Discipline: Science

Grade Level: 6-8 

Course: 8th Grade Science

©Literacy Design Collaborative. September 2011

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Energy Transfer
What
Results?
  • Student Work Samples
    • Within the Literacy Design Collaborative (LDC) framework, student work samples answer the critical question, "What Results?" The inclusion of student work within the module design provides teachers insight into how to improve the quality of the teaching task and the feedback they give on student strengths and challenges.

  • Informational Assessment Rubric
    • Meets Expectations

      Focus

      Addresses the prompt and stays on task; provides a generally convincing response.

      Reading/Research

      Demonstrates generally effective use of reading material to develop an argument.

      Controlling Idea

      Establishes a credible claim, and supports an argument that is logical and generally convincing.

      L2 Addresses the credibility of sources.

      Development

      Develops reasoning to support claim; provides evidence from text in the form of examples or explanations relevant to the argument.

      *L2 Discusses relevant implications to topic. L3 Identifies a gap or unanswered question.

      Organization

      Applies an appropriate text structure to address specific requirements of the prompt.

      Conventions

      Demonstrates a command of standard English conventions and cohesion; employs language and tone appropriate to audience and purpose.

      Not Yet

      Focus

      Attempts to address prompt but lacks focus or is off- task.

      Reading/Research

      Demonstrates weak use of reading material to develop argument.

      Controlling Idea

      Establishes a claim and attempts to support an argument but is not convincing.

      Development

      Reasoning is not clear; examples or explanations are weak or irrelevant.

      *L2 Implications are weak or not relevant to topic. L3 Does not identifies a relevant gap or unanswered question.

      Organization

      Provides an ineffective structure; composition does not address requirements of the prompt.

      Conventions

      Demonstrates a weak command of standard English conventions; lacks cohesion; language and tone are not appropriate to audience and purpose.

  • Teacher Work Section
    • Here are added thoughts about teaching this module:

      This module is a revision from a module that was taught to about 110 students with diverse abilities and cultures. Because of the variety of learning levels, I used a lot of modeling and a paraprofessional to guide students toward success. Strategies such as assigning differentiated levels of the task, small group reading, and step-by-step note-taking proved beneficial for reaching all learners. Student work was checked regularly to ensure task completion and understanding.

      Possible variations.  Add ideas for spin-offs or extensions to the module.

      The students would enjoy a lab that involves kinetic energy and movement of particles. They also could write children’s books to a younger student explaining kinetic energy and energy transfer at a particular level. In the past, students have enjoyed writing books to younger students and it gives you, the teacher, a great sense of whether or not a concept was mastered.

  • Appendix
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