West-Orange Cove CSD
The Third six
weeks has 30
instructional
days 11/5 –
12/21
11/9
Early Release
11/19 – 11/23
Thanksgiving
7th Grade Science –3rd Six Weeks
Major Concepts
All living organisms are made up of smaller units called cells. All
cells use energy, get rid of wastes, and contain genetic material.
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During week 1, students will compare plant and animal cells
and understand the internal structures within them that allow
them to obtain energy, get rid of wastes, grow, and
reproduce in different ways.
Cells can organize into tissues, tissues into organs, and
organs
into organ systems
During week 2 and 3, students will learn the major functions
of the integumentary, skeletal and muscular system.
During week 3 and 4, students will learn the major functions
of the digestive and excretory system.
During week 5, students will learn the major functions of the
respiratory and circulatory systems.
During week 6, students will learn the major functions of the
nervous and endocrine systems.
2012 - 2013
Processes
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Demonstrate safe practices during laboratory and field investigations as outlined
in the Texas Safety Standards
Plan, design 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;
Use models to represent aspects of the natural world such as an atom, a
molecule, space, or a geologic feature
Construct tables and graphs, using repeated trials and means, to organize data
and identify patterns; and
Analyze data to formulate reasonable explanations, communicate valid
conclusions supported by the data, and predict trends.
Scientific investigation and reasoning will be embedded throughout the
various lessons. The student uses scientific inquiry methods during
laboratory and field investigations.
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.
o For example, the TEKs for the lesson (week or weeks) is…. The student knows that living systems at all levels of organization demonstrate the
complementary nature of structure and function. The student will recognize levels of organization in plants and animals, including cells, tissues, organs,
organ systems, and organisms. 7.12C
o The SMART objective for the 1st week may be written in the following way,
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Today, we (or I, based on preference) will learn that living systems at all levels of organization demonstrate the complementary nature of
structure and function. We will recognize levels of organization in plants and animals, including cells, tissues, organs, organ systems,
and organisms by comparing and contrasting various animals structures with the corresponding function.
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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
learn that living systems at all levels of organization demonstrate the complementary nature of structure and function. We will
recognize levels of organization in plants and animals, including cells, tissues, organs, organ systems, and organisms by creating a
pyramid to show my understanding of the levels of organization of an organism.
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Developing Effective Science Lessons. During this first part of the semester, we explored how to develop effective science lessons by referring to Figure 1.1, from
Designing Effective Science Instruction: What Works in Science Classrooms. 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 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
West-Orange Cove CSD
7th Grade Science –3rd Six Weeks
2012 - 2013
Science Classrooms, showing how to create a positive learning environment. During these third six weeks, we will explore the second strategy presented in this
book. Strategy 2: Think Scientifically – Teach students to think scientifically p.140 - 150.
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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)
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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
November 5 – November 9
Learning Standards
Organisms and
environments. The
student knows that living
systems at all levels of
organization demonstrate
the complementary nature
of structure and function.
The student is expected
to:
Instruction
Vocabulary
Structure, function, plant, cell, tissue, organ, organ
systems, organism, xylem, phloem, seed, roots stems,
flowers, leaves.
Resources
https://www.scientificmin
ds.com/Teacher/Ancillary
Data.aspx
Use the following lessons
to support students’
understanding and
knowledge by using
Engage students daily by doing one of the following
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Recognize levels of
organization in plants and
animals, including cells,
tissues, organs, organ
systems, and organisms.
7-12C
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Show a picture of a plant and another picture of
an animal with their parts labeled. See pictures in
SMART Notebook file. Using the graffiti writing
strategy, students will write down everything they
know about how all of the parts work together to
maintain life. Students will share within the group
and then choose one person from each group to
share with the class.
