West-Orange Cove CSD
The Third six
weeks has 38
instructional
days 1/3 –
3/01
Major Concepts


1/3 – 1/4 Bad
Weather days
1/7 Staff
Development.
1/21 Holiday
2/15 Early
Release
6th Grade Science –4th Six Weeks
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

During week 1 - 2, students will demonstrate an understanding
of the methods of thermal energy and the patterns of
movement; apply the Law of Conservation of Energy that
energy can neither be created nor destroyed; it just changes
form; and identify energy transformations such as chemical to
electrical energy to light energy.
During week 3 - 4, students will apply the Law of Conservation
of Energy that energy can neither be created nor destroyed, it
just changes form and identify energy transformations such as
chemical to electrical energy to light energy
During week 4 - 5, students will demonstrate an understanding
of the structure of the Earth and the rock cycle.
During week 6, students will demonstrate an understanding of
the structure of the Earth and plate tectonics.
During week 7 - 8, students will know and understand that the
Earth is made of structures that cause major geological events
such as earthquakes, volcanic eruptions and mountain
building.
2012 - 2013
Processes
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

Construct models and identify their limitations when constructing models.
Use models to represent aspects of the natural world and identify its
advantages and limitations
Use appropriate tools to collect, record, and analyze information
Implement comparative and descriptive investigations by making
observations, asking well-defined questions, and using appropriate
equipment and technology
Construct tables and graphs to organize data and identify patterns; and
Analyze data to formulate reasonable explanations, communicate valid
conclusions supported by the data, and predict trends.
Demonstrate safe lab practices
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.

SMART objective posted and used daily. For example, the TEKs for the lesson (week or weeks) is….
o Demonstrate and calculate how unbalanced forces change the speed or direction of an object's motion. 6.9C
o The SMART objective for the 1st week may be written in the following way,

Today, we (or I, based on preference) will demonstrate how energy transforms as we observe a bag of popcorn pop in a microwave.

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
demonstrate how energy transforms by investigating and describing applications of energy transformations in the lab.

Developing Effective Science Lessons. During the first 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 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 fourth six weeks, we will explore the third strategy presented in this book.
Strategy 3: Develop Positive Attitudes and Motivation – Develop positive student attitudes and motivation to learn science p.150 - 160.

Using technology and interactive games to support student engagement.

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)

Use of the 5E scientific model:
West-Orange Cove CSD
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o
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o
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6th Grade Science –4th Six Weeks
2012 - 2013
Engage
Explore
Explain
Elaborate
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 and 2 days of Week 2
January 3 – January 15
Learning Standards
Instruction
Force, motion, and
energy. The student
knows that the Law of
Conservation of Energy
states that energy can
neither be created nor
destroyed, it just changes
form.
Vocabulary
Law of Conservation of Energy, energy transformation,
chemical energy, electrical energy, light energy, thermal
energy, mechanical energy, electromagnetic energy,
radiant energy, solar energy.
The student is expected
to:

Demonstrate energy
transformations such as
energy in a flashlight
battery changes from
chemical energy to
electrical energy to light
energy. 6.9C
ENGAGE daily using one of the following




Creating a concept map to review the different types
of energy and providing examples of each.
Resources
Products, Projects, Labs
https://www.scientificmin
ds.com/Teacher/Ancillar
yData.aspx
Use the following
lessons to support
students’ understanding
and knowledge by using
Gateways to Science 6th
Grade T.E 51 – 53
Students will participate of
this lesson to investigate
and describe applications of
energy transformations.

