West-Orange Cove ISD
The second six
weeks has 25
instructional
days 10/1 – 11/2
10/5
Early Release
10/8
Parent
conference
8th Grade Science – 2nd Six Weeks
Major Concepts
During week 1 - 2, students know that matter is composed of
atoms and has chemical and physical properties. Also, students
will explain how properties are used to classify elements.
During week 3 - 4, students will investigate how evidence of
chemical reactions indicates that new substances with different
properties are formed. Also, students will work with chemical
equations to determine whether they are balanced or not and how
it relates to the law of conservation of mass.
During week 5, students will determine the density of an unknown
substance.
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2012 - 2013
Processes
Demonstrate safe practices during laboratory and field investigations as outlined in the Texas
Safety Standards
Plan and implement comparative and descriptive investigations by making observations,
asking well-defined questions, and using appropriate equipment and technology;
Collect and record data using the International System of Units (SI) and qualitative means
such as labeled drawings, writing, and graphic organizers;
Analyze data to formulate reasonable explanations, communicate valid conclusions supported
by the data, and predict trends.
Use models to represent aspects of the natural world and identify advantages and limitations
of models such as size, scale, properties, and materials
In order to use time, resources, and hold students accountable for their own learning, we must agree to continue using:

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 Identify that protons determine an element's identity and valence electrons determine its chemical properties, including reactivity. 8.5B.
o The SMART objective for the 2nd week may be written in the following way,

Today, we (or I, based on preference) will learn that matter is composed of atoms and has chemical and physical
properties by identifying that protons determine an element's identity and valence electrons determine its chemical
properties while modeling valence electrons.

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 learn that matter is composed of atoms and has chemical and physical properties by identifying
that protons determine an element's identity and valence electrons determine its chemical properties in the study of
Families in the Periodic Table.

Developing Effective Science Lessons. During the first six weeks, we explored how to develop effective science lessons by referring to Figure 1.1.
During the first six weeks, we focused on encouraging collaboration among students, having resources available that contribute to accomplishing
the purpose of instruction, content being significant and worthwhile, providing appropriate connections to other areas, and creating a climate that
encourages students to generate ideas and questions. As we continue to make an impact in the lives of children as they engage 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 content information that is accurate, and encouraging and valuing
active participation of all.

Creating a Positive Learning Environment. During the first six weeks, we presented Table 4.1, from Designing Effective Science Instruction: What
Works in Science Classrooms, showing how to create a positive learning environment. In the second six weeks, we will begin to explore one of
the strategies presented in this book. Strategy 1: Believe All Students Can Learn- Show through your actions that you believe all students have
the ability to learn p132 - 138.
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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 ISD

8th Grade Science – 2nd 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, and research among others.
Week 1
October 1 - October 5
Learning Standards
Matter and energy.
The student knows
that matter is
composed of atoms
and has chemical and
physical properties.
The student is
expected to:
Interpret the
arrangement of the
Periodic Table,
including groups and
periods, to explain
how properties are
used to classify
elements. 8.5C
Instruction
Resources
Students recognize that matter is composed of
atoms. Students examine information on the Periodic
Table to recognize that elements are grouped into
families. In addition, students understand the basic
concept of conservation of mass. Lab activities will
allow students to demonstrate evidence of chemical
reactions. They will use chemical formulas and
balanced equations to show chemical reactions and
the formation of new substances.
https://www.scientificmin
ds.com/Teacher/Ancillary
Data.aspx
Use the following lessons
to support students’
understanding and
knowledge by identifying
the differences between
elements and
compounds

Science Starter 21
Physical and
Chemical Properties

Science Starter 25
Periodic Table:
Elements

Science Starter 26
Periodic Table:
Groups and Periods

Science Starter 27
Metals and
NonMetals

Science Starter 28
Atoms, Elements,
Molecules and
Compounds
Elements are classified as metals, nonmetals, and
metalloids based on their physical properties. The
elements are divided into three groups on the
Periodic Table. Each different substance usually has
a different density, so density can be used as an
identifying property. Therefore, calculating density
aids classification of substances.
Vocabulary
Atoms, molecules, elements, Periodic Table, periods,
groups, families, physical properties, chemical
properties, metals, nonmetals, metalloid , luster,
conductivity, malleability, ductility, hardness, streak,
minerals,
ENGAGE students daily by

Using Properties of Matter card sort found in CD
RM 2 or in SMART Notebook file to review
vocabulary.

