Discipline: Science

Grade Level: 6-8 

Course: 8th Grade Science

©Literacy Design Collaborative. September 2011

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Energy Transfer
What
Instruction?
  • Skills Cluster 1: Preparing for the Task
    • Pacing Skill and Definition Mini-Task Instructional Strategies
      Product and Prompt Scoring (Product "Meets Expectations" if it...)

      Skills Cluster 1: Preparing for the Task


      Optional pre-test

      Administer classroom assessment as pre-test if the teacher needs to gather information.  




      1 day

      Bridging conversation:

      Ability to connect the task and new content to existing knowledge, skills, experiences, interests, and concerns.

      Short response

      In a Quick-write, write what you already know about kinetic energy.

      No scoring

      • If content has already been taught, this could replace a traditional test for the unit.

      1 day

      2. Task analysis

      Ability to understand and explain the task’s prompt and rubric.  

      Short response

      In your own words, write a brief explanation of what the task is asking you to do.

      No scoring

      • Discuss in detail the reading strategies that apply to the task. (Create and share “Active Reading Strategies” handout).
      • Review each student’s response to ensure she/he understands the task. Ensure relevant reading material is selected or provided.
      • Have students share responses so that students can hear/know what each other is doing and encourage them to help each other when appropriate.
      • Discuss in detail the prompt, type of writing and structure, the product, and the rubric.

      Teacher planned

      3. Project planning:

      Ability to plan so that the task is accomplished on time.

      Timeline


      No scoring

      • Teacher uses Writer’s Notebook and visual checks to help students stay on pace with project timeline.
      • Teacher created timeline and paced assignments/instruction to ensure successful task completion.
  • Skills Cluster 2: Reading Process
    • Pacing Skill and Definition Mini-Task Instructional Strategies
      Product and Prompt Scoring (Product "Meets Expectations" if it...)

      Skills Cluster 2: Reading Process

      1 day

      1. Pre-reading

      Ability to understand how reading science is different than reading stories.

      Short response

      Explain how scientists define words and concepts to help reader gain knowledge.

      Meets

      Identifies term and definition of key science vocabulary in context.

      Identifies features of a good definition.

      Explains how informational writing differs from narrative.


      Not yet

      Attempts to meet the criteria for “meets.”

      • Skim/scan the informational articles and websites provided. Locate and discuss how authors of science materials define and explain terms and concepts.
      • Demonstrate reading strategies relevant to a type of text to prepare students for next steps in the ladder.
      • Provide students with template for bibliography and explain format and use.
      • Model and explain the thought process of locating the definition and what it tells the reader.

      3 days

      2. Active reading

      Ability to select appropriate texts and understand necessary reading strategies needed for the task.

      Student note cards with information from reading and completed source cards.

      Use active reading strategies to understand text with appropriate supports.

      Meets

      Demonstrated active reading and completed source cards for each reading.


      Not yet

      Attempts to meet the criteria for “meets.”

      • Teacher will guide reading for first reading selection.
      • Students will use a variety of active reading techniques with appropriate support for remaining selections (paired reading, independent reading, and small group instruction).
      • Teacher uses group discussion to extend thinking.
      • Teacher reinforces active reading techniques throughout student readings.

      During 3 days of reading

      3. Essential vocabulary

      Ability to apply strategies for developing an understanding of a text by locating words and phrases that identify key concepts and facts, or information.

      Student note cards

      In your notebook, identify key words or phrases as you read and define them in context of the passage in the work you are reading.

      Meets

      Identifies vocabulary, phrases and notes their meaning in context of the passage.


      Not yet

      Attempts to meet the criteria for “meets.”

      • Use of dictionary and other sources (unit notebook) to acquire understanding.
      • Teach strategies for understanding words in context.
      • Introduce language of reading and writing relevant to task.
      • Introduce or review relevant terms used in the discipline.
      • Review relevant terms used in the task and readings.

      1 day

      4. Note-taking 1

      Ability to read purposefully and select relevant information; to summarize and/or paraphrase.

      Definition

      Define “kinetic energy.”

      Meets

      Defines “kinetic energy” using relevant information from the texts.


      Not yet

      Attempts to meet the criteria for “meets.”

      • Provide students with a note taking method and template.
      • Discuss the term “relevant” and “definition.”
      • Review the making of a good definition.
      • Teach strategies to avoid plagiarism (summarizing and paraphrasing).

