Science Grade 6
Core Content Coaching
Purpose
To provide support for grade-level, unit content planning for the Chemical Changes Unit
Resources for planning
• Teacher Yearly Resource Document (or Yearly Itinerary)
• CRM 3: Properties of Matter
• Blank Pacing Calendar
• 6th Grade 2nd Six Weeks Lessons: Chemical Changes Pacing Guides, Chemical Changes Daily Lesson Pages
• Computer with Internet Access
Teacher yearly resource document
Monday Tuesday Wednesday Thursday Friday
Oct. 6
Density
7 8 9 10
Oct. 13
Student Holiday
14
Density
15 16
Chemical Changes
17
Oct. 20
Chemical Changes
21 22 23
Energy Transformations
24
Oct. 27
Energy Transformations
28 29 30 31
Nov. 3
Potential & Kinetic Energy
4 5 6 7
2nd Six Weeks Planner (24 days)
6.1A-B, 6.2A, B, & E, 6.3A, 6.4A-B 6.5: Matter and energy. The student knows the differences between elements and compounds. The student is expected to:
6.5D identify the formation of a new substance by using the evidence of a possible chemical change such as production of a gas, change in temperature, production
of a precipitate, or color change
TEKS & Student expectations
Content TEKS Skills TEKS
CRM 3: TEKS & Acquisition section
Teacher Content support
ACS Teacher Background Video
http://www.middleschoolchemistry.com/teacherbackground/chapter6/chemical_reactions.php
NSTA Leaning Center- http://learningcenter.nsta.org/
Search Resources & Opportunities: Chemical Reactions
ScienceFusion Grade 6 Teacher Edition: Physical and Chemical Changes p. 138
Vertical alignment
6TH GRADE
•6.5D identify the formation of a new substance by using the evidence of a possible chemical change such as production of a gas, change in temperature, production of a precipitate, or color change
7TH GRADE
•7.6B distinguish between physical and chemical changes in matter in the digestive system
8TH GRADE
8.5: Matter and energy. The student knows that matter is composed of atoms and has chemical and physical properties. The student is expected to:
8.5E investigate how evidence of chemical reactions indicate that new substances with different properties are formed
2014 STAAR-Released Question for 8.5Einvestigate how evidence of chemical reactions indicate that new substances with different properties are formed
15%78%
4%
2%
2014 STAAR-Released Question for 8.5Einvestigate how evidence of chemical reactions indicate that new substances with different properties are formed
9%15%65%12%
2014 STAAR-Released Question for 8.5Einvestigate how evidence of chemical reactions indicate that new substances with different properties are formed
9%71%11%10%
Based on the data and distractors, what key points should teachers emphasize during lessons?
• Dissolving and an increase in temperature by an outside energy source are not evidence of a chemical reaction.
• Students should create an acronym or use another memorization strategy to remember the 4 pieces of evidence. Color Change, Temperature Change, Gas, Precipitate
Example: Click the green pen.
OR
E (Effervescence- bubbles, gives off gas)
P (Precipitate)
O (Odor, change of smell)
C (Color Change)
H (Heat, heats up or cools down)
Components of a good lesson plan
1. Engage Student Interest
2. Review/Scaffold to TEKS
3. Student-Centered Activities directly relating to the depth and complexity of the TEKS
• Labs, Activities, Videos
1. Organize and Practice Vocabulary
2. Reading & Comprehension Strategies
3. Writing Opportunities & Scaffolds
4. Daily Listening & Speaking Opportunities
5. Differentiation
6. Formative Assessment & Reteach
Embedded in lessons: Engage Student Interest
• Journal Entry: You will be given an unknown powder that is the same as one of the powders you have been testing, and you will have to identify the powder. How will you solve this problem?
Embedded in lessons:Review / Scaffold to TEKS
• Leveled Readers: Changes in Matter
Embedded in lessons: Student-Centered Activities directly relating to the depth and complexity of the TEKS (Labs, Activities, Videos)
• Powder Particulars
• Color Change Demonstration
• Identifying an Unknown Lab
Embedded in lessons:Organize and Practice Vocabulary
• Chemical Changes Frayer Model
• Journal Entry: Write two test questions for a chemical changes quiz.
