GPS 206 3 20Water 20upload by I91J4s

VIEWS: 8 PAGES: 88

									       Grade Level                                         6

       Content &
                                                               S6E3
    Standard(s) Code


       Name of Unit                                         Water

      Page Numbers                         Acquisitions Lessons, Pages 11-20
      Unit Decisions                   Extending Refining Lessons, Pages 21- 24
        Pages 1-9                  Graphic Organizers, Pages 49, 58-62, 64, 75, 81, 84
         Submitted
                                                          Kay Edgar
            By

  Professional/System
                                                    kedgar@bcraiders.com
    Email Address

           System                                     Bacon County BOE

           School
Please do not use initials. Type                 Bacon County Middle School
      full name of school.




                                                                                         1
Created   by: Kay Edgar

Decision Two: The performance or product project                                                            Note:
              that will be the culminating activity of the unit                                            Decisio
                                                                                                            One is
Students will complete a lab activity, called “Shifting Sands”.                                              the
                                                                                                           Conten
                                                                                                            Map

                                                                                                           Fish
                                                                                                           Bone,
                                                                                                           page 38

Students’ Assignment Page for the Culminating Activity

Essential Question (EQ) of the Culminating Activity: (Once the EQ is stated, place the answer/idea to the EQ
within parentheses.)
      How does water affect Earth’s processes?


Paragraph Description of the Culminating Activity:
       Shifting Sands is a thought provoking activity. Students will analyze various samples of sand, isolating and
identifying different components of beach, river, and stream samples. Then students will predict where they think
each sample came from on a map. This activity allows students to see how water through currents and waves affects
sediments.

Steps/Task Analysis of Culminating Activity (Include an example Graphic Organizer (GO). See page 27 for
GO index. Cite GO title and page # in text box below.)
                                                                                                           2
       Sands of Time
  1.   After being divided into groups and assigned tasks, students will be given 6 sand samples, a magnifying glass,
       toothpick, an outline map of Georgia and Florida with the cites of origin marked, an outline map of Georgia tha
       shows the rivers as well as the barrier islands, and a key with spaces available and labeled for rock fragments,
       mica, shell fragments, and fossil fragments (which are usually black), and sand (small grains of quartz).
  2.   Students will then isolate, identify, and place in the appropriate spaces on their key the various fragments in
       their samples of sand (Include at least one sample from a riverbank {brown}, one from a barrier island {tan},
       one from the east coast of central Florida {beige, mostly sand-quartz and some shell fragments}, and one from
       the west coast of central Florida {white & grey, full of shell fragments and fossil fragments}. Each sample
       should look very different from the others.).
  3.   Then students will predict where they think each sample came from on their map.
  4.   The teacher will lead a discussion that directs students to the appropriate point of origin for each sample of
       sand.
  5.   Finally, students will be asked how the particles were transported, and what processes caused the particles
       within the samples to be shaped as they are.

  GO-Fishbone-page 38

Decision 3: Culminating Activity/Project Rubric


Scale
Criteria




                                                                                                              3
       Collaborative Work Skills : Shifting Sands




 CATEGORY 4                 3              2                 1
Quality of Provides         Provides       Provides work Provides work
Work       work of the      high quality   that              that usually
           highest          work.          occasionally      needs to be
           quality.                        needs to be       checked/redone
                                           checked/redone by others to
                                           by other group ensure quality.
                                           members to
                                           ensure quality.
Problem-     Actively       Refines        Does not          Does not try to
solving      looks for      solutions      suggest or        solve problems
             and            suggested      refine solutions, or help others
             suggests       by others.     but is willing to solve problems.
             solutions to                  try out solutions Lets others do
             problems.                     suggested by the work.
                                                                               4
                                           others.



Focus on the Consistently Focuses on        Focuses on the     Rarely focuses
task         stays        the task          task and what      on the task and
             focused on and what            needs to be        what needs to
             the task     needs to be       done some of       be done. Lets
             and what     done most         the time. Other    others do the
             needs to be of the time.       group members      work.
             done. Very Other group         must
             self-        members           sometimes nag,
             directed.    can count         prod, and
                          on this           remind to keep
                          person.           this person on-
                                            task.
Contributions Routinely       Usually       Sometimes          Rarely provides
              provides        provides      provides useful    useful ideas
              useful ideas    useful ideas ideas when          when
              when            when          participating in   participating in
              participating   participating the group and      the group and
              in the group    in the group in classroom        in classroom
              and in          and in        discussion. A      discussion. May
              classroom       classroom satisfactory           refuse to
              discussion.     discussion. group member         participate.
              A definite      A strong      who does what
              leader who      group         is required.
                                                                                  5
              contributes member
              a lot of    who tries
              effort.     hard!

