Northwestern Consolidated Schools of Shelby County ...€¦ · 8.2 Plan and carry out...

Curriculum – 8th Grade Science

Page | 1

NorthwesternConsolidatedSchoolsofShelbyCounty

Curriculum

8thgradeScience

Preparedby:

GregHill

2012


Page | 2

Triton Central Middle School

Mission Statement

We are committed to providing and exiting, healthy, safe, and inspiring

learning environment where staff, students, parents, and community

think creatively and utilize teamwork to maximize learning and

achievement.

Triton Central Middle School


Page | 3

8th Grade Science

Narrative Description

Students in eighth grade study atoms, elements, compounds and

molecules; and the relationship between atomic structure and chemical

properties. They study the water cycle and the role of the sun’s energy

in driving this process. Students investigate how genetic information is

transmitted from parents to offspring. Students study the physical

properties of natural and engineered materials. Within this study

students employ the key principles of the nature of science and the

design process.

Course Concepts and Generalizations


Page | 4

Nature of Science

Students gain scientific knowledge by observing the natural and constructed world, performing

and evaluating investigations and communicating their findings. These principles should guide

student work and be integrated into the curriculum along with the content standards on a daily

basis.

Matter

Physical Science ‐ Describe how atomic structure determines chemical properties and how

atoms and molecules interact.

Science, Engineering, and Technology – Identify the appropriate materials to be used to solve a

problem based on their specific properties and characteristics.

Energy in the Earth System

Earth and Space Systems – Explain how the Sun’s energy heats the air, land, and water driving

the processes that result in the wind, ocean currents, and the water cycle.

Earth and Space Systems – Describe how human activities have changed the land, water, and

atmosphere.

Weather and Climate

Earth and Space Systems – Explain how the sun’s energy heats the air, land, and water driving

the processes that result in wind, ocean currents, and the water cycle.


atmosphere.



Human Impact on Earth


Page | 5

Explain how the sun’s energy heats the air, land, and water, driving the processes that result in

wind, ocean currents, and the water cycle.

Describe how human activities have changed the land, water, and atmosphere.

Life over Time

Life Science – Understand the predictability of characteristics being passed from parents to

offspring.

Life Science – Explain how a particular environment selects for traits that increase the likelihood

of survival and reproduction by individuals bearing those traits.



Reproduction and Heredity

Understand the predictability of characteristics being passed from parents to offspring.

Explain how a particular environment selects for traits that increase the likelihood of survival

and reproduction by individuals bearing those traits.

DNA and Modern Genetics




8th Grade


Page | 6

Unit 1 – Nature of Science (total days for Unit 1 = 19)

Students gain scientific knowledge by observing the natural and constructed world, performing

and evaluating investigations and communicating their findings. These principles should guide

student work and be integrated into the curriculum along with the content standards on a daily

basis.

Indiana Academic Standards:

Process Standards:

8.1 Make predictions and develop testable questions based on research and prior knowledge.

(L3)

8.2 Plan and carry out investigations as a class, in small groups or independently often over a

period of several class lessons. (L3)

8.3 Collect quantitative data with appropriate tools or technologies and use appropriate units

to label numerical data. (L1,3,4)

8.4 Incorporate variables that can be changed, measured or controlled. (L3)

8.5 Use the principles of accuracy and precision when making measurement. (L3)

8.6 Test predictions with multiple trials. (L3)

8.7 Keep accurate records in a notebook during investigations. (L3)

8.8 Analyze data, using appropriate mathematical manipulation as required, and use it to

identify patterns and make inferences based on these patterns. (L3,4)

8.9 Evaluate possible causes for differing results (valid data). (L3)

8.10 Compare the results of an experiment with the prediction. (L1,3)

8.11 Communicate findings using graphs, charts, maps and models through oral and written

reports. (L4)

Essential Questions

What are the characteristics of science?

How do scientists develop explanations?

How do scientists discover things?


Page | 7

How do scientists show the results of investigations?

How do scientists and society work together?

Standard Based Resources

Indiana Science Fusion Textbook (Hard Copy and Online)

Indiana Science Fusion Student Edition with Audio (Differentiated)

Indiana Science Fusion Lab Manual

Indiana Science Fusion Virtual Labs

Think Central (Digital)

ScienceSaurus (Student Handbook)

Science News Magazine

Lessons / Topics (total days)

Lesson 1 – What is Science? (3)

Lesson 2 – Scientific Knowledge (2)

Lesson 3 – Scientific Investigations (3)

Lesson 4 – Representing Data (3)

Lesson 5 – Science and Society (3)

Instructional Strategies/Differentiated Instruction

All Groups

o Grouping/Teams

o Class Discussions

o Small Group Discussions

o Choice of End Products (see appendix C)

o Blooms Taxonomy Questioning (see appendix B)

o Alternate Instruction

o Technology Assisted

o Inquiry/Problem Based Learning Activities

Below Level

o Modified Instructional Time

o Targeted Assistance

o Reduction of Material


Page | 8

o Recall and Application Questions

At Level

o Analysis and Synthesis Questions

Above Level

o Synthesis and Evaluation Questions

Assessments

Unit Pre‐Post Exam

Unit Project: Proposal for independent scientific investigation

Lesson Quizzes (1 per lesson)

Essential Question Essay Test(s)

Outline of Key Topics

Lesson 1 – What is Science?