Using the A & D Statement from the formative
assessment list to discuss the following
Gateways to Science 8th
Use SMARTBoard –
Quiz 3 as bell ringer for
Products, Projects, Labs
Gateways 8th grade Unit 2
Lesson 5 The Periodic Table.
T.E 76 - 77
Students will participate of this
lesson to gain a better
understanding of how the
arrangement of the Periodic
Table explains the
characteristics and classification
of elements. Use pattern
cards, lab stations cards,
Periodic Table, anticipation
guide, and element clue RM 1,
and RM 25-28 in CD or SMART
Notebook file
ELABORATE
Students will create an
advertisement poster for an
Element of choice or create an
element report. You may add
pictures or drawings that
illustrate the various uses for
your element.
Assessment
ELABORATE /
EVALUATE
Students will write a
poem, rap, or create a
poster to show their
understanding of how
the arrangement of the
Periodic Table helps to
explain how properties
are used to classify
elements. See the
following example by
watching the Periodic
Table Song
Reflection
Students will reflect
about their learning by
answering the following
question,
“Why must chemists
know the properties of
elements? How does the
periodic table help
identify and classify
elements? Why groups
are sometimes called
families?”
West-Orange Cove ISD
8th Grade Science – 2nd Six Weeks
statement “Most of an atom’s mass is composed
of protons and neutrons.” Students may refer
back to notes and reflect with a partner to
discuss in the group.
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Displaying this interactive Periodic Table or the
one included in the SMART Notebook file.
Students will use the graffiti writing technique to
write down everything they remember about the
periodic table. Students share with the class.
Keep poster paper or construction paper where
students wrote down what they remembered
from previous years; at the end of the unit,
students will add to the list. At the end of this
brainstorming activity, students will watch what
other students know about the Periodic Table by
watching What Do You Know About the Periodic
Table (segment of Forensic Detectives:
Chemistry at Work)

Using the Metals and Nonmetals segment of the
video Discovering the Elements to provide
students with a visual of the characteristics of
these elements. Students will collaborate to
make a list of various physical properties of
these groups and provide examples of everyday
use.

Playing Element Jeopardy to review and practice
using the Periodic Table.
Teachers will facilitate students’ learning and
discovery to reinforce skills and concepts by

Guiding students in inquiry and active
participation as students watch the 3 segments
related to the Periodic Table (elements, how
elements are organized, and atomic structure of
elements) in the video Science Investigations:
Physical Science: Investigating Chemical
Reactions. Later the teacher and students
interact in this Periodic Table PowerPoint
presentation.

Using the Interactive Periodic Table included in
the SMART Notebook file, students use colored
pencils or shading to show students the metals,
students to answer 1
question daily. It can be
used as a formative
assessment to find out
students’ previous
learning and any
misconceptions students
may have.
Teachers’ domain
Sign up for a free
account to be able to use
resources to support
students’ understanding
of various concepts.
Periodic Table
Jefferson Lab
2012 - 2013
West-Orange Cove ISD
8th Grade Science – 2nd Six Weeks
nonmetals, and metalloids. Also, students will
identify the group and periods.
2012 - 2013
West-Orange Cove ISD
Week 2
October 8 – October 12
Learning Standards
Matter and energy.
The student knows
that matter is
composed of atoms
and has chemical and
physical properties.
The student is
expected to:
Identify that protons
determine an
element's identity and
valence electrons
determine its
chemical properties,
including reactivity.
8.5B
8th Grade Science – 2nd Six Weeks
Instruction
Vocabulary
Atoms, elements, protons, electrons, neutrons,
valence electrons, reactivity, chemical properties,
atomic number, covalent bonds, ions, ionic bonds
Focus Question: How and why atoms combine to
form an amazing variety of materials?
ENGAGE students daily by