Science Starter 39
Energy
Transformation
Showing students a picture of a Transformer and
solicit responses of what comes to their mind when
they hear or see a Transformer
Discovery Education
Using the imagery of NASA shuttle launch, students
will reflect and share observations as it relates to
energy transformations.
Teachers’ Domain
Students will work with a partner to build a machine
that transfers energy. Using Power Play, students
learn about harnessing energy from different power
sources and how energy transfers.
Using the video Bowling Ball – Conservation of
Energy to have students discuss how energy is
neither created nor destroyed. In order to have more
relevance and time permitting, watch the video prior
to class and have a similar set up in an open are in
order to have students be more involved.
Teachers will facilitate students’ learning and discovery to
Science TEKS Toolkit
Energy Education
Use Warm Up Energy
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 / ELABORATE
Students will create and
present to their table an
advertisement for an energy
transformation device like a
water heater, a cooling
system, or hydroelectric or
wind power plants. Use a
chart to identify the
advantages and
disadvantages of each
method of transformation.
Assessment
EVALUATE:
Using magazines,
newspaper or other
pictures, students will
create a poster
describing how each
picture demonstrate an
energy transformation.
Reflection
Think of an example
from everyday life where
you experience energy
transformation. Draw a
diagram that illustrates
the law of conservation
of energy that applies to
your experience. The
teacher may scaffold as
needed.
West-Orange Cove CSD
6th Grade Science –4th Six Weeks
reinforce skills and concepts

EXPLORE / EXPLAIN - Students will observe a bag
of popcorn in a microwave for 2:00 minutes and
discuss with the group the various energy
transformations that take place.

EXPLORE / EXPLAIN – Show the students various
pictures and video clips of energy being transformed.
Have the students identify and describe the energy
transformation that is being illustrated in the visual.

EXPLORE / EXPLAIN – students will answer the
question “How a rubber band transfers energy?” as
they participate in the creation of a Spool Racer in
order to describe the types of energy transformations
they observe.

EXPLORE / EXPLAIN – students will conduct the
lemon battery lab to demonstrate energy transfer.
Students will make observations related to
transformation of energy.
3 days of Week 2, Week 3, and 2 days of Week 4 (10 days)
January 16 - January 29
2012 - 2013
West-Orange Cove CSD
Learning Standards
Force, motion, and
energy: The student
knows that the Law of
Conservation of Energy
states that energy can
neither be created nor
destroyed, it just changes
form.
The student is expected
to:
6th Grade Science –4th Six Weeks
Instruction
Vocabulary
Thermal energy, conduction, convection, radiation, Law
of Conservation of Energy
ENGAGE students daily by

Asking students, “What happens when you hold
a chocolate bar in your hand?”

Investigate methods of
thermal energy transfer,
including conduction,
convection, and radiation.
6.9A
Verify through
investigations that thermal
energy moves in a
predictable pattern from
warmer to cooler until all
the substances attain the
same temperature such as
an ice cube melting. 6.9B
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
Posting various pictures on chart paper and have
students consider how heat is moving in that
picture. Have the following questions available
o What makes you think that heat is moving;
is there any evidence that you see
showing heat transfer?
o Where does the heat come from and
where does it go?
o What questions do you have about this
situation?
Have each student pair find a scene to start
their work. After discussing the scene with
their partner, students are to write their ideas
about the scene’s heat transfers on the chart
paper below the photo. Students may also
pose a question about the scene if they are
uncertain about a particular aspect of the
scene or want to know more. Explain to
students that they should not be concerned if
they are not sure about how heat is being
transferred in the picture. The idea is for
students to think about and discuss each
scene and record their ideas and questions.
Reviewing about solar energy, water cycle and
thermal energy using annotated student drawings
or commit and toss while exploring real life
application of energy transfer.
Using the video Exploring: Heat, students will see
various demonstrations and simple-to-duplicate
experiments. Students will find out what heat is,
where it comes from, and how it is transferred from
one object to another. In this video, examples of
conduction, convection, and radiation are
presented.
Resources
https://www.scientificmin
ds.com/Teacher/Ancillary
Data.aspx
Use the following lessons
to support students’
understanding and
knowledge by using