Compare and contrast the physical structure of
various animals with their corresponding function,
such as the needle-like beak of a hummingbird to
gather nectar from flowers or the prehensile tail of
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Science Starter 12
Cells
Science Starter 13
Comparing Plant
and Animal Cells
Science Starter 14
Biological
Organization
Science Starter 15
Structure and
Function
Discovery Education
Products, Projects, Labs
Gateways 7th grade
Lesson 5.1 Introduction
and Lesson 5.2 Structure
and Function in Living
Systems
T.E 97 - 102
Students will participate of
this lesson to learn and
understand the levels of
organization in plants and
animals
Gateways 7th grade
Lesson 6.1 Introduction
and Lesson 6.2 Structures
of the Human Body
T.E 119 - 123
Students will participate of
this lesson to learn and
understand the levels of
organization in the human
body
Assessment
EVALUATE
Students will create a
story comparing the
levels of organization
in plants and animals
to a house
Reflection-
Students will
describe how the
three main plant
parts are like
human body parts.
West-Orange Cove CSD
7th Grade Science –3rd Six Weeks
2012 - 2013
a gibbon for moving through a forest.
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Students will watch the video The World of Plants:
The Structure of Plants to show and explain to
students the basic structure and functions of the
plant.
Biology4Kids
Monterey Institute
Science TEKS Toolkit
Students will use various pictures of the levels of
organization that make up a human being. In
groups, students will discuss and create a
sequence of how all of these parts make up the
organism. (teacher will have to prepare
engagement activity by cutting pictures and placing
in a baggy prior to class)
Teachers will facilitate students’ learning and discovery
to reinforce skills and concepts by
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EXPLORE / EXPLAIN - Students will create a
pyramid to show their understanding of levels of
organization using the vocabulary given. Students
will explain their reasoning of why they placed the
structures in that particular way. Students will
create pyramids interactively using the SMART
Notebook file.
Learn about the life cycle
of a plant by sorting the
parts of a flower,
discovering what each
part does and how in
contributes to the life
cycle of a living thing
Use the Introduction to
Animals PowerPoint
presentation to compare
and contrast various
animals’ systems with
the human systems.
Use SMARTBoard –
Quiz 2 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.
EXPLORE / EXPLAIN
Identify how the structure of
various organs in the
reproductive system of a
flowering plant enables the
plant to reproduce.
Investigate other systems
within plants and animals.
Make a chart of the different
organs and determine how
the organ structure
complements its function.
Students will understand the
functions of the parts of a
plant by completing the
flower dissection lab.
Students will explain the
function of each structure
and how all of the parts work
together to maintain life and
reproduce..
ELABORATE
Use a microscope to
observe slides of various
prepared plant and animal
tissues. Identify and draw
the cells observed in each
slide. Describe the
similarities and differences
between cell types.
West-Orange Cove CSD
Week 2 and 2 days of week 3
November 12 – November 27
Learning Standards
Organisms and
environments. The
student knows that living
systems at all levels of
organization demonstrate
the complementary nature
of structure and function.
The student is expected
to:
7th Grade Science –3rd Six Weeks
Instruction
2012 - 2013
Resources
Products, Projects, Labs
ENGAGE students daily
https://www.scientificmi
nds.com/Teacher/Ancill
aryData.aspx
Use the following
lessons to support
students’ understanding
and knowledge by using
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Gateways 7th grade
Lesson 6.4 Other Body
Systems
T.E 130 - 132
Students will use the
elaborate part of this lesson
to learn and understand the
main functions of the
skeletal and muscular
systems
Vocabulary
Vertebra, marrow, spongy bone, compact bone, tendon
cartilage, joints, ligament, muscle, voluntary muscle,
involuntary muscle, skeletal muscle, cardiac muscle,
smooth muscle, epidermis, melanin, dermis.
Identify the main functions
of the systems of the
human organism,
including the circulatory,
respiratory, skeletal,
muscular, digestive,
excretory, reproductive,
integumentary, nervous,
and endocrine systems.
12B
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Students will observe a water-filled bag. Depending
on time, you may want to fill the bags for students.
Fill each bag with as much water as it will hold and
add a drop of food coloring. Zip the top tightly
closed, while removing as much air as possible.
Place the bags and other materials in a central
location.
o Have each group predict what will happen
to the shape of the bag when it is placed on
a hard, flat surface.
o Let each group set its bag on the table
and record the bag's appearance.
