Transcript WorldisnotFlat - World is Flat Wiki

Earth & Space Science Standard 6
• Describe and give examples of ways in
which the Earth’s surface is built up and
torn down by natural processes, including
deposition of sediments, rock formation,
erosion, and weathering.
Students
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Forest Park Middle School
Grade 6 Bilingual Inclusion
Grade 6 .4 Special Education
These groups were combined
into one class on January 26th
for the remainder of the
school year.
Interest Scale
• Science Formative Assessment, Page
Keeley #26 Interest Scale
• Description: The Interest Scale is a way to
gauge student interest in the topic being
taught.
• The technique uses a chart with a marked
scale in which students place Post-it notes
on a scale of low to high to indicate their
level of interest in the topic being studied.
How This FACT Promotes
Learning
• Student interest is a strong, contributing
factor to student learning. Providing an
opportunity to express their interest level
shows students that you value knowing their
level of engagement in the learning process.
How This FACT Informs
Instruction
• This simple strategy can be used to identify
the level of interest before instruction, or
during certain points in a unit when student
interest in a topic may be waning.
• The teacher uses the feedback to modify
lessons as appropriate in order to make the
content more relevant and engaging to
students.
How This FACT Informs
Instruction
• The strategy helps spot particular students
or groups of students who may be
disengaged and need differentiated
strategies for motivating and interesting
them in learning about the topic.
Design and Administration
• Start with having students identify their interest
level before you begin instruction in the topic
(E&SS Earth’s History Standard 6)
• Give them a few minutes to discuss what they
think the topic is about.
• Give students Post-it notes and ask them to place
them by the range value that matches their current
level of interest.
Design and Administration
• Encourage students to be thoughtful and honest.
• Encourage students to think about why the topic
interests or does not interest them.
• Revisit during different points – reposition Post-it
notes – discuss drop in interest or interest level
rises to find out why.
Probe
• Uncovering Student Ideas in Science,
Volume 2, Page Keeley, Francis Eberle, and
Joyce Tugel.
• Is it a Rock? (Version 1) Probe 20, p. 151
Is It a Rock?
• Which things on this list could be rocks?
• How do you decide if something is a rock?
• Put a X next to the things you think could be
a rock.
Is It a Rock?
_____ jagged boulder
_____ smooth boulder
_____ small stone
_____ large stone
_____ pebble
_____ piece of gravel
_____ piece of sand
_____ dust from two stones
rubbed together
Is It a Rock?
• Explain your thinking?
• What “rule” or reasoning did you use to
decide if something is a rock?
Is It a Rock? DATA
N= 21 students
9 jagged boulder
10 smooth boulder
15 small stone
17 large stone
17 pebble
6 piece of gravel
11 piece of sand
5 dust from two stones
rubbed together
Is It a Rock? Student Responses
I think it is a rock because:
• boulder means large rock: stone is basically a rock: I think
it is because it is not easy to break a rock. I think a piece of
sand is a rock because it is very small but tough and can be
melted into glass.
• A small stone is a rock because a stone we all know is kind
of a rock.
• These are rock because rocks are many shape (jagged
boulder, smooth bolder, small stone, large stone, piece of
sand)
Is It a Rock? Student Responses
I think it is a rock because:
•not all rocks are smooth (jagged boulder)
•I think that large stones are rocks cause it a piece of rock and a
pebble is from a rock and piece of sand is very very small piece
of rock and I know lots of things on the ground is part of rocks.
•Pebbles are considered a rock because as pebble is when one
rock overpowered by a boulder.
•A pebble is a rock because it is little and is shaped like a rock.
•Jagged boulder it’s a rock because its hard and smooth. Smooth
boulder is a rock because its smooth.
Is It a Rock? Student Responses
I think it is a rock because:
•a large stone is a rock because it is hard and it has to be black or
some color
•only three could be a rock (small stone, large stone, pebble)
because I saw one before (I think)
•I know what is a pebble, small stone, large stone, piece of sand,
and dust from two stones rubbed together
•My rule for a rock everything needs to be hard and big. (jagged
boulder, smooth boulder, and large stone)
•rocks = hard object made of minerals (did not select piece of
gravel or dust)
Is It a Rock? Student Responses
I think it is a rock because:
• A small stone is a rock because when a big rock brakes it’s
a small stone. Piece of sand is a rock because when you go
to the beach and you put your feet in it ther always a rock
in it. A pebble is a rock its just small because a big rock
brakes it in to a pebble.
