CSCOPE 101 Handout

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Building the District Curriculum Teachers

CURRICULUM INSTRUCTION Vertical Alignment

Documents

TEKS Verification Year at a Glance Instructional Focus

Documents

Exemplar Lessons

! SCOPE

! What we teach

! To what level

! Ensure equity

! No gaps for students ! Content level

accuracy ! Assess gaps in students

knowledge and plan

intervention

! SEQUENCE

! Ensuring TEKS are taught

before testing

! Planning for end of year

! Move TEKS as needed

! SEQUENCE

! Order of introduction

! Suggested days

! Open days for additional

supports/practice

! Move units based on

resources/historical units

! Bridge between curriculum

and instruction

! Bundle of specified student

expectations

! Rationale – why the TEKS are

bundled (district add to this)

! Performance indicators-

example that show student

meet expectations

! Concepts (define as a team)

! Key understandings - big

ideas for the bundles of

specified student

expectations

! Exemplars (good examples)

! 5E Model – state model

! State lessons

! Textbook pages that match

instruction focus document

! Approved/enduring district lessons

(data and consensus)

! Lessons at level/higher than

exemplar

! Provide all approved lessons for

teachers to access

! TAKS practice

! Review

! Differentiate

Teachers use the vertical

alignment documents to:

! Gain clarity regarding

their accountability for

student learning in the

grade/course

! Track vertically the

depth and complexity

of a standard through

grade levels

! Choose instructional

resources and

materials that are

aligned with the

specified standards !

Teachers use the TEKS

Verification Matrix to:

! Verify the depth and

breadth of the

CSCOPE curriculum

system (what’s taught

when)

Teachers use the Year at a

Glance to:

! Plan high quality

instruction

! Scope out the year in a

single snapshot

! Work with peers to share

and allocate

instructional resources

! Monitor their own pacing

Teachers use the Instructional

Focus Documents to:

! Develop a depth of

understanding of how the

performance indicators will

measure student learning of

the bundled standards

! Determine exactly what is to

be taught in each six weeks

! Maintain focus of standards

and performance indicators

BEFORE planning and during

instruction.

Teachers use the lessons to:

! Plan high quality instruction

! Ensure that instruction, assessment,

and curriculum standards are fully

aligned

! Engage students in an active

learning process

! Springboard into other teacher

developed/selected lessons

inspired by the exemplars

Non-negotiable Conditionally Negotiable Negotiable (with Data/Consensus)

ESC 12/UbD Handout/July 2009/Teach Learn-CSCOPE

Understanding by Design

Framework designed for improving _________________________________ through standards-driven curriculum development, instructional design, and assessment.

Why is UbD Important?

•

•

•

Tenets of UbD

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Stages of Backward Design

1.

2.

3.

Sixth, Seventh, Eighth2009-2010

Science - Systems

Vertical Alignment Document

TEXT— TEKS: Bolded Black and Italics Knowledge Statement (TEA); Bolded Black – Student Expectations (TEA); Blue – Supporting Information Clarifi cations from CSCOPE

CELL SHADING — BEIGE: Student Expectations that are tested at current and/or other grade levels.

©2009, TESCCC Page 2 of 11 06/01/2009

SIXTH GRADE SEVENTH GRADE EIGHTH GRADE

6.5 The student knows that systems may com-bine with other systems to form a larger system.

7.5 The student knows that equilibrium of a system may change.

8.6 The student knows that interdependence occurs among living systems.

6.5A Identify and describe a system that results from the combination of two or more sys-tems such as in our solar system.

Identify, Describe

COMPLEX SYSTEMS

Including, but not limited to:

solar system•

describe the similarities, differences, • and relationships between systems within systems

7.5A Describe how systems may reach equilib-rium such as when a volcano erupts.

Describe

BALANCED SYSTEMS


equilibrium•

Earth systems•

volcanic eruptions•

earthquakes•

human systems•

homeostasis•

8.6A Describe interactions among systems in the human organism.

Describe

INTERACTIONS BETWEEN HUMAN BODY SYSTEMS


interactions among systems to regulate • metabolism and to maintain homeosta-sis

respiratory/circulatory•

skeletal/muscular•

endocrine/reproductive •

digestive/excretory•

6.5B Describe how the properties of a system are different from the properties of its parts.

Describe

SYSTEM PROPERTIES VS. PROPERTY OF PARTS


living systems•

organ systems•

ecosystems•

solar system•

7.5B Observe and describe the role of ecologi-cal succession in maintaining equilibrium in an ecosystem.

Observe, Describe

ECOLOGICAL SUCCESSION


stages of ecological succession•

primary succession•

secondary succession•

limiting factors (climate, elevation, • moisture, soil, food, space)

effects of commercial development•

8.6B Identify feedback mechanisms that main-tain equilibrium of systems such as body temperature, turgor pressure, and chemi-cal reactions.