Working with Almost       Usually       Often listens to,   Rarely listens
Others       always       listens to,   shares with,        to, shares with,
             listens to,  shares,       and supports        and supports
             shares with, with, and     the efforts of      the efforts of
             and          supports      others, but         others. Often is
             supports     the efforts   sometimes is        not a good
             the efforts of others.     not a good          team player.
             of others.   Does not      team member.
             Tries to     cause
             keep         "waves" in
             people       the group.
             working well
             together.




                                                                               6
Decision 4: Student Assessments

Plan for how students will indicate learning and understanding of the
concepts in the unit. How will you assess learning?

Possibilities / Options:
• Short answer tests or quizzes
• Student logs or journals as informal writing
• Center / station / lab activities
• Formal writing assignments
• Design and/or construct model / museum / exhibit
• Informal or formal student observations or interviews



                                                                        7
     1.   Students will complete short answer tests or quizzes.
     2.   Students will maintain a notebook which contains notes, writing assignments, and lab activities.
     3.   The teacher will complete informal observations.
     4.   Students will complete the culminating activity.




Decision 5: Launch Activities

Develops student interest and links prior knowledge. Provides the content map and key vocabulary to
students.




                                                                                                             8
Students will predict the relative percentages of land and water on Earth. Then students will toss an inflated
globe 100 times. As each student catches the globe, the student will call out “land” or “water” – what the
right thumb is touching. An appointed score keeper will record tally marks for each call. Afterwards,
students will compare the score to both reality and their predictions.


                                           Content Map of Unit
Topic: S6E3 Water
Key Learnings:
The Earth’s water is in constant motion with water moving from place to place and from
phase to phase.
Unit Essential Questions:
What role does water play in Earth’s processes?

Concept:
Surface Water
Lesson Essential Questions:
Where will the water you drink this morning be tomorrow?
Is it possible to cross the Mississippi River in one step?
How much water will a watershed shed if a watershed sheds its wetlands?
If you had a window into the earth so you could see what’s beneath your feet, what would
you see?
Vocabulary:
Condensation, evaporation, drainage basin, watershed, runoff, tributary, brackish water,
underground water, estuary, marine, freshwater, brackish water, salinity, wetland, ground
water, surface water, water table

Concept:
                                                                                                                 9
Oceans
Lesson Essential Questions:
Why does salinity vary throughout Earth’s oceans?
How does the topography of the Earth’s oceans change?
Vocabulary: density, composition, subsurface topography, shelf, slope, plain, trench, ridge,
sea mount, island, basin, rift, sediment, sounding, sonar, depth, transect, submersible

Concept:
Waves, Currents, Tides
Lesson Essential Questions:
Why does the ocean move?
Vocabulary: trough, crest, wavelength, wave height, energy, conduction, solar heating,
density, currents, gravity, spring tide, neap tide, Coriolis Effect, Gulf Stream, tides, tsunami




Decision 6: Acquisition Lessons

Plan the acquisition lessons you need for your Learning Unit. You must have at
least one lesson for each of your essential questions in your Content Map.
                                                                                                   10
                    See the Acquisition Lessons Templates (pages 11-17) and the
         Extending Thinking Lesson Planning Templates (pages 18-24) to complete Decision 6.
            Created By:        Kay Edgar

     Essential Question:            Where will the water you drink this morning be tomorrow?
   Activating Strategies:           After labeling a simple water cycle diagram, students will be encouraged
     (Learners Mentally     to discuss how old water is, where water comes from, where it goes in more
                 Active)    detail.
Acceleration/Previewing:            condensation, evaporation
       (Key Vocabulary)
    Teaching Strategies:          Students will play a game, physically going on “An Incredible Journey” as
   (Collaborative Pairs;    a water molecule through a more complicated version of the water cycle.
     Distributed Guided     Stations should be set up that indicate states (solid, liquid, and gas), stages in the
                Practice;   water cycle (evaporation, condensation, and precipitation), and locations within
             Distributed    the water cycle (places like clouds, gutters, rivers, and oceans). Each student
           Summarizing;     represents a water molecule. When one student picks up a bean bag
    Graphic Organizers)     (representing a dust particle-condensation nuclei), others can touch it
            Cycle Graph     simultaneously to form a drop of water. Students should keep a record of where
                            they went and what state and condition were necessary for each change. Discuss
                            any cycling that took place.

                            Cycle Graph


                                                                                                               11
      Distributed Guided
                 Practice/
  Summarizing Prompts: Students will write a story describing the movement of water.
    (Prompts Designed to
Initiate Periodic Practice
         or Summarizing)
Summarizing Strategies:
 (Learners Summarize & Students will present their stories to the class.
         Answer Essential
                Question)