Definition of science

Scientific explanations:

o Theories

o Laws

Traits of Scientists

Science and Pseudoscience

Lesson 2 – Scientific Knowledge

Developing explanations – hypotheses

Supporting theories

Evaluating evidence

Lesson 3 – Scientific Investigations

Conducting a scientific investigation

Types of scientific investigations

Characteristics of good scientific investigations

Lesson 4 – Representing Data

Tables


Page | 9

Graphs

Models

Lesson 5 – Science and Society

Impact of science on society

Science and decision‐making

Key Vocabulary

science, empirical evidence, pseudoscience, experiment, observation, hypothesis,

independent variable, dependent variable, data, model, society, economics, politics

Unit 2 – Matter (total days for Unit 2 = 28)

Physical Science ‐ Describe how atomic structure determines chemical properties and how

atoms and molecules interact.




Standard 1 ‐ Physical Science:

8.1.1 Explain that all matter is composed of particular arrangements of atoms of approximately

one hundred elements. (L3,4,5)

8.1.2 Understand that elements are organized on the periodic table based on atomic number.

(L5)

8.1.3 Explain how the arrangement of atoms and molecules determines chemical properties of

substances. (L6)

8.1.4 Describe the structure of an atom and relate the arrangement of electrons to how that

atom interacts with other atoms. (L4.6)

8.1.5 Explain that atoms join together to form molecules and compounds and illustrate with

diagrams the relationship between atoms and compounds and/or molecules. (L3,6)


Page | 10

8.1.6 Explain that elements and compounds have characteristic properties such as density,

boiling points and melting points that remain unchanged regardless of the sample size. (L1,3)

8.1.7 Explain that chemical changes occur when substances react and form one or more

different products, whose physical and chemical properties are different from those of the

reactants. (L2,6)

8.1.8 Demonstrate that in a chemical change, the total numbers of each kind of atom in the

product are the same as in the reactants and that the total mass of the reacting system is

conserved. (L2,6)

Essential Questions

What are the physical and chemical properties of matter?

What are physical and chemical changes of matter?

How do pure substances and mixtures compare?

What makes up an atom?

How are elements arranged on the periodic table?

How do atoms interact?









Project Lead The Way ()


Lesson 1 – Properties of Matter (4)

Lesson 2 – Physical and Chemical Changes (4)

Lesson 3 – Pure Substances and Mixtures (4)

Lesson 4 – The Atom (3)


Page | 11

Lesson 5 – The Periodic Table (4)

Lesson 6 – Interactions of Atoms (4)


All Groups

o Grouping/Teams

o Class Discussions







Below Level





At Level


Above Level


Assessments


Unit Project: to be determined




Lesson 1 – Properties of Matter


Page | 12

Physical properties

Chemical properties

Comparing physical and chemical properties

Using properties to identify unknown substances

Lesson 2 – Physical and Chemical Changes

Physical change

Chemical change

Comparing physical and chemical change

Law of Conservation of Mass

Lesson 3 – Pure Substances and Mixtures

How particles combine

Pure substances: elements and compounds

Mixtures

Lesson 4 – The Atom

Atomic Theory

The parts of the atom

Lesson 5 – The Periodic Table

Information on the Periodic Table

The arrangement of elements on the Periodic Table

Lesson 6 – Interactions of Atoms

Chemical bonds and chemical changes

Chemical equations

Modeling chemical bonds

Key Vocabulary

Physical property, chemical property, physical change, chemical change, law of conservation of

mass, atom, element, compound, mixture, pure substance, heterogeneous, homogeneous,


Page | 13

proton, neutron, nucleus, electron, electron cloud, atomic number, mass number, periodic table,

chemical symbol, average atomic mass, metal, nonmetal, metalloid, group, period, chemical

bond, molecule, chemical equation, chemical formula, reactant, product, valence electron

Unit 3 – Energy in the Earth System (total days for Unit 3 = 24)

Earth and Space Systems – Explain how the Sun’s energy heats the air, land, and water driving

the processes that result in the wind, ocean currents, and the water cycle.


atmosphere.


Standard 2: Earth and Space Systems:

8.2.1 – recognize and demonstrate how the sun’s energy drives convection in the atmosphere

and in bodies of water, which results in ocean currents and weather patterns. (L1‐5)

8.2.2 – Describe and model how water moves through the earth’s crust, atmosphere, and

oceans in a cyclic way, as liquid, vapor, and solid. (L1)

8.2.3 – Describe the characteristics of ocean currents and identify their effects on weather

patterns. (L1,5)

8.2.4 – Describe the physical and chemical composition of the atmosphere at different

elevations. (L1,2)

Essential Questions

What are the parts of the Earth system?

What is the atmosphere?

How does energy move through Earth’s system?

What is wind?

How does water move in the ocean?





Page | 14








Lesson 1 – Earth’s Spheres (4)

Lesson 2 – The Atmosphere (2)

Lesson 3 – Energy Transfer (4)

Lesson 4 – Wind in the Atmosphere (4)

Lesson 5 – Ocean Currents (5)


All Groups

o Grouping/Teams

o Class Discussions







Below Level





At Level


Above Level



Page | 15

Assessments






Lesson 1 – Earth’s Spheres

Earth system and geosphere

Hydrosphere and cryosphere

Atmosphere and biosphere

Earth’s spheres interact

Lesson 2 – The Atmosphere

Composition, air pressure, and temperature of the atmosphere

Structure of the atmosphere

Life and the atmosphere

Lesson 3 – Energy Transfer

Temperature, heat, thermal energy, and thermal expansion

Radiation

Convection

Conduction

Lesson 4 – Wind in the Atmosphere

The movement of air

Global winds

Local winds

Lesson 5 – Ocean Currents

Surface currents in the ocean

Deep currents in the ocean


Page | 16

Upwelling

Ocean circulation

Key Vocabulary

Earth system, geosphere, hydrosphere, cryosphere, atmosphere, biosphere, air pressure,

thermosphere, mesosphere, stratosphere, troposphere, ozone layer, greenhouse effect, thermal

energy, thermal expansion, radiation, convection, conduction, wind, Coriolis effect, jet stream,

ocean current, surface current, upwelling, convection current, deep current

Unit 4 – Weather and Climate (total days for Unit 4 = 26)

Earth and Space Systems – Explain how the sun’s energy heats the air, land, and water driving

the processes that result in wind, ocean currents, and the water cycle.


atmosphere.




