West-Orange Cove ISD 8th Grade Science – 2nd Six Weeks 2012 - 2013

The second six weeks has 25 instructional

days 10/1 – 11/2

10/5Early Release

10/8Parent

conference

Major ConceptsDuring week 1 - 2, students know that matter is composed of atoms and has chemical and physical properties. Also, students will explain how properties are used to classify elements.

During week 3 - 4, students will investigate how evidence of chemical reactions indicates that new substances with different properties are formed. Also, students will work with chemical equations to determine whether they are balanced or not and how it relates to the law of conservation of mass.

During week 5, students will determine the density of an unknown substance.

Processes Demonstrate safe practices during laboratory and field investigations as outlined in the Texas

Safety Standards Plan and implement comparative and descriptive investigations by making observations,

asking well-defined questions, and using appropriate equipment and technology; Collect and record data using the International System of Units (SI) and qualitative means

such as labeled drawings, writing, and graphic organizers; Analyze data to formulate reasonable explanations, communicate valid conclusions supported

by the data, and predict trends. Use models to represent aspects of the natural world and identify advantages and limitations

of models such as size, scale, properties, and materials

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 Identify that protons determine an element's identity and valence electrons determine its chemical properties, including reactivity. 8.5B. o The SMART objective for the 2nd week may be written in the following way,

Today, we (or I, based on preference) will learn that matter is composed of atoms and has chemical and physical properties by identifying that protons determine an element's identity and valence electrons determine its chemical properties while modeling valence electrons.

The next day, the underlined part of the objective may change for the next part of the lesson such as Today, we (or I, based on preference) will learn that matter is composed of atoms and has chemical and physical properties by identifying that protons determine an element's identity and valence electrons determine its chemical properties in the study of Families in the Periodic Table.

Developing Effective Science Lessons. During the first six weeks, we explored how to develop effective science lessons by referring to Figure 1.1. During the first six weeks, we focused on encouraging collaboration among students, having resources available that contribute to accomplishing the purpose of instruction, content being significant and worthwhile, providing appropriate connections to other areas, and creating a climate that encourages students to generate ideas and questions. As we continue to make an impact in the lives of children as they engage in the learning of science, we will focus on providing adequate time and structure for sense-making and wrap-up, enhancing the development of students’ understanding and problem solving through teacher’s questioning, providing content information that is accurate, and encouraging and valuing active participation of all.

Creating a Positive Learning Environment. During the first six weeks, we presented Table 4.1, from Designing Effective Science Instruction: What Works in Science Classrooms, showing how to create a positive learning environment. In the second six weeks, we will begin to explore one of the strategies presented in this book. Strategy 1: Believe All Students Can Learn- Show through your actions that you believe all students have the ability to learn p132 - 138.

Using technology and interactive games to support student engagement .

Collaborative grouping

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)

West-Orange Cove ISD 8th Grade Science – 2nd Six Weeks 2012 - 2013

Use of the 5E scientific model:o Engageo Exploreo Explaino Elaborateo 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, and research among others.

Week 1October 1 - October 5

Learning Standards Instruction Resources Products, Projects, Labs AssessmentMatter and energy. The student knows that matter is composed of atoms and has chemical and physical properties. The student is expected to:

Interpret the arrangement of the Periodic Table, including groups and periods, to explain how properties are used to classify elements. 8.5C

Students recognize that matter is composed of atoms. Students examine information on the Periodic Table to recognize that elements are grouped into families. In addition, students understand the basic concept of conservation of mass. Lab activities will allow students to demonstrate evidence of chemical reactions. They will use chemical formulas and balanced equations to show chemical reactions and the formation of new substances. 

Elements are classified as metals, nonmetals, and metalloids based on their physical properties. The elements are divided into three groups on the Periodic Table. Each different substance usually has a different density, so density can be used as an identifying property. Therefore, calculating density aids classification of substances.

VocabularyAtoms, molecules, elements, Periodic Table, periods, groups, families, physical properties, chemical properties, metals, nonmetals, metalloid , luster, conductivity, malleability, ductility, hardness, streak, minerals,

ENGAGE students daily by Using Properties of Matter card sort found in CD

RM 2 or in SMART Notebook file to review vocabulary.

