West-Orange Cove CSD
The Fifth six
weeks has 34
instructional
days 3/4 –
4/26
6th Grade Science –5th Six Weeks
Major Concepts
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Spring Break
3/11 – 3/15

Good Friday
3/29
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During week 1-2, students will understand that there is an
organization and relationship among the various bodies in the
solar system.
During week 3 - 4, students will learn that gravity is the force
that keeps planets in orbit around the sun and governs the rest
of the motion in the solar system. Also, students will describe
the important milestones of space exploration.
During week 5, students will understand that cells are the basic
unit of living organisms, all living things are composed of cells,
and cells are classified as prokaryotic or eukaryotic.
During week 6, students will learn that all living organisms are
classified according to similar traits or characteristics.
During week 7, students will use 2 days for testing STAAR math
and reading and to review concepts learned or teachers have
the option to adjust their lessons from week 4-6, based on
classroom data, by adding 1 day to make sure students master
the learning objective for the concept.
2012 - 2013
Processes
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Use models to represent aspects of the natural world when constructing
models of the various bodies in the solar system
Analyze data to formulate reasonable explanations, communicate valid
conclusions supported by the data, and predict trends.
Plan and implement comparative and descriptive investigations by making
observations, asking well-defined questions, and using appropriate
equipment and technology.
Use appropriate tools to collect, record and analyze information when doing
various labs.
Construct simple graphs, tables, and charts to illustrate findings.
Demonstrate safe practices during various lab activities.
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 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,

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.

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.

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).

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 fifth six weeks, we will explore the fourth and fifth strategy presented in
this book. Environment Strategy 4: Provide Feedback; give timely and criterion reference feedback p.161 – 168 and Environment Strategy 5: Reinforcing Progress
and Effort; keep students focused on learning by reinforcing progress and effort p. 168 – 176.
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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
West-Orange Cove CSD

6th Grade Science –5th Six Weeks
2012 - 2013
each formative assessment strategy to get more details)
Use of the 5E scientific model:
o Engage
o Explore
o Explain
o Elaborate
o Evaluate
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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.
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If individual conferences have not been done and as we enter the last few weeks before our STAAR test, teachers will have conversations regarding two variables,
effort and achievement. Periodically, ask students to describe what they noticed about the relationship between the effort they put into a project or task and their
accomplishment. As students reflect on their experiences will increase their awareness of the power of effort. Continue to work on building your students’ confidence
in their learning abilities by helping them set reasonable, attainable goals. Use this Student Self-Assessment and Goal Setting Template with students to determine
their effort and what they want to work to improve. Conferencing provides opportunities to discuss with students what they believe about themselves and
how those beliefs align with the behaviors you observe in class.
Week 1 – Week 2
March 4 – March 22
Learning Standards
Instruction
Resources
Earth and Space
The student understands
the organization of our
solar system and the
relationships among the
various bodies that
comprise it.
The student is expected
to:
Describe the physical
properties, locations, and
movements of the Sun,
planets, Galilean moons,
meteors, asteroids, and
comets 6.11A
Essential Vocabulary:
Sun, planets, Galilean moons, rotation, revolution,
elliptical orbit, astronomical units, asteroids, meteors,
meteorites, meteoroids, comets.
ENGAGE students daily by

Reviewing the concept of solar system from
previous years and experiences. Use the picture
and scaffolding questions included in the Solar
System SMART Notebook file to solicit students’
ideas to brainstorm a list of all the components in
the Solar System. Guide students to a deeper
understanding of the components based on their
answers. Use this discussion to assess prior
knowledge, misconceptions, and elaboration
opportunities.