            Created By:           Kay Edgar

     Essential Question:           Is it possible to cross the Mississippi River in one step?
   Activating Strategies:          Show students copies or an overhead of Branching Patterns (the outlines
     (Learners Mentally     of a watershed’s drainage pattern, a tree in winter, the human nervous system,
                 Active)    and a road map). Ask them what all the pictures have in common.
Acceleration/Previewing:           drainage basin, watershed, divide, tributary runoff, brackish water,
       (Key Vocabulary)     estuary, fresh water, salinity
    Teaching Strategies:           After a discussion of what constitutes a watershed, show students a model
   (Collaborative Pairs;    wetland, pointing out the various features. Then assign students the task of
     Distributed Guided     building a model landscape to investigate how water flows through and connects
                Practice;   watersheds. Students should be given a folder, a sheet of graph paper, a spray
             Distributed    bottle full of clear water, and 4 pieces of masking tape. Students create their
           Summarizing;     model landscape by crumpling the graph paper (the deeper folds represent rivers
    Graphic Organizers)     while the smaller crinkles and folds represent streams) and taping it to the folder.
                                 With colored markers or pencils, students should create a key or legend for
                                                                                                             12
                             their watershed. Rivers, lakes, streams, mountains, valleys, and canyons should
                             be labeled and color coded in the key. Then students should predict what the
                             pattern of runoff will be and where the water will pool
                              Then, they should spray it with water to simulate precipitation. Students should
                             be warned to watch carefully for the results and record the pattern of the flow.

                             Modified flow chart
      Distributed Guided                  Students will predict where water will flow and collect in their
                 Practice/         watershed model.
  Summarizing Prompts:           Students will test their predictions and compare the results to confirm or
    (Prompts Designed to           modify their projected drainage patterns
Initiate Periodic Practice       Students will compare the drainage pattern of watersheds to other
         or Summarizing)           branching networks as shown in the Activator.
Summarizing Strategies:             Students will discuss possible strategies for crossing the Mississippi River
 (Learners Summarize &       that would include discussion of the structure of the drainage basin relative to the
         Answer Essential    river itself.
                Question)


             Created By:           Kay Edgar

     Essential Question:      How much water will a watershed shed if a watershed shed its wetlands?
   Activating Strategies:     Let students play in/feel various soil samples and predict which ones they
     (Learners Mentally think will hold more water relative to the others.
                 Active)
Acceleration/Previewing:      wetland, groundwater, surface water, water table, watershed
       (Key Vocabulary)
                                                                                                              13
      Teaching Strategies:          Groups of students find and compare the weights of samples of soil before
     (Collaborative Pairs;    and after drying.
       Distributed Guided
                 Practice;
               Distributed    Modified cycle graph or diagram of a ground water system to label
            Summarizing;
     Graphic Organizers)
       Distributed Guided       After studying the topography of the schoolyard, students can predict how
                  Practice/     water will flow. On the next rainy day, students can tour the school yard to
  Summarizing Prompts:          monitor the drainage pattern.
    (Prompts Designed to
Initiate Periodic Practice
         or Summarizing)
Summarizing Strategies:             Students write a paragraph that includes the terms capture, store, and
 (Learners Summarize &        release comparing the flow of water through watersheds that have and that lack
         Answer Essential     wetlands.
                 Question)


             Created By:            Get the Ground Water Picture; Project Wet

      Essential Question:        If you had a window into the earth so you could see what’s beneath your
                          feet, what would you see?
   Activating Strategies:        Give each group a sample of both permeable and nonpermeable rocks.
     (Learners Mentally Encourage them to predict which ones can transport water.
                 Active)
Acceleration/Previewing:         ground water system
       (Key Vocabulary)
                                                                                                               14
      Teaching Strategies:    Give students working in pairs a soil sample strip to predict where the
     (Collaborative Pairs;    water table and zone of saturation will be, finally locating each pair’s strip
       Distributed Guided     on a Well Log Ground Water Chart.
                 Practice;
               Distributed   Prediction Tree Model
            Summarizing;
     Graphic Organizers)
       Distributed Guided    Students compare the movement of water through diverse substrates.
                  Practice/  Students construct a well log.
  Summarizing Prompts:       Students identify the parts of a groundwater system.
    (Prompts Designed to
Initiate Periodic Practice
         or Summarizing)
Summarizing Strategies:        Students analyze possible effects on ground water based on interpretations
 (Learners Summarize & of the well logs.
         Answer Essential
                 Question)


             Created By: Kay Edgar

     Essential Question:      Why does salinity vary throughout Earth’s oceans?
   Activating Strategies:       Tell students about the crew of the Endurance, imprisoned in ice off the
     (Learners Mentally coast of Antarctica. They drank melted sea ice for their drinking water. Why
                 Active) wasn’t it too salty?
Acceleration/Previewing:      density, composition
       (Key Vocabulary)

                                                                                                         15
     Teaching Strategies:             Students divided into groups will experiment with freshwater and
    (Collaborative Pairs;       saltwater to see which one sinks and which one stays on top of the other.
      Distributed Guided       Students prepare and freeze freshwater and saltwater in labeled plastic
                Practice;       bottles. After predicting which part of the saltwater bottle would be the
              Distributed       saltiest, students can devise a test (find the density) to determine which part
           Summarizing;         of their core sample is the saltiest-without tasting it!
    Graphic Organizers)        Then have them find the average density of each. Illicit from students the
                                relationship between density and sinking and floating.