Playing Element Jeopardy to review and practice
using the Periodic Table.
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Ask students the following question, “What do
aspirin, vinegar, and plastic wrap have in
common?” Students will reflect and share with
the group various ideas. Then, explain Aspirin,
vinegar, and plastic wrap are all compounds
made from different combinations of the same
three atoms: carbon, hydrogen, and oxygen. By
themselves, these atoms cannot reduce pain,
season food, or keep candy clean. But when
these atoms chemically combine in certain ways
to form compounds, they can be used in many
ways.
Modeling Valence Electrons. In this activity,
students use a map of electron configuration and
bingo chips (or other similar object) to configure
electrons for elements that are given on a
problem card.
Teachers will facilitate students’ learning and
discovery to reinforce skills and concepts by
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Showing the students the valence electrons
demonstration Pass the Salt, Please. Students
will use their knowledge of the Periodic Table
and models to figure out the number of electrons
in the outermost shell for Sodium, Na, and
Clhorine, Cl. The teacher will explain reaction
by guiding students in inquiry and active
participation as students watch the segment
related to the Periodic Table and atomic
structure of elements in the video Science
2012 - 2013
Resources
Products, Projects, Labs
Assessment
https://www.scientificmin
ds.com/Teacher/Ancillary
Data.aspx
Use the following lessons
to support students’
understanding and
knowledge by identifying
the differences between
elements and
compounds

Science Starter 24
Atomic Structure

Science Starter 25
Periodic Table:
Elements
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Science Starter 28
Atoms, Elements,
Molecules and
Compounds

Science Starter 95
Covalent Bonds

Science Starter 96
Ions

Science Starter 97
Ionic Bonds
Gateways 8th grade Unit 2
Lesson 6 Periodic Table
Families.
T.E 89 - 103
Students will participate of this
lesson to gain a better
understanding of how the
arrangement of the Periodic
Table including groups and
periods explains the
characteristics and classification
of elements. Use element
cards, Periodic Table, find
someone who…, understanding
valence electrons, and concept
map RM 1, and 30-33 in CD or
SMART Notebook file
EVALUATE
Students will demonstrate
mastering and
understanding of the
Periodic Table by
completing the Periodic
Table of Elements Concept
Map found in CD RM 33or in
SMART Notebook file. Or
students can create own
concept map by
brainstorming word bank
and then creating concept
map.
Use SMARTBoard –
Quiz 3 or SMARTBoard
– Quiz 10 as bell ringer
for students to answer 1
question daily depending
on knowledge acquired.
It can be used as a
formative assessment to
find out students’
previous learning and
any misconceptions
students may have.
ELABORATE
Students will use Lewis dot
diagrams of elements to
demonstrate their
understanding of valence
electrons and how they
determine the reactivity of an
element.
EXPLAIN / ELABORATE
Students will compare and
contrast two elements of choice
(i.e copper and zinc; aluminum
and magnesium) as it relates to
physical characteristics,
placement in the periodic table,
number of protons, electrons,
reactivity.
Reflection
Students will reflect about
their learning by answering
the following question,
“What is the relationship
between the valence
electrons and reactivity?”
West-Orange Cove ISD
8th Grade Science – 2nd Six Weeks
Investigations: Physical Science: Investigating
Chemical Reactions.
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Students will participate in discussions, activities,
and inquiry as teacher facilitates Valence
Electrons presentation. Teacher will be able to
browse through this presentation by selecting a
particular topic. Also, teacher may select to use
this Valence Electrons PowerPoint presentation.
Clackamas Community
College
2012 - 2013
West-Orange Cove ISD
8th Grade Science – 2nd Six Weeks
Week 3, Week 4, and 2 days of Week 5
October 15 – October 30
Learning Standards
Instruction
Matter and energy.
Vocabulary
The student knows
Physical properties, chemical properties, substance,
that matter is
chemical change, physical change, chemical reactions,
composed of atoms
reactivity, reactant, product, catalyst, chemical formula,
and has chemical and
subscripts, chemical equation, coefficient, Law of
physical properties.
Conservation of Mass
The student is
expected to:
Investigate how
evidence of chemical
reactions indicates
that new substances
with different
properties are formed.
8.5E
Recognize that
chemical formulas are
used to identify
substances and
determine the number
of atoms of each
element in chemical
formulas containing
subscripts 8.5D
ENGAGE students daily by

Facilitating discussions as students view 7 different
segments of a video clip related to Chemical
Reactions. In these segments the students will
become more familiar with the characteristics of
chemical reactions by analyzing some simple
everyday chemical reactions. It also introduces
chemical equations and shows students how to
balance chemical equations via colorful animation.
Synthesis, decomposition, and replacement
reactions are described. The energy dynamics of
chemical reactions is conveyed, while explaining
endothermic and exothermic reactions. Students
will investigate the influence that concentration,
surface area, temperature, and catalysts have on
an actual reaction.