Standard 2 – Earth and Space Systems:

8.2.1 Recognize and demonstrate how the sun’s energy drives convection in the atmosphere

and in bodies of water, which results in ocean currents and weather patterns. (L1,3,5)

8.2.2 Describe and model how water moves through the Earth’s crust, atmosphere, and oceans

in a cyclical way, as liquid, vapor, and solid. (L1,2,3,5)

8.2.3 Describe the characteristics of ocean currents and identify their effects on weather

patterns. (L3,5)

8.2.5 Describe the conditions that cause Indiana weather and weather‐related events such as

tornadoes, lake effect snow, blizzards, thunderstorms, and flooding. (L2,3,4,6)

Standard 4 – Science, Engineering, and Technology:


Page | 17

8.4.1 Understand how the strength of attractive forces between particles in a material helps to

explain many physical properties of the material, such as why different materials exist as gases,

liquids, or solids at a given temperature. (L6)

Essential Questions

How does water change state and move around on Earth?

What is weather and how can we describe different types of weather?

How do the water cycle and weather patterns affect local weather?

How can humans protect themselves from hazardous weather?

How is climate affected by energy from the sun and variations on Earth?

What are the weather and climate like in Indiana?










Lesson 1 – The Water Cycle (4)

Lesson 2 – Elements of Weather (2)

Lesson 3 – What Influences Weather (3)

Lesson 4 – Severe Weather and Weather Safety (4)

Lesson 5 – Climate (5)

Lesson 6 – Indiana Weather and Climate (3)


All Groups

o Grouping/Teams


Page | 18

o Class Discussions







Below Level





At Level


Above Level


Assessments


Unit Project: PLTW Windmill Project




Lesson 1 – The Water Cycle

Water cycle and change of state

Water in the atmosphere

Water in the oceans and on land

Transport of matter and energy

Lesson 2 – Elements of Weather

Elements of weather

Measuring elements of weather


Page | 19

Lesson 3 – What Influences Weather

How the water cycle influences weather

How patterns in the atmosphere affect weather

How patterns in the ocean affect weather

Lesson 4 – Severe Weather and Weather Safety

Hazardous weather

Safety and weather

Lesson 5 – Climate

Climate versus weather

Solar energy and climate

Other factors that affect climate

Climate zones

Lesson 6 – Indiana Weather and Climate

Indiana weather

Indiana climate

Key Vocabulary

Water cycle, evaporation, transpiration, sublimation, condensation, precipitation, weather,

humidity, relative humidity, dew point, visibility, air mass, front, thunderstorm, lightning,

thunder, hurricane, storm surge, tornado, climate, latitude, topography, elevation, lake‐effect

snow, blizzard

Unit 5 – Human Impact on Earth (total days for Unit 5 = 20)

Explain how the sun’s energy heats the air, land, and water, driving the processes that result in

wind, ocean currents, and the water cycle.


Page | 20

Describe how human activities have changed the land, water, and atmosphere.


Standard 2 – Earth and Space Systems:

8.2.6 Identify, explain, and discuss some effects human activities have on the biosphere, such as

air, soil, light, noise and water pollution. (L2,3,4,5)

8.2.7 Recognize that some of Earth’s resources are finite and describe how recycling, reducing

consumption and the development of alternatives can reduce the rate of their depletion. (L1,5)

8.2.8 Explain that human activities, beginning with the earliest herding and agricultural

activities, have drastically changed the environment and have affected the capacity of the

environment to support native species. Explain current efforts to reduce and eliminate these

impacts and encourage sustainability. (L2,3,4,5)

Essential Questions

What are Earth’s natural resources?

What impact can humans have on land resources and soil quality?

What impact can human activity have on water quality?

What impact can human activities have on air quality?

How can Earth’s resources be used wisely?











Lesson 1 – Natural Resources (3)

Lesson 2 – Human Impact on Land (3)


Page | 21

Lesson 3 – Human Impact on Water (3)

Lesson 4 – Human Impact on Atmosphere (3)

Lesson 5 – Protecting Earth’s Water, Land, and Air (3)


All Groups

o Grouping/Teams

o Class Discussions



o Blooms Taxonomy Questioning




Below Level





At Level


Above Level


Assessments



Lesson Quizzes (1 per lesson)Essential Question Essay Test(s)


Lesson 1 – Natural Resources

Natural resources

Renewable and nonrenewable resources


Page | 22

Material and energy resources

Lesson 2 – Human Impact on Land

How humans use land

Land degradation

Lesson 3 – Human Impact on Water

Water as a resource

Water pollution

Water quality

Water supply and flow

Lesson 4 – Human Impact on Atmosphere

Air and air pollution

Effects of human activities on atmosphere

Air quality and health

Air pollution and Earth

Lesson 5 – Protecting Earth’s Water, Land, and Air

Conservation and stewardship

Preservation and conservation of water

Land management and conservation

Reducing air pollution

Key Vocabulary

Natural resource, renewable resource, nonrenewable resource, fossil fuel, material resource,

energy resource, urbanization, land degradation, deforestation, desertification, water pollution,

thermal pollution, eutrophication, potable, reservoir, Greenhouse effect, particulate, air

pollution, smog, acid precipitation, air quality, conservation, stewardship

Unit 6 – Life over Time (total days for Unit 6 = 15)

Life Science – Understand the predictability of characteristics being passed from parents to

offspring.