Science Starter 65
Water Cycle

Science Starter 91
Conduction,
convection , and
radiation.
Discovery Education
Texas Solar Energy
Society
Energy Education
Maine Energy Education
Program
Middle School Portal
Science Class
Use Warm Up Heat 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.
2012 - 2013
Products, Projects, Labs
Heat Energy Transfer –
Conduction Lab. Use the
Heat Energy Transfer
(lesson plan 1) to have
students explore conduction.
EXPLORE / EXPLAIN
Teacher will demonstrate
convection current in a fish
tank for students to observe
convection as a result of
differentiated heating.
EXPLORE / EXPLAIN
Ask students “Have you
ever walked barefoot on
asphalt on a sunny
summer day?” The black
pavement is hot
because it absorbs energy
transferred from the Sun by
radiation. Radiation is the
movement of energy in the
form of waves. Different
materials absorb radiant
energy from the sun
differently. In today's
experiment, you will
compare how light-colored
materials and dark-colored
materials differ in their ability
to absorb energy from the
sun.
EXPLAIN / EVALUATE
Students will create a
foldable including the word,
a diagram, and a brief
description of conduction,
convection, and radiation.
EXPLAIN / ELABORATE
In cooperative groups,
Assessment
EVALUATE
Students will design a
model to show how
heat moves from a
warm area to a cooler
area.
EVALUATE
Students will create a
graphic organizer to
summarize their
learning about heat
transfer.
Reflection –
Students will write a
reflection essay
explaining why
popcorn pops in a
microwave and how
the three types of
heat transference are
involved in the
process.
West-Orange Cove CSD
6th Grade Science –4th Six Weeks

Comparing and discussing with a partner the
following methods of melting an ice cube: * Place
an ice cube under a heat lamp for several minutes
to cause it to melt. *Place an ice cube in a large
tub, pour a bucket of cold water over the ice cube.

Incandescent Light Bulb Demonstration–
(Radiation). Turn on the light bulb and let it glow
for a few moments. Without touching the bulb, ask
a volunteer to place his or her hands near the bulb
and feel the heat from the bulb. Ask, “Where is
the heat coming from and where is it going?”
Ask students what kind of heat transfer this is an
example of and why. Students will write down
observations in their journal.
Teachers will facilitate students’ learning and discovery
to reinforce skills and concepts
3 days of Week 4 – Week 5

EXPLORE / EXPLAIN - Students will use this
interactive tool to learn more about transfer of heat.

EXPLORE / EXPLAIN – Teacher will guide
students in understanding how heat energy
impacts particle movements in the Heat Energy
and Particle Movement demonstration. Students
will make observations and discuss findings.

EXPLORE everyday situations by viewing this
online Firefighting video which shows the role of
conduction, convection, and radiation as related to
fire and fire safety.

EXPLORE / EXPLAIN – teacher will guide students
while using this site published by the British
Broadcasting Corporation. It explains how heat
energy is transferred by the processes of radiation,
conduction, and convection. It is written in "bitesize" pieces so that adolescent learners can grasp
the concepts more easily and connect information
with prior knowledge.
2012 - 2013
students complete poster
displays explaining how the
three types of heat
transference are involved
with situations such as:
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a candy bar melting
in the car
a space heater
warming up a room
a frying pan
cooking a grilled
cheese sandwich
a popsicle melting
on the asphalt
West-Orange Cove CSD
January 30 - February 8
Learning Standards
Matter and Energy. The
student understands the
structure of Earth, the rock
cycle and plate tectonics.
The student is expected
to:
Classify rocks as
metamorphic, igneous, or
sedimentary by the
processes of their
formation. 6.10B
6th Grade Science –4th Six Weeks
Instruction
Vocabulary
Rock cycle, physical property, metamorphic,
sedimentary, igneous, rocks, compacting, cementation,
weathering, erosion, sediments, cooling, melting,
magma.
ENGAGE students daily in one of the following activities


Showing the picture of the Appalachian Mountains
and asking the students, “How have the
Appalachian Mountains changed over millions of
years?”
Using the pictures included in the Rock Cycle
Notebook file, students will use the Graffiti Writing
Strategy to write down observations and wonderings
in a poster paper or construction paper. Some of
the scaffolding questions to consider are, how do
rocks form? Are new rocks forming at this
moment? Why do they break up into small
pieces? Why are there layers and streaks?