• A pebble is a small piece of rock and a jagged bolder is a
big or large rock that could be biger than a human. A
smooth bolder is the samething but smoother.
• I don’t know what a smooth boulder, jagged boulder.
STIP-Scientific Terminology
Inventory Probe
Rock
I have never heard of this before.
I have heard of this but I’m not sure what it means.
I have some idea what it means: __________________
____________________________________________
I clearly know what it means and can describe it.
____________________________________________
____________________________________________
Rock Metamorphic Rock Igneous Rock Sedimentary Rock
Minerals Weathering Runoff Sediment Soil Melting Cementing
Rock Cycle
Scientific Terminology Inventory
Probe
Science Formative Assessment, Page Keeley
#56- Scientific Terminology Inventory Probe
• Description: STIPs are short, simple questionnaires
that ascertain students’ familiarity with a scientific
term.
• Students select a response based on their level of
familiarity.
• If students claim to be familiar with the term, they are
asked to provide a description to reveal the extend to
which they connect conceptual understanding to
terminology.
How This FACT Promotes
Student Learning
• This FACT provides a metacognitive opportunity
for students to determine how familiar they are with
the scientific terminology used in an instructional
unit.
• Students may recall a scientific term but have
minimal conceptual understanding as to what it
means.
How This FACT Promotes
Student Learning
• Conversely, some students may realize they not
only recall a term from prior experiences but
understand it well enough to explain it to another
student.
How This FACT Informs
Instruction
• STIPs are used at the beginning of a sequence of
lessons to determine how familiar students are with
the scientific terminology they will encounter in the
topic they will study.
• The results are used to consider ways to effectively
introduce terminology into an instructional unit so
that students can hang conceptual meaning onto a
scientific term.
Design and Administration
• Select no more that 12 words from the key scientific
terminology that students will learn and use during the
topic of instruction or encounter in their instructional
materials.
• Leave space for students who know the term to be able to
describe it using formal or operational definitions,
descriptions, or examples.
• Collect and save student responses to provide students
opportunity to reflect on their pre- and postfamiliarity with
scientific terminology and conceptual understanding of the
words used during the unit of instruction.
STIP Modifications
• With younger students (I will use with my ELL, SPED),
consider using only a few key scientific terms, providing
an opportunity for them to explain their understanding of
the word orally or in drawings.
• Science Formative Assessment
#20: Frayer Model Graphic Organizer:
Define the term,
Describe its essential characteristics,
Provide examples of the idea, and
Offer non-examples of the idea.
Frayer Model
DEFINE
DRAW
ROCK
EXAMPLES
WORD IN
NATIVE LANGUAGE
Frayer Model
DEFINE
CARACTERISTICS
ROCK
EXAMPLES
NON-EXAMPLES
Frayer Model
DEFINE
DRAW
ROCK
EXAMPLES
NON-EXAMPLES
Biography of the Earth
Grade Six: Unit 5:
Inquiry #10: Rocks
• Activity One: “Characteristics of Rocks” *
• Activity Two: “Rock Classification” *
• Activity Three: “The Rock Cycle”
• Wrap-up/summarizer: Activity Four: “Focus
Questions on Rocks” question 1.
• Homework: Activity Four: “Focus Questions on
Rocks” questions 2 + 3.
Next Steps
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Is It a Rock (Version 2)
Readminister Rock STIP
Revisit How Hot is the Topic?
Self assessment and reflection: FACT #28: I Used
to Think … But Now I Know…
• (With Modification) And This Is How I Learned
It
Next Steps
• Earth Science, Chapter 8, Erosion and Weathering
• Biography of the Earth, Inquiry #8: Destructive
Forces- Weathering, Inquiry #9: Erosion
• Weathering and Erosion STIP
• Everyday Science Mysteries, Richard KonicekMoran, “Master Gardener”
• Assessment: Grade 6 Earth and Space Science
District Mid-year Exam OR Question 44