Watching the video The Solar System: Above and
Beyond, students will see how computer graphics
and footage of the planets combine in this
magnificent review of our solar system. Students
will learn about the structure of the different planets
and the history of human interest in the solar
system. Students will take notes and discuss
physical properties, locations and movement of
https://www.scientificmin
ds.com/Teacher/Ancillary
Data.aspx
Use the following lessons
to support students’
understanding and
knowledge by using

Science Starter 48
Solar System

Science Starter 49
Asteroid Impact and
Mass Extinction
Discovery Education
Websites for Online
Research related to
Solar System
Solar System Catalog
Science Ideas
Products, Projects, Labs
Assessment
Gateways to Science 6th
grade Unit 4 Lesson 2:
Planet Locations and
Properties (T.E Not
available – Student Edition
P. 146 – 151)
Students will participate in
this lesson to investigate
and understand more about
the models, locations, and
properties of the planets.
EVALUATE
Use the Rubric
checklist included in
the Solar System
SMART Notebook file
or one created by
class to create a
travel brochure that
promotes visiting a
selected planet
(teacher will make
sure all planets are
represented. Include
the following
information
Gateways to Science 6th
grade Unit 4 Lesson 3:
Planet Properties and
Motion (T.E Not available –
Student Edition P. 152 –
159)
Students will participate in
this lesson to investigate
and understand more about
the characteristics of the
Solar System.
Gateways to Science 6th
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Planet’s relative
position to the sun
Classification as
inner or outer
planet
Number of known
moons
Interesting physical
features such as
size, gravity,
atmosphere,
temperature, land
features
West-Orange Cove CSD
6th Grade Science –5th Six Weeks
various bodies of the solar system.
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Using a picture or the simulation of the Solar
System, included in the Solar System SMART
Notebook file, and asking students to explain how
the planets, moons, and the sun move. Students
should use the following terms in their
explanations: orbit, revolution, rotation, tilt and
ellipse
Watching the video A Spin around the Solar
System: The Small Pieces: Asteroids, Comets, and
Pluto, students will explain the difference between
these lesser-known parts of the solar system.
Students will use Graffiti writing, annotated
drawing, or a chart highlighting what makes
asteroids, comets, dwarf planets, and meteors
different.
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. After this research, video
explorations, and laboratory, students will be able
to:

Identify the components of the Solar System.
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Describe the physical properties of the solar
system and its parts.
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Recognize the location of the solar system and
its parts.
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Describe the movement of the solar system
and its parts.
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Recognize that the Sun is a medium sized star
and the closest to the Earth.
Students will write a report including key facts
about the solar system using the above bullets
as a reference. Also, teacher may use the
following site to incorporate the idea of
2012 - 2013
grade Unit 4 Lesson 4:
Space Exploration (T.E
Not available – Student
Edition P. 160 – 166)
Students will participate in
this part of this lesson to
investigate and understand
more about the Solar
System, planets, Galilean
moons, meteors, asteroids,
and comets.
ELABORATE
Students will construct a
scale model of the Sun and
the planets in the solar
system. Attach an index
card by each object showing
its name, number of moons,
periods of rotation and
revolution, and physical
characteristics.
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Past explorations
of the planet
Challenges for
traveling and
staying on the
planet and ways
you will overcome
these challenges.
ELABORATE/
EVALUATE
Students will create a
story or comic strip
about comets,
asteroids, and
meteors. Students
must use accurate
information about a
planet. See Planet
Cartoon Example
Reflection –
Students will use
either one of the
following scenarios
or teacher may create
his/her own

Pretend you are
a person from
Mars. Write a
story about your
life as a Martian.