Page | 23

Life Science – Explain how a particular environment selects for traits that increase the likelihood

of survival and reproduction by individuals bearing those traits.




Standard 3 – Life Science:

8.3.1 Explain that reproduction is essential for the continuation of every species and is the

mechanism by which all organisms transmit genetic information. (L1)

8.3.5 Identify and describe the difference between inherited traits and physical and behavioral

traits that are acquired or learned. (L1)

8.3.6 Observe anatomical structures of a variety of organisms and describe their similarities and

differences. Use the data collected to organize the organisms into groups and predict their

relatedness. (L2,3)

8.3.7 Recognize and explain that small genetic differences between parents and offspring can

accumulate in successive generations so that descendants may be different from their

ancestors. (L1)

8.3.8 Examine traits of individuals within a population of organisms that may give them an

advantage in survival and reproduction in a given environment or when the environment

changes. (L1)

8.3.9 Describe the effect of environmental changes on populations of organisms when their

adaptive characteristics put them at a disadvantage for survival. Describe how extinction of a

species can ultimately result. (L1)

8.3.10 Recognize and describe how new varieties of organisms have come about from selective

breeding. (L1)

Standard 4 – Science, Engineering, and Technology:

8.4.3 Investigate the properties (mechanical, chemical, thermal, magnetic, and optical) of

natural and engineered materials. (L1)


Page | 24

Essential Questions

What is the theory of evolution by natural selection?

What evidence supports the theory of evolution?

How are organisms classified?










Lesson 1 – Theory of Evolution by Natural Selection (4)

Lesson 2 – Evidence of Evolution (3)

Lesson 3 – Classification of Living Things (3)


All Groups

o Grouping/Teams

o Class Discussions



o Blooms Taxonomy Questioning(see appendix B)




Below Level






Page | 25

At Level


Above Level


Assessments


Unit Project(s): to be determined




Lesson 1 – Theory of Evolution by Natural Selection

Charles Darwin’s observations

Natural selection

Extinction and environmental change

Lesson 2 – Evidence of Evolution

Fossil evidence

Structural evidence

Genetic evidence

Embryological evidence

Lesson 3 – Classification of Living Things

Classification and shared characteristics

Naming organisms and levels of classification

Domains

Kingdoms, branching diagrams, and dichotomous keys

Key Vocabulary


Page | 26

Evolution, artificial selection, natural selection, variation, adaptation, extinction, fossil, fossil

record, species, genus, domain, bacteria, Archaea, Eukarya, Animalia, Plantae, Protista, Fungi,

dichotomous key

Unit 7 – Reproduction and Heredity (total days for Unit 7 = 23)






8.3.1 Explain that reproduction is essential for the continuation of every species and is the

mechanism by which all organisms transmit genetic information. (L1,3)

8.3.2 Compare and contrast the transmission of genetic information in sexual and asexual

reproduction. (L3)

8.3.3 Explain that genetic information is transmitted from parents to offspring mostly by

chromosomes. (L1,2,3,4)

8.3.4 Understand the relationship between deoxyribonucleic acid (DNA), genes, and

chromosomes. (L1,4)

8.3.5 Identify and describe the difference between inherited traits and physical and behavioral

traits that are acquired or learned. (L4)

Essential Questions

How do cells divide?

How do cells divide for sexual reproduction?

How do organisms reproduce?

How are traits inherited?

How are patterns of inheritance studied?



Page | 27









Lesson 1 – Mitosis (4)

Lesson 2 – Meiosis (4)

Lesson 3 – Sexual and Asexual Reproduction (3)

Lesson 4 – Heredity (4)

Lesson 5 – Punnett Squares and Pedigrees (3)


All Groups

o Grouping/Teams

o Class Discussions







Below Level





At Level


Above Level



Page | 28

Assessments


Unit Project(s): Delta Science Module: DNA – from genes to protiens




Lesson 1 – Mitosis

Why cells divide

Genetic material and cell division

Mitosis

Lesson 2 – Meiosis

Sex cells

Meiosis

Steps of Meiosis

Meiosis versus Mitosis

Lesson 3 – Sexual and Asexual Reproduction

Asexual reproduction

Sexual reproduction

Comparing asexual and sexual reproduction

Lesson 4 – Heredity

Mendel’s work

DNA’s role in inheritance

Genes, traits, and characteristics

Lesson 5 – Punnett Squares and Pedigrees

Punnett squares

Pedigrees

Key Vocabulary


Page | 29

DNA, chromosomes, cell cycle, interphase, mitosis, cytokinesis, homologous chromosomes,

meiosis, asexual reproduction, sexual reproduction, fertilization, heredity, gene, allele,

genotype, phenotype, dominant, recessive, incomplete dominance, codominance, probability,

ratio, Punnett square, pedigree

Unit 8 – DNA and Modern Genetics (total days for Unit 8 = 10)






8.3.4 Understand the relationship between deoxyribonucleic acid (DNA), genes, and

chromosomes. (L1,4)

8.3.10 Recognize and describe how new varieties of organisms have come about from selective

breeding. (L1)

Essential Questions

What is DNA?