Identify

FEEDBACK MECHANISMS IN SYSTEMS THAT MAINTAIN EQUILIBRIUM


maintaining body temperature•

maintaining blood sugar levels•

glucose levels controlled with insulin•

diet•

chemical reactions •

turgor pressure•

SCIENCE VERTICAL ALIGNMENT DOCUMENT - SIXTH, SEVENTH, EIGHTH

SYSTEMS

TEXT— TEKS: Bolded Black and Italics Knowledge Statement (TEA); Bolded Black – Student Expectations (TEA); Blue – Supporting Information Clari� cations from CSCOPE


©2009, TESCCC Page 3 of 11 06/01/2009


8.6C Describe interactions within ecosystems.

Describe

INTERACTIONS WITHIN ECOSYSTEMS


food chains/webs•

symbiosis •

mutualism•

commensalism•

parasitism •

community interactions •

predator-prey•

competition •

interactions between living and nonliving • systems

nitrogen cycle•

water cycle•

carbon cycle•

analyze the various types of relation-• ships in a food chain or web


SYSTEMS

Sixth, Seventh, Eighth2009-2010

Science - Constancy and ChangeVertical Alignment Document



©2009, TESCCC Page 5 of 6 06/01/2009


6.11 The student knows that traits of species can change through generations and that the instructions for traits are contained in the genetic material of the organisms.

7.10 The student knows that species can change through generations and that the instructions for traits are contained in the genetic material of the organisms.

8.11 The student knows that traits ofspecies can change through generations and that the instructions for traits are contained in the genetic material of the organisms.

6.11A Identify some changes in traits that can occur over several generations through natural occurrence and selective breeding.

Identify

CHANGES IN TRAITS


adaptations•

changes in traits due to natural oc-• currence

plant•

animal•

changes in traits due to selective • breeding

plant•

animal•

7.10A Identify that sexual reproduction results in more diverse offspring and asexualreproduction results in more uniformoffspring.

Identify

SEXUAL REPRODUCTION RESULTS IN DIVERSE OFFSPRING


organisms vary because they have dif-• ferences in inherited traits

sexual reproduction•

genetic material is donated from two • parents

allows for more genetic variation in • the offspring

offspring differ from each parent and • from each other

advantages/disadvantages•

ASEXUAL REPRODUCTION RESULTS IN UNIFORM OFFSPRING

Including, by not limited to:

asexual reproduction•

genetic material is donated from only • one parent

offspring are identical to the parent • and to each other

advantages/disadvantages•

8.11A Identify that change in environmental conditions can affect the survival ofindividuals and of species.

Identify

CHANGES IN ENVIRONMENTAL CONDI-TIONS CAN AFFECT THE SURVIVAL OF INDIVIDUALS AND OF SPECIES


environmental conditions•

natural events•

climate•

natural disasters •

human impact•

pollution•

deforestation•

protection of habitat•

introduce natural selection•


CONSTANCY AND CHANGE



©2009, TESCCC Page 5 of 6 06/01/2009


6.11B Identify cells as structures containinggenetic material.

Identify

CELLS


cells contain genetic material in the • nucleus

DNA•

chromosomes•

genes•

7.10B Compare traits of organisms of different species that enhance their survival and reproduction.

Compare

TRAITS OF ORGANISMS


adaptations•

animal examples:•

appendages•

mouth structures •

camoufl age•

plant examples:•

types of roots•

types of leaves•

seed dispersal•

attraction of pollinators•

8.11B Distinguish between inherited traits and other characteristics that result from interactions with the environment.

Distinguish

INHERITED TRAITS AND OTHER CHAR-ACTERISTICS


inherited traits•

plants•

animals•

behaviors•

inherent/instincts (innate)•

learned•





©2009, TESCCC Page 6 of 6 06/01/2009


6.11C Interpret the role of genes in inheritance.

Interpret

ROLE OF GENES IN INHERITANCE


inherited traits of organisms are passed • from parents to the offspring through genes

introduce dominant and recessive traits•

genes determine traits•

a gene is a portion of DNA•

7.10C Distinguish between dominant andrecessive traits and recognize thatinherited traits of an individual arecontained in genetic material.

Distinguish

BETWEEN DOMINANT AND RECESSIVE TRAITS


inherited traits of organisms are passed • from parents to the offspring through genes

dominant •

recessive •

introduce terms:•

allele•

homozygous/pure•

heterozygous/hybrid•

phenotype•

genotype•

compare dominant and recessive traits • of humans

recognize that physical characteristics • of organisms are passed to the offspring through genes

8.11C Make predictions about possibleoutcomes of various geneticcombinations of inheritedcharacteristics.