Write an article
for a newspaper
describing our
solar system.
West-Orange Cove CSD
6th Grade Science –5th Six Weeks
creating a catalog of the solar system. At the
end of the research report, use the solar
system SMART Notebook presentation to
highlight the most important points and provide
students with notes created by the teacher
using web resources provided by students.
The Web sites below are a good starting point
for online research:
Solar System Exploration
http://solarsystem.nasa.gov/planets/
BBC Science and Nature (Space)
www.bbc.co.uk/science/space/solarsystem
Exploring the Planets – Comparing the Planets
http://airandspace.si.edu/research/ceps/etp/co
mpare/etpcompare.html
Our Solar System – Astronomy for Kids
http://www.kidsastronomy.com/solar_system.h
tm
Inner and Outer Solar System
http://science.nationalgeographic.com/science/
space/solar-system
Universe Forum Learning Resources (Harvard
University) – Teacher Resources and Ideas
http://cfawww.harvard.edu/seuforum/learningresources.
htm
2012 - 2013
West-Orange Cove CSD
Week 3 – Week 4
March25– April 5
Learning Standards
Earth and Space
The student understands
the organization of our
solar system and the
relationships among the
various bodies that
comprise it.
The student is expected
to:
Understand that gravity is
the force that governs the
motion of our solar
system. 6.11B S8
Describe the history and
future of space
exploration, including the
types of equipment and
transportation needed for
space travel. 6.11C
6th Grade Science –5th Six Weeks
Instruction
Essential Vocabulary :
Solar system, gravity, force, motion, sun, planet, moon,
Newton’s law of motion, history, space exploration
equipment, space travel.
ENGAGE students daily by

Using the video segment The Sun, Solar System,
Planetary Orbits and Gravity students will learn and
understand gravity as the force that keeps
everything in orbit without slamming into each other.
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Showing students various Images of Space and
having students Think-Pair share about images
selected by the teacher. Then, students will explain
what is meant by the quote, “We came to discover
the moon, but we were discovering the Earth.”
These were the words when Bill Anders of Apollo 9
first saw images of our planet from the moon.
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Asking the students to reflect on the question “Why
do we explore?” Use the short video clip to scaffold
students’ learning
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Exploring the history of travel in space. Use the
historical speech by President John F. Kennedy
discussing the necessity for the United States to
become an international leader in space exploration
and famously states, "We choose to go to the Moon
in this decade and do the other things, not because
they are easy, but because they are hard." (fast
forward to minute 12:30)
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Guiding students to learn and understand the history
of space exploration as it relates to transportation
and how scientist have made exploring space
possible. Students will make observations during
the video clip Liftoff into Space.
Teachers will facilitate students’ learning and discovery
to reinforce skills and concepts
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EXPLORE / EXPLAIN - Students will read about
Living in space. If able, use a computer lab to
conduct research about the equipment and
transportation needed for astronauts to be able to
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

Science Starter
109
Space Exploration
Gateways to Science 6th
grade Unit 4 Lesson 1:
Gravity (T.E Not available
– Student Edition P. 140 –
145)
Students will participate of
this lesson to learn and
understand that gravity is the
force that keeps planets in
orbit around the sun and
governs the rest of the
motion in the solar system.
EVALUATE
Students will use
their knowledge
about gravity and the
solar system to write
a Gravity acrostic
poem. Use the
suggested format to
guide students
thinking.
Discovery Education
STEM-SCOPES
NASA
Gateways to Science 6th
grade Unit 4 Lesson 4:
Space Exploration (T.E Not
available – Student Edition
P. 167 – 168)
Students will participate in
this last part of the lesson to
investigate and understand
the history and the future of
space exploration.
ELABORATE / EVALUATE
Students will present their
exploration vehicle to the
other groups.
EVALUATE
Students will write a
summary and
describe how the
exploration of space
has impacted our
understanding of
space. Students will
display the events in
order on a class
timeline.
Reflection –
Is space travel for
everyone? In a
persuasive essay,
convince others that
civilians should or
should not be
allowed to travel into
space. Give reasons
for your argument.
West-Orange Cove CSD

6th Grade Science –5th Six Weeks
explore space.
Divide students into groups. Assign each group a
type of space exploration vehicle to research. They
are to describe how the vehicle operates and how it
aids in space exploration.
The following links provide information on

