The Lesson Cycle
CSI Lesson Design Framework
Understanding
Content
□ Identify key concepts and □ Use of inquiry-based ac-
Focus
lesson objectives.
□ Identify common miscon-
(Engage)
ceptions/perceptions .
□ Identify knowledge and
skill (facts and vocabulary)
Delivery
(Explore/Explain)
Input
SCIENCE
Ongoing
Assessment
(Evaluate)
Guided
Practice
(Elaborate)
Instructional Syllabus
Modeling
Independent
Practice
(Elaborate)
Closure
GRADE 7
2010-2011
Beginning with the end in mind: What I want my students to be able to do.
Engage
Explore
Explain
• Encourages
• Acts as the fastudents to excilitator.
plain concepts
•
Encourages
• Elicits reand definitions
students to work
sponses that
in their own
together
without
uncover what
words.
direct instrucstudents know
•
Formally protion
from
the
or think about
vides definiteacher.
the concept/
tions, explanasubject.
• Asks probing
tions, and new
questions
and
• Raises queslabels.
proposes
new
tions.
• Asks for justifiproblems.
• Creates interest. • Observes and
cation
(evidence) and
listens to stuclarification
dents as they
from students.
interact.
• Generates curiosity.
Elaborate
Evaluate
• Expects students
• Observes students
as they apply new
to use formal
concepts and skills
labels, definitions
and explanations • Assesses students'
knowledge and/or
provided previskills
ously
• Encourages students to apply or
extend concepts
and skills in new
situations
• Uses previously
learned information as a vehicle
to enhance additional learning.
• Looks for evi-
dence that students
have challenged
their thinking or
behaviors
• Asks open-ended
questions, such as
"Why do you
think...? "How
would you explain
x?"
Instructional Planning Websites
Annenberg: http://www.learner.org/
Power Videos: http://www.powervideos.org/
Science NetLinks: http://www.sciencenetlinks.com
NOVA: http://www.pbs.org/wgbh/nova/hotscience/
Discovery Education: http://school.discoveryeducation.com/
The Science Spot: http://www.sciencespot.net/
Class Jump: http://classjump.com/
Classroom Instruction that Works
Identify Similarities and Differences: comparing, classifying, metaphors, analogies
Summarize and Take Note: deletion, topic-restriction-illustration, definition, problem/solution, informal outline, webbing
Reinforce Effort and Provide Recognition: efforts/achievements. praise
Meaningful Homework and Practice: policy, purpose, feedback
Nonlinguistic Representatives: graphic organizers, models, mental pictures, kinesthetic
Conceptual Strands
I.
II.
III.
IV.
Cover
Student OUTPUT
Title Page
Brainstorming Mind
Writing Prompts
Author Page
maps
Flow Charts
Table of Contents Concept Maps Venn
Lab Reports
Diagrams
Pictures
Drawings
Diagrams
Scientific Investigations and Reasoning
Self Reflections
Poems
Songs
Worksheets
Teacher INPUT
Class notes
Discussion notes
Reading notes
Data
Vocabulary
Handouts with new
information
Increasing Performance for All Learners
research question, careful observations, data gathering, and analysis of the data.
Descriptive investigations are used to:
•
explore new phenomena include that data includes frequency, range, mean, median, and mode.
•
certain types of questions can be answered by investigations, and the methods, models, and conclusions built from these investigations change as new observations are made.
Models of objects and events are:
•
tools for understanding the natural world and can show how systems work.
•
have limitations and based on new discoveries are constantly being modified.
to work and think like
scientists.
a. reasoning
b. gathering data,
c. conclusions based on
data
□ Reinforce progress and
effort
□ Plan for criterionreference feedback.
□ Provide multiple opportunities to learn.
□ Ask students to assess
their own progress.
Components of Interactive Notebooking
Varied modes of scientific inquiry and investigations include:
•
rules of evidence, ways of formulate questions and proposing explanations.
•
tivities that engage students.