Groups may choose any orientation
for their bags (on the side or with zip
top "up" works best). Students will
note that the bottom of the bag is
flattened.
o Ask, “Why do you think the
bottom of the bag is flat?” “What would
happen to the water if it wasn't in
the bag?” “What would happen to the
bag if it wasn't filled with water?”
Students will watch the video Human Body Systems:
Skeletal and Muscular Systems to distinguish the
main function of the skeletal and muscular systems
and get familiar with the different parts involved.
This video describes the structure and function of
the skeletal and muscular systems and explains how
they work together
In groups, students will trace one or two silhouettes
to use during the week to place the different parts of
the skeletal and muscular systems.
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Science Starter 15
Structure and
function
Science Starter 16
Integumentary
System
Science Starter 17
Muscular System
Discovery Education
Biology4Kids
ThinkQuest Library
Google Images
Use the Introduction to
Animals PowerPoint
presentation to compare
and contrast various
animals’ systems with
the human systems
Use SMARTBoard –
Quiz 2 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
EXPLAIN
Students will use their
biceps and triceps to
describe how muscles work
together when bending
and/or straightening the arm.
During the 6th week,
Students will test their ability
to transfer their
understanding by performing
a crawfish dissection to
explore the internal body
systems. (I need feedback
from teacher whether to
include or not)
Assessment
EVALUATE
Student will draw or
trace parts of the skeletal
and muscular systems to
begin to add to their
silhouette. Within the
organ, the students will
label and write a brief
description of the
function of that part.
Reflection
Students will describe
the relationship between
the skeletal and
muscular systems.
West-Orange Cove CSD
7th Grade Science –3rd Six Weeks
misconceptions
students may have.
During the next five weeks, students will display
different body systems in silhouettes traced; body
systems will be posted in the classroom and
hallways. To have as many groups as possible
display all of their work, students will place
silhouettes on top of each other, (like a flip book) as
students study body systems.
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When we talk about the integumentary system, we
are talking about the skin. Using A&D Statements,
students will work in groups to discuss the following
statement “The skin is the largest organ in your
body” Then, discuss with the class.
Teachers will facilitate students’ learning and discovery
to reinforce skills and concepts
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EXPLORE / EXPLAIN – The teacher will select one
of the ten activities of Muscles and Bones resource
(look at Activity 2). Students will explore and explain
the importance of these systems.
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EXPLORE / EXPLAIN- Students will conduct a
research using encyclopedias, online databases,
and library books. Students will use this information
to identify, draw or trace parts of the systems
studied this week to begin to add to their silhouette.
(See EVALUATE for more detail)
2012 - 2013
West-Orange Cove CSD

7th Grade Science –3rd Six Weeks
EXPLORE / EXPLAIN – Teacher will use the Body
Systems Review to highlight key points and explore
other links included in this file to learn and
understand about system studied during the week.
2012 - 2013
West-Orange Cove CSD
3 Days of Week 3 and Week 4
November 28 - December 7
Learning Standards
Organisms and
environments. The
student knows that living
systems at all levels of
organization demonstrate
the complementary
nature of structure and
function. The student is
expected to:
7th Grade Science –3rd Six Weeks
Instruction
Vocabulary
Stomach, large intestine, small intestine, mechanical and
chemical digestion, anus, mouth, urine, kidney, nephron,
urethra, bladder, enzyme, peristalsis, esophagus,
pancreas, liver, nutrients, digestive tube, mechanical
energy, chemical energy, heat energy, thermal energy,
carbohydrates, proteins, and lipids.
Resources
https://www.scientificmin
ds.com/Teacher/Ancillar
yData.aspx
Use the following
lessons to support
students’ understanding
and knowledge by using
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ENGAGE daily using one of the following
Identify the main
functions of the systems
of the human organism,
including the circulatory,
respiratory, skeletal,
muscular, digestive,
excretory, reproductive,
integumentary, nervous,
and endocrine systems.