Space Shuttle – Students will learn about
the history of the space shuttle program
and how it fulfilled a decade of dreams for
NASA engineers. Students will see how the
shuttle is put together in the Vehicle
Assembly Building at the Kennedy Space
Center in Florida. Then, students will
experience training with the shuttle
astronauts as they learn to cope with zero
gravity and the rigors of space. Also,
students may use
http://www.nasa.gov/mission_pages/shuttle
/main/index.html

Video segment International Space Station
or use
http://www.nasa.gov/mission_pages/station
/main/index.html

Space Probe:
http://saturn.jpl.nasa.gov/home/index.cfm
(Cassini Huygens) or
http://saturn.jpl.nasa.gov/home/index.c
fm (Voyager)


Rockets:
http://www.nasa.gov/missions/highlight
s/schedule.html
o
Clothing, food, and breathing in space.
EXPLORE / EXPLAIN- The teacher will have
students jigsaw the Space Exploration Article in
order to learn and understand the history and future
of space exploration. Students will write a summary
and describe how the exploration of space has
impacted our understanding of space. Later,
students will display the events in order on a class
timeline.
2012 - 2013
West-Orange Cove CSD
Week 5
April 8 – April 12
Learning Standards
Organisms and
environments
The student knows all
organisms are classified
into Domains and
Kingdoms. Organisms
within these taxonomic
groups share similar
characteristics which allow
them to interact with the
living and nonliving parts
of their ecosystem.
The student is expected
to:
Understand that all
organisms are composed
of one or more cells.
6.12A
Recognize that the
presence of a nucleus
determines whether a cell
is prokaryotic or
eukaryotic. 6.12B
6th Grade Science –5th Six Weeks
Instruction
Essential Vocabulary:
Organism, domain, kingdom, taxonomic group, cell,
nucleus, prokaryotic, eukaryotic, organelles.
ENGAGE students daily by

Showing students a picture of a mansion and an
efficiency apartment (Analogy Example). Then,
brainstorm similarities and differences. Tell the
class that an efficiency apartment is a one-room
apartment. This one room is where you sleep, eat,
shower, and entertain your guests. It all happens in
one room. It is a simple way of living in a small
space. A mansion is a large, complex living space
with many separate rooms. There are rooms for
cooking, eating, sleeping, bathing, reading, watching
TV, entertaining guests, exercising, and storage.
The rooms in a mansion are constructed for the
specific things you would like to be able to do. You
can live in simple efficiency or complexity. We will
be learning about cells; we will be looking at cells
that are as simple as a one-room efficiency
apartment or as complex as a mansion.

Watching the video on cells; then, discuss and
record in groups various facts they learned from the
video about cells. Share group responses with the
whole class

Watching the movie clip Cells students will learn that
cells are the building blocks of life and much more.

Playing a game to review about prokaryotic and
eukaryotic cells. Students are able to use notes and
book for support. This is a very interactive way to
engage students and reinforce all about cells daily.
Teachers will facilitate students’ learning and discovery
to reinforce skills and concepts

EXPLORE / EXPLAIN – Using the interactive
animation of animal, plant, and bacteria cell models,
students will use this site as a graphic roadmap to
the organization of both of these types of cells,
eukaryotic and prokaryotic.
2012 - 2013
Resources
Products, Projects, Labs
https://www.scientificmi
nds.com/Teacher/Ancill
aryData.aspx
Use the following
lessons to support
students’ understanding
and knowledge by using