How does biotechnology impact our world?









DNA Resource (Delta Science Module)

DNA Learning Center (Online Website)


Page | 30


Lesson 1 – DNA Structure and Function (4)

Lesson 2 – Biotechnology (3)


All Groups

o Grouping/Teams

o Class Discussions







Below Level





At Level


Above Level


Assessments


Unit Project(s): Protein Synthesis Activity




Lesson 1 – DNA Structure and Function


Page | 31

DNA structure

DNA replication

Mutations

DNA transcription and translation

Lesson 2 – Biotechnology

Applications of biotechnology

Biotechnology and society

Key Vocabulary

DNA, nucleotide, replication, mutation, RNA, ribosome, biotechnology, artificial selection,

genetic engineering, clone

Literacy integration Plan

Will incorporate an extensive reading and writing plan based on an approach by Creech and

Hale, in collaboration with the Strategic Literacy Initiative at WestEd. (*see appendix A for

complete details)


Page | 32

Literacy Plan Outline

1st Quarter:

Metacognitive Logs – a yearlong literacy routine.

Science in the News – a yearlong literacy routine.

2nd Quarter:

Read a nonfiction science book, then write a children’s science book.

3rd Quarter:

Read a biography of a scientist, then write and present a historical vignette based on

that historical figure.

4th Quarter:

Read a work of fiction – science related, then participate in a journaling and “book club”

sharing activity.

Appendix A – “Literacy in Science: A Natural Fit”

Reading is an essential part of science literacy, but what, when, and how can we incorporate

reading in the science classroom? Like many of my colleagues, I avoided relying on the textbook

by engaging students in lectures, hands‐on activities, demonstrations, and videos.

Unfortunately, as each year passed, my students read less while I worked harder.


Page | 33

I wanted students to become the scientifically literate citizens envisioned in the National

Science Education Standards: students who read science, enjoy reading science, and even

experience the passion I feel for the natural world. However, with 65% of incoming freshmen at

my school reading below the sixth‐grade level, it was clear that our science curriculum,

especially the textbook, did not include motivating or accessible reading for most students. To

bring reading back into our science classrooms, my colleague, Ann Akey, and I designed four

quarterly reading projects with yearlong literacy routines that we use successfully with our

ninth‐grade students, including English language learners.

An inquiry approach to literacy and science

We created these projects as part of a three‐year professional inquiry into literacy in science

with our colleagues at the Strategic Literacy Initiative at WestEd. The two yearlong literacy

routines we developed are based on Reading Apprenticeship, an instructional framework

offered by the Strategic Literacy Initiative (Schoenbach et al. Promoting student literacy

through inquiry A Natural Fit in LITERACY Janet Creech and Gina Hale February 2006 1999) to

support middle and high school student literacy in content areas. Reading Apprenticeship

encourages reading in classrooms as an active problem‐solving process. Students and teachers

engage in a shared inquiry into literacy by taking mental risks as they read together and discuss

their reading processes, confusions, and methods of resolution. Creating a classroom climate

that supports inquiry is essential to both science and literacy learning. This connection to

inquiry made the Reading Apprenticeship approach a natural fit in our science classrooms

(Schoenbach et al. 2003).

Yearlong metacognitive conversation

To begin our classroom inquiries into science literacy, we talk about our thinking processes

every day as we delve into lab procedures, graphs, data tables, and all the different “texts” of

science. I model talking aloud about my own thinking processes and encourage students to

“think aloud” about how they make sense of what they are doing. Through this metacognitive

conversation, students learn that text includes labs, data, and their own work, and that reading

is an active problem‐solving process.

As this way of working becomes comfortable and routine, I teach students to record their

thinking by writing down their confusions, questions, connections, clarifications, and

summaries in “Metacognitive Reading Logs.”[Editor’s note: The tools and projects described in

this article, including Metacognitive Logs, were created by the author and can be downloaded

from the Reading Apprenticeship website at http://wested.org/stratlit.]


Page | 34

As a yearlong literacy routine, these logs take on different forms depending on their purpose.

Some are as simple as a vertical line drawn down the center of a piece of binder paper with an

“I read” heading on the left and an “I thought” heading on the right. At other times logs may

contain a series of sentence stems to choose among and complete such as “I was confused by”

or “This reminded me of.”

Often students are asked to write questions, short summaries, or personal connections to what

they are reading. Some logs have a printed format, some are kept in spiral notebooks, and

others are simply written on the edges of the reading handout itself. This routine metacognitive

writing and conversation supports students throughout the year as they encounter more

difficult texts and complex reading tasks. Once we establish this foundation, we are ready to

expand our reading experiences.

Four non‐textbook reading projects

We begin our reading projects in the first quarter with “Science in the News” (SIN), which we

also continue throughout the year—along with the Metacognitive Logs—as a yearlong literacy

routine. In the second quarter we introduce a nonfiction reading project and accompanying

children’s science book writing project. In the third quarter students read a biography of a

scientist and present Interactive Historical Vignettes (Roack and Wandersee 1993). In the fourth

quarter, students read fiction books and participate in book clubs (Steineke 2002). Although we

sequenced these projects to take advantage of students’ growing skills, motivation, and

stamina, any of these projects can be used independently of the others (Figure 1).

Science in the News

To help students read, evaluate, and discuss scientific issues and findings that appear in popular

media, we developed SIN, a format to help students have an informed scientific perspective.

Figure 2 summarizes the student objectives of SIN.

