Frameworks for Success in Science – MSP Grant SY 2010‐11 ... · Quarter: 1 Topic Scientific Inquiry Benchmark SC.3.1.1 Pose a question and develop a hypothesis based on observations

FrameworksforSuccessinScience–MSPGrantSY2010‐11WORKINGDRAFTCOHORTI&II

Kaʻūmana,HiloUnion,Kapiolani,Kalanianaʻole,andHaʻaheoElementarySchoolsContentArea:Interdisciplinary/Science GradeLevel:3

RevisedFall2010

Timeline> QuarterOne(12lessons)

GuidingQuestions

Science:Whatcanwelearnaboutplantsandanimalsandhowtheydependoneachother?Howcanyouusescienceprocessskillstosolveaproblem?Whatcanwelearnabouttheadaptationsthatenableplantsandanimalstosurvive?LanguageArts:Whatcanwelearnaboutecosystemsandadaptationsbyreadingandwriting?Howcanwewritetoshowthestepswehaveusedinthescientificmethod?Howcanadjectiveshelpourwrittensciencedescriptions?Math:Howcanchartshelpsortitemsthataredifferent?Howisabargraphdrawntoshowtotalswithprovideddata?Whatconclusionscanwedrawfromthedataportrayedbythegraph?Howcanweusemathematicsprocessestosolveproblems?SocialStudies:Howcanweusetheinformationfrommapstounderstandmigrationandotherpatternsintheenvironment?Whatarethecultural(local)connectionstoanimalsandtheiradaptationsthatallowthemtosurviveinHawaii?Art:Howcanwedraw/illustrateandlabelsketchesforasciencenotebook?Howcanwecreate3‐Dmodelstoshowcaseanalienanimalorbat?

GeneralLearnerOutcomes

GLO#1:SelfDirectedLearner:Studentswilldevelopavarietyofresourcesconnectedtotheirlearningaboutecosystemsandadaptations.GLO#2:CommunityContributor:Studentswillshare“alienanimal”or“build‐a‐bat”withtheirpeers.GLO#3:ComplexThinker:Studentswillusetheirproblemsolving,mathandwritingskillstoinvestigateecosystemsandadaptationsofplantsandanimals.GLO#4:QualityProducer:Studentswillcreateafinalproduct(poster/diorama/model).Studentswillcreatemathproducts(graphs,datatables,charts)thatenhancepostersanddiorama.



RevisedFall2010

GLO#5:EffectiveCommunicator:Studentswilllisten,discussandrecordinformationfromtheirdifferentlessonsthroughoral,writtenandmathpiecesthatillustrateconceptstheyhavelearnedabout.

Assessments

Formativeandsummativetextbookassessments–a) Endofchapterfour“WhereLivingThingsareFound”p.158‐159.Used

themultiplechoicequestionsb) Endofchapterfive“LivingThingsDependonOneAnother”p.190‐191.

UsedthemultiplechoicequestionsassociatedwithONLYlesson1ConstructedresponsethatisbasedontheunitideasandconceptsTherubriccriteriawillincludeassessmentofthepresentationofconceptslearned,aswellasthewrittenanddrawnpresentationquality.Oralcommunicationoffinalproject

ContentArea:Science

Grade:3Quarter:1

Topic Scientific Inquiry

Benchmark SC.3.1.1 Pose a question and develop a hypothesis based on observations

Sample Performance Assessment (SPA)

The student: Brainstorms different types of questions and develops a question and hypothesis based on observations.

Advanced Proficient Partially Proficient Novice

Pose a question and develop a hypothesis based on logical inferences and observations

Pose a question and develop a hypothesis based on observations

Pose a question or develop a hypothesis partially based on observations

With assistance, pose a question or develop a hypothesis

Benchmark SC.3.1.2 Safely collect and analyze data to answer a question


The student: Safely collects and organizes data using tables, charts, and/or graphs to explain what happens in an experiment.


Summarize and share analysis of data collected safely to answer a question

Safely collect and analyze data to answer a question

With assistance, safely collect and analyze data

With assistance, safely collect data and attempt to analyze data

Topic Interdependence

Benchmark SC.3.3.1 Describe how plants depend on animals


The student: Describes how plants depend on animals for their survival (e.g., seed dispersal, pollination, oxygen/carbon dioxide cycle).


Classify plants by their dependence on animals

Describe how plants depend on animals

Name very few ways in which plants depend on animals

Recognize that plants depend on animals



RevisedFall2010

Topic Cells, Tissues, Organs, and Organ Systems

Benchmark SC.3.4.1 Compare distinct structures of living things that help them to survive


The student: Compares the structures of different organisms that help them to survive (e.g., sharp eyes, good ears, fast feet, tall stems).


Group living things by the distinct structures that help them to survive and provide justification for the grouping

Compare distinct structures of living things that help them to survive

Describe a few ways in which distinct structures of living things help them to survive

Name distinct structures of living things that help them to survive

LessonsSummary

LessonTitle Whatstudentswillbeabletoknow,do&understand HARCOURT

TEXTPRETEST****determineappropriatequestions.

Chapter4

Lesson1:WhatareEcosystems?