Science Starter 12
Cells

Science Starter 13
Comparing Plan
and Animal Cells
Gateways to Science 6th
grade Unit 5 Lesson 3: The
Mircroscope (T.E Not
available – Student Edition
P. 221-228)
Students will participate in
parts of this lesson to learn
about the importance and
basic use of the microscope
in order to be successful in
lesson 4.
Discovery Education
BrainPop
UT Dana Center
Gateways to Science 6th
grade Unit 5 Lesson 4:
Cells (T.E Not available –
Student Edition P. 229 235)
Students will participate in
this lesson to investigate and
understand about cells.
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.
ELABORATE / EVALUATE
Students will create a poster,
collage, poem, acrostic, or
rap/song to explain their
understanding of cells.
ELABORATE
Students will create a Venn
diagram to compare and
contrast prokaryotic or
eukaryotic cells. Use this
diagram to support with
visuals
Assessment
EVALUATE
Students will create
a concept map
identifying similar
characteristics of
prokaryotic and
eukaryotic cells.
Reflection
With as much detail
as possible, give
another example of
an analogy for
describing the
difference between
prokaryotic cells and
eukaryotic cells.
West-Orange Cove CSD
6th Grade Science –5th Six Weeks

EXPLORE / EXPLAIN- Using Wiggly, Jiggly Cells?
P.3. or one of the cell activities, students will make a
3-D model of a prokaryotic cell and eukaryotic cell
and include a poster explaining why the cell does or
does not contain a nucleus. Conduct a gallery walk
to view class projects.

EXPLORE / EXPLAIN- Teacher will guide students
in learning and understanding about cells by using
the Cells PPT.
2012 - 2013
West-Orange Cove CSD
Week 6
April 15 – April 19
Learning Standards
Organisms and
environments:
The student knows all
organisms are classified
into Domains and
Kingdoms. Organisms
within these taxonomic
groups share similar
characteristics which allow
them to interact with the
living and non living parts
of their ecosystem.
The student is expected
to:
Identify the basic
characteristics of
organisms, including
prokaryotic, eukaryotic,
unicellular or multi-cellular,
autotrophic, or
heterotrophic, and mode
of reproduction, that
further classify them in the
currently recognized
Kingdoms. 6.12 D S8
6th Grade Science –5th Six Weeks
Instruction
Essential Vocabulary:
Organism, domain, kingdom, taxonomic groups,
ecosystem, prokaryotic, eukaryotic, unicellular, multicellular, autotrophic, heterotrophic, mode of
reproduction, living, nonliving.
ENGAGE students daily by

Preparing baggies of various snack items that are
not restricted by your school (Chex Mix, raisins,
other dried fruits, dried vegetables, M&M’s Candies,
Cheerios, etc.). Divide the students into groups and
have them design a classification system for the
food items. Tell them that their main topic is going to
be “food” and they have to classify the items into
categories. Students will use Annotated Students
Drawings or Commit and Toss, to justify how they
grouped the items. Again emphasize that different
groups categorized the items differently.


Gathering as many samples of organisms or
pictures of organisms as possible (It could be very
beneficial to use pictures or sample of organisms
from the state or local area of the school) Examples
might include different plant samples such as leaves
or flowers, different animal samples such as pelts or
bones, or pictures of animals or plants. Students will
work in groups of five to six and have them group
the organisms into categories based on their
characteristics. Do not tell the students how to
group the organisms. Students will be able to justify
why they grouped the organisms the way that they
did. Have the students share how they grouped the
organisms at the end of this activity by conducting a
gallery walk. Some ways that they could be
grouped: Habitat where they live (forest, marine,
desert, wetland), What they eat (herbivore,
carnivore, omnivore), Type or organism (mammal,
bird, reptile, fish, plant, insect, fungus). At the end,
discuss with the students how varied their systems
were and that having a common classification
system that scientists use is important.
Watching the video segment Classification of
Organisms and discussing how classification helps
scientists organize life forms into groups based on
2012 - 2013
Resources
Products, Projects, Labs
https://www.scientificmi
nds.com/Teacher/Ancill
aryData.aspx
Use the following
lessons to support
students’ understanding
and knowledge by using