We assigned the first SIN as homework, providing a structured report format and instructions

to find a science article in a newspaper or magazine (Figure 3). We thought our highly

structured report format would help students read deeply. Looking at student work samples,

however, we realized that even with relatively accessible text, such as the daily newspaper,

students were not able to read and respond to the science without more help. The report

format was not enough support; we had to teach our students how to read science in the news.

I started by finding an article to read and discuss in class. In small groups, students read the

article and completed a SIN reading together, discussing how they approached highlighting the

methods and results and how they constructed summaries. Teams shared their results with the


Page | 35

whole class while I recorded their reading strategies on an overhead. Later we read anonymous

student work samples, evaluating them using our new understandings of how to read SIN.

Our efforts paid off. With practice, students are able to do the SIN reading activities

independently. Teams discuss the science in the reading, instead of how to read the science.

Working together, students become expert readers of science in the news. More importantly,

we are learning that science literacy is not a fixed object; people are not good readers or

nonreaders, but evolving readers. Figure 4 (p. 26) shows the grading rubric for this project.

Read a nonfiction book and write a children’s science book

In the fall our classes make a trek to the school library’s nonfiction science section. We give

students a chart that describes where science topics can be found and let students look for a

book that interests them. Once they find one, we negotiate. Because our goals for this project

are to build fluency, stamina, and motivation as well as general science knowledge, our focus is

helping students find books that genuinely interest them and that are not too difficult. As a

result, I start to see science‐based library books appearing at Sustained Silent Reading—20

minutes of reading a day, a school wide policy—instead of magazines and newspapers.

FIGURE 1

FIGURE 2

Monthly Science in the News objectives.

� Highlight the research methods or procedures.

� Highlight in a different color the results or conclusions.

First quarter Second quarter Third quarter Fourth quarter

Metacognitive Logs (Yearlong literacy routine)

Science in the News (Yearlong literacy routine)

Introduction to metacognitive conversation, Metacognitive Logs, Science in the News

Read a nonfiction science book

Write a children’s science book

Read the biography of a scientist

Present a historical vignette

Read a fiction book with good science

Book club discussions


Page | 36

� Use highlighting to summarize procedures and results.

� Report the name and expertise of a researcher or scientist involved.

� Draw a picture or diagram of an important aspect of the research.

� Compose a brief summary of the big idea.

� Ask a question of the researchers or the author.

During the next four to five weeks students complete most of their reading outside of class with

the support of teacher‐generated Metacognitive Logs designed specifically for nonfiction text. I

collect and check these logs weekly to give students written encouragement on their progress.

When they finish reading, students demonstrate their understanding of the topic by writing and

illustrating a children’s science book on the same subject.

Tapping into students’ interests produces some amazing results and encourages student

engagement. One English language learner filled her book with photos and descriptions of her

own beloved parrots. Another student, who produced little other work during the year, wrote a

book about lizards, which he proudly shared. Many students chose their children’s book

projects (from their science class!) to include in their schoolwide assessment portfolios as

evidence for meeting reading and writing expectations.

Read a scientist’s biography and present an interactive historical vignette

Empowering students with personal knowledge about real scientists and the work they do is

our primary goal for the biography project. For instance, during a class discussion of the

Tacoma Narrows Bridge failure, a student who had just finished Joseph Strauss’ biography for

his reading project eagerly explained that Strauss, who designed the Golden Gate Bridge,

planned for the bridge to flex up and down several feet to prevent a failure like the Tacoma

Narrows disaster.

When we initially introduced the biography project, we reencountered a familiar problem. We

lacked motivating and accessible text to read. Our library had a scant collection of dusty,

unused volumes of “classics.” Over the next three years, we added biographies of women

scientists, such as A Feeling for the Organism:

FIGURE 3

Science in the News report student handout.


Page | 37

Name: ____________________________________________________________Period:

____________________________________________________________Month:

____________________________________________________________Topic:

_____________________________________________________________Due date:

__________________________________________________________Internet use (circle one):

No Yes (any reputable source) Yes (Newsbank only)

Directions:

1. Find an article about scientific research/observations that was published in a newspaper,

magazine or journal during the month listed above. The article must be at least 200 words long.

2. Read the article and write down what the scientists were trying to find out (what question

were they trying to answer)?

3. Underline, in two different colors, the following information (color in the boxes to make a

key).

❑ The methods the scientists were using (procedure) and the type of data collected.

❑ What the scientists found out (results and conclusion).

4. Answer the questions below.

5. Staple the article, or a copy of it, to the back of this page.

6. Turn in this assignment on or before the due date listed above.

Questions:

1. a) Title of the article _______________________________________________b) Topic of the

article ______________________________________________c) Author(s)

______________________________________________________d) Source of article (name of

newspaper, magazine, address/URL and name of internet site)

_____________________________________________________

2. a) Write the full name and title (if given) of a person quoted in the article. (If no one is

quoted, choose a different article.)

b) Why was this person quoted? What is his/her expertise?


Page | 38

3. How did scientists obtain the evidence on which this article is based? What steps did they

follow, what types of tools did they use, and what type of data did they collect?

4. Draw a diagram of the important information explained in this article. Label your drawing

with words/descriptions.

5. Write a summary of this article. Your summary must be at least four complete sentences in

your own words. Do not use direct quotes from the article.

6. Do some more thinking about this article. Write at least one “on my own” question that you

would like to ask the author or the scientists involved.