Recognize whether a
chemical equation
containing coefficients
is balanced or not and
how that relates to the
law of conservation of
mass. 8.5F
Playing a picture sorting game where students will
collaborate in teams to decide whether a picture
belongs in the physical change or chemical
change. Students will reflect on the following
questions:
o
o
o

Were there any cards you had trouble
classifying? Why/Why not?
Give an example of a physical change
that was not listed above.
Give an example of a chemical change
that was not listed above.
ENGAGE / EXPLORE the Law of Conservation of
Mass by watching this video clip and making
observations. Law of Conservation of Mass is one
of the building blocks of chemistry. This video lays
down the law and supports the understanding of
how mass is conserved. It also introduces
chemical formulas and equations.
2012 - 2013
Resources
Products, Projects, Labs
https://www.scientificmin
ds.com/Teacher/Ancillary
Data.aspx
Use the following lessons
to support students’
understanding and
knowledge by identifying
the differences between
elements and
compounds

Science Starter 22
Physical and
chemical changes

Science Starter 23
Law of Conservation
of Mass

Science Starter 29
Chemical Formulas

Science Starter 30
Chemical Equations

Science Starter 92
Chemical Reactions

Science Starter 95
Covalent Bonds

Science Starter 96
Ions

Science Starter 97
Ionic Bonds
Gateways Unit 2 Lesson 9
Chemical Changes in
Compounds.
T.E 129 - 142
Students will follow safety
procedures as they conduct lab.
Students will investigate
evidence of chemical reactions
by making observations,
discussing and writing
explanations of any changes
that may occur at various
stations. Also, students will
learn how chemical reactions
are represented in chemical
equations. Use models of
matter and lab stations card for
students RM 47 - 48 in CD or
use SMART Notebook file
Gateways to Science 8th
Use SMARTBoard –
Quiz 10 as bell ringer for
students to answer 1
question daily. It can be
used as a formative
assessment to find out
students’ previous
learning and any
misconceptions students
may have.
EXPLAIN/EVALUATE
Students will create a Venn
diagram to compare and
contrast chemical and physical
changes - make sure to include
examples.
Students will write down
evidence of chemical change
during the various observations,
explorations, and videos.
Students will attempt to verify &
observe the Law of
Conservation of Mass - In any
chemical reaction, the total
mass of the reactants is
always equal to the mass of
the products by conducting a
simple activity during the
Conservation of Mass Lab.
Refer to Gaterways 8th grade
Assessment
EVALUATE
Give students a list of
various physical and
chemical changes.
Students will select 5-10
changes and they will
write an explanation of
how that change
constitutes a physical or
chemical change.
EXPLAIN/EVALUATE
Students will create a
Frayer model to describe
their learning about
physical change and
chemical change
Reflection –
Students will create a
story applying what they
have learned about
physical and chemical
changes that occur in
everyday life. See
example in SMART
Notebook file
Reflection
Students will apply their
knowledge about
conservation of mass as
they explain the
following,
“When a log burns, the
ash has less mass than
the log that was initially
burned. According to the
law of conservation of
mass, matter cannot be
created nor destroyed,
West-Orange Cove ISD

8th Grade Science – 2nd Six Weeks
Using Commit and Toss, students will write down
their understanding of Conservation of Mass at the
beginning of class in order to adjust instructions
based on students’ answers. If needed, assist
students with more examples of this law by using
BrainPop where Tim and Moby will teach students
all about the law of conservation of mass! Students
will discover why the law is used and how it's used
in practical terms. They will find out the different
parts of a chemical reaction and who first realized
that in a closed system matter can be neither
created nor destroyed.
.
Teachers will facilitate students’ learning and discovery
to reinforce skills and concepts

EXPLORE / EXPLAIN- Using the RM 36 of
Gateways 8th grade CD or in SMART Notebook file
and the information in T.E 106 – 110, students will
form compound models to represent atoms as they
combine. Students will look for patterns to help
match the pieces properly.