12B
Illustrate the
transformation of energy
within an organism such
as the transfer from
chemical energy to heat
and thermal energy in
digestion 7B
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Students will watch the video Human Body Systems:
The Digestive System to learn how the digestive
system is responsible for breaking down food into a
usable form and distributing it to the circulatory
system to be carried to the living cells of the body.
Students will distinguish the main function of the
digestive system and get familiar with the different
parts involved in it. Also, students will view the video
Human Body Systems: The Excretory System to
understand why this system is critical for survival.
In groups, students will trace one silhouette to use
during the week to place the different parts of the
digestive and excretory systems. Students will
continue to display different body systems in
silhouettes traced; body systems will be posted in the
classroom and hallways.
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Science Starter 18
Structure and
Function
Science Starter 18
Digestive System
Discovery Education
Biology4Kids
Kids Health
John Hopkins University
ThinkQuest Library
2012 - 2013
Products, Projects, Labs
Students will trace the
journey of a carrot in the
digestive system by
participating of the food
digestion lab.
In groups. Students will
make a connection in how
the digestive system works.
Use SMARTBoard –
Quiz 2 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
EVALUATE
Students will create their
own digestion process
story. Use some of the
following examples 1, 2,
3, 4 to guide students.
Gateways 7th grade
Lesson 6.4 Other Body
Systems
T.E 128 - 130
Students will use the explore
and explain parts of this
lesson to learn and
understand the main
functions of the digestive
and excretory systems.
EVALUATE
Student will draw or
trace parts of the
digestive and excretory
systems to begin to add
to their silhouette.
Within the organ, the
students will label and
write a brief description
of the function of that
part.
EXPLAIN
Students will create a
foldable book to write down
the parts and the functions
of the digestive system.
Reflection
Have a coffee filter
available for students as
they compare a coffee
filter to the kidneys.
Gateways to science 7th
Use the Introduction to
Animals PowerPoint
presentation to compare
and contrast various
animals’ systems with
the human systems
Assessment
ELABORATE
Students will read the article
about what happens to
someone’s body after
drinking soda. Students will
collaborate to discuss and
reflect how they can make
better choices in their
everyday food choices.
West-Orange Cove CSD
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7th Grade Science –3rd Six Weeks
Students will use the diagram and organs to identify
the various organs of the digestive system.
Review previous experiences with the words
carbohydrates = sugars, proteins = amino acids,
and lipids = fats when learning about organic
compounds. Also, students will review physical and
chemical changes to relate it to mechanical and
chemical digestion.
Teachers will facilitate students’ learning and discovery to
reinforce skills and concepts
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Students will use this digestive system story to
understand how the digestive system works.
Exciting graphics and interactivity allow students to
see how what happens in our bodies when we eat
something.
EXPLORE / EXPLAIN – Students will read an article
about the Digestion Time of Various Foods;
students will discuss implications for our everyday
living. Give students a list of different kinds of food
for the students to categorize according to digestion
time.
EXPLAIN – Cut and arrange the various organs and
regions of the digestive system. Students will use
their knowledge about the digestive system to
match the term with the function. Students will use
their notes, books, and diagrams.
EXPLORE / EXPLAIN- Students will conduct a
research using encyclopedias, online databases,
and library books. Students will use this information
to identify, draw or trace parts of the systems
studied this week to begin to add to their silhouette.
(See EVALUATE for more detail)
EXPLORE / EXPLAIN – Teacher will use the Body
Systems Review to highlight key points and explore
other links included in this file to learn and
understand about system studied during the week.
misconceptions
students may have.
2012 - 2013
West-Orange Cove CSD
Week 5
December 10 - 14
Learning Standards
Organisms and
environments. The
student knows that living
systems at all levels of
organization demonstrate
the complementary nature
of structure and function.
The student is expected
to:
7th Grade Science –3rd Six Weeks
Instruction
Vocabulary
Vein, artery, cardiac muscle, platelets, capillary,
pulmonary circulation, systemic circulation, aveoli,
diaphragm, trachea, bronchi, bronchial tubes,
emphysema, asthma
ENGAGE students daily in one of the following activities
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Identify the main functions
of the systems of the
human organism,
including the circulatory,
respiratory, skeletal,
muscular, digestive,
excretory, reproductive,
integumentary, nervous,
and endocrine systems.