                                Cause and Event GO
      Distributed Guided         Have students write up the lab using the scientific method and complete
                 Practice/ sentences.
  Summarizing Prompts:
    (Prompts Designed to
Initiate Periodic Practice
         or Summarizing)
Summarizing Strategies:          Students will write a summary sentence that relates the amount of salt in
 (Learners Summarize & water to its density and the water’s probability of sinking or floating relative to
         Answer Essential the other water in the container.
                Question)



             Created By:          Kay Edgar

     Essential Question:          How does the topography of the Earth’s seafloor change?


                                                                                                            16
    Activating Strategies: The teacher will present statements to students to initiate a discussion of the
       (Learners Mentally highest and lowest places on earth.
                   Active) Ex: Mount Everest is the highest place.                Correction-Hawaiian Islands
                                    The Grand Canyon is the lowest place.                    Marianna Trench
Acceleration/Previewing:           shelf, slope, plain, trench, sea mount, island
         (Key Vocabulary)
      Teaching Strategies:            Students make a paper mache model of the seafloor in a shoebox, using
     (Collaborative Pairs;     the lid and dowel rods to create a topographic map of their or another group’s
       Distributed Guided      “seafloor”.
                 Practice;
               Distributed     Organizational Graphic Organizer
             Summarizing;
     Graphic Organizers)
       Distributed Guided          Using the lid to the shoebox and dowel rods, students will create a
                  Practice/ topographic map of their or another group’s seafloor.
  Summarizing Prompts:
    (Prompts Designed to
Initiate Periodic Practice
          or Summarizing)
Summarizing Strategies:            Answer the EQ.
 (Learners Summarize &
          Answer Essential
                 Question)



             Created By:          Kay Edgar

                                                                                                           17
     Essential Question:          Why does the ocean move?
   Activating Strategies:         Read John Adams’ shipboard journal entry and discuss the power of wind
     (Learners Mentally     and how it can affect the ocean.
                 Active)
Acceleration/Previewing:          trough, crest, wave height, wave length, energy, tsunami
       (Key Vocabulary)
    Teaching Strategies:           The teacher will present a power point lesson that covers waves, currents,
   (Collaborative Pairs;    and tides as well as the forces that drive them, and the patterns they follow.
     Distributed Guided     Discuss with the class what effects waves, currents, and tides. Tell students that
                Practice;   a hurricane 200 miles west of the northwestern coast of Africa has just swept
             Distributed    five huge containers of sneakers off of a ship’s deck. Instruct students to predict
           Summarizing;     where the sneakers will end up and more importantly, why.
    Graphic Organizers)
                            Fish Bone
      Distributed Guided        Each group should record their predictions and findings on their global
                 Practice/ map. Finally, students will complete their data sheet.
  Summarizing Prompts:
    (Prompts Designed to
Initiate Periodic Practice
         or Summarizing)
Summarizing Strategies:         Give each student a sticky note to fill out for “Ticket Out The Door”.
 (Learners Summarize & They will have a few minutes to answer the essential question and then the class
         Answer Essential will need to stick their answer on the essential question board as they leave class.
                Question)


             Created By:          Kay Edgar
                                                                                                            18
       Essential Question:    Why does the ocean move?
    Activating Strategies:         Students will brainstorm what they already know about currents to create a
       (Learners Mentally     KWL chart.
                   Active)
Acceleration/Previewing:            currents, density
         (Key Vocabulary)
      Teaching Strategies:          Students will simulate density currents by placing dyed ice cubes at both
     (Collaborative Pairs;    ends of a clear container of warm water.
       Distributed Guided
                 Practice;    Cause and Effect
               Distributed
             Summarizing;
     Graphic Organizers)
       Distributed Guided          Students label diagrams and write up their activity using the scientific
                  Practice/   method.
  Summarizing Prompts:
    (Prompts Designed to
Initiate Periodic Practice
          or Summarizing)
Summarizing Strategies:             Students will record the answer to the essential question in their science
 (Learners Summarize &        journals. The journals will be turned in to be reviewed by the teacher.
          Answer Essential
                 Question)




                                                                                                                 19
             Created By:            Kay Edgar

       Essential Question:    Why does the ocean move?
    Activating Strategies:         Students brainstorm to form a word splash poster.
       (Learners Mentally
                   Active)
Acceleration/Previewing:            Gravity, spring tide, neap tide
         (Key Vocabulary)
      Teaching Strategies:           Have the students keep a record of the tides of a particular location as
     (Collaborative Pairs;    well as the various moon phases for a month. Show students a power point
       Distributed Guided     lesson on tides.
                 Practice;
               Distributed    Matrix
             Summarizing;
     Graphic Organizers)
       Distributed Guided            Students work in groups to make posters or flyers to explain what causes
                  Practice/   the tides.
  Summarizing Prompts:
    (Prompts Designed to
Initiate Periodic Practice
          or Summarizing)
Summarizing Strategies:             Students categorize the terms within the word splash.
 (Learners Summarize &
          Answer Essential
                 Question)