      2 days

      5. Note-taking 2

      Ability to read purposefully and select relevant information; to summarize and/or paraphrase.

      Note cards

      Explain what happens to particles as they lose and gain energy.

      Meets

      Accomplishes task by selecting relevant source material to support explanations.


      Not yet

      Attempts to meet the criteria for “meets.”

      • Students will have two note cards: one for information for “Gaining Energy” and one for “Losing Energy.” 
      • Teacher will model how to use examples without plagiarizing texts.
  • Skills Cluster 3: Transition to Writing
    • Pacing Skill and Definition Mini-Task Instructional Strategies
      Product and Prompt Scoring (Product "Meets Expectations" if it...)

      Skills Cluster 3: Transition to Writing

      1 day

      1. Bridging conversation

      Ability to transition from reading or researching phase to the writing phase.

      Class discussion. After teacher modeling, students add to note cards.

      How do scientists communicate their ideas?

      No scoring

      • Students and teacher will go through text and summarize the strategies scientists use to communicate their ideas.
      • Highlight how authors of informational material define and explain their ideas (avoid a big list of facts).
      • Conduct a value-line exercise to ensure students understand a range of issues or options.
      • Students share ideas and attempt to gain at least one idea per note card from peers.
  • Skills Cluster 4: Writing Process
    • Pacing Skill and Definition Mini-Task Instructional Strategies
      Product and Prompt Scoring (Product "Meets Expectations" if it...)

      Skills Cluster 4: Writing Process

      1 day

      1. Initiation of task

      Ability to establish a controlling idea and consolidate information relevant to task.

      Paragraph

      Write a summary paragraph that includes a controlling idea and sequences the key points you plan to make in your composition.

      Meets

      Writes a concise summary statement or draft opening that establishes a controlling idea and identifies key points that support development of information and/or explanation.

      Must include definition of “kinetic energy.”


      Not yet

      Attempts to meet the criteria for “meets.”

      • Demonstrate or provide a check-list for the “ingredients” of an opening paragraph (See “Recipe for an Opening Paragraph” handout).
      • Collectively write a summary demonstrating a controlling idea with key points that support the development of the explanation.

      2 days

      2. Development

      Ability to construct an initial draft with a thesis statement.

      Opening paragraph and first draft

      Redraft an opening for your composition with one or more paragraphs that establishes the controlling idea and provides a lead in for your reader.   Write an initial draft to include multiple paragraphs: an opening, paragraphs developing of your process, and an ending that includes  a comment, conclusion, or implication.

      Meets

      Provides an opening to include a controlling idea and an opening strategy relevant to the prompt.

      Provides an initial draft with all elements of the prompt addressed.


      Not yet

      Attempts to meet the criteria for “meets.”

      • How to open and end an informational/explanatory composition.
      • Use of template for all levels to guide students through first draft.
      • Student-led revision session.

      1 day

      3. Revision

      Ability to apply revision strategies to refine development of information or explanation, including line of thought, language usage, and tone as appropriate to audience and purpose.

      Revised drafts (two or more)

      Apply revision strategies for clarity, logic, language, cohesion (students should do at least two drafts). 

      Meets

      Demonstrates use of revision strategies that clarify logic and development of ideas; embeds relevant details; improves word-usage and phrasing; and creates smooth transitions between sentences and paragraphs.

      Applies a text structure to organize reading material content and to explain key points related to the prompt

      Sources are cited throughout text..

      Bibliography is complete.


      Not yet

      Attempts to meet the criteria for “meets.”

      • Discuss with students how to cite sources in the writing.
      • Peer feedback on clarity of thinking and development of supporting evidence/information.
      • Read-aloud for peer and adult feedback.

      1 day

      4. Editing

      Ability to apply editing strategies and presentation applications.

      Final draft

      Finalize draft for the readership; apply finishing touches (e.g. visuals, neatness, formatting, copy editing).

      Meets

      Demonstrates use of strategies that enhance the readability and appearance of the work for presentation.


      Not yet

      Attempts to meet the criteria for “meets.”

      • Use of error analysis to encourage self-correction of language usage and grammatical errors. 
      • Use of copy-editing marks.


      Final Draft:

      Submit your final draft before or on due date for scoring and feedback.






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