkids.
kidipede.com/biology
/
Robert E Lee High
School Biology
Resources
Process Skills Links –
Robert E. Lee H.S
Biology Lessons
Additional resources
for teaching biology
are available at
http://serendip.bryn
mawr.edu/exchange/
bioactivities. These
teaching resources
include discussion
Enzyme in Action
Students will describe an
enzyme in terms of its
function in chemical
reactions and
substrate/product
relationships.
Test the effects of the
digestive enzyme lactase
on milk protein. Make a
table to record the results
of the tests.
EVALUATE
Human Digestive
System. Students
will trace nutrients
through the human
digestive system
identifying
enzymes,
substrates, and
origin of the
enzyme.
Reflection
Students will write a
letter to a friend
giving him/her
instructions
explaining how to
use a dichotomous
key.
West-Orange Cove CSD
8th Grade Science –6th Six Weeks
activities, games,
web-based activities
and overviews of
EXPLORE / EXPLAIN- Use the Biology lessons (use important biological
hyperlink and scroll down to the TEKS) related to
topics, including
B.9C to learn more about
major concepts,
common
o Enzyme Characteristics,
o Enzyme Activation Energy
misconceptions, and
suggested learning
EXPLORE / EXPLAIN – Using the internet, identify 5
activities.
enzymes in the human body and list the
Teachers will facilitate students’ learning and discovery
to reinforce skills and concepts
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substrate(s), product(s) of the reaction catalyzed by
each enzyme, and the typical location of the enzyme
in the human body.
2012 - 2013
West-Orange Cove CSD
Week 5 – Week 6
May 30 – June 7
Learning Standards
The student knows that
cells are the basic
structures of all living
things with specialized
parts that perform specific
functions and that viruses
are different from cells.
The student is expected
to:
Compare and contrast
prokaryotic and eukaryotic
cells. SE 4A S
8th Grade Science –6th Six Weeks
Instruction
Essential Vocabulary:
cells, prokaryote, eukaryote, cell membrane,
ribosome, cell wall, nucleus, organelle, cilium,
flagellum, cytoskeleton, cytoplasm, cell theory,
mitochondria, ribosome, endoplasmic reticulum, Golgi
complex, chloroplast, lysosomes, vacuole, semipermeable, cell membrane, nuclear envelope,
centrioles, nucleolus, plasmid.
ENGAGE students daily by
Purchase a 24-piece puzzle, or take a picture of a
plant and animal cell and cut them into several pieces.
As students enter into the room have them select a
piece and then give them 3 – 5 minutes to reassemble
the picture or puzzle. Relate this to the fact that a
eukaryotic cell has many small structures and when all
the structures are present and working the cell
functions at its optimum, and the failure of or the
loss of a piece of the puzzle prevents the cell from
functioning or the completion of the puzzle.
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The teacher will guide students daily to learn why
biodiversity is important and to determine the factors
in an ecosystem that sustain life and allow
biodiversity.
Using the Biodiversity video found in the homepage,
students will learn about the various definitions
related to biodiversity. Students will take notes and
share with the table.
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.
2012 - 2013
Resources
Products, Projects, Labs
Assessment
EVALUATE
Use the following
biology resources to
support students’
understanding and
knowledge
Use the following
Biology resources by
TEKS to address
targeted concept for the
week.
ELABORATE
Complete a Venn diagram
that compares and
contrasts prokaryotic and
eukaryotic cells.
.
Prepare slides of plants
Discovery Education
and organisms like
Dana Center
protozoans, elodea,
celery stalk cross
http://scienceforkids.
sections, and flower
kidipede.com/biology
petals. Use a compound
/
microscope to observe
and identify parts of cells
Robert E Lee High
on the slides. Use
School Biology
Resources
micrographs of bacteria
to identify parts of cells.
Process Skills Links –
Robert E. Lee H.S
Biology Lessons
Additional resources
for teaching biology
are available at
http://serendip.bryn
mawr.edu/exchange/
bioactivities. These
teaching resources
Create a vocabulary
booklet that identifies
each organelle with
functions to reinforce key
vocabulary terms
Have students
select an organelle
from either the
plant or animal cell.
Once selected,
students will create
the following:
1) the organelle in
3-D form,
2) label the
organelle,
3) give the function.
Divide the classroom
to form two separate
areas that will
represent the plant
and animal cell.
Students will hang
their organelle from
the ceiling. The 3-D
model of the cell
should remain present
the rest of the year
and be used to spiral
new knowledge with
prior knowledge
Reflection –
Students will use a
picture to describe
and provide
supporting details
about the biome and
ecosystem shown.
West-Orange Cove CSD
8th Grade Science –6th Six Weeks
Teachers will facilitate students’ learning and discovery
to reinforce skills and concepts