Reviewingwhatecosystemsare,wheretheyarelocated,andwhatarehabitats–• LessonQuickStudy“WhatareEcosystems?”RS25‐26attheend

ofreadingthechapter• UseTransparency“Infer”IS12….(locateinteacherresources)• VocabularyPowerRS24(optional–vocabbuildingforHSA)

VocabtoEmphasize population&community****habitatandecosystemwerecoveredin2ndgrade

Chapter4

Lesson1 LM54‐56“ObserveanEnvironment“(textp.125)Usealengthofstringinsteadofahanger…coulddoameasurement(math)activitytomeasurestringMETER,PERIMETER&AREAGivethestudentsLM56totakehomewiththeirstringforhomework

Chapter4repeatfrom2ndgradeMSP

Lesson2:Whataresometypesofecosystems?OPTIONALREVIEW

• UseTransparency“Infer”IS13tobeginchapter–vocabulary“infer”

• LessonQuickStudyRS27‐28tohavestudentscompleteattheendofthechapter.Trytoespeciallyutilizethe“constructedresponse”and“criticalthinking”questionsthatareprovidedontheseworksheets.

Chapter4 Lesson3:HowdoLivingThingsSurviveinEcosystems?

• UseTransparency“Infer”IS14tobeginchapter.• “InstaLAB”ThumbsDown–p.143instudenttext• LessonQuickStudyRS29‐30

MOTH&Mimicry

Couldusethe“Moth”activityasalabactivitywiththestudentsLeahwillresearchandgetbacktous

Chapter4OPTIONAL

Lesson4:HowdoEcosystemsChange?

SocialStudiesconnection“RESOURCE”RECYCLE/NONRECYCLE• InstaLabp.151“TrashyItems”studenttext• LessonQuickStudyRS31‐32• TransparencyIS‐15“Predict”



RevisedFall2010

ExtendYourThinking…ifyouwereananimalthatlivedintheGulf,howwouldyouhavetoadaptduetothepollutionfromtheoilspill?CoquiFrogs–howdidtheychangeourHawaiienvironment

HARCOURTTEXT

PostTEST****determineappropriatequestions.PerformanceAssessment–EcoMobile(optional)ChapterFive–HarcourtTextbook

HARCOURTTEXT

PRETESTAnimalFeaturesandFunctions(fromLeah)

Chapter5 Lesson1:HowdoPlantsandAnimalsInteract?

• UseTransparencyIS16“BirdBeaks”• InstaLabp167“JobsforTeeth”PRETZELSneeded!!• LessonQuickStudyRS34‐35tohavestudentscompleteat

theendofthechapter.Trytoespeciallyutilizethe“constructedresponse”and“criticalthinking”questionsthatareprovidedontheseworksheets.

• VocabularyPowerp.33(optional)AIMS BIRDBEAKS

ANDFOWLFEAT

• Havestudentscopykeyquestion&goalintotheirnotebook.• Laminatethebeaksandthebookletsintosetssothatpairsof

studentscan“match”beakstothereadingdescriptions• Largecopiesarefortheteacherdemobookletandthenthe

smallerpicturesforthestudentsJean’sLesson

WhatAboutOrganizedStructureandAdaptationsforBirds?

• BuildABirdwithClay• Havestudentsbuildamodelbirdandwriteitsdescription.• JackJeffrey–www.jackjeffrey.combirdphotos!!!

AIMS PlantPaths Perhapsuse“birdseed”andtalkaboutsmallerfruitsthathavesmallseeds–usethelargersizeballoons.

AIMS MicroandMegaBat

Card‐sortofmicroandmegabatsReadStellalunaandthencompletethestudentT‐chartcomparingbatsandbirds**trytolocateDVDwithBatsslideshowfrom“BatsIncredible”

AIMS I’mStuckonYou

MakepredictionsbeforetryingtheactivityNEEDpartyfavorblowersandVelcrodotsEmphasize10trialsONLYperlocationThendrawconclusionsfromgraphthatstudentsfillin

SeedTransportationDerby

NeedtocollectseedsWatch“TheMagicSchoolBusGoestoSeed”video(optional)

HowaPlantAttractstheRightPollinator

HARCOURT PostTEST****AnimalFeaturesandFunctions(fromLeah)



RevisedFall2010

TEXT PerformanceAssessment–EcoMobile(optional)

Culminatingunitproject“DesignerAnimal–AnimalAdaptations”Or

“BuildABat”(AIMS)

Bess’sunit HoneybeesPORTFOLIOIDEAS:3‐prongfolder

• UsebinderpaperasthefirstpagetocreatetheTableofContents(include“Title”inmiddleandthenusethefarrightfaintpinklineastheareafor“Date”)

• Createacharttobeusedastheclassmodelforeachtimeyouhandbackworktobeplacedintheportfolio.(Ilaminatetheblankchartpaperandthenreusefromunittounit).

• ModelwritingtheTitleonthechartasyouhandbackpapers.• StudentsrecordandthenplaceworkbehindtheTableofContentsintheportfolio.• Whentheunitisdone,havestudentspullouttheTableofContentsandpapers.• AddtheUNITPROFICIENCYCHARTtothetoptothepileofpapersandhave

studentsrecordtheirgrades/proficiencies.THINKBOOK(notebook):compositiontablet

• SetupanewpagewhichwillbelabeledTableofContents• WriteDate(infarleftpinkline)TitleinmiddleandPage#(infarrightpinkline)• Modelwithachartpaperfortheclass–whenit’sused…• Useonlythefrontsofthepagestonumber(studentscanwritefrontandbackbut

numberonlythefront)• Makeaconstructionpaper“pocket”fortherubberbandbooklets(usepaperclipto

makesurethebookletissecure)

Documents

Frameworks for Success in Science – MSP Grant SY 2010‐11 ... · Quarter: 1 Topic Scientific Inquiry Benchmark SC.3.1.1 Pose a question and develop a hypothesis based on observations