Science Grade 6

Core Content Coaching

Purpose

To provide support for grade-level, unit content planning for the Elements Unit

Resources for planning• Teacher Yearly Resource Document (or Yearly Itinerary)

• CRM 2: Classifying Matter

• Blank Pacing Calendar

• 6th Grade 1st Six Weeks Lessons: Elements Pacing Guides, Elements Daily Lesson Pages

• Computer with Internet Access

6.1A-B, 6.2B & D, 6.3A & D, 6.4A 6.5: Matter and energy. The student knows the differences between elements and compounds.

6.5A: know that an element is a pure substance represented by chemical symbols.

6.5B: recognize that a limited number of the many known elements comprise the largest portion of solid Earth, living matter, oceans, and the atmosphere.

TEKS & Student expectations

Content TEKS Skills TEKS

CRM 2: TEKS & Acquisition section

Teacher Content support videos

Science Channel Greatest Discoveries: Periodic Table

Session 1. What is Matter? Properties and Classification of Matter

Vertical alignment5TH GRADE

•Classify matter based on specific physical properties.

6TH GRADE

6.5A: know that an element is a pure substance represented by chemical symbols.

6.5B: recognize that a limited number of the many known elements comprise the largest portion of solid Earth, living matter, oceans, and the atmosphere.

7th & 8th Grade

•7th: Identify organic compounds based on the presence of carbon.

•8th: Identify that protons determine an element’s identity.

• MATTER IS CLASSIFIED, CHANGED, AND USED BECAUSE OF ITS PROPERTIES.

• PHYSICAL PROPERTIES INCLUDE MASS, MAGNETISM, PHYSICAL STATE, DENSITY, SOLUBILITY IN WATER, CONDUCTION, AND INSULATION.

PRIOR LEARNING

How was 6.5A previously tested?

*A = 60%B = 21%C = 06%D = 12%

How was 6.5A previously tested?

A = 02%B = 05%*C = 90%D = 02%

How was 6.5A previously tested?

*A = 85%B = 05%C = 05%D = 04%

How was 6.5A previously tested?

A = 03%B = 03%C = 02%*D = 91%

How was 6.5A previously tested?

A = 06%B = 52%C = 04%*D = 39%

How was 6.5A previously tested?

*A = 73%B = 16%C = 07%D = 04%

How was 6.5B previously tested?

A = 05%*B = 47%C = 39%D = 09%

How was 6.5B previously tested?

*A = 69%B = 07%C = 14%D = 08%

Based on the data and distractors, what key points should teachers emphasize during lessons?

• An element contains only one kind of atom.

• Elements are represented by chemical symbols.

• Earth, living matter, oceans, and atmosphere are composed of a limited number of elements.

Components of a good lesson plan1. Engage Student Interest

2. Review/Scaffold to TEKS

3. Student-Centered Activities directly relating to the depth and complexity of the TEKS

• Labs, Activities, Videos

4. Organize and Practice Vocabulary

5. Reading & Comprehension Strategies

6. Writing Opportunities & Scaffolds

7. Daily Listening & Speaking Opportunities

8. Differentiation

9. Formative Assessment & Reteach

Embedded in lessons: Engage Student Interest

• Picture Representation of Matter

• Elements Vocabulary Trailer

• Connecting to Science Questions: Succeeding in Challenging Classes

• Sally Ride Science: Jan Talbot, Chemical Engineer

• Baffling Balloon Behavior

• Daily Guiding Questions and Sentence Frames

Embedded in lessons:Review / Scaffold to TEKS

• Vocabulary Magic: Elements Card Sort & Vocabulary Trailer

Embedded in lessons: Student-Centered Activities directly relating to the depth and complexity of the TEKS (Labs, Activities, Videos)

• Baffling Balloon Behavior

• Matter and Its Properties, What Makes Up Matter Video

• Chemical Symbols Matching Cards

• Elements & Their Chemical Symbols

• Chemical Symbols Warm Up

• Elements of the Earth & Mineral Observations

• Elements in the Earth’s Graph

• Chemical Symbols Practice

Embedded in lessons:Organize and Practice Vocabulary

• Quizlet

• Vocabulary Magic: Elements Vocabulary Cards

• Classifying Matter Overview

• Vocabulary Games: Concentration, Sentence Puzzler

• Matter Vocabulary Presentation & Cards/Foldable

• Total Physical Response

• Kagan Fan-N-Pick

Embedded in lessons:Reading & Comprehension Strategies

• Heaviest Named Element is Official Reading

• Jan Talbot, Chemical Engineer• Elements in the Earth’s Crust• Comprehension Strategies:

• Two-Column Notes• Model Note Taking• Shared Reading• Reading Triads• Read/Think Aloud• Selective Highlighting

Embedded in lessons:Writing Opportunities & Scaffolds

• Demonstrate or Write a Scenario: Air is Matter

• Journal Entry Ink Think: Summarizing

• Elements of the Earth Reflection

• Scaffolds:

• Writing Frames

• Word Bank

REFLECTION 1. What are some common elements that make up the Earth?