Science Starter
115
Classification
Gateways to Science 6th
grade Unit 5 Lesson 5:
Kingdoms (T.E Not
available – Student Edition
P. 236 - 246)
Students will participate in
this lesson to investigate and
understand more about
Kingdoms.
Discovery Education
Background
information on
Kingdoms and
Domains
Classification of
Living Things
Windows to the
Universe
Texas Parks and
Wildlife
Gateways to Science 6th
grade Unit 5 Lesson 5:
Domains (T.E Not available
– Student Edition P. 247 250)
Students will participate in
this lesson to investigate and
understand more about
Domains.
EXPLAIN
Students will create a folded
model to organize the
information about the six
Kingdoms. Students will
write of each Kingdom on
the outside of each flap.
Include the following
information: cell type,
number of cells, mode of
nutrition, type of
reproduction, example of
organisms, other details.
Assessment
EVALUATE
Students will create
a poem, skit, song,
rap, or poster to
demonstrate how
organisms may be
grouped.
Collaborating with
the class, develop a
criteria chart and
rubric to assess
students work.
Reflection –
Students will explain
why scientists use
Kingdoms and
Domains
West-Orange Cove CSD
6th Grade Science –5th Six Weeks
how they are related to each other.

Showing the students the video Classification of
Living Things. Using Think-Pair-Share or Table Talk
when applicable, students will participate of this
lesson in classification. Using examples from his
castle, mnemonics for memorizing the eight levels of
classification, microscopic footage, and animation,
King Philip makes sense of difficult concepts. From
simple examples to an exploration of each of the six
kingdoms, this tour provides a concrete foundation
for a complex subject.
Teachers will facilitate students’ learning and discovery
to reinforce skills and concepts

EXPLORE / EXPLAIN – Teacher will guide students
in the study of Classification of Living Things to
support students in better understanding how
organisms are classified. Teacher may combine this
PowerPoint presentation with the Kingdoms
Notebook SMART file.

EXPLORE / EXPLAIN- Teacher will support student’
understanding of classification. Scientists think that
there are somewhere between 5 to 30 million
different types of living things on Earth! Each
different type of living thing is called a species. Ask
students, “How can scientists begin to
understand and learn about so many different
species?” (To begin with, they create groupings
based on observable characteristics. By learning
about one organism in the group, they learn about
all of the species in the grouping. This is known as
classifying.) Students will participate in an
investigation where students will practice classifying
organisms they find in the schoolyard. Then they will
work with a partner to create a classification system.

Provide students with a copy of the Classification
Group Table (last page of the notes provided) to
make sure they have the most important information
2012 - 2013
West-Orange Cove CSD
Week 7 (Two days for testing reading and math)
April 22 – April 26
Learning Standards
6th Grade Science –5th Six Weeks
Instruction
 During this week, the
students will take their
reading and math STAAR
test. (2 days)
 The teacher will support
students by reviewing and/or
clarifying any concepts.
 Teachers had the option to
adjust their lessons from
week 4 – 6 by adding 1 day
as a review or based on
classroom data to make sure
students master the learning
objective for the week.
Resources
2012 - 2013
Products, Projects, Labs
Assessment
West-Orange Cove CSD
6th Grade Science –5th 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
6th Grade Science –5th 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)
-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
West-Orange Cove CSD
6th Grade Science –5th Six Weeks
2012 - 2013
Terminology Inventory Probe
(p.180)
-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.
Synectics
(p.186)
-“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.
Traffic Light Cups
(p.201)
A&D Statements
Annotated Student Drawings
Commit and Toss
Concept Card Mapping Concept
West-Orange Cove CSD
Missed Conception
Two-Minute Paper
6th Grade Science –5th Six Weeks
2012 - 2013
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.
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
6th Grade Science –5th Six Weeks
2012 - 2013
West-Orange Cove CSD
6th Grade Science –5th 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
6th Grade Science –5th Six Weeks
Name _______________
2012 - 2013
Date _____________
Cells 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.
C
E
L
L
S
Modified from The Online Teacher Resource (www.teach-nology.com)
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