Review all about weathering, erosion, and
deposition.

Reviewing how weathering and erosion change
rocks by breaking them down and transporting than
to different places where they are deposited.
Students will use Weathering and erosion and
EXPLORE stations in Gateways to Science 8th T.E
458 also included in the Rock Cycle Notebook file to
better understand how land features are constantly
changing.

Using the video segment The Rock Cycle: Three
Types of Rock, the students will use this chapter clip
to get information on the rock cycle and the three
types of rock: igneous rocks, sedimentary rocks, and
metamorphic rocks.

Using the Classifying Rocks reading selection,
students will collaborate with a partner to highlight
the most important information. If time allows,
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 41
Weathering

Science Starter 42
Erosion and
Deposition

Science Starter 43
Rock Cycle
The updated Gateways to
Science 6th grade is not
available at this time.
Using previous gateways
to science, this concept is
in the 8th grade book
lesson 4.5
EVALUATE
Students will create
a song, poem, poster
or video describing
their chosen rock
type (metamorphic,
igneous or
sedimentary) and the
formation process.
Gateways 6th grade
The Rock Cycle
T.E
Students will participate in
this lesson to investigate and
understand the classification
of rocks and the rock cycle.
Discovery Education
ScienceBox.org
Leaner.org
EXPLAIN
Students will create a
foldable describing the
characteristics, a picture,
and a brief description of the
process of formation of the
types of rocks.
EXPLORE / EXPLAIN /
ELABORATE
Students will participate of
the Rock Cycle Crayon to
create, understand, and
explain metamorphic,
igneous, and sedimentary
rocks as part of the rock
cycle using crayons.
ELABORATE
Rock Identification Lab.
Student will attempt to use
their knowledge about rocks
to identify individual rock
names. At this point
students should have a good
understanding of the rock
Reflection
Students will pretend
they are sediment
that went through the
rock cycle and they
are now a
metamorphic rock.
Students will
describe the
changes they would
need to go through
before they could
again become
sediment
West-Orange Cove CSD
6th Grade Science –4th Six Weeks
students will answer questions or the questions will
be used as part of the bell ringers for the week.
Teachers will facilitate students’ learning and discovery
to reinforce skills and concepts

ENGAGE / EXPLORE - students will use sugar
cubes to model the rock cycle at various stages.
Students will write down observations and inquire
about the part of the rock being represented.

ENGAGE / EXPLAIN – Students will learn about the
three main types of rocks by using this interactive
rock cycle site.

EXPLAIN- Students will use the Rock Cycle
Template provided or they can create own cycle.
Students will create a diagram of the rock cycle and
provide a short explanation of what happens at each
stage.
2012 - 2013
cycle, the 3 main
classifications of rocks
(sedimentary, metamorphic,
and igneous) and the
forces/processes that
change them.
West-Orange Cove CSD
Week 6
February 11 – February 15
Learning Standards
Earth and Space
The student understands
the structure of Earth, the
rock cycle, and plate
tectonics.
The student is expected
to:
6th Grade Science –4th Six Weeks
Instruction
Vocabulary
Inner core, outer core, mantle, crust, asthenosphere,
lithosphere, plate tectonics, oceanic plates, continental
plates, plate boundary, Eurasian plate, African plate,
Indo-Australian plate, Pacific plate, North American
plate, South American plate
2012 - 2013
Resources
Discovery Education
Middle School Portal
Products, Projects, Labs
The updated Gateways to
Science 6th grade is not
available at this time.
Using previous gateways
to science, this concept is
in the 8th grade book
lesson 4.2
Purdue University
Build a model to illustrate
the structural layers of
Earth, including the inner
core, outer core, mantle,
crust, asthenosphere, and
lithosphere. 6.10A
Identify advantages and
limitations of models such
as size, scale, properties,
and materials. 6.3C
ENGAGE students daily by

Asking the following question, “what is the inside
of the earth like?” The teacher will guide a
brainstorming time with the class to elicit ideas
about their thoughts of how they think the inside of
the Earth looks like. Then, students use an index
card, journal, or separate piece of paper to draw a
diagram and write a Two-Minute Paper to
summarize discussion.