□ Implement formative/
summative assessments
to determine student
learning.
□ Provide “making sense”
and “wrap up” activities.
□ Provide time for collaborative discourse.
Environment
□ Include time for students
Auditory
Visual
Tactile-Kinesthetic
Realistic
Thinking
□ Ask questions to determine details…
□ Describe the information on…
□ Explain the process
for...
□ List…
□ Role play to show…
□ Use a graphic organ- □ Make a mobile, disizer to…
play, diorama…
□ Graph data to commu- □ Collect examples...
nicate...
Analytical
Thinking
□ Ask conceptual questions…
□ Debate or dialogue
about…
□ Communicate rationale for...
□ Take notes on…
□ Use a concept map to
explain…
□ Read to determine...
□ Arrange notables to
describe…
□ Explain with manipulatives..
□ Use pictionary to...
Pragmatic
Thinking
□ Simplify a description
of…
□ Explain how ___
works when…
□ Ask questions to determine...
□ Highlight key points…
□ Develop a blueprint…
□ Sketch a process/
procedure to determine...
□ Build/construct/
model…
□ Experiment to find
out…
□ Provide an innovative
solution...
Connective
Thinking
□ Ask questions to make □ Create non-linguistic
connections…
representations to…
□ Work in a group to
□ Write a article, poem,
discuss…
song…
□ Interview ____ to...
□ Make a collage of...
□ Roleplay…
□ Draw picture to show..
Exploratory
Thinking
□ Ask questions to generate…
□ Brainstorm with a
group…
□ Give your views on…
□ Present a persuasive
speech...
Matter and Energy
•
•
•
Understand that matter and energy are conserved throughout living systems.
Describe radiant energy from the Sun drives much of the flow of energy throughout living systems.
Identify that organic compounds are composed of carbon and other elements that are recycled
•
•
•
•
Demonstrate interactions between muscular and skeletal systems.
Investigate the direction and growth of seedlings, a change turgor pressure, and geotropism.
Describe how catastrophic events of weather systems can shape and restructure the environment.
Observe the results of weathering, erosion, and deposition occur in environments.
•
•
•
Observed Earth and space phenomena in a variety of settings.
Investigate how natural events and human activities impact Earth systems.
Research Earth’s relationships to objects in our solar system that allow life to exist.
Force, Motion, and Energy
Earth and Space
Organisms and Environments
•
•
•
Understand the relationship between living organisms and their environment.
Describe how all organisms obtain energy, get rid of wastes, grow, and reproduce.
Recognize all living organisms are made up of smaller units called cells and have function.
Cooperative Learning: homogeneous, consistent/systematic
Set Objectives and Providing Feedback: goals, contracts, criterion-referenced
Generate and Test Hypothesis: problem solving, investigating, invention, inquiry,
Cues, Questions, and Advance Organizers: explicit, analytic, expository, graphic
Michael D. McFarland, Ed. D., Superintendent of Schools
□ Create advertisements □ Do a simulation…
to…
□ Design a game to…
□ Include computer
□ Conduct an investigagraphics to create…
tion...
□ Make a web describing...
FIRST SIX WEEKS
INTEGRATED WITHIN EACH CONCEPT EVERY WEEK
(1) The student, for at least 40% of instructional time, conducts laboratory and field investigations following safety procedures and environmentally appropriate and ethical
practices.
A. demonstrate safe practices during laboratory and field investigations as outlined in the
Texas Safety Standards.
B. practice appropriate use and conservation of resources, including disposal, reuse, or
recycling of materials.
(2) The student uses scientific inquiry methods during laboratory and field investigations.
A. plan and implement comparative and descriptive investigations by making observations, asking well-defined questions, and using appropriate equipment and technology.
B. design and implement experimental investigations by making observations, asking welldefined questions, formulating testable hypotheses, and using appropriate equipment
and technology.
C. collect and record data using the International System of Units (SI) and qualitative
means such as labeled drawings, writing, and graphic organizers.