Using the A & D Statement from the formative assessment list to discuss the following

https://www.scientificminds.com/Teacher/AncillaryData.aspxUse the following lessons to support students’ understanding and knowledge by identifying the differences between elements and compounds Science Starter 21

Physical and Chemical Properties

Science Starter 25 Periodic Table: Elements

Science Starter 26 Periodic Table: Groups and Periods

Science Starter 27Metals and NonMetals

Science Starter 28Atoms, Elements, Molecules and Compounds

Gateways to Science 8th

Use SMARTBoard –

Gateways 8th grade Unit 2 Lesson 5 The Periodic Table. T.E 76 - 77Students will participate of this lesson to gain a better understanding of how the arrangement of the Periodic Table explains the characteristics and classification of elements. Use pattern cards, lab stations cards, Periodic Table, anticipation guide, and element clue RM 1, and RM 25-28 in CD or SMART Notebook file

ELABORATE Students will create an advertisement poster for an Element of choice or create an element report. You may add pictures or drawings that illustrate the various uses for your element.

ELABORATE / EVALUATEStudents will write a poem, rap, or create a poster to show their understanding of how the arrangement of the Periodic Table helps to explain how properties are used to classify elements. See the following example by watching the Periodic Table Song

ReflectionStudents will reflect about their learning by answering the following question, “Why must chemists know the properties of elements? How does the periodic table help identify and classify elements? Why groups are sometimes called families?”

West-Orange Cove ISD 8th Grade Science – 2nd Six Weeks 2012 - 2013

statement “Most of an atom’s mass is composed of protons and neutrons.” Students may refer back to notes and reflect with a partner to discuss in the group.

Displaying this interactive Periodic Table or the one included in the SMART Notebook file. Students will use the graffiti writing technique to write down everything they remember about the periodic table. Students share with the class. Keep poster paper or construction paper where students wrote down what they remembered from previous years; at the end of the unit, students will add to the list. At the end of this brainstorming activity, students will watch what other students know about the Periodic Table by watching What Do You Know About the Periodic Table (segment of Forensic Detectives: Chemistry at Work)

Using the Metals and Nonmetals segment of the video Discovering the Elements to provide students with a visual of the characteristics of these elements. Students will collaborate to make a list of various physical properties of these groups and provide examples of everyday use.

Playing Element Jeopardy to review and practice using the Periodic Table.

Teachers will facilitate students’ learning and discovery to reinforce skills and concepts by

Guiding students in inquiry and active participation as students watch the 3 segments related to the Periodic Table (elements, how elements are organized, and atomic structure of elements) in the video Science Investigations: Physical Science: Investigating Chemical Reactions. Later the teacher and students interact in this Periodic Table PowerPoint presentation.

Using the Interactive Periodic Table included in the SMART Notebook file, students use colored pencils or shading to show students the metals, nonmetals, and metalloids. Also, students will

Quiz 3 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.

Teachers’ domainSign up for a free account to be able to use resources to support students’ understanding of various concepts.

Periodic Table

Jefferson Lab

West-Orange Cove ISD 8th Grade Science – 2nd Six Weeks 2012 - 2013

identify the group and periods.

West-Orange Cove ISD 8th Grade Science – 2nd Six Weeks 2012 - 2013

Week 2October 8 – October 12

Learning Standards Instruction Resources Products, Projects, Labs AssessmentMatter and energy. The student knows that matter is composed of atoms and has chemical and physical properties. The student is expected to:

Identify that protons determine an element's identity and valence electrons determine its chemical properties, including reactivity. 8.5B

VocabularyAtoms, elements, protons, electrons, neutrons, valence electrons, reactivity, chemical properties, atomic number, covalent bonds, ions, ionic bonds

Focus Question: How and why atoms combine to form an amazing variety of materials?

ENGAGE students daily by Playing Element Jeopardy to review and practice

using the Periodic Table.

Ask students the following question, “What do aspirin, vinegar, and plastic wrap have in common?” Students will reflect and share with the group various ideas. Then, explain Aspirin, vinegar, and plastic wrap are all compounds made from different combinations of the same three atoms: carbon, hydrogen, and oxygen. By themselves, these atoms cannot reduce pain, season food, or keep candy clean. But when these atoms chemically combine in certain ways to form compounds, they can be used in many ways.

Modeling Valence Electrons . In this activity, students use a map of electron configuration and bingo chips (or other similar object) to configure electrons for elements that are given on a problem card.