Predict

POSSIBLE OUTCOMES OF VARIOUS GENETIC COMBINATIONS


use Punnett squares to predict phe-• notype and genotype of monohybrid crosses

probability•

ratios/percentages•

distinguish between dominant and • recessive traits



Science TEKS Verification 8th Grade

. 1st 6Wks 2nd 6Wks 3rd 6Wks 4th 6Wks 5th 6Wks 6th 6Wks

(A) demonstrate safe practices during field and laboratory

investigations; andT T T T T T

(B) make wise choices in the use and conservation of resources

and the disposal or recycling of materials.T T T T T


(A) plan and implement investigative procedures including asking

questions, formulating testable hypotheses, and selecting and using

equipment and technology;

T T T T T

(B) collect data by observing and measuring; T T T T T T

(C) organize, analyze, evaluate, make inferences, and predict

trends from direct and indirect evidence;T T T T T T

(D) communicate valid conclusions; and T T T T T T

(E) construct graphs, tables, maps, and charts using tools

including computers to organize, examine, and evaluate data.T T T T T T


(A) analyze, review, and critique scientific explanations, including

hypotheses and theories, as to their strengths and weaknesses

using scientific evidence and information;

T T T T

(1) Scientific processes. The student conducts field and laboratory investigations using safe, environmentally appropriate, and ethical practices. The

student is expected to:

(2) Scientific processes. The student uses scientific inquiry methods during field and laboratory investigations. The student is expected to:

(3) Scientific processes. The student uses critical thinking and scientific problem solving to make informed decisions. The student is expected to:

©2009, TESCCC

T-Direct Teach O-Ongoing

CELL SHADING — BEIGE: Student Expectations that are tested at current and/or other grade levels. Page 1 of 4

using scientific evidence and information;

(B) draw inferences based on data related to promotional materials

for products and services;T T T T

(C) represent the natural world using models and identify their

limitations;T T T T

(D) evaluate the impact of research on scientific thought, society,

and the environment; andT T T

(E) connect Grade 8 science concepts with the history of science

and contributions of scientists.T T T T


(A) collect, record, and analyze information using tools including

beakers, petri dishes, meter sticks, graduated cylinders, weather

instruments, hot plates, dissecting equipment, test tubes, safety

goggles, spring scales, balances, microscopes, telescopes,

thermometers, calculators, field equipment, computers, computer

probes, water test kits, and timing devices; and

T T T

(4) Scientific processes. The student knows how to use a variety of tools and methods to conduct science inquiry. The student is expected to:

©2009, TESCCC




(B) extrapolate from collected information to make predictions. T T T


(A) identify a design problem and propose a solution; T T T

(B) design and test a model to solve the problem; and T T T

(C) evaluate the model and make recommendations for improving

the model.T T T


(A) describe interactions among systems in the human organism; T

(B) identify feedback mechanisms that maintain equilibrium of

systems such as body temperature, turgor pressure, and chemical

reactions; and

T

(C) describe interactions within ecosystems. T


(A) demonstrate how unbalanced forces cause changes in the

speed or direction of an object's motion; andT

(B) recognize that waves are generated and can travel through

different media.T


(A) describe the structure and parts of an atom; and T

(7) Science concepts. The student knows that there is a relationship between force and motion. The student is expected to:

(8) Science concepts. The student knows that matter is composed of atoms. The student is expected to:

(5) Scientific processes. The student knows that relationships exist between science and technology. The student is expected to:

(6) Science concepts. The student knows that interdependence occurs among living systems. The student is expected to:

©2009, TESCCC



( ) p

(B) identify the properties of an atom including mass and electrical

charge.T


(A) demonstrate that substances may react chemically to form new

substances;T

(B) interpret information on the periodic table to understand that

physical properties are used to group elements;T

(C) recognize the importance of formulas and equations to express

what happens in a chemical reaction; andT

(D) identify that physical and chemical properties influence the

development and application of everyday materials such as cooking

surfaces, insulation, adhesives, and plastics.

T


(9) Science concepts. The student knows that substances have chemical and physical properties. The student is expected to:

(10) Science concepts. The student knows that complex interactions occur between matter and energy. The student is expected to:

©2009, TESCCC




(A) illustrate interactions between matter and energy including

specific heat;T

(B) describe interactions among solar, weather, and ocean

systems; andT

(C) identify and demonstrate that loss or gain of heat energy

occurs during exothermic and endothermic chemical reactions.T


(A) identify that change in environmental conditions can affect the

survival of individuals and of species;T

(B) distinguish between inherited traits and other characteristics

that result from interactions with the environment; andT

(C) make predictions about possible outcomes of various genetic

combinations of inherited characteristics.T


(A) analyze and predict the sequence of events in the lunar and

rock cycles;T

(B) relate the role of oceans to climatic changes; and T

(C) predict the results of modifying the Earth's nitrogen, water, and

carbon cycles.T


(11) Science concepts. The student knows that traits of species can change through generations and that the instructions for traits are contained in the

genetic material of the organisms. The student is expected to:

(12) Science concepts. The student knows that cycles exist in Earth systems. The student is expected to:

©2009, TESCCC




(A) describe characteristics of the universe such as stars and

galaxies;T

(B) explain the use of light years to describe distances in the

universe; andT

(C) research and describe historical scientific theories of the origin

of the universe.T


(A) predict land features resulting from gradual changes such as

mountain building, beach erosion, land subsidence, and continental

drift;

T

(B) analyze how natural or human events may have contributed to

the extinction of some species; andT T

(13) Science concepts. The student knows characteristics of the universe. The student is expected to:

