Discipline: Science and English

Grade Level: 11th Grade

Course: Integrated chemistry and English

©Literacy Design Collaborative. September 2011

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Nuclear Sustainability
What
Instruction?
  • Skills Cluster 1
    • Group of Individual Skill Assessed Mini-Task Instructional Strategies
      Product and Prompt Scoring (Product "Meets Expectations" if it...)

      Skills Cluster 1: Preparing for the Task

      Group

      Ability to identify what is already known and what needs to be learned and done in order to complete the task, as outlined in the entry document, background information sources, and rubrics

      Complete a Know/Want to Know/Learned/Still Need to Know chart based on the entry document, rubrics, and background sources, listing your prior knowledge and the questions you need to answer in order to complete the project.

      “Knows” and “need to knows” are clearly reflective of information in rubric, background information sources, and entry document.

      • Know, Want to Know, Learned, Still Need to Know chart graphic organizer (KWLS)
      • Group share and discussion of items from chart
      • Revisit KWLS chart periodically throughout project
  • Skills Cluster 2
    • Group or Individual Skills Assessed Mini-Task Instructional Strategies
      Product and Prompt Scoring (Product "Meets Expectations" if it...)

      Skills Cluster 2

      Individual

      • Ability to describe the advancement of atomic models
      • Ability to describe the kinds and characteristics of subatomic particles
      • Ability to describe the characteristics of atoms, including their atomic mass, mass number, and isotopes
      • Ability to describe how fission works, the main types of nuclear reactions, and which types are dangerous and why
      • Ability to explain why some elements are radioactive and others are not
      • Ability to define half-life, describe how it is calculated, and explain its relationship to nuclear reactors and waste
      • Ability to describe how a nuclear reactor works, including the waste it generates

      Read the textbook chapters on the atom and nuclear chemistry, completing Cornell notes as you do so.


      Cornell notes include notes in students’ own words regarding above topics, with appropriate summaries and questions.

      • Workshop on Cornell notes
      • Cornell notes template
      • “Textbook circles” or small groups meeting to discuss and reflect on reading
      • Workshop (small group) on atomic models
      • Workshop (small group) on subatomic particles
  • Skills Cluster 3
    • Group or Individual Skills Assessed Mini-Task Instructional Strategies
      Product and Prompt Scoring (Product "Meets Expectations" if it...)

      Skills Cluster 3

      Individual

      Ability to describe the advancement of atomic models

      Write a description of the nucleus of an atom and Rutherford’s scattering experiment that proved that atoms had a small “core.”

      Description compares and contrasts “plum pudding” vs. charged nucleus theories of atom and explains how Rutherford’s experiment disproves the “plum pudding” model

      • Rutherford Scattering Simulation for CU Boulder

      • Sentence frames to support academic writing

  • Skills Cluster 4
    • Group or Individual Skills assessed Mini-Task Instructional Strategies
      Product and Prompt Scoring (Product "Meets Expectations" if it...)

      Skills Cluster 4

      Individual

      Ability to describe the characteristics of atoms, including their atomic mass, mass number, and isotopes
      Ability to define half-life and describe how it is calculated

      Describe how the ‘pennium/pennyium’ labs simulated the isotopes, atomic mass, and half-life of an element.

      Description is detailed and correctly identifies the penny isotopes, atomic mass, and half-life.

      • “Isotopes of Pennium” lab
      • “Half-Life of Pennyium” lab
      • Sentence frames for scientific language
  • Skills Cluster 5
    • Group or Individual Skill(s) Assessed Mini-Task Instructional Strategies
      Product and Prompt Scoring (Product "Meets Expectations" if it...)

      Skills Cluster 5

      Individual

      Ability to evaluate and synthesize information from a variety of sources

      Ability to draw inferences from text 

      Ability to identify important information and use appropriate note-taking strategies

      Ability to use textual evidence to support argument


      Gather additional information from research and class presentations, annotating or completing Cornell notes of important evidence that supports your position as well as counterclaims against your position.

      Annotations and Cornell notes highlight important information from articles that could be used to support op-ed argument, as well as which counterclaims to address.

      • Workshop on using purpose to find important information 
      • Guided reading in small groups of “Fukushima – It’s Worse Than You Think” and “Chernobyl Accident – 1986”
      • Cornell notes from presentation by representative from Citizens Environmental Coalition, with group debrief
  • Skills Cluster 6
    • Group or Individual Skill(s) Assessed Mini-Task Instructional Strategies
      Product and Prompt Scoring (Product "Meets Expectations" if it...)

      Skills Cluster 5

      Individual

      Ability to write an introduction with a thesis 

      Ability to use textual evidence to support argument 

      Ability to write quickly, brainstorming about an initial opinion

      Ability to correctly cite sources



      Brainstorm and write a rough draft of your op-ed on nuclear sustainability that has an introduction with a thesis, evidence, and citations.

      Rough draft includes an introduction with a thesis and evidence to support argument.

      • Workshop on introductions with thesis statements

      • Analysis of pro and con sides of debate
      • Quick-write on initial opinion
      • Analysis of persuasive elements of Citizens Environmental Coalition website
      • Workshop (small group) on persuasion using resources from http://www.hhs.helena.k12.mt.us/Teacherlinks/Oconnorj/persuasion.html
  • Skills Cluster 7
    • Group or Individual Skill(s) Assessed Mini-Task Instructional Strategies
      Product and Prompt Scoring (Product "Meets Expectations" if it...)

      Skills Cluster 7

      Individual

      Ability to revise and edit for spelling, grammar, usage, format, and clarity errors



      Revise your rough draft and write a final draft of your op-ed.

      Final draft is almost error free

      • Peer revision and editing, looking at spelling, grammar, usage, and format
  • Skills Cluster 8
    • Group or Individual Skill(s) Assessed Mini-Task Instructional Strategies
      Product and Prompt Scoring (Product "Meets Expectations" if it...)

      Skills Cluster 8

      Group

      Ability to choose and communicate to an authentic audience

      Ability to describe how a nuclear reactor works, including the waste it generates

      Ability to use textual evidence to support argument 


      Complete your public service campaign and deliver it to an authentic audience.

      Public service campaign includes a clear position with appropriate evidence and is directed at an authentic audience.

  • Skills Cluster 9
    • Group or Individual Skill(s) Assessed Mini-Task Instructional Strategies
      Product and Prompt Scoring (Product "Meets Expectations" if it...)

      Skills Cluster 9

      Group

      Ability to use various strategies to delegate and divide tasks among group members and check for completion

      Ability to complete tasks in a timely fashion according to pacing chart

      Ability to communicate effectively with team


      Complete a group folder (a collection in Google Docs) that includes your group contract, task list, and notes from group meetings.

      Group contract includes series of steps to use in order to hold group members accountable, with evidence of use of steps in notes.  Task list divides tasks fairly and includes notes on completion and timeliness.

      • Team-building sessions
      • Pacing chart with list of benchmarks
      • Peer-collaboration assessments using collaboration rubric
      • Group meetings with teacher to review contract and notes
      • Group role divisions, with one member tasked with maintaining group folder
      • Structured, teacher-provided task lists for struggling groups
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