                                                                                                                20
Decision 7: Extending Thinking Activities Summary
Briefly describe your extending thinking strategies specific to your unit. Please provide full explanation via the
templates on pages 18-24.
Have extending activities or lessons for most important concepts/skills

Cause/Effect   Compare/Contrast                Constructing Support
Justification        Induction                 Deduction
Error Analysis Abstracting                     Analyzing Perspectives
Classifying         Example to Idea            Idea to Example
Evaluation          Writing Prompts


                      Name:          Kay Edgar

        Essential Question:           Where will the water you drink this morning be tomorrow?
             Mini-Lesson:             Discuss with students the movement of water during different seasons and
                               at different locations around the globe.




                       Task:         Working in groups, students build sealed biomes with varying amounts of
                               water to simulate different climates.



                                                                                                              21
           Summary         Students write a summary paragraph answering the essential question on
                     a small piece of paper. Notes are exchanged with a partner who responds to the
                     accuracy of the answer.
         Assignment: Older students will teach “The Incredible Journey to younger students.




              Name:          Kay Edgar

 Essential Question:           What might make a watershed blue, or green, or brown?
      Mini-Lesson:            The teacher initiates a discussion of how development effects the flow of
                       water in a watershed.




               Task:      Using colored pencils, students color code community maps that are 100
                   years old, 50 years old, and one from the present, according to their use. These
                   maps can be obtained from local sources like the Soil Conservation Service, the
                   Forestry Service, and the Extension Office.
Summarize/Sharing:        Students will:
                      Compare land area occupied by farms, towns, and natural areas in a
                         watershed during different time periods.
                      Describe how surface runoff is influenced by changes in land use.
                      Calculate quantities of runoff from different land areas in a watershed.
                                                                                                     22
      Assignment:     Students will design a city that regulates urban runoff.




            Name:     Sea Secrets

Essential Question:   How does the topography of Earth’s seafloor change?
     Mini-Lesson:     The instructor presents a power point lesson on features of the seafloor.




             Task:    Students build a model of the seafloor in a plastic tub using sand and clay.

                                                                                                  23
     Summarize/Sharing:            Students present their models to the class, explaining what each feature is
                             and how it was created.

              Assignment:          Students read an article on the Marianna Trench and then write a
                             summary of the article that includes discussion of what caused the trench to
                             form.




Decision 8: Differentiating the Unit

What accommodations will you make in order to meet the varied interests, learning styles, and ability levels of
all students?




                                                                                                            24
   Higher level learners will be given extension activities that challenge them.
   Lower level learners will work together in groups with more teacher support.
   All modalities will be addressed throughout the unit.




Decision 9: Lesson/Activity Sequence and Timeline

What is the most viable sequence for the experiences, activities, and lessons in order to help students learn to
the best of their abilities? Put the Lesson Essential Questions, activities, and experiences in order.

      1. Launch Activity “Globe Toss”
      2. Where will the water you drink this morning be tomorrow?
               The Water Cycle
      3. Is it possible to cross the Mississippi River in one step?
              River Systems
      4. How much water will a watershed shed if a watershed shed its wetlands?
              Watersheds
      5. If you had a window into the earth so you could see what’s beneath you feet, what would you see?
             Groundwater
      6. Why does salinity vary throughout Earth’s oceans?
             Salinity

                                                                                                               25
           Topography
      7. How does the topography of the seafloor change?
      8. Why does the ocean move?
          Drifting Sneakers
          Current Cubes
          Tides
      9. How does water affect Earth’s processes?
          Shifting Sands Activity


Decision 10: Review and Revise

How will you review this unit in order to improve it prior to using it again or sharing it?
What criteria will you use to determine the need to make improvements?
List when you will conduct distributed reflection.




                                                                                              26
              This unit will be reviewed while it is being taught and after it is completed. As with any unit,
adjustments will be made as new technology comes about and new or different ideas are found in an effort to
improve comprehension or facilitate retention. My determination would be based on my students’ reactions to
the lesson, their level of comprehension, their test scores, and dialogue with my peers.




Decision 11: Resources and Materials (Copyright/References )for Learning Unit

                                                                                                           27
Left Column: Unit Writer to list copyright and references resources used for developing the unit.
             Right Column: Provision to list comparable resources at a later time.




                                                                                                    28
                                                                      Comparable Copyright
             Copyright/References provided by Unit Writer
                                                                          /References
      Project Wet
   www.atozteacherstuff.com/pages/4992.shtml

educate.si.edu/resources/lessons/currkits/ocean/secrets/proced.html




                                                                                             29
      The following pages contain the templates in direct reference to
      Decision 6. Pages 11-15 contain 5 copies of the Acquisition
      Lesson Template. Pages 16-20 contain 5 copies of the Extending
      Thinking Lesson Planning Template. Due to the unique nature of
      each of the units created, the number of Acquisition Lessons and
      Extended Thinking Lessons will vary. You may or may not need
      all five copies of either template.