(14) Science concepts. The student knows that natural events and human activities can alter Earth systems. The student is expected to:

©2009, TESCCC



INSTRUCTIONAL FOCUS DOCUMENT

Eighth Grade/Science

UNIT: 06 TITLE: HEREDITY AND THE ENVIRONMENT: TRAITS AND THE

ECOSYSTEM SUGGESTED DURATION: 14 DAYS

©2009, TESCCC 05/03/09 page 1 of 3

Exemplar Lesson 01: Interdependency In Ecosystems Exemplar Lesson 02: Interactions Between Living and Non-Living

Systems Exemplar Lesson 03: Environmental Conditions Affecting Species

Survival

State Resources:

Xtreem Science – Teacher Quality Grant 8th Grade

http://www.tcet.unt.edu/tegs/indexHtml.html Science TEKS Toolkit: http://www.utdanacenter.org/sciencetoolkit/!

RATIONALE:

This unit bundles student expectations that address an overall understanding of ecology in order to identify how interdependence, interactions, and environmental conditions play roles in the stability of an ecosystem. This stability is maintained through the relationship between organisms and the environment. Changes to any part of the system affect the whole system. Prior to this unit, students used Punnett squares to predict which offspring will inherit traits that will allow them to survive particular environmental conditions. This unit is placed after genetics to help the students have a better understanding of natural selection and survival of the fittest. It also allows for a review and application of genetics. According to the American Association for the Advancement of Science (AAAS) in the Benchmarks for Science Literacy (Project 2061) [online version], students should be guided from specific examples of the interdependency of organisms to a more systematic view of the kinds of interactions that take place among organisms. American Association for the Advancement of Science. (1993). Benchmarks on-line. Retrieved April 25, 2008, from http://www.project2061.org/publications/bsl/online/bolintro.htm

MISCONCEPTIONS/UNDERDEVELOPED CONCEPTS:

! Fragments of oxygen and carbon are used to create a carbon dioxide-oxygen cycle.

! The nitrogen cycle is used to provide energy for the carbon cycle.

! The carbon cycle consists of photosynthesis and respiration.

PERFORMANCE INDICATORS CONCEPTS KEY UNDERSTANDINGS FOR LEARNERS

Create a mini-poster describing the ideal ecological relationships in an ecosystem. (8.6C)

ELPS: 1C, 1E, 2E, 2I, 3D, 3H, 4E, 5B, 5G

Constancy – Energy Change – Cycles

Organisms in an ecosystem are interdependent because they recycle matter and energy. Matter is cycled through the environment.

http://www.tcet.unt.edu/tegs/indexHtml.html

http://www.utdanacenter.org/sciencetoolkit/

http://www.project2061.org/publications/bsl/online/bolintro.htm

INSTRUCTIONAL FOCUS DOCUMENT Eighth Grade/Science

UNIT: 06 TITLE: HEREDITY AND THE ENVIRONMENT: TRAITS AND THE ECOSYSTEM

SUGGESTED DURATION: 14 DAYS

©2009, TESCCC 05/03/09 page 2 of 3

PERFORMANCE INDICATORS CONCEPTS KEY UNDERSTANDINGS FOR LEARNERS When assigned a change in an environmental condition create a second mini-poster describing and illustrating how individuals and species are affected. (8.11A)

ELPS: 1C, 1E, 2E, 2I, 3D, 3H, 4E, 5B, 5G

Systems – Interdependence Systems – Living Nature of Science

Organisms depend on their environment to survive.

KEY ACADEMIC VOCABULARY SUPPORTING CONCEPTUAL DEVELOPMENT ! Recycle –to put or pass through a cycle again; to use again, especially to reprocess.

TEKS# SE# TEKS SPECIFICITY

8.6 The student knows that interdependence occurs among living systems.


Describe INTERACTIONS WITHIN ECOSYSTEMS Including, but not limited to:

! food chains/webs

! symbiosis

! mutualism

! commensalism

! parasitism

! community interactions

! predator-prey

! competition

! interactions between living an nonliving systems

! nitrogen cycle

! water cycle

! carbon cycle

! analyze the various types of relationships in a food chain or web

8.11 The student knows that traits of species can change through generations and that the instructions for traits are contained in the genetic material of the organism.

8.11A Identify that change in environmental conditions can affect the survival of individuals and of species.

Identify CHANGES IN ENVIRONMENTAL CONDITIONS CAN AFFECT THE SURVIVAL OF INDIVIDUALS AND OF SPECIES

Name _______________________

Date _______________________

Teacher ____________________

Section ____________________

Science Grade 8 Unit 06: Heredity and the Environment:Traits and the Ecosystem 08

Instructions: Answer the following questions.

Unpublished Work, Copyright © 2002-2007, Education Service Center Region 10. All Rights Reserved.

This test is the property of TESCCC/CScope and as such may not be replicated or changed without permission.

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Science Grade 8 Unit 06: Heredity and the Environment: Traits and the Ecosystem 08


Page: 1 GO ONThis test is the property of TESCCC/CScope and as such may not be replicated or changed without permission.