• Kagan Inside-Outside Circle
Embedded in lessons:Reading & Comprehension Strategies
• Powder Particulars
• Shared Reading
• Mixed-Ability Partners
Embedded in lessons:Writing Opportunities & Scaffolds
• Chemical Change Exit Ticket
• Journal Entry: You will be given an unknown powder that is the same as one of the powders you have been testing, and you will have to identify the powder. How will you solve this problem?
• Identifying an Unknown Lab Questions
• Journal Entry: Summarize how you identified the unknown powder.
• Journal Entry: Write two test questions for a chemical changes quiz.
• Scaffolds: Sentence Frames, Sentence Starters, Word Bank
Embedded in lessons:Daily Listening & Speaking Opportunities
• Powder Particulars Investigation
• Chemical Changes Presentation Checking for Understanding
• Identifying an Unknown Lab
• Kagan Inside-Outside Circle
“A chemical change is…”
“Evidence of a chemical change include…”
• Special Education: 1. Mixed-Ability Partners2. Accommodated Two-Column Notes for Chemical Changes Presentation3. Chemical Changes Chart4. Extended Learning Opportunities
• English Language Learners: 1. Mixed-Ability Partners2. Anchor of Support3. Word Bank4. Sentence Frames
Embedded in lessons:Differentiation
• Blossoms - Recognizing Chemical Reactions Video: http://www.youtube.com/watch?v=9_LBtVeIxuA
• Mr. Andersen’s Physical and Chemical Changes Video: http://www.youtube.com/watch?v=X328AWaJXvI&feature=related
• ScienceFusion Optional Lessons
• Other Lessons Folder Activities
• Chemical Changes Presentation Checking for Understanding
• Chemical Change Exit Ticket
• Identifying an Unknown Lab Questions
• Journal Entries
• Kagan Inside-Outside Circle
• Chemical Changes Quiz
Embedded in lessons:Formative Assessment & Reteach
Formative Assessment Reteach Opportunities
Higher level questions• “Research shows there’s a link between critical thinking skills and increased student achievement in the
classroom.” (Moore & Stanley, 2010)
• Higher level questions must be planned in order to be implemented effectively in the classroom.
• Levels of Questions
• Knowledge
• Comprehension
• Application
• Analysis
• Synthesis
• Evaluation
• Plan and provide a variety of questions at each level and build student knowledge and critical thinking by providing Higher Level Questions.
Lower Levels of questions
Higher Levels of questions
Sample Unit questions
• A sample from this unit using the Daily Guiding Questions.
Knowledge Comprehension Application Analysis Synthesis Evaluate
What is a chemical change?
How would you classify the type of
change in the following example?
Give examples of a chemical change that occur in your kitchen
at home.
How do you know when a new
substance has formed during a
chemical change?
Design an experiment to test the mixing of sodium sulfite, citric
acid, and sodium iodate as a chemical
change.
What information would you use to
support your view that oxidation is a
chemical change?
Recommended Anchors of Support
• Chemical Changes Unit Overview
• Chemical Changes Frayer Model
Anchors of SupportOther Resources
•Interactive Word Wall- Current, working models with student contributions • Interactive Word Walls Article: http://learningcenter.nsta.org/files/ss1103_45.pdf
• “Word walls can be arranged on cupboard doors or classroom walls, or hung from the ceiling with wire and string.”
• “Maximum instructional potential and efficiency are achieved when interactive word-wall construction is aligned with lessons and students are allowed to participate in the process. As a result, walls are usually built over many days and are finished as a unit nears completion. Word walls support units and are changed or replaced as units change.”
• Interactive Word Walls Rubric: Next Slide
• ScienceFusion Textbook, Science Glossaries, Dual Language Science Glossaries
Academic vocabularyDAILY LESSON PAGE
CURRICULUM ROAD MAP
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