Listening, watching and singing Layers of the Earth
song. Students will use this song to help them
visualize and remember the layers of the Earth. Use
the Lyrics of the song to support engagement as
students are encouraged to sing along.

Watching the first three segments of the video
What's Inside the Earth?: An Introduction to the
Earth's Interior, Crust, and Mineral Resources to
learn and understand how see how the earth’s
interior consists of several different layers.

Using a S’more, an egg, or pictures as a model to
demonstrate the layers of the Earth and discuss the
model’s limitations.

Using the Layers of Earth reading selection where
students collaborate with a partner to highlight the
most important information. If time allows, students
will answer questions or the questions will be used
as part of the bell ringers for the week.
Journey to the Center of
the Earth
Gateways 6th grade
The Earth’s Interior
T.E
Students will participate in
this lesson to investigate and
understand the interior of the
Earth.
ELABORATE / EVALUATE
Students will make a layered
flip book of the layers of
Earth using construction
paper. Students will include
the properties of each layer
by adding illustrations and
anecdotal notes depicting
these properties. Use this
criteria chart or create own.
Or
Teachers will facilitate students’ learning and discovery
to reinforce skills and concepts

EXPLORE / EXPLAIN – Teacher will guide students
Students will create a PlayDoh model of the layers of
the Earth
Assessment
EVALUATE
Students will create
a travel brochure
explaining a journey
to the center of the
Earth. See an
example of a
brochure at the end
of the Purdue
University’s website.
EVALUATE
Students will create
a concept map using
the vocabulary
learned and used
during the week.
Reflection – There
is an old saying that
"if you dig a deep
enough hole you can
come out on the
other side
of the earth in
China". Scientists
have drilled holes
deep into the earth in
an attempt to
determine its internal
composition.
Students will reflect
by answering “Why
is drilling not an
effective technique
for analyzing the
earth's interior?”
And “What type of
devise might be
designed to
penetrate even
deeper into the
earth?”
West-Orange Cove CSD
6th Grade Science –4th Six Weeks
in learning about the Earth’s Structure animation to
support students to better understand what is inside
the Earth.

EXPLORE / EXPLAIN – Teacher will use The
Earth’s Structure Notebook SMART file to guide
students in learning about the layers of the Earth
and support students in the understanding of what is
inside the Earth.

EXPLORE / EXPLAIN- Students will create a
personal dictionary book or chart to demonstrate the
understanding of various vocabulary words. For
each key term, students will write a complete
definition and then draw a diagram that clearly
demonstrates the word. Use colored pencils.
2012 - 2013
West-Orange Cove CSD
Week 7 and Week 8
February 18 – March 1
Learning Standards
Earth and Space: The
student understands the
structure of Earth, the rock
cycle, and plate tectonics.
The student is expected
to:
Identify the major tectonic
plates, including Eurasian,
African, Indo-Australian,
PACIFIC, North American,
and South American.
6.10C
6th Grade Science –4th Six Weeks
Instruction
Vocabulary
plate tectonics, ocean basin, earthquake, volcanic
eruption, mountain building, motion, convergent
boundaries, divergent boundaries, transverse
boundaries, lithosphere, plate tectonics, sea-floor
spreading, subduction zone, rift valleys, deep sea trench,
magma, lava
ENGAGE students daily

Describe how plate
tectonics causes major
geological events such as
ocean basins,
earthquakes, volcanic
eruptions, and mountain
building. 10D

Ask students the following about the region where
they live:
o Do you know if there have been any
earthquakes in this area? Do you think an
earthquake is likely to occur in the future?
Why or why not?
o Are there signs of past volcanic activity in
the area? If so, where? Do you think future
volcanic activity is likely? Why or why not?
o Depending on whether or not there are
mountains in the region, ask students to
suggest reasons for their presence or
absence.
Using Think-Pair-Share, students will examine
pictures and/or videos of mountains and describe
the forces that formed them. Students will record
responses in their journals.