Students will participate in Gateways to science
Unit 2 Lesson 8: Analyzing Chemical Formulas
to determine the number of atoms of each element
in chemical formulas. T.E 117 – 128.
Teachers’ Domain
2012 - 2013
Unit 2 Lesson 11: Law of
Conservation of Mass for
clarification and/or presentation
what happened to the
rest of the mass of the
log?” or they can create
an advertisement or
poster to explain their
understanding of Law of
Conservation of Mass.
West-Orange Cove ISD
3 days of Week 5
October 31 – November 2
Learning Standards
Matter and energy.
The student knows
matter has physical
properties that can be
used for classification.
The student is
expected to:
Calculate density to
identify an unknown
substance. 6.6B
8th Grade Science – 2nd Six Weeks
Instruction
Vocabulary
Classification, observation, inference, mass, volume,
density, substance, dependent variable, independent
variable, float, sink, suspend
ENGAGE students daily by

Using Properties of Matter card sort found in CD
RM 2 or in SMART Notebook file to review
vocabulary.



Showing students a bottle of Italian salad
dressing and having students make observations
and inferences. Then ask, “Why do people
usually shake up a bottle of Italian salad
dressing before pouring it on their salad?”
Using the video segment Experimenting with
Buoyancy and Density: Ice, Boats, and
Floatation, students will see a series of
demonstrations to understand density in a better
way.
Reviewing the processes of scientific
investigations by participating and discussing the
interactive Inquiry Board showing students how
to move “sticky notes” around to generate a
research question. Using the inquiry board will
support students to determine a testable
experiment and figuring out a testable question.
Teachers will facilitate students’ learning and
discovery to reinforce skills and concepts by

Students will participate in Gateways to science
Unit 2 Lesson 1: Properties of Matter to review
physical properties of matter and calculate
densities of unknown objects. T.E 18 – 31.

Calculating density aids classification of
substances; therefore, students will work on the
activity Dunkin for Density to determine the
density at which an object will float, suspend or
sink in water, to know the density of water, and
to use the formula density = mass/volume
Resources
https://www.scientificmin
ds.com/Teacher/Ancillary
Data.aspx
Use the following lessons
to support students’
understanding and
knowledge by identifying
the differences between
elements and
compounds
 Science Starter 99
Density
Gateways to Science 6th
University of Florida
2012 - 2013
Products, Projects, Labs
Use Gateways to Science 6th
grade Lesson 1.10 Applying
Density T.E 33 – 35
Elements are classified as
metals, nonmetals, and
metalloids based on their
physical properties. The
elements are divided into three
groups on the Periodic Table.
Each different substance
usually has a different density,
so density can be used as an
identifying property. Therefore,
calculating density aids
classification of substances.
The applying density lesson is
the same as the Density Demo
Layers Lab.
Density of an Unknown Liquid
Lab. Students will calculate
density to identify an unknown
substance. See the list of
substances included; however,
teacher can add more. Also,
the amount of liquid and the
units can be modified
depending on containers
available.
If time allows, use some of the
activities included in this site.
Assessment
EVALUATE
Students will complete a lab
report on various
experiments to explain how
density aids the
classification of substances.
Use answers to the
following questions to
support, If a substance has
a high density, what can you
guess about the size, mass,
and arrangement of the
atoms that make up the
substance? And If a
substance has a low
density, what can you guess
about the size, mass, and
arrangement of the atoms
that make up the
substance?
ReflectionAn egg sinks to the bottom if
you drop it into a glass of
ordinary drinking water, but
as you add salt to the water
the egg will begin to float?
EXPLAIN how is the above
situation possible and
Identify the independent
variable, dependent variable
and constant in the
experiment.
West-Orange Cove ISD
8th Grade Science – 2nd 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 ISD
8th Grade Science – 2nd 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 ISD
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 – 2nd 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 ISD
Two-Minute Paper
8th Grade Science – 2nd 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 ISD
8th Grade Science – 2nd 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