EXPLORE / EXPLAIN – EXPLORE / EXPLAIN –
Use the Biology lessons (use hyperlink and scroll
down to the TEKS) related to B.4A to learn more
about
o Prokaryotic and Eukaryotic Cells
(plant and animal)
include discussion
activities, games,
web-based activities
and overviews of
important biological
topics, including
major concepts,
common
misconceptions, and
suggested learning
activities.
2012 - 2013
West-Orange Cove CSD
8th Grade Science –6th Six Weeks
Week 7
April 22 – April 26 (2 days for STAAR testing – Math and Reading)
Learning Standards
Instruction
Organisms and
Environments
The student knows that
there is a relationship
between organisms and
the environment.
The student is expected
to:
Observe, record, and
describe the role of
ecological succession
such as in a microhabitat
of a garden with weeds.
7.10C S8
Essential Vocabulary:
Ecological succession, primary succession, secondary
succession, garden pioneer species, soil formation,
disturbance, weeds, microhabitat, lichens, stable,
equilibrium
ENGAGE students daily by
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Using the Forrest Succession Animation, teacher will
use visuals and short explanations for ecological
succession.
Showing students a short video describing the role
of ecological succession.
Watching the video The Life of a Forrest: The Birth
of a Forrest, students will learn more about
ecological succession. This lesson examines the
evolution of the forest ecosystem from seed bed to
mature forest. Using sunlight as its major source of
energy, the forest begins with soil formation and
progresses through the photosynthesis performed
by green plants. Succession and species adaptation
occur after devastating occurrences such as fire
from lightening.
Teachers will facilitate students’ learning and discovery
to reinforce skills and concepts

EXPLORE / EXPLAIN- Teacher will guide students
in the learning and understanding of Ecological
Succession by using the PowerPoint presentation.

EXPLORE / EXPLAIN – Teacher will guide students
in the understanding of ecological succession by
playing the Ecological Succession Game. The
teacher will observe and direct their play. Extend or
abbreviate the game as desired. The game is not
designed to be fair, but to stimulate discussion about
ecological change. At the end, students will share
scores and discuss why they believe some groups
did better than others. Ask the students to
brainstorm by asking the following questions, and
Resources
https://www.scientificmi
nds.com/Teacher/Ancill
aryData.aspx
Use the following
lessons to support
students’ understanding
and knowledge by using

Science Starter 60
Ecological
Succession
Ecoplexity – teaching
ecology complexity
Ohio Department of
Education
2012 - 2013
Products, Projects, Labs
Ecological Succession Lab.
In this lab students will apply
what they have learned
about succession to the
ecological changes that
occur in an abandoned hay
field. Students will observe,
by counting, the number and
types of trees that grow in
this field 5, 20, 50 and 100
years after abandonment, in
both the understory (smaller
trees and plants below the
canopy) and the canopy (the
highest level of trees).
(Teacher note: At the end of
the lab, there is an answer
key)
EdQuest – Middle
School Science
Science-Class
Biology Providence
Students will use their notes
to fill out the Succession
Graphic Organizer to explain
their understanding of
ecological succession.
Assessment
EVALUATE
Create a criteria chart
and rubric for students to
monitor their progress.
Students will create a
poster, a poem/song, or
an acrostic displaying
their understanding of
succession.
Reflection
Choose one organism
(insect, tree, lichen, etc.)
in the community to tell
the story of the
environmental changes
that may take place. Use
this character as your
narrator.
West-Orange Cove CSD
8th Grade Science –6th Six Weeks
having them discuss the answers in small groups.
“What did this game teach you about the speed
of plant and animal succession in an
ecosystem?” “Did you think it was realistic?
Why or why not?” Students will write to explain
what this game taught them about the speed of plant
and animal succession in a community.