26 The Science Teacher

The Life and Work of Barbara McClintock (Keller 1983); scientists of color, such as Charles Drew:

Life‐Saving Scientist (Shapiro 1997); contemporary researchers, such as The Beak of the Finch

(Weiner 1994) about the work of Peter and Rosemary Grant; and the accessible biography

series Great Minds of Science and Scientists Who Changed the World. For a full list of the books

we have added, visit http://wested.org/stratlit and click on “Resources,” then “Resources for

Teachers,” and finally “Extensive Reading in Science.”

Once we had enough texts involving scientist biographies that students could and would read

independently, students could do most of the reading outside of class. We developed new

Metacognitive Log prompts to help students make connections to the influence of culture and

society on scientific thought. Once students finish their reading, they write 250‐word vignettes

about a major event in the scientist’s life. They dress like their scientists, bring props

representing the scientists’ work, and read their vignettes in small groups. The “scientists” ask

their peers in these small groups to discuss opinions about their work and discoveries.


Page | 39

As students present I walk around and listen. Within groups, students keep track of each

other’s presentations

Question is related to article and thoughtful.by using a checklist to assure that all required

aspects of the scientist’s life are covered. Students are asked to use this checklist to prompt the

speaker if omissions occur, thus creating a collaborative approach to discovering the scientist’s

achievements with the reporting student serving as resident expert.

This is my favorite literacy activity of the year. I give extra credit if students make and wear a

life‐size mask of the scientist’s face for their presentation. Later, I hang the masks around the

room to create a gallery of scientific greats “participating” in class for the remainder of the

school year. Allowing students to assume identities of scientists is a powerful tool to help them

connect to the process of scientific discovery and the impact of political and religious beliefs on

Beginning Developing Proficient

Selection of

article

Not about science.

No authority quoted.

Source of article not stated.

Fewer than 200 words.

Includes science content.

Authority quoted.

Source stated.

200 words or more.

Includes scientific research.

Authority quoted.

Reliable source stated.

200 words or more.

Understanding

of article

Highlighting misses important points and/or includes extraneous material.

Summary misses key points and/or includes nonessentials.

Most highlighting correctly identifies important points.

Summary shows understanding of most key points.

Highlighting shows understanding of scientific methodologies and results.

Summary shows understanding of all key points.

Completion One or more section not attempted and/or partial responses to prompt.

All sections attempted.

Responses do not always address prompt.

All sections completed.

Responses address all aspects of theprompt.

Quality Responses show limited understanding of the article.

Responses are not written in complete sentences.

Responses are unorganized, hurried, scattered, or messy, with little evidence for active engagement in the project.

Question is unrelated to or answered in the article.

Responses show partial understanding of the article.

Most responses are written in complete sentences.

Responses are poorly organized and show some engagement, with attempts at responding thoughtfully.

Question is related to article but tangential or vague.

Responses show evidence of completeunderstanding of the article.

All responses are written in complete sentences.

Responses are organized, show attention to detail, thoughtfulness, and active engagement in the project.

Question is related to article and thoughtful.


Page | 40

the history of scientific thought, as related to Content Standard G, The History and Nature of

Science (NRC 1996, p. 200).

Read a fiction book with good science content and participate in a book club

Do you remember reading something that hooked you on science—a novel, or even a comic

book? This last project elicits raised eyebrows—popular fiction in a

FIGURE 5

Examples of book club options.

Low reading level book choices

A Bone From A Dry Sea Peter Dickinson

Julie of the Wolves Jean George

The Missing Gator of Gumbo Limbo Jean George

There’s An Owl in the Shower Jean George

Shark Beneath the Reef Jean George

Clan Apis Jay Hosler

Medium reading level book choices

The Core Dean Wesley Smith

The Dechronization of Sam Magruder George

Simpson

The Perfect Storm Sebastian Junger

Singularity William Sleator

The House of the Scorpion Nancy Farmer

High reading level book choices

The Andromeda Strain Michael Crichton

Jurassic Park Michael Crichton

Toxin Robin Cook

Rendezvous with Rama Arthur C. Clarke


Page | 41

science class? When considering what students should read, we uncovered a closely guarded

secret: Science people love to read good fiction about science. When reading fiction, we engage

with the ideas of science in imaginative and enjoyable ways that we might not when reading for

information. [Editor’s note: For more on science fiction in science class, see “Science Fiction and

Scientific Literacy,” p. 38, in this issue of The Science Teacher.] We wanted students to have

access to this experience while providing opportunities for them to evaluate and discuss the

scientific ideas they encountered. Our critical reading and discussion goals make the book clubs

our most demanding project, which is why we save it for last.

Book clubs are discussion groups of four to five students who have chosen to read the same

book. To facilitate book choice, I bring copies of the books to class for students to look through

and talk about. They rank first, second, and third choices on an individual, reading‐level

appropriate list. I use their choices to arrange book club groups. The book clubs meet twice a

week during 100‐minute blocks, plan their own reading schedules, and discuss their books. Each

student assembles and decorates a reading journal specifically designed for fiction narrative.

New Metacognitive Log prompts help students make connections to situations or characters in

the novel and analyze the science presented in the story.

Students bring these journals with them to their book club and use them as the basis for group

discussions that often lead to new insights about the far‐reaching impact of science in their

lives. As they contribute to scientific and literary conversations with their peers, students see

themselves as successful readers of science. (For examples of books, see Figure 5.)

Making progress

Three years into our inquiry, one thing is clear: Our students have become more capable and

more willing science readers. Although many students read well below grade level, they could

still become science readers. Similarly, while we are not reading teachers, we can teach

students to read science. Our goals in beginning this inquiry were to improve student’s

attitudes toward science reading and give students the tools to become lifelong science

readers.