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Page: 3 STOPThis test is the property of TESCCC/CScope and as such may not be replicated or changed without permission.

Answer Key

# Item ID Key TEKS Stimulus

1 C081087656D D 8.6C -

8C2

-

2 C081087670D D 8.6C -

8C2

-

3 C081087679D A 8.6C -

8C2

-

4 C081087682D C 8.6C -

8C2

-

5 C081087712D C 8.11A -

8C2

-

6 C081087686D B 8.6C -

8C2

-

7 C081087704D D 8.11A -

8C2

-

8 C081087706D A 8.11A -

8C2

-

9 C081087708D B 8.11A -

8C2

-

10 C081087684D !""#$%%$&'"(#)*+,-&#.,#/'"&01-2% 8.6C -

8C2

C08108768

4Dp




Checklist List

10)

Scoring Notes:

!

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Based on the 5E Instructional Model presented by Dr. Jim Barufaldi at the Eisenhower Science Collaborative Conference in Austin, Texas, July 2002. Adapted from description by Cornel University, 2005

Model of

Instruction

Engage The first phase is to engage the student in the learning task. The student mentally focuses on an object, problem, situation, or event. The activities of this phase should make connections to past and future activities. The connections depend on the learning task and may be conceptual, procedural, or behavioral. Asking a question, defining a problem, showing a discrepant event, and acting out a problematic situation are all ways to engage the students and focus them on the instructional activities. The role of the teacher is to present a situation and identify the instructional task. The teacher also sets the rules and procedures for the activity.

The Student… Explain Activities The Teacher… ! Asks questions such as:

! Why did this happen?

! What do I already know about this?

! What can I find out about this?

! How can this problem be solved?

! Shows interest in topic.

! Responds to questions demonstrating their own entry point of understanding

Initiate the learning task. The activity should make connections between past and present learning experiences, and anticipate activities and organize students' thinking toward the learning outcomes of current activities. ! Generate interest ! Access prior knowledge ! Connect to past knowledge

! Set parameters of the focus

! Frame the idea

! Raises questions and problems.

! Elicits responses that uncover students' current knowledge about the concept/topic.

! Generates interest.

! Generates curiosity.

Explore Once the activities have engaged students, they need time to explore their ideas. Exploration activities are designed so that all students have common, concrete experiences upon which they continue building concepts, processes, and skills. This phase should be concrete and meaningful for the students. The aim of exploration activities is to establish experiences that teachers and students can use later to formally introduce and discuss content area specific concepts, processes, or skills. During the activity, the students have time in which they can explore objects, events, or situations. As a result of their mental and physical involvement in the activity, the students establish relationships, observe patterns, identify variables, and question events. The teacher's role in the exploration phase is first and foremost to select activities that lead to substantive concept building. The teacher’s role, then, is that of facilitator or coach. The teacher initiates the activity and allows the students time and opportunity to investigate objects, materials, and situations based on each student's own ideas and phenomena. If called upon, the teacher may coach or guide students as they begin constructing new explanations.

The Student… Explain Activities The Teacher…

! Thinks creatively within the limits of the activity.

! Tries alternatives to solve a problem and discusses them with others.

! Suspends judgment.

! Conducts activities, predicts, and forms hypotheses or makes generalizations

! Becomes a good listener

! Shares ideas and suspends judgment

! Records observations and/or generalizations

! Discusses tentative alternatives

Provide students with a common base of experiences which current concepts, processes, and skills are identified and developed. ! Experience key concepts ! Discover new skills ! Probe, inquire, and question

experiences ! Examine their thinking ! Establish relationships and

understanding

! Elicits responses that uncover students' current knowledge about the concept/topic.

! Raises questions and problems.

! Acts as a facilitator

! Observes and listens to students as they interact

! Asks good inquiry-oriented questions

! Generates interest.

! Generates curiosity.


Model of

Instruction

Explain Explanation means the act or process in which concepts, processes, or skills become plain, comprehensible, and clear. The process of explanation provides the students and teacher with a common use of terms relative to the learning experience. In this phase, the teacher directs student attention to specific aspects of the engagement and exploration experiences. First, the teacher asks the students to give their explanations. Second, the teacher introduces explanations in a direct and formal manner. Explanations are ways of ordering and giving a common language for the exploratory experiences. The teacher should base the initial part of this phase on the students' explanations and clearly connect the explanations to experiences in the engagement and exploration phases of the instructional model. The key to this phase is to present concepts, processes, or skills briefly, simply, clearly, and directly, and then continue on to the next phase.


! Explains possible solutions or answers to other students.

! Listens critically to other students' explanations.

! Questions other students' explanations.

! Listens to and tries to comprehend explanations offered by the teacher.

! Refers to previous activities.

! Uses recorded observations in explanations.

! Uses previous observations and findings

! Provides reasonable responses to questions

Focus students' attention on a particular aspect of their engagement and exploration experiences, and provide opportunities to demonstrate their conceptual understanding, process skills, or behaviors. This phase also provides opportunities for teachers to introduce a concept, process, or skill.