Provide students with a copy of Succession Notes to
make sure they have the most important information
2012 - 2013
West-Orange Cove CSD
8th Grade Science –6th 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 –6th Six Weeks
2012 - 2013
Some Examples of Formative Assessments in Science
(Source: Science Formative Assessments by Page Keeley)
Concept Cartoons
(p.71)
Familiar Phenomenon Probe/
Friendly Talk Probe
(p.85 & 102)
Interest Scale
(p.115)
I Used to Think…Now I Know
(p.119)
KWL (and its variations)
(p.128)
Pass the Question
(p.149)
Popsicle Stick Questioning
(p.158)
R.E.R.U.N.
(p.172)
Sticky Bars
(p.178)
Terminology Inventory Probe
(p.180)
-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
-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
-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
-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 – what I know, what I wonder, what I learned
OWL – what I observed, what I wonder, what I learned
KWLH – KWL + H = how I learned it
-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
-names of students are written on a popsicle stick
-pull popsicles sticks for name of student to call on (e.g. for questioning)
-reflection/exit card for a lab activity
-recall (summarize), explain the purpose, results (describe their meaning), uncertainties
(list/describe), new things you learned
-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
-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.
West-Orange Cove CSD
Synectics
(p.186)
Traffic Light Cups
(p.201)
A&D Statements
Annotated Student Drawings
Commit and Toss
Concept Card Mapping Concept
Missed Conception
8th Grade Science –6th Six Weeks
2012 - 2013
-“the fitting together of different and apparently irrelevant elements”
-analogies/metaphors
e.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
-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
Students use A & D Statements to analyze a set of “fact or fiction” statements. In the first part
of A & D Statements, students may choose to agree or disagree with a statement or identify
whether they need more information. In addition, they are asked to describe their thinking
about why they agree, disagree, or are unsure. In the second part of the FACT, students
describe what they can do to investigate the statement by testing their ideas, researching what
is already known, or using other means of inquiry.
“If a picture is worth a thousand words, perhaps drawing and visualizing can help science
students enhance their learning potential” (National Science Teacher Association [NSTA],
2006, p. 20. Annotated Student Drawings are student-made, labeled illustrations that visually
represent and describe student’s thinking about a scientific concept.
Commit and Toss is an anonymous technique used to get a quick read on the different ideas
students have in the class. It provides a safe, fun, and engaging way for all students to make
their ideas known to the teacher and the class without individual students being identified as
having “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 described
on their “caught” paper, not their own ideas.
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.
Moving the cards provides an opportunity for students to explore and think about different linkages.
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.
West-Orange Cove CSD
Two-Minute Paper
8th Grade Science –6th Six Weeks
2012 - 2013
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%2Fdpcdsbcla.wikispaces.com%2Ffile%2Fview%2FSome%2BExamples%2Bof%2BFormative%2BAssessments%2Bin%2BScience.doc&ei=w5fmT6iMCIfm2
QXOueHZCQ&usg=AFQjCNGgWKsjp9jPPrnqbALNk3Gc7vpP5Q&sig2=cY2Br5Y_HYLjmrQRQ5MBGw
West-Orange Cove CSD
8th Grade Science –6th 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
West-Orange Cove CSD
8th Grade Science –6th Six Weeks
2012 - 2013
Succession Acrostic Poem
An acrostic poem is one where you choose a word or name and use each letter in the name as the beginning of a
word or line that tells something about that person or topic.
Example: An acrostic poem using the word "Sun."
Sometimes when we go to the beach, I will get sun burn.
Usually if I put Sun block on my skin, I will not burn.
Noon is when I'm really prone to burning.
Write an Acrostic Poem using the word below.
S
U
C
C
E
S
S
I
O
N
Modified from The Online Teacher Resource (www.teach-nology.com)
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