12B
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Students will watch and discuss the video Human
Body Systems: The Circulatory System to learn and
understand how the circulatory system carries food
and oxygen to the trillions of living cells in the
human body and collects wastes from the cells and
carries them to the lungs of kidneys for elimination
from the body. This video explains the circulatory
system and describes, through the use of 3-D
computer graphics the workings of the heart, blood,
arteries, veins, and capillaries. Also, students will
discuss the video Human Body Systems: The
Respiratory System; through the use of computer
graphics and diagrams, this streaming video
explains the respiratory system and all of its organs
and parts.
In groups, students will trace one or two silhouettes
to use during the week to place the different parts of
the circulatory and respiratory systems. Students will
continue to display different body systems in
silhouettes traced; body systems will be posted in
the classroom and hallways.
2012 - 2013
Resources
Products, Projects, Labs
Assessment
https://www.scientificmi
nds.com/Teacher/Ancill
aryData.aspx
Use the following
lessons to support
students’ understanding
and knowledge by using
Gateways 7th grade Lesson
6.3 Respiratory and
Circulatory Systems
T.E 124 - 127
Students will use this lesson
to learn and understand the
main functions of the
circulatory and respiratory
systems.
EVALUATE
Student will draw or
trace parts of the
circulatory and
respiratory systems
to begin to add to
their silhouette.
Within the organ, the
students will label
and write a brief
description of the
function of that part.
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Science Starter 15
Structure and
Function
Science Starter 19
Respiratory System
Science Starter 20
Circulatory System
Discovery Education
Biology4Kids
ThinkQuest Library
NATIONAL SPACE
BIOMEDICAL
RESEARCH
INSTITUTE
Google Images
Use the Introduction to
Animals PowerPoint
presentation to compare
and contrast various
animals’ systems with
the human systems
Use SMARTBoard –
Quiz 2 as bell ringer for
students to answer 1
question daily. It can be
used as a formative
EXPLORE / EXPLAINStudents will create a
respiratory system model to
show how our lungs work.
ELABORATE / EVALUATE
Students will create comic
strips, cartoons, bumper
stickers, a poem or rap to
discuss how people can
maintain healthy hearts and
circulatory systems. Why
would a balanced diet and
exercise be important?
Or
Students will create comic
strips, cartoons, bumper
stickers, a poem or rap to
discuss some of the harmful
effects of cigarette smoke
and the damage that can
result to the respiratory
system.
Reflection
Students will use
their knowledge to
respond the
following question:
“How does a
circulatory system
help you?”
West-Orange Cove CSD

7th Grade Science –3rd Six Weeks
Students will use the diagram and organs included
in the SMART Notebook file to identify the various
organs of the respiratory system. Also, students
will place organs inside a human body in an
interactive game
Teachers will facilitate students’ learning and discovery
to reinforce skills and concepts

EXPLORE / EXPLAIN – The teacher will select one
of the nine activities of The Science of the Heart and
Circulation resource. Students will explore and
explain how the circulatory system works.

EXPLORE / EXPLAIN- Students will conduct a
research using encyclopedias, online databases,
and library books. Students will use this information
to identify, draw or trace parts of the systems
studied this week to begin to add to their silhouette.
(See EVALUATE for more detail).

EXPLORE / EXPLAIN – Teacher will use the Body
Systems Review to highlight key points and explore
other links included in this file to learn and
understand about system studied during the week.
assessment to find out
students’ previous
learning and any
misconceptions
students may have.
2012 - 2013
West-Orange Cove CSD
Week 6
December 17 - 21
Learning Standards
Organisms and
environments. The
student knows that living
systems at all levels of
organization demonstrate
the complementary nature
of structure and function.
The student is expected
to:
7th Grade Science –3rd Six Weeks
Instruction
Vocabulary
Cerebrum, cerebellum, neurons, central nervous
system(CNS), peripheral nervous system (PNS), reflex,
homeostasis, dendrite, axon, synapse, brain stem, ,
hormone(ovary and testes), hypothalamus, pineal gland,
pituitary gland, thymus, thyroid, parathyroid, adrenal
gland, pancreas.