Teachers will facilitate students’ learning and discovery to reinforce skills and concepts by

Showing the students the valence electrons demonstration Pass the Salt, Please. Students will use their knowledge of the Periodic Table and models to figure out the number of electrons in the outermost shell for Sodium, Na, and Clhorine, Cl. The teacher will explain reaction by guiding students in inquiry and active participation as students watch the segment related to the Periodic Table and atomic structure of elements in the video Science

https://www.scientificminds.com/Teacher/AncillaryData.aspxUse the following lessons to support students’ understanding and knowledge by identifying the differences between elements and compounds Science Starter 24

Atomic Structure Science Starter 25

Periodic Table: Elements

Science Starter 28Atoms, Elements, Molecules and Compounds

Science Starter 95Covalent Bonds

Science Starter 96Ions

Science Starter 97Ionic Bonds

Use SMARTBoard – Quiz 3 or SMARTBoard – Quiz 10 as bell ringer for students to answer 1 question daily depending on knowledge acquired. It can be used as a formative assessment to find out students’ previous learning and any misconceptions students may have.

Gateways 8th grade Unit 2 Lesson 6 Periodic Table Families. T.E 89 - 103Students will participate of this lesson to gain a better understanding of how the arrangement of the Periodic Table including groups and periods explains the characteristics and classification of elements. Use element cards, Periodic Table, find someone who…, understanding valence electrons, and concept map RM 1, and 30-33 in CD or SMART Notebook file

ELABORATEStudents will use Lewis dot diagrams of elements to demonstrate their understanding of valence electrons and how they determine the reactivity of an element.

EXPLAIN / ELABORATEStudents will compare and contrast two elements of choice (i.e copper and zinc; aluminum and magnesium) as it relates to physical characteristics, placement in the periodic table, number of protons, electrons, reactivity.

EVALUATEStudents will demonstrate mastering and understanding of the Periodic Table by completing the Periodic Table of Elements Concept Map found in CD RM 33or in SMART Notebook file. Or students can create own concept map by brainstorming word bank and then creating concept map.

ReflectionStudents will reflect about their learning by answering the following question, “What is the relationship between the valence electrons and reactivity?”

West-Orange Cove ISD 8th Grade Science – 2nd Six Weeks 2012 - 2013

Investigations: Physical Science: Investigating Chemical Reactions.

Students will participate in discussions, activities, and inquiry as teacher facilitates Valence Electrons presentation. Teacher will be able to browse through this presentation by selecting a particular topic. Also, teacher may select to use this Valence Electrons PowerPoint presentation.

Clackamas Community College

West-Orange Cove ISD 8th Grade Science – 2nd Six Weeks 2012 - 2013

Week 3, Week 4, and 2 days of Week 5October 15 – October 30Learning Standards Instruction Resources Products, Projects, Labs Assessment

Matter and energy. The student knows that matter is composed of atoms and has chemical and physical properties. The student is expected to:

Investigate how evidence of chemical reactions indicates that new substances with different properties are formed. 8.5E

Recognize that chemical formulas are used to identify substances and determine the number of atoms of each element in chemical formulas containing subscripts 8.5D

Recognize whether a chemical equation containing coefficients is balanced or not and how that relates to the law of conservation of mass. 8.5F

VocabularyPhysical properties, chemical properties, substance, chemical change, physical change, chemical reactions, reactivity, reactant, product, catalyst, chemical formula, subscripts, chemical equation, coefficient, Law of Conservation of Mass

ENGAGE students daily by Facilitating discussions as students view 7 different

segments of a video clip related to Chemical Reactions. In these segments the students will become more familiar with the characteristics of chemical reactions by analyzing some simple everyday chemical reactions. It also introduces chemical equations and shows students how to balance chemical equations via colorful animation. Synthesis, decomposition, and replacement reactions are described. The energy dynamics of chemical reactions is conveyed, while explaining endothermic and exothermic reactions. Students will investigate the influence that concentration, surface area, temperature, and catalysts have on an actual reaction.

Playing a picture sorting game where students will collaborate in teams to decide whether a picture belongs in the physical change or chemical change. Students will reflect on the following questions:

o Were there any cards you had trouble classifying? Why/Why not?

o Give an example of a physical change that was not listed above.

o Give an example of a chemical change that was not listed above.

ENGAGE / EXPLORE the Law of Conservation of Mass by watching this video clip and making observations. Law of Conservation of Mass is one of the building blocks of chemistry. This video lays down the law and supports the understanding of how mass is conserved. It also introduces chemical formulas and equations.

https://www.scientificminds.com/Teacher/AncillaryData.aspxUse the following lessons to support students’ understanding and knowledge by identifying the differences between elements and compounds Science Starter 22

Physical and chemical changes

Science Starter 23 Law of Conservation of Mass

Science Starter 29 Chemical Formulas

Science Starter 30 Chemical Equations

Science Starter 92Chemical Reactions

Science Starter 95Covalent Bonds

Science Starter 96Ions

Science Starter 97Ionic Bonds

Gateways to Science 8th

Use SMARTBoard – Quiz 10 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.