We made significant progress toward establishing the kind of scientific literacy that “expands

and deepens over a lifetime, not just during the years in school” (NRC 1996, p. 22). By the end

of the school year, reading becomes an established routine in my classroom, and students’

attitudes about reading change dramatically. When I announce the first book project in the fall,

the general response is “What, we have to read the whole book?” By the time the last project

rolls around in late spring, students say, “Read another book? Okay, I can do that.” ■


Page | 42

Janet Creech ([email protected]) is a teacher at Woodside High School, 199 Churchill Avenue

Woodside, CA 94062; and Gina Hale ([email protected]) is a professional development

associate at WestEd, 300 Lakeside Drive, 25th Floor, Oakland, CA 94612.

References

Keller, E.F. 1983. A feeling for the organism: The life and work of Barbara Mc Clintock. New

York: W.H. Freeman.

National Research Council (NRC). 1996. National science education standards. Washington, DC:

National Academy Press.

Reading Apprenticeship. http://wested.org/stratlit. Strategic Literacy Initiative at WestEd.

Roack, L.E., and J.H. Wandersee. 1993. Short story science. The Science Teacher 60(6): 18–21.

Schoenbach, R., C. Greenleaf, C. Cziko, and L. Hurwitz. 1999. Reading for understanding: A guide

to improving reading in middle and high school classrooms. San Francisco, CA: Jossey‐Bass

Publishers.

Schoenbach, R., J. Braunger, C. Greenleaf, and C. Litman. 2003. Apprenticing adolescents to

reading in subject‐area classrooms. Phi Delta Kappan October: 133–138.

Shapiro, M.J. 1997. Charles Drew: Life‐saving scientist. Austin, TX: Raintree Steck‐Vaughn.

Steineke, N. 2002. Reading and writing together: Collaborative literacy in action. Portsmouth,

NH: Heinemann.

Weiner, J. 1994. The beak of the finch. New York: Alfred A. Knoph.

Curricul

Appendix

lum – 8th G

x B – Bloom

Grade Scien

s Taxonomy

nce

y Questioninng

Pagee | 43

Curricul

Appendix

lum – 8th G

x C – Abbrev

Grade Scien

viated list of

nce

f Possible Sttudent Produucts

Pagee | 44


Page | 45

A. Artistic products

architecture murals decoration sculpture filmstrips slide shows comic strips yearbook advertisements drawing graphic design photography engraving etching

batik exhibits cartoons book covers/designs fabric design maps mobiles fashion design jewelry diorama furniture design wood carvings political cartoons horticultural design

landscaping terrariums mosaic collage silk screens movies videos computer graphics aquariums painting web pages package design postcards posters

puzzles car designs maps sewing puppets set design tin ware pottery iron work weaving calligraphy tessellations multimedia

presentations

B. Performance Products

skits role playing simulations theatrical

performance vocal athletic events

dance mime puppet shows dramatic

monologues comic performances demonstrations

films/videos reader's theater poetry readings improvisations musical

performance experiments

interpretive song composition chorale concerts parades reenactments

C. Spoken Products

debates speeches radio plays advertisements poetry readings storytelling poetry for two

voices interviews oral histories newscasts

teaching a lesson lecture mock trials songs sales promotions simulations demonstrations phone

conversations eulogies announcements comedy routines

master of ceremony D. J. shows panel discussions celebrity roasts narrations dedication

ceremony weather reports rap songs town crier guided tours

oral reports book talks chronicles forums sign language puppet shows book reviews audiotapes informercials


Page | 46

D. Visual Products videos slide/digital photo

shows sculptures table settings advertisements puppets calendars musical scores book jackets

layouts models pottery proclamations computer programs timelines diagrams/charts sketches graphs collages

ice sculptures demonstrations cartoons travel brochures athletic skills blueprints lists multimedia

presentations graphic design paintings

maps diagrams mobiles set design experiments caricatures silk screening graphic organizer photography fashion design

E. Models/Construction Products

drama sets sculpture relief map habitat bridges inventions food vehicles fitness trails microscopes microscope slides aqueducts terrariums greenhouses

gardens dioramas shelters collections ceremonies learning centers pottery working models ant farms buildings toys games books solar collectors

bird houses bulletin boards circuit boards paper engineering puppet theaters computer programs computers documentaries exhibitions interviews scale models 3-D figures graphs furniture

instruments robots machines rockets play facilities quilts multimedia

presentation hydroponic farms masks robots gifts catalogs mazes

F. Leadership Products

speeches plans school patrols leading rallies consensus building role playing mock trials musical

performance

elections debates campaigns protests open forums fund raising student council /government organizing a

business

organizing a group editorials service learning projects editing a newspaper directing a play club or class webmaster

G. Written Products

pamphlets brochures books speeches

parables advertisements laws graphs

grants analyses epics web pages

budgets blue prints census reports folktales


Page | 47

captions charts radio programs instructions interview questions outlines simulations recipes legends definitions bibliographies rhymes limericks

articles (newspaper, journal, etc.)

diaries/journals poetry marketing plans comic strips jokes/riddles slogans songs/lyrics questionnaires invitations story boards greeting cards

autobiographies flow charts amendments family trees position statements banners plays/skits letters/postcards crossword puzzles summaries consumer reports lists notes

graphic organizers story problems public service

announcements ethnography maps timelines multimedia

presentations discussion group

questions

Date post:	22-Jun-2020
Category:	Documents
Upload:	others
View:	0 times
Download:	0 times

Northwestern Consolidated Schools of Shelby County ...€¦ · 8.2 Plan and carry out...

Documents