Discovery Education
Science Tool Kit
Kids Health
Biology4Kids
ENGAGE students daily by doing one of the following
Identify the main functions
of the systems of the
human organism,
including the circulatory,
respiratory, skeletal,
muscular, digestive,
excretory, reproductive,
integumentary, nervous,
and endocrine systems.
12B
Resources
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
Use the engage activity found in Gateways 7th
grade Lesson 6.4 Other Body Systems T.E 128
Tell the story written by Janet Weaver of Rosary
School in Oklahoma City, OK. Students will
discuss how our bodies are designed to react to
potentially dangerous situations without us even
realizing it.
Students will watch and discuss the video Human
Body Systems: The Nervous System to learn and
understand how it is the job of the nervous system
to control and monitor all body activities. Also,
students will discuss the video Human Body
Systems: The Endocrine System; This video
describes the functions of the endocrine system.
The nervous and endocrine systems work together
to regulate various body activities.
After learning about both systems, students will
discuss the relationship between the nervous and
endocrine systems.
In groups, students will trace one or two silhouettes
to use during the week to place the different parts of
the nervous and endocrine systems. Students will
continue to display different body systems in
silhouettes traced; body systems will be posted in
the classroom and hallways.
ThinkQuest Library
Ms. Frizzle’s Blog.
Inspiring the Science
Classroom with
Creativity
Use Endocrine System
PowerPoint
presentation to support
students’ learning
Use one or both of
these Nervous
System1, 2 PowerPoint
presentations to support
students’ learning
Use the Introduction to
Animals PowerPoint
presentation to compare
and contrast various
animals’ systems with
the human systems
Use SMARTBoard –
Quiz 2 as bell ringer for
students to answer 1
question daily. It can be
used as a formative
assessment to find out
2012 - 2013
Products, Projects, Labs
Assessment
After learning about the
endocrine system and
disorders associated with it,
students will do a patient
simulation. Each group will
receive a patient’s chart and
will try to diagnose which
gland is not functioning
properly based on their
notes
EVALUATE
Student will draw or
trace parts of the
nervous and
endocrine systems to
begin to add to their
silhouette. Within
the organ, the
students will label
and write a brief
description of the
function of that part.
Sometimes electrical signals
get mixed because the brain
is over-worked. A message
that is supposed to go
through a neuron in the foot
goes instead through a
neuron in the arm.
Students will participate of
this Nervous System
PowerPoint demonstration
by raising their right hand for
red slides and left hand for
green sides. Students will
draw a diagram that shows
which way the signal went,
and then explain where it
should have gone
Reflection –
Students have
already learned
about various
systems in our
human body.
Students will reflect
in how the nervous
system interact with
other systems; make
sure to be specific
and provide
examples.
Or
Students will test their ability
to transfer their
understanding by performing
a crawfish dissection to
explore the internal body
systems. (I need feedback
from teacher whether to
include or not)
Students will
consider what it
would be like if we
had to consciously
think about
everything that is
happening with our
bodies. (i.e. Imagine
having to think about
breathing or
circulating blood.)
West-Orange Cove CSD
7th Grade Science –3rd Six Weeks
students’ previous
learning and any
misconceptions
students may have.
Teachers will facilitate students’ learning and discovery
to reinforce skills and concepts

EXPLORE / EXPLAIN- Students will conduct a
research using encyclopedias, online databases,
and library books. Students will use this information
to identify, draw or trace parts of the systems
studied this week to begin to add to their silhouette.
(See EVALUATE for more detail).

EXPLORE / EXPLAIN – Teacher will use the Body
Systems Review to highlight key points and explore
other links included in this file to learn and
understand about system studied during the week.
2012 - 2013
West-Orange Cove CSD
7th Grade Science –3rd 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
7th Grade Science –3rd 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
7th Grade Science –3rd 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
7th Grade Science –3rd 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
7th Grade Science –3rd 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