    Acquisition Lesson Planning Form
Plan for the Concept, Topic, or Skill – Not for the Day
             Created By:

      Essential Question:

                                                                         30
    Activating Strategies:
       (Learners Mentally
                   Active)
Acceleration/Previewing:
        (Key Vocabulary)
      Teaching Strategies:
     (Collaborative Pairs;
       Distributed Guided
                 Practice;
               Distributed
            Summarizing;
     Graphic Organizers)
       Distributed Guided
                  Practice/
  Summarizing Prompts:
    (Prompts Designed to
Initiate Periodic Practice
         or Summarizing)
Summarizing Strategies:
 (Learners Summarize &
         Answer Essential
                 Question)
                              31
      Acquisition Lesson Planning Form
Plan for the Concept, Topic, or Skill – Not for the Day

                   Created By:

          Essential Question:
        Activating Strategies:
      (Learners Mentally Active)

    Acceleration/Previewing:
               (Key Vocabulary)
         Teaching Strategies:
            (Collaborative Pairs;
    Distributed Guided Practice;
      Distributed Summarizing;
            Graphic Organizers)

Distributed Guided Practice/
     Summarizing Prompts:
    (Prompts Designed to Initiate
            Periodic Practice or
                  Summarizing)



    Summarizing Strategies:
       (Learners Summarize &
     Answer Essential Question)




                                                          32
      Acquisition Lesson Planning Form
Plan for the Concept, Topic, or Skill – Not for the Day

                   Created By:

          Essential Question:
        Activating Strategies:
      (Learners Mentally Active)

    Acceleration/Previewing:
               (Key Vocabulary)
         Teaching Strategies:
            (Collaborative Pairs;
    Distributed Guided Practice;
      Distributed Summarizing;
            Graphic Organizers)

Distributed Guided Practice/
     Summarizing Prompts:
    (Prompts Designed to Initiate
            Periodic Practice or
                  Summarizing)



    Summarizing Strategies:
       (Learners Summarize &
     Answer Essential Question)




                                                          33
34
      Acquisition Lesson Planning Form
Plan for the Concept, Topic, or Skill – Not for the Day

                   Created By:

          Essential Question:
        Activating Strategies:
      (Learners Mentally Active)

    Acceleration/Previewing:
               (Key Vocabulary)
         Teaching Strategies:
            (Collaborative Pairs;
    Distributed Guided Practice;
      Distributed Summarizing;
            Graphic Organizers)

Distributed Guided Practice/
     Summarizing Prompts:
    (Prompts Designed to Initiate
            Periodic Practice or
                  Summarizing)



    Summarizing Strategies:
       (Learners Summarize &
     Answer Essential Question)




                                                          35
      Acquisition Lesson Planning Form
Plan for the Concept, Topic, or Skill – Not for the Day

                   Created By:

          Essential Question:
        Activating Strategies:
      (Learners Mentally Active)

    Acceleration/Previewing:
               (Key Vocabulary)
         Teaching Strategies:
            (Collaborative Pairs;
    Distributed Guided Practice;
      Distributed Summarizing;
            Graphic Organizers)

Distributed Guided Practice/
     Summarizing Prompts:
    (Prompts Designed to Initiate
            Periodic Practice or
                  Summarizing)



    Summarizing Strategies:
       (Learners Summarize &
     Answer Essential Question)




                                                          36
37
38
Extending Thinking Lesson Planning Form
              Name:

  Essential Question:
       Mini-Lesson:




               Task:


 Summarize/Sharing:



        Assignment:




                                          39
Extending Thinking Lesson Planning Form
              Name:

  Essential Question:
       Mini-Lesson:




               Task:


 Summarize/Sharing:



        Assignment:




                                          40
Extending Thinking Lesson Planning Form
              Name:

  Essential Question:
       Mini-Lesson:




               Task:


 Summarize/Sharing:



        Assignment:




                                          41
Extending Thinking Lesson Planning Form
              Name:

  Essential Question:
       Mini-Lesson:




               Task:


 Summarize/Sharing:



        Assignment:




                                          42
Extending Thinking Lesson Planning Form
              Name:

  Essential Question:
       Mini-Lesson:




               Task:


 Summarize/Sharing:



        Assignment:




                                          43
44
45
 The following pages (29-66) contain sample Graphic
  Organizer (GOs) templates in direct reference to Decision 2.
 A Table of Contents can be viewed on page 27.
 You must include at least one in your unit.
 Please reference the graphic organizers chosen for your unit
  by citing the title and page number in the Decision 2 form
  field.
 You may also pre-fill your chosen graphic organizer by
  navigating to that page and clicking in the appropriate text-
  spaces.