! Connect prior knowledge and background to new discoveries

! Communicate new understandings

! Connect informal language to formal language

! Formally provides definitions, explanations, and new vocabulary.

! Uses students' previous experiences as the basis for explaining concepts.

! Encourages students to explain their observations and findings in their own words

! Provides definitions, new words, and explanations

! Listens and builds upon discussion form students

! Asks for clarification and justification

! Accepts all reasonable responses

Elaborate Once the students have an explanation of their learning tasks, it is important to involve them in further experiences that apply, extend, or elaborate the concepts, processes, or skills. Some students may still have misconceptions, or they may only understand a concept in terms of the exploratory experience. Elaboration activities provide further time and experience that contribute to learning. The teacher should provide opportunities for students to practice their learning in new contexts.


! Applies new labels, definitions, explanations, and skills in new, but similar, situations.

! Uses previous information to ask questions, propose solutions, make decisions, design experiments.

! Draws reasonable conclusions from evidence.

! Provides reasonable conclusions and solutions

! Records observations, explanations, and solutions

Challenge and extend students' conceptual understanding and skills. Through new experiences, the students develop deeper and broader understanding, more information, and adequate skills.

! Apply new learning to a new or similar situation

! Extend and explain concept being explored

Communicate new understanding with formal language

! Expects students to use vocabulary, definitions, and explanations provided previously in new context.

! Encourages students to apply the concepts and skills to new situations.

! Reminds and refers students of alternative explanations.

! Uses previously learned information as a vehicle to enhance additional learning

! Encourages students to apply or extend the new concepts and skills

Encourages students to use terms and definitions previously acquired


Model of

Instruction

Evaluate At some point, it is important that students receive feedback on the adequacy of their explanations. Informal evaluation can occur from the beginning of the teaching sequence. The teacher can complete a formal evaluation after the elaboration phase. As a practical educational matter, teachers must assess educational outcomes. This is the phase in which teachers administer formative or summative evaluations to determine each student's level of understanding. This also is the important opportunity for students to use the skills they have acquired and evaluate their understanding. This is also the time when the teacher determines whether students have met the performance indicators.


! Demonstrates an understanding or knowledge of concepts and skills

! Answers open-ended questions by using observations, evidence, and previously accepted explanations.

! Evaluates his or her own progress and knowledge.

! Asks related questions that would encourage future investigations.

! Provides reasonable responses and explanations to events or phenomena

Encourage students to assess their understanding and abilities and provide opportunities for teachers to evaluate student progress.

! Demonstrate understanding of new concept by observation or open-ended response

! Apply within problem situation

! Show evidence of accomplishment

! Assesses students’ knowledge and skills

! Observes students as they apply new concepts and skills.

! Looks for evidence that students have changed their thinking.

! Allows students to assess their learning and group process skills.

! Asks open-ended questions such as, Why do you think...? What evidence do you have? What do you know about the problem? How would you answer the question?

! Encourages students to assess their own learning

Eighth Grade Science

Unit: 06 Lesson: 01 Suggested Duration: 6 days

Interdependency in Ecosystems

©2008, TESCCC 08/18/08 page 1 of 17

Lesson Synopsis: Students will investigate relationships in an ecosystem including predator/prey, symbiosis, and energy pyramids. The 10% rule will be investigated.

TEKS: 8.6 The student knows that interdependence occurs among living systems.


Process TEKS: 8.1 The student conducts field and laboratory investigations using safe, environmentally appropriate, and ethical

practices.

8.1A Demonstrate safe practices during field and laboratory investigations.

8.2 The student uses scientific inquiry methods during field and laboratory investigations.

8.2B Collect data by observing and measuring.

8.2C Organize, analyze, evaluate, make inferences, and predict trends from direct and indirect evidence.

8.2E Construct graphs, tables, maps, and charts using tools including computers to organize, examine, and evaluate data.

8.3 The student uses critical thinking and scientific problem solving to make informed decisions.

8.3C Represent the natural world using models and identify their limitations.

8.4 The student knows how to use a variety of tools and methods to conduct science inquiry.

8.4B Extrapolate from collected information to make predictions.

GETTING READY FOR INSTRUCTION

Performance Indicator(s): ! Create a mini-poster describing the ideal ecological relationships in an ecosystem. (8.6C)

ELPS: 1C, 1E, 2E, 2I, 3D, 3H, 4E, 5B, 5G

Key Understandings and Guiding Questions: ! Organisms in an ecosystem are interdependent because they recycle matter and energy.

— What are the relationships between consumers, producers, and decomposers?

— How are organisms in an ecosystem dependent on each other?

— What paths do matter and energy take through an ecosystem?

— In an energy pyramid, why is there less energy available towards the top?