D. construct tables and graphs, using repeated trials and means, to organize data and
identify patterns.
E. analyze data to formulate reasonable explanations, communicate valid conclusions
supported by the data, and predict trends.
(3) The student uses critical thinking, scientific reasoning, and problem solving to make
informed decisions and knows the contributions of relevant scientists.
A. in all fields of science, analyze, evaluate, and critique scientific explanations by using
empirical evidence, logical reasoning, and experimental and observational testing,
including examining all sides of scientific evidence of those scientific explanations, so
as to encourage critical thinking by the student.
B. use models to represent aspects of the natural world such as human body systems and
plant and animal cells.
C. identify advantages and limitations of models such as size, scale, properties, and materials.
D. relate the impact of research on scientific thought and society, including the history of
science and contributions of scientists as related to the content.
(4) The student knows how to use a variety of tools and safety equipment to conduct
science inquiry.
A. use appropriate tools to collect, record, and analyze information, including life science
models, hand lens, stereoscopes, microscopes, beakers, Petri dishes, microscope
slides, graduated cylinders, test tubes, meter sticks, metric rulers, metric tape measures, timing devices, hot plates, balances, thermometers, calculators, water test kits,
computers, temperature and pH probes, collecting nets, insect traps, globes, digital
cameras, journals/notebooks, and other equipment as needed to teach the curriculum;
and
B. use preventative safety equipment, including chemical splash goggles, aprons, and
gloves, and be prepared to use emergency safety equipment, including an eye/face
wash, a fire blanket, and a fire extinguisher.
Types of Investigations
•
•
•
Descriptive: involves describing and or quantifying parts of a natural or man-made system.
Comparative: involves comparing with a manipulated variable of a natural or man-made
system.
Experimental: involves designing a fair test in which variables s are used actively manipulated, controlled, and measured.
Conclusion Framework
•
•
•
Claim— A statement about the solution to a problem
Evidence—Scientific data that supports the claim
Reasoning—justification that shows why the data counts as evidence to support the claim
and includes appropriate scientific principles. Providing an alternate explanation in the reasoning section is evidence of higher levels of cognitive development.
Concept Specific Investigations
1st Six Weeks 2nd Six Weeks
3rd Six Weeks
Investigating
Living Systems
(Who Has the
Cells)
Photosynthesis
and Light
Gravity and
Muscles
4th Six Weeks
Biome Box
5th Six Weeks
Investigating
Living Systems
Streams in
Action
Nature at Work
SECOND SEMESTER
FIRST SEMESTER
SCIENTIFIC PROCESS SKILLS
6th Six Weeks
DNA Extraction:
Strawberry
FOURTH SIX WEEKS
Structures and Functions of Cells
Weeks 3-6
(12)The student knows that living systems at all levels of organization demonstrate the complementary nature of structure and function.
C. recognize levels of organization in plants and animals, including cells, tissues,
organs, organ systems, and organisms.
D. differentiate between structure and function in plant and animal cell organelles, including cell membrane, cell wall, nucleus, cytoplasm, mitochondrion,
chloroplast, and vacuole.
F. recognize that according to cell theory all organisms are composed of cells
and cells carry on similar functions such as extracting energy from food to sustain life.
SECOND SIX WEEKS
Functions of Human Systems
Weeks 1-5
(12)The student knows that living systems at all levels of organization demonstrate the complementary nature of structure and function.
B. identify the main functions of the systems of the human organism, including
the circulatory, respiratory, skeletal, muscular, digestive, excretory, reproductive, integumentary, nervous, and endocrine systems.
E. compare the functions of a cell to the functions of organisms such as waste
removal.
(7) The student knows that there is a relationship among force, motion, and energy.
A. contrast situations where work is done with different amounts of force to situations where no work is done such as moving a box with a ramp and without a
ramp, or standing still.
B. illustrate the transformation of energy within an organism such as the transfer
from chemical energy to heat and thermal energy in digestion.