Viewing one or two segments of the video Raging
Planet: Volcano. The students will experience how
special effects take them inside some of the world's
most famous volcanic eruptions. Students will watch
spectacular new footage of lava rivers, superheated
flying rocks, torrents of boiling ash, and lethal
mudflows. Ask students, “What causes a volcano
to form? What causes it to erupt?”

Students will use Commit and Toss to answer
“Earthquakes, volcanoes, and mountain
formation all have a common cause. What might
that be?”

Students will watch segments of the video
Continents Adrift: An Introduction to Continental Drift
Resources
https://www.scientificmi
nds.com/Teacher/Ancill
aryData.aspx
Use the following
lessons to support
students’ understanding
and knowledge by using

Science Starter 40
Forces in Geology
 Science Starter 44
Continental Drift
 Science Starter 45
Plate Tectonics

Science Starter 50
Catastrophic
Events
Discovery Education
Indiana University
Ocean Oasis
Use SMARTBoard –
Quiz 5 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.
2012 - 2013
Products, Projects, Labs
The updated Gateways to
Science 6th grade is not
available at this time.
Using previous gateways
to science, this concept is
in the 8th grade book
lesson 4.3
Gateways 6th grade
Plate Tectonics
T.E
Students will participate in
this lesson to investigate
and understand plate
tectonics
Gateways to Science 8th
grade Unit 5 Lesson 6
Determining Plate
Boundaries T.E 439 – 455
Students will participate of
this lesson to investigate,
describe, and create models
to relate plate movements to
the formation of crustal
features such as volcanoes,
mountains, mid-ocean
ridges, and trenches.
Station information and
activity to model
earthquakes, mountains,
and volcanoes is found in
the Plate Tectonics SMART
Notebook File.
Assessment
EVALUATE
Students will make a
brochure illustrating and
depicting the three major
types of plate
interactions. Students
will provide examples of
landforms associated
with each type.
EVALUATE
Using a rubric, students
will create their own
representations, such as
poem, newspaper article,
song, play, game, or
computer presentation
that demonstrates their
knowledge of plate
movements.
West-Orange Cove CSD
6th Grade Science –4th Six Weeks
and Plate Tectonics to explore the causes of land
masses splitting. Starting with the theory that
continents can move (continental drift) to the idea
that the earth’s shell is broken into plates that move
(plate tectonics), the narrator explains divergent
boundary, convergent boundary and transform
boundary.
Teachers will facilitate students’ learning and discovery
to reinforce skills and concepts

EXPLORE / EXPLAIN – Mountain Maker, Earth
Shaker, students will look at a cracked hard-boiled
egg while the teacher explains how the egg is similar
to the Earth.

EXPLORE / EXPLAIN- Students will conduct a
research using encyclopedias, online databases,
and library books. Include
o Information about the formation of the
plates
o Location of tectonic plates around the world
o Information on how tectonic plates move
o Plate boundaries. What forms at each
boundary?
o Seafloor spreading
o Continental drift
o Earthquakes statistics and locations
Students will write a report including key facts
about tectonic plates using bullets as a
reference. At the end of the research report,
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:
Extreme Science: A Lesson in Plate Tectonics
http://www.extremescience.com/PlateTectonics
map.htm
Major Tectonic Plates of the World
http://geology.er.usgs.gov/eastern/plates.html

Use the Plate Tectonics SMART Notebook File for
supporting the presentation of these lessons.
2012 - 2013
West-Orange Cove CSD
6th Grade Science –4th 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 –4th 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
6th Grade Science –4th 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
6th Grade Science –4th 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
6th Grade Science –4th 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