                                                                  46
                                           ®
 Learning-Focused
Strategies Notebook
 Teacher Materials
   Dr. Max Thompson & Dr. Julia Thompson


          Learning Concepts Inc.
              PO Box 2112
            Boone, NC 28607
            (866) 95-LEARN
          (866) 77-LEARN Fax
         www.learningconcepts.org




                                               47
             Graphic Organizers Table of Contents

Graphic Organizer Titles                                        Page Numbers

* KWL ……………………………………………………………………. 29-32
* KWL Plus……………………………………………………………… 33
* Word Map Outline……………………………………………………….. 34
* Frayer Diagrams…………………………………………………………..35-36
* Folk Tales Story Map……………………………………………………. 37
* Fish Bone (cause/effect)…………………………………………………. 38
* Cause and Event………………………………………………………….. 39
* Cause and Effect…………………………………………………………. 40
* Flow Chart (Sequence)……………………………………………………41
* Cycle Graph (Sequence and Repeat)…………………………………….. 42
* Compare and Contrast…………………………………………………… 43
* Compare and Contrast with Summary…………………………………… 44
* Describing an Event (Abstracting)………………………………………. 45
* Descriptive Organizer (Literary Element)……………………………….. 46
* Details (Literary Element)……………………………………………….. 47
* Story Map (Literary Element)…………………………………………..... 48
* Story Pyramid (Characterization)………………………………………... 49
* Character Map (Literary Element)……………………………………….. 50
* Story Worm (Literary Elements)………………………………………… 51
* Story Map Showing Character Change…………………………………...52
* Matrix (compare and contrast several items)…………………………….. 53
* Web Diagram (classifying)………………………………………………. 54
* Newspaper Model – 5 W Model (abstracting)…………………………… 55
* 5W and How Model……………………………………………………… 56
* Word Problems Math (Problem Solving)…………………………………57
* Justify Your Answer (Justification)……………………………………… 58
* Organizational Graphic Organizer (classifying/categorizing)…………… 59
* Problem / Solution Organizer (Problem Solving)………………………... 60
* Skillful Decision Making………………………………………………… 61
* Prediction Tree Model (Deduction)……………………………………… 62
* Constructing Support…………………………………………………….. 63
* Inductive Reasoning………………………………………………………64
* Analyzing Perspectives…………………………………………………... 65
* The Important Thing About……………………………………………… 66
                                                                               48
       Graphic Organizers
1.     Graphic organizers help students comprehend information through visual
       representation of concepts, ideas, and relationships. They provide the structure
       for short and long term memory.

2.   Graphic organizers turn abstract concepts into concrete visual representations.

3.     Understanding text structure is critical to reading comprehension. If
     students have a guide to the text structure, their comprehension
     is considerably higher than when they only rely on reading and memorization.
     Expository texts “explain” or tell about a subject. Their ideas are organized by:
       *      Sequence or Time-Order
       *      Listing or Description
       *      Compare/Contrast
       *      Cause/Effect
       *      Problem/Solution

4.     The most important question a teacher can answer is:
       “How do I want students to THINK about my content ?”
       Then the teacher selects a graphic organizer that facilitates that type of thinking.

5.       The use of graphic organizers produces learning effects that are substantial and long
lasting.




                                                                                                 49
KWL Outline 1

           -K-              -W-               -L-
     Think I Know…   Think I’ll Learn…   I Learned…




                                                      50
KWL Outline 2
         -K-        -W-             -L-
      I Know…   Think I Know   Want to Know




                                              51
KWL Outline 3

          -K-            -W-                -L-
     What I Know…   Think I’ll Know   What I Learned




                                                       52
KWL Outline 4

                                              -L
           -K-            -W-
                                    What We Learned and
      What We Know   What We Want
                                    Still Need to Learn…
                      To Find Out




                                                           53
KWL Plus Outline

                                          Topic:
              -K-                            -W-         -L-
             Know                       Want To Know   Learned




 Final category designations for “L”:

                                                                 54
Word Map Outline 1
                                    What is it?
                               (write the definition)
                                                        What is it like?



   Causes




  The Word




     What are some examples?


                                                                           55
Frayer Diagram 1

Definition         Characteristics




Examples           Non-Examples

                                     56
Frayer Diagram 2

Definition         Sentence




I Think            Draw


                              57
              Folk Tales Story Map
     Title:

Characters:

Setting:

Problem:

Events: 1.
        2.
        3.
        4.

Solution:

                                     58
         Fish Bone (Cause / Effect)




                                      Effect




Causes                                         59
Cause and Event

                  CAUSE




    CAUSE         EVENT   CAUSE




                                  60
                  CAUSE
Cause and Effect
                            Cause




                   Cause:




Cause:
                                    Effect:




Cause:




               Cause

                                              61
Flow Chart   (Sequence)


   Skill or Problem:




                          62
             Created By:

       Essential Question:
    Activating Strategies:
       (Learners Mentally
                   Active)
Acceleration/Previewing:
        (Key Vocabulary)
      Teaching Strategies:
     (Collaborative Pairs;
       Distributed Guided
                 Practice;
               Distributed
            Summarizing;
     Graphic Organizers)
       Distributed Guided
                 Practice/
 Summarizing Prompts:
    (Prompts Designed to
Initiate Periodic Practice
         or Summarizing)
                             63
Summarizing Strategies:
(Learners Summarize &
      Answer Essential
             Question)

 Cycle Graph   (Sequence and Repeat)




                                       64
Compare / Contrast 1


       Concept 1                        Concept 2


                        How Alike?