Vocabulary of Instruction: ! 10% rule

! commensalism

! energy pyramid

! mutualism

! parasitism

! symbiosis

Materials: ! nature magazines

! construction paper –light colors

! markers

! glue or tape

! scissors

! tokens (colored plastic markers, buttons, counters,

or other items may be used) (1 per student)

! construction paper –green, red, yellow, and blue

8th Grade Science Unit: 06 Lesson: 01

©2008, TESCCC 08/18/08 page 2 of 17

! pouch (1 per student)

! string or yarn

Appropriate materials may be substituted as needed to incorporate district resources and availability.

Resources: ! Website-Population Growth: http://www.activescience-gsk.com/home.html

! STATE RESOURCE:

— Xtreem Science – Teacher Quality Grant 8th Grade- You Can’t Have One Without the Other

http://www.tcet.unt.edu/tegs/index.html

Advance Preparation: 1. Make copies of the following handouts:

! Everybody Plays a Part Cards (1 copy, class set of cut cards)

! Building Relationships Instructions and Rubric (1 per group)

! How Do We Relate? (1 per student)

! Two Column Notes Organizer (1 per student) – cut in half

! Relationship Cards (1 class set) – cut apart and laminate

! Relationship Cards KEY (1 per teacher)

! Energy Pyramid Instruction Card (1 per student)

! Energy Pyramid Data Sheet (1 sheet per student pair) – cut apart

! Energy Pyramid Strips (1 sheet per 4 students) – on light colored construction paper, cut apart

! Feeding Frenzy Teacher Instructions (1 per teacher)

! Performance Indicator – Part I Grading Rubric (1 per student) 2. Construct Feeding Frenzy pouches. (1 per student)

Background Information: Ecology is the study of how organisms interact with the biotic and abiotic factors in their environment. The foundation knowledge of producers, consumers, and decomposers will be expanded to include symbiotic relationships such as mutualism, commensalisms, and parasitism. The concept of the 10% rule which states that about 10% of the energy available at each trophic level is available for use by the next level on energy pyramid. The other 90% of the energy keeps the organism alive.

GETTING READY FOR INSTRUCTION SUPPLEMENTAL PLANNING DOCUMENT Instructors are encouraged to supplement, and substitute resources, materials, and activities to differentiate instruction to address the needs of learners. The Exemplar Lessons are one approach to teaching and reaching the Performance Indicators and Specificity in the Instructional Focus Document for this unit. A Microsoft Word template for this planning document is located at www.cscope.us/sup_plan_temp.doc. If a supplement is created electronically, users are encouraged to upload the document to their Lesson Plans as a Lesson Plan Resource in your district Curriculum Developer site for future reference.

INSTRUCTIONAL PROCEDURES

Instructional Procedures Notes for Teacher

ENGAGE NOTE: 1 Day = 50 minutes Suggested time: Day 1

Everybody Plays a Part! 1. Distribute card set: Everybody Plays a Part.

2. Designate three different areas of the room: one for producers, one for

consumers, and one for decomposers.

3. Give students 5 minutes to move to the group that they belong to based on the flashcard that they were given.

4. Once everyone has found a group, have students discuss amongst

MATERIALS:

! Cards: Everybody Plays a Part (class set)

http://www.tcet.unt.edu/tegs/index.html

http://www.cscope.us/sup_plan_temp.doc

http://www.activescience-gsk.com/home.html


©2008, TESCCC 08/18/08 page 3 of 17

Instructional Procedures Notes for Teacher themselves their reasoning for choosing that particular group.

5. Each group will choose a spokesperson that will compile a list of organisms in that group and present this list to the class.

6. The class will then decide if each organism belongs there. If they don’t belong, have a class discussion to decide where they belong and why.

7. Next, have students create simple food chains from their cards. Have them reorganize into a chain with three or four links.

8. After checking the food chains, have students create a food web.

9. Have students record in their journals the patterns they noticed in the food chains and food webs.

These concepts were covered in previous grades.

All food chains and food webs include producers.

EXPLORE Suggested time: Day 2 Building Relationships

1. Divide students into groups of 3-4. Distribute handout: Building Relationships Instructions and Rubric.

2. Give each group several nature magazines (such as National Geographic, Outdoor Life, Gardening, Audubon, etc.), as well as a construction paper, scissors, markers, and glue.

3. Each student will build their own food chain by pasting magazine cut outs of the sun, animals and plants. Encourage students to build three or four chains from the same ecosystem.

4. Students will need to label each consumer in their chains as a carnivore, herbivore, or omnivore.

5. Students will also need to label producers and level of consumers, and decomposers. Consumers will be labeled as primary, secondary, or tertiary, depending on their location in the food chain.

6. Students will also need to identify all of the predator-prey relationships found in their food chains. Ask:

! What are the relationships between consumers, producers, and decomposers?

! What paths do matter and energy take through an ecosystem?

MATERIALS:

! Handout: Building Relationships Instructions and Rubric (1 per group)

! nature magazines

! construction paper

! scissors

! glue

! markers If magazines are not available, students may draw food chains. Use Building Relationships Rubric to assess the posters

EXPLAIN Suggested time: Day 3 How Do We Relate? 1. Ask:

! How are organisms in an ecosystem dependent on each other?