Gateways Unit 2 Lesson 9 Chemical Changes in Compounds. T.E 129 - 142Students will follow safety procedures as they conduct lab. Students will investigate evidence of chemical reactions by making observations, discussing and writing explanations of any changes that may occur at various stations. Also, students will learn how chemical reactions are represented in chemical equations. Use models of matter and lab stations card for students RM 47 - 48 in CD or use SMART Notebook file

EXPLAIN/EVALUATEStudents will create a Venn diagram to compare and contrast chemical and physical changes - make sure to include examples.

Students will write down evidence of chemical change during the various observations, explorations, and videos.

Students will attempt to verify & observe the Law of Conservation of Mass - In any chemical reaction, the total mass of the reactants is always equal to the mass of the products by conducting a simple activity during the Conservation of Mass Lab. Refer to Gaterways 8th grade

EVALUATEGive students a list of various physical and chemical changes. Students will select 5-10 changes and they will write an explanation of how that change constitutes a physical or chemical change.

EXPLAIN/EVALUATEStudents will create a Frayer model to describe their learning about physical change and chemical change

Reflection – Students will create a story applying what they have learned about physical and chemical changes that occur in everyday life. See example in SMART Notebook file

Reflection Students will apply their knowledge about conservation of mass as they explain the following, “When a log burns, the ash has less mass than the log that was initially burned. According to the law of conservation of mass, matter cannot be created nor destroyed,

West-Orange Cove ISD 8th Grade Science – 2nd Six Weeks 2012 - 2013

Using Commit and Toss, students will write down their understanding of Conservation of Mass at the beginning of class in order to adjust instructions based on students’ answers. If needed, assist students with more examples of this law by using BrainPop where Tim and Moby will teach students all about the law of conservation of mass! Students will discover why the law is used and how it's used in practical terms. They will find out the different parts of a chemical reaction and who first realized that in a closed system matter can be neither created nor destroyed.

.Teachers will facilitate students’ learning and discovery to reinforce skills and concepts

EXPLORE / EXPLAIN- Using the RM 36 of Gateways 8th grade CD or in SMART Notebook file and the information in T.E 106 – 110, students will form compound models to represent atoms as they combine. Students will look for patterns to help match the pieces properly.

Students will participate in Gateways to science Unit 2 Lesson 8: Analyzing Chemical Formulas to determine the number of atoms of each element in chemical formulas. T.E 117 – 128.

Teachers’ DomainUnit 2 Lesson 11: Law of Conservation of Mass for clarification and/or presentation

what happened to the rest of the mass of the log?” or they can create an advertisement or poster to explain their understanding of Law of Conservation of Mass.

West-Orange Cove ISD 8th Grade Science – 2nd Six Weeks 2012 - 2013

3 days of Week 5October 31 – November 2

Learning Standards Instruction Resources Products, Projects, Labs Assessment

Matter and energy. The student knows matter has physical properties that can be used for classification. The student is expected to:

Calculate density to identify an unknown substance. 6.6B

VocabularyClassification, observation, inference, mass, volume, density, substance, dependent variable, independent variable, float, sink, suspend

ENGAGE students daily by Using Properties of Matter card sort found in CD

RM 2 or in SMART Notebook file to review vocabulary.

Showing students a bottle of Italian salad dressing and having students make observations and inferences. Then ask, “Why do people usually shake up a bottle of Italian salad dressing before pouring it on their salad?”

Using the video segment Experimenting with Buoyancy and Density: Ice, Boats, and Floatation, students will see a series of demonstrations to understand density in a better way.

Reviewing the processes of scientific investigations by participating and discussing the interactive Inquiry Board showing students how to move “sticky notes” around to generate a research question. Using the inquiry board will support students to determine a testable experiment and figuring out a testable question.

Teachers will facilitate students’ learning and discovery to reinforce skills and concepts by

Students will participate in Gateways to science Unit 2 Lesson 1: Properties of Matter to review physical properties of matter and calculate densities of unknown objects. T.E 18 – 31.