                       How Different?

                       With Regard To




                                                    65
                  Compare / Contrast 2
      Concept 1                          Concept 2

                        How Alike?




                      How Different?

                      With Regard To




Summarize:
                                                     66
Describing An Event (Abstracting)




          WHO?                          WHY?




        WHEN?                           HOW?




        WHERE?                      SIGNIFICANCE?


                                                    67
Descriptive Organizer
(Literary Element)


                             TOPIC




                             DETAILS




                        MAIN IDEA SENTENCE


                                             68
DETAILS   (Literary Element)




 MAIN
 IDEA

                               69
STORY MAP
(Literary Element)


      Title:

    Setting

   Characters


      Problem

     Event 1:        Event 4:

     Event 2:        Event 5:

     Event 3:        Event 6:


     Solution:



                                70
Story Pyramid (Characterization)


                                     1.

                          2.


                  3.


        4.

5.

                                                      Directions:
                           1.   Insert 1 word that names a central character.
                           2.   Insert 2 words that describe the setting.
                           3.   Insert 3 words that describe a character.
                           4.   Insert 4 words that describe one event.
                           5.   Insert 5 words that describe another event.

                                                                                71
Character Map (Literary Element)

                     Example                                                       Example




                                                                                             Example
          Example                                 Quality




Quality                                                                                                 Quality




                                           Character’s Name




          Example                               Directions:                                   Example

                      1.   Write character’s name in central square.
                      2.   In the rectangles, list adjectives or qualities that describe
                           that character.
                      3.   In the ovals, writs examples from the text that support the
                           adjectives or qualities.
                                                                                                                  72
STORY WORM (Literary Elements)
                                 Event

                                          Event



        Conclusion
                                             Setting



                                       Main
                                     Character




                                                       73
Story Map Showing Character Change



                              Turning Point


 Character at Beginning   Events That Caused Change   Character at End
        of Story                                          of Story




                                                                         74
Matrix


               Top
           Category
Side
Category




                      75
WEB DIAGRAM (Classifying)




                            76
Newspaper Model – 5W Model (Abstracting)


 Topic:
     WHO             WHAT             WHEN       WHERE              WHY




           Using the information from this form write a paragraph




                                                                          77
5W and How Model
TOPIC: ______________________________________
WHO:


WHAT:


WHEN:


WHERE:


WHY:


HOW:


SUMMARY STATEMENT:


                                                78
   Word Problems: Math (Problem Solving)
What is the question?


What is the essential information?




What information is not needed?


What operations will I use?

Does my answer make sense?

Can I draw a diagram of the problem?




                                           79
Justify Your Answer (Justification)

To solve this problem, first I ___    To solve this problem, first I ___




Then I ___                            Then I ___




This answer is ___                    This answer is ___




..because ___                         ..because ___




                                                                           80
Organizational Graphic Organizer (Classifying / Categorizing)

                                  Central Topic




                                                                81
Problem / Solution Organizer (Problem Solving)

                                     Topic

Problem                                          Solution




                           Main Idea Sentence

                                                            82
                        SKILLFULL DECISION MAKING
                                  OPTIONS
                                What can I do?




                                   OPTION
                                 CONSIDERED



 CONSEQUENCES                      SUPPORT                          VALUE
 What will happen if          Why do you think each    How important is the consequence?
you take this option?        consequence will occur?                 Why?




                                                                                           83
Prediction Tree Model (Deduction)
                                           Details / Proof




  Details / Proof                             Prediction                              Details / Proof




          Prediction                                                             Prediction




                                    Conclusion or Final Prediction




 1. Solid Lines & Boxes Are Details / Proof     2. Ovals Are Predictions     3. Framed Box is Conclusion
                       Directions: 1. Students Read and Note Details, Facts, Proof .
                        2. Read, Gather Details, Facts, Proof and Make Predictions
                                   3. Make Conclusion or Final Prediction

                                                                                                           84
Constructing Support
                       Position Statement




                          Reasons




                            Facts




                                            85
Inductive Reasoning



           Details:




                Patterns:




                      Generalization:




                                        86
Analyzing Perspectives

Issues:




Personal Perspective or Main Character’s Perspective:




Reason/Logic:




Different Perspective:




Reason/Logic




Conclusion/Awareness




                                                        87
The Most Important Thing


                     The most important thing about



  is __




                   But. The most important thing about


  is __



                                                         88

								
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