THIRD SIX WEEKS
Earth and Space Systems
(9) The student knows components of our solar system.
A.
B.
B. distinguish between physical and chemical changes in matter in the digestive
system
A. identify that organic compounds contain carbon and other elements such as
hydrogen, oxygen, phosphorus, nitrogen, or sulfur;
C. recognize how large molecules are broken down into smaller molecules such
as carbohydrates can be broken down into sugars.
(5) The student knows that interactions occur between matter and energy.
A. recognize that radiant energy from the Sun is transformed into chemical energy through the process of photosynthesis.
Week 5
Semester Exam
Key Concepts
scientific investigation
observation
international system of units (SI)
properties
elements
human systems
force
motion
environments
domains
cells
reproduction
Sun
ecosystem
biomes
genetic
traits
cell theory
stimuli
heredity
genes
sustainability
molecules
dichotomous keys
variable
producer
consumer
symbiosis
natural selection
weathering
adaptations
systems
analyze the characteristics of objects in our solar system that allow life to exist such as the
proximity of the Sun, presence of water, and composition of the atmosphere.
identify the accommodations, considering the characteristics of our solar system, that enabled manned space exploration.
(5) The student knows that interactions occur between matter and energy.
B.
demonstrate and explain the cycling of matter within living systems such as in the decay of
biomass in a compost bin.
Organisms and the Environment
Weeks 4-7
(10) The student knows that there is a relationship between organisms and the environment.
A.
B.
observe and describe how different environments, including microhabitats in schoolyards
and biomes, support different varieties of organisms.
describe how biodiversity contributes to the sustainability of an ecosystem.
(5) The student knows that interactions occur between matter and energy.
C.
diagram the flow of energy through living systems, including food chains, food webs, and
energy pyramids.
(8) The student knows that natural events and human activity can impact Earth systems.
A.
predict and describe how different types of catastrophic events impact ecosystems such as
floods, hurricanes, or tornadoes.
FIFTH SIX WEEKS
Organisms and the Environment
Weeks 1-4
(8) The student knows that natural events and human activity can impact Earth systems.
B.
C.
Properties of Matter
Weeks 1-3
(6) The student knows that matter has physical and chemical properties and can
undergo physical and chemical changes.
Weeks 1-3
analyze the effects of weathering, erosion, and deposition on the environment in ecoregions of Texas.
model the effects of human activity on groundwater and surface water in a watershed.
(10) The student knows that there is a relationship between organisms and the environment.
C.
D.
observe, record, and describe the role of ecological succession such as in a micro
habitat of a garden with weeds.
B.
Adaptations
Weeks 4-7
(12) The student knows that living systems at all levels of organization demonstrate the complementary nature of structure and function.
A.
investigate and explain how internal structures of organisms have adaptations that allow
specific functions such as gills in fish, hollow bones in birds, or xylem in plants.
(11) The student knows that populations and species demonstrate variation and inherit many
of their unique traits through gradual processes over many generations.
B.
explain variation within a population or species by comparing external features, behaviors,
or physiology of organisms that enhance their survival such as migration, hibernation, or
storage of food in a bulb.
SIXTH SIX WEEKS
Genetics
Weeks 1-6
(11) The student knows that populations and species demonstrate variation and inherit
many of their unique traits through gradual processes over many generations.
A.
C.
examine organisms or their structures such as insects or leaves and use dichotomous
keys for identification;
identify some changes in genetic traits that have occurred over several generations
through natural selection and selective breeding such as the Galapagos Medium Ground
Finch (Geospiza fortis) or domestic animals.
(14) The student knows that reproduction is a characteristic of living organisms and that
the instructions for traits are governed in the genetic material.
A.
define heredity as the passage of genetic instructions from one generation to the next
generation;
B. compare the results of uniform or diverse offspring from sexual reproduction or asexual
reproduction; and
C. recognize that inherited traits of individuals are governed in the genetic material found in
the genes within chromosomes in the nucleus.
Final Exam
Week 7