“Some common elements that make up the Earth’s crust are ____________, _____________, __________________ and _______________.” 2. How can a few elements make up so many different things? “So many different things can be composed of just a few elements because (or just like) ___________________.”

Word Bank

MineralsElements

CompoundsBuilding Blocks

REFLECTION 1. What are some common elements that make up the Earth?

“Some common elements that make up the Earth’s crust are ____________, _____________, __________________ and _______________.” 2. How can a few elements make up so many different things? “So many different things can be composed of just a few elements because (or just like) ___________________.”

Word Bank

MineralsElements

CompoundsBuilding Blocks

Embedded in lessons:Daily Listening & Speaking Opportunities• Picture Representation of Matter

• Baffling Balloon Behavior

• Heaviest Element is Official Reading

• Matter Video Think/Pair/Share

• Journal Entry Ink Think: Summarizing

• Jan Talbot, Chemical Engineer Reading & Activity

• Matter Vocabulary Presentation

• Chemical Symbols Matching Cards

• Chemical Symbols Warm Up

• Elements of the Earth Presentation & Mineral Observation

• Vocabulary Games

• Vocabulary Magic: Elements Card Sort

In this picture I see…

I think this picture might match the

word … because…

• Special Education:

1. Sorting Cards2. Discuss Before Writing3. Sentence Frames4. Speaking Frames5. Writing Frames6. Card Sort Mat7. Mixed-Ability Partners8. Text-to-Speech9. Fill-in-the-Blank Notes10. Graphic Organizer11. Class List12. Word Bank13. Think Aloud & Highlight14. Closed Captioning15. Choral Response16. Graphics17. Explicit Instructions18. Anchors of Support19. Multiple Means20. Total Physical Response21. Realia22. Labeled Graph23. Kids’ Zone Create a Graph24. Discuss before Writing 25. Self Reflection

• English Language Learners: 1. Sentence Frames2. Mixed-Ability Partners3. Speaking Frames4. Writing Frames 5. Mixed-Ability Partners6. Simple Graphic Organizer7. Class List8. Word Bank9. Think Aloud & Highlight10. Closed Captioning11. Anchors of Support12. Choral Response 13. Total Physical Response 14. Realia15. Labeled Graph16. Kids’ Zone Create a Graph17. Discuss before Writing

Embedded in lessons:Differentiation

• Extension for Learning: 1.3-card Concentration Game2. Pie chart using computer software

Embedded in lessons:Differentiation

• Quizlet Flash Cards

• ScienceFusion Optional Lessons

• Other Lessons Folder Activities

• Quizlet Games

• Vocabulary Games

• Demonstrate or Write a Scenario

• Peer/Class Discussions

• Journal Entries

• Chemical Symbols Matching Cards

• Chemical Symbols Practice

• Chemical Symbols Warm Up

• Elements & Their Chemical Symbols

• Classifying Matter Unit Overview Update

• Elements Quiz

• Elements Self Reflection

Embedded in lessons:Formative Assessment & Reteach

Formative Assessment Reteach Opportunities

Higher level questions• “Research shows there’s a link between critical thinking skills and increased student achievement in the

classroom.” (Moore & Stanley, 2010)

• Higher level questions must be planned in order to be implemented effectively in the classroom.

• Levels of Questions

• Knowledge

• Comprehension

• Application

• Analysis

• Synthesis

• Evaluation

• Plan and provide a variety of questions at each level and build student knowledge and critical thinking by providing Higher Level Questions.

Lower Levels of questions

Higher Levels of questions

Sample unit questions• A sample from this unit using the Daily Guiding Questions.

Knowledge Comprehension Application Analysis Synthesis Evaluate

What is an element?

How are the elements represented in the

Periodic Table?

How do we describe and classify matter?

How can you identify an element using what you

have learned?

How are atoms related to elements?

How would you improve the representation of

elements on the Periodic Table?

How would you prove the limited number of

elements that compose the many things on

Earth?

embedded in lessons:Anchors of Support • Classifying Matter Unit Overview

• What Makes Up Matter Video Simple Graphic Organizer

• Heaviest Elements Two-Column Notes

• Elements Vocabulary Cards/Foldable

• Periodic Table of Elements

• Elements in the Earth Graph

Anchors of Support: Other Resources• Interactive Word Wall- Current, working models with student contributions

• Interactive Word Walls Article: http://learningcenter.nsta.org/files/ss1103_45.pdf

• “Word walls can be arranged on cupboard doors or classroom walls, or hung from the ceiling with wire and string.”

• “Maximum instructional potential and efficiency are achieved when interactive word-wall construction is aligned with lessons and students are allowed to participate in the process. As a result, walls are usually built over many days and are finished as a unit nears completion. Word walls support units and are changed or replaced as units change.”

• Interactive Word Walls Rubric: Next Slide

• ScienceFusion Textbook, Science Glossaries, Dual Language Science Glossaries

Anchor of Support idea- Elements

Chemical Symbol

Element

Student Examples

Academic vocabularyDAILY LESSON PAGE

CURRICULUM ROAD MAP