2. Have students read the handout: How Do We Relate? As they read have them complete the handout: Two-Column Notes Organizer.

MATERIALS:

! Handout: How Do We Relate? (1 per student)

! Handout: Two Column Notes Organizer (1 per student)

! Cards: Relationship Cards (1 class set)

! Relationship Cards KEY (1 per teacher)


©2008, TESCCC 08/18/08 page 4 of 17

Instructional Procedures

producers

herbivores

carnivores

carnivores

center line

Notes for Teacher 3. Have students work in groups to sort the cards: Relationship Cards into

the proper type of symbiosis. Have them record the examples in their journals.

EXPLORE Suggested time: Day 4 Energy Pyramid 1. Have students draw in their journal a representation of a simple

ecosystem. Use circles to represent producers, squares to represent primary consumers (herbivores), and triangles to represent secondary consumers (carnivores). As they are drawing, walk around checking their work.

2. Have students compare their drawings with a partner.

Ask:

! What do the drawings have in common? Most drawings should have more producers than consumers, more primary consumers than secondary consumers.

Symbols should be placed in the drawing proportional to what an ecosystem could support.

EXPLAIN Suggested time: Day 4 Energy Pyramid 1. Distribute handouts: Energy Pyramid Instruction Card, Energy Pyramid

Data Sheet, and Energy Pyramids Strips.

2. In today’s lesson, we will look at the relationship of numbers in a model called an energy pyramid. Ask:

! In an energy pyramid, why is there less energy available towards the top?

3. Point out to students that the levels decrease in size. Each level has 10%

of the available energy from the previous level. This is known as the 10% rule in ecology. The rest of the energy is used to keep the organism functioning.

4. Have students complete the instructions listed on handout: Energy Pyramid Instruction Card.

MATERIALS:

! Handout: Energy Pyramid Instruction Card (1 per student)

! Handout: Energy Pyramid Data Sheet (1 sheet per student pair)

! Handout: Energy Pyramid Strips (1 sheet for every 4 students)

ELABORATE Suggested time: Day 5 Feeding Frenzy 1. The Feeding Frenzy activity reinforces the relationships between

producers, consumers, decomposers, and the 10% rule. It is a game of tag.

2. Use the handout: Feeding Frenzy Teacher Instructions to work through

the activity with students.

MATERIALS:

! Handout: Feeding Frenzy Teacher Instructions (1 per teacher)

! tokens (colored plastic markers, buttons, counters, or other items may be used.) (1 per student)

! construction paper- red, green, blue, and yellow cut into 3” x 3” squares

! pouch (1 per student)

! grassy area

ESC 12/CSCOPE Navigation Guide/June 2009/Teach Learn-CSCOPE

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The CSCOPE™ Curriculum Documents-Guided Exploration

ESC 12/CSCOPE Guided Exploration HO/June 2009/Teach Learn CSCOPE

1. Vertical Alignment Documents-The VADs present aligned standards among grade levels. !

• What is the importance of the blue text listed below the student expectations?

• How will this document support your instruction?

• Notes:

!

!

!

2. TEKS Verification Matrix-This matrix ensures that the entire state curriculum is fully covered in the CSCOPE curriculum system.

• What do the letters “O” and “T” mean on this document?

• What is the significance of the cell shading?

• Notes: !

3. Year at a Glance-The YAG is designed to present a quick snapshot of the entire year’s instructional plan for each content area. They are organized by six or nine weeks.

• What important information do you see on the document?

• How will you use this document in planning instruction? • Notes:

!

The CSCOPE™ Curriculum Documents-Guided Exploration

ESC 12/CSCOPE Guided Exploration HO/June 2009/Teach Learn CSCOPE

4. Instructional Focus Documents-The IFDs are used to group the specified standards from the Vertical Alignment Documents (VADs) into a logical sequence for instruction (units of study). This valuable document serves as the bridge between curriculum and instruction.

• Select an IFD to explore. Grade Level________ Content Area_______________

Unit_________ Title_____________________________________

• Read the Rationale. What is the purpose of the Rationale?

• Read the rest of the IFD. How will the TEKS and Specificity help support your instruction?

• Notes:

5. Unit Assessments-Unit tests are developed for each unit of study based on the performance indicators and TEKS from the Instructional Focus Document (IFD). Unit assessments may be used with or without the exemplar lessons.

!

• View the Unit Assessment for the IFD you just explored.

• Notes:

6. Lessons-The exemplar lessons provide a comprehensive resource of instructional activities based on the 5E model.

! Select a lesson to view from the same Unit of Study you have been exploring (the red

links are the lessons). As you read through the lesson, make notes about each section using the guide below.

! Getting Ready for Instruction:

! Instructional Procedures:

! Notes for Teachers:

! Handouts:

7. Materials and Resources-The materials document lists all needed materials for exemplar lessons. Resources include revisions and additional reference documents.

! Locate and view the materials and resources for the unit you have been exploring.

CSCOPE 101 Handout

Documents

Transcript of CSCOPE 101 Handout