Calculating density aids classification of substances; therefore, students will work on the activity Dunkin for Density to determine the density at which an object will float, suspend or sink in water, to know the density of water, and to use the formula density = mass/volume

https://www.scientificminds.com/Teacher/AncillaryData.aspxUse the following lessons to support students’ understanding and knowledge by identifying the differences between elements and compounds Science Starter 99

Density

Gateways to Science 6th

University of Florida

Use Gateways to Science 6th grade Lesson 1.10 Applying Density T.E 33 – 35Elements are classified as metals, nonmetals, and metalloids based on their physical properties. The elements are divided into three groups on the Periodic Table. Each different substance usually has a different density, so density can be used as an identifying property. Therefore, calculating density aids classification of substances.The applying density lesson is the same as the Density Demo Layers Lab.

Density of an Unknown Liquid Lab. Students will calculate density to identify an unknown substance. See the list of substances included; however, teacher can add more. Also, the amount of liquid and the units can be modified depending on containers available.

If time allows, use some of the activities included in this site.

EVALUATEStudents will complete a lab report on various experiments to explain how density aids the classification of substances. Use answers to the following questions to support, If a substance has a high density, what can you guess about the size, mass,and arrangement of the atoms that make up the substance? And If a substance has a low density, what can you guess about the size, mass, and arrangement of the atoms that make up the substance?

Reflection- An egg sinks to the bottom if you drop it into a glass of ordinary drinking water, but as you add salt to the water the egg will begin to float? EXPLAIN how is the above situation possible and Identify the independent variable, dependent variable and constant in the experiment.

West-Orange Cove ISD 8th Grade Science – 2nd 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 ISD 8th Grade Science – 2nd Six Weeks 2012 - 2013

Some Examples of Formative Assessments in Science

(Source: Science Formative Assessments by Page Keeley)

Concept Cartoons(p.71)

-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

Familiar Phenomenon Probe/Friendly Talk Probe(p.85 & 102)

-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

Interest Scale(p.115)

-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

I Used to Think…Now I Know(p.119)

-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 (and its variations)(p.128)

KWL – what I know, what I wonder, what I learnedOWL – what I observed, what I wonder, what I learnedKWLH – KWL + H = how I learned it

Pass the Question(p.149)

-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

Popsicle Stick Questioning(p.158)

-names of students are written on a popsicle stick-pull popsicles sticks for name of student to call on (e.g. for questioning)

R.E.R.U.N.(p.172)

-reflection/exit card for a lab activity-recall (summarize), explain the purpose, results (describe their meaning), uncertainties (list/describe), new things you learned

Sticky Bars(p.178)

-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

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.

West-Orange Cove ISD 8th Grade Science – 2nd Six Weeks 2012 - 2013

Synectics(p.186)

-“the fitting together of different and apparently irrelevant elements”-analogies/metaphorse.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

Traffic Light Cups(p.201)

-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

A&D Statements Students use A & D Statements to analyze a set of “fact or fiction” statements. In the first partof A & D Statements, students may choose to agree or disagree with a statement or identifywhether they need more information. In addition, they are asked to describe their thinkingabout why they agree, disagree, or are unsure. In the second part of the FACT, studentsdescribe what they can do to investigate the statement by testing their ideas, researching whatis already known, or using other means of inquiry.

Annotated Student Drawings “If a picture is worth a thousand words, perhaps drawing and visualizing can help sciencestudents enhance their learning potential” (National Science Teacher Association [NSTA],2006, p. 20. Annotated Student Drawings are student-made, labeled illustrations that visuallyrepresent and describe student’s thinking about a scientific concept.

Commit and Toss Commit and Toss is an anonymous technique used to get a quick read on the different ideasstudents have in the class. It provides a safe, fun, and engaging way for all students to maketheir ideas known to the teacher and the class without individual students being identified ashaving “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 describedon their “caught” paper, not their own ideas.

Concept Card Mapping Concept 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.

Missed Conception 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 ISD 8th Grade Science – 2nd Six Weeks 2012 - 2013

Two-Minute Paper 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%2Fdpcdsb-cla.wikispaces.com%2Ffile%2Fview%2FSome%2BExamples%2Bof%2BFormative%2BAssessments%2Bin%2BScience.doc&ei=w5fmT6iMCIfm2QXOueHZCQ&usg=AFQjCNGgWKsjp9jPPrnqbALNk3Gc7vpP5Q&sig2=cY2Br5Y_HYLjmrQRQ5MBGw

West-Orange Cove ISD 8th Grade Science – 2nd Six Weeks2012 - 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