2010 Writing Standards for Literacy in History/Social Studies, Science, & Technical Subjects 6-12 Grade 8

Transcription

1 8.WHST.1 Write arguments focused on disciplinespecific content. Genetics: - Genetic Engineering/genetic modified food - Microscope technology changes - Cell Theory - Selective Breeding - DNA Profiling - Cloning - Nature v Nurture - Careers in Science - Risks/Benefits of Cancer Treatments Adaptations: - Introducing non-native species - Nature v. Nurture - Human Involvement in Preserving Endangered Species organizer/ Graphic organizers: - Persuasion Map - Planning Chart - Problem/Solution - Venn Diagram Physics: - Seatbelt Laws - Friction - Write a conclusion that supports or refutes the conclusion of an experiment applying Newton s 3 laws of motion Commercial on seat belt advocacy Chemistry: - Natural cleaners v commercial cleaners - Natural pesticides v commercial pesticides - Recopies on the internet (accountability) Write an informational essay about a technological discovery or invention such as: - microscope - stem-cell research - genetic engineering - cloning - genetic disorders (cures or possible cures) - genetic testing Arizona Department of Education: K-12 Literacy (Pending MPS Board Approval) 1 1/28/14

2 8.WHST.1 Write arguments focused on disciplinespecific content. a. Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically. Debating pros/cons of each topic - microscope - stem-cell research - genetic engineering - cloning - genetic disorders (cures or possible cures) - genetic testing Any environmental issue - Climate change - Electronic waste - Hunting rights - deforestation Arizona Department of Education: K-12 Literacy (Pending MPS Board Approval) 2 1/28/14

3 8.WHST.1 Write arguments focused on disciplinespecific content. b. Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources. - Jigsaw with 2 or more articles on same topic - - Use advertisements to evaluate claims and research product S2C2PO4 Compare/contrast credible and non-credible sources - - S2C2PO4 Evaluate Internet sites for scientific claims-ex. bias, size of data samples, controls. - - S1C3PO5 Explain how evidence supports validity and reliability of a conclusion i.e., variables, controls, hypothesis, experimental design. - Students design, conduct and conclude their own investigation. Another group evaluates, then authors argue their claims if questioned. *S1C3PO6 Design a controlled investigation. Have another group conduct the investigation and identify potential investigational errors. Mythbusters Arizona Department of Education: K-12 Literacy (Pending MPS Board Approval) 3 1/28/14

4 8.WHST.1 Write arguments focused on disciplinespecific content. c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence. - Putting pieces from whole together to form initial concept (puzzles in envelopes) - Write an informational essay about a technological discovery or invention such as: microscope stem-cell research genetic engineering cloning genetic disorders (cures or possible cures) genetic testing GMO Arizona Department of Education: K-12 Literacy (Pending MPS Board Approval) 4 1/28/14

5 8.WHST.1 Write arguments focused on disciplinespecific content. d. Establish and maintain a formal style. - Follow procedures (student generated) - Write an informational essay about a technological discovery or invention such as: microscope stem-cell research genetic engineering cloning genetic disorders (cures or possible cures) genetic testing - S1C4PO4 Write instructions for conducting investigations without using personal pronouns (effective word choice, appropriate use of science vocabulary, writing style). - S2C2PO1 Formal narratives-not personal experiential narratives. No "friendly" discussion. - Apply scientific processes to everyday situations using formal scientific style/tone. Arizona Department of Education: K-12 Literacy (Pending MPS Board Approval) 5 1/28/14

6 8.WHST.1 Write arguments focused on disciplinespecific content. e. Provide a concluding statement or section that follows from and supports the argument presented. - Within every lab report (conclusion) - Write an informational essay about a technological discovery or invention such as: microscope stem-cell research genetic engineering cloning genetic disorders (cures or possible cures) genetic testing Arizona Department of Education: K-12 Literacy (Pending MPS Board Approval) 6 1/28/14

7 8.WHST.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. - Genetics: Mendel & his experiments Procedures for using/history of Microscopes Robert Hooke/Anton van Leeuwenhoek - Adaptations: Explanation of Symbiotic relationships Natural Selection of specific species - Physics: History of Newton Procedure and explanation of Newton s Laws, support with evidence from lab - Chemistry: Development of Bohr Model Mendeleev s construction of the periodic table - Write an informational essay about a technological discovery or invention such as: microscope stem-cell research genetic engineering cloning genetic disorders (cures or possible cures) genetic testing Graphic Organizers: Describing Wheel Flow Chart Step-By-Step Chart Cluster/Word Map Story Map 1 Five W s Chart Time Line Arizona Department of Education: K-12 Literacy (Pending MPS Board Approval) 7 1/28/14

8 8.WHST.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. - Notebooking graphic organizers charts data tables graphs a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. Small groups create a lab procedure for class to investigate (i.e. design a lab). 1. Give students the problem to investigate OR 2. Allow them to pick their own problem to investigate Lep Report Pre-Write Lab report paragraph form (see Writing a Lab Report by Natalie Guest at Poston JHS) Arizona Department of Education: K-12 Literacy (Pending MPS Board Approval) 8 1/28/14

9 8.WHST.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. b. Develop the topic with relevant, wellchosen facts, definitions, concrete details, quotations, or other information and examples. - Write an informational essay about a technological discovery or invention such as: microscope stem-cell research genetic engineering cloning genetic disorders (cures or possible cures) genetic testing Arizona Department of Education: K-12 Literacy (Pending MPS Board Approval) 9 1/28/14

10 8.WHST.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. c. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts. - Students/Teachers-Create an appropriate and varied list of transitions - Clarifying relationships in environment: symbiosis predator-prey competitive Student handout 10.5 Analyzing and Summarizing Evidence template (from brown AVID Critical Reading Teacher Guide) Arizona Department of Education: K-12 Literacy (Pending MPS Board Approval) 10 1/28/14

11 8.WHST.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. - "Give me 5" 5 sentence paragraph 1st Intro 2nd - 4th-three supporting facts (Barb Penrose will seek out templates in August from co-worker) 5th-Conclusion d. Use precise language and domainspecific vocabulary to inform about or explain the topic. - Write an informational essay about a technological discovery or invention such as: microscope stem-cell research genetic engineering cloning genetic disorders (cures or possible cures) genetic testing - Explain x concept using the following vocab words [in this order]: x, y, z Arizona Department of Education: K-12 Literacy (Pending MPS Board Approval) 11 1/28/14

12 8.WHST.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. e. Establish and maintain a formal style and objective tone. - SC20-Science Fair project writing in 3rd person - SC08-SC20-Write lab reports in 3rd person - Write an informational essay about a technological discovery or invention such as: microscope stem-cell research genetic engineering cloning genetic disorders (cures or possible cures) genetic testing Arizona Department of Education: K-12 Literacy (Pending MPS Board Approval) 12 1/28/14

13 8.WHST.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. - Using Cornell notes for note taking in class. The students use the summary to conclude the lesson of the day. - Quick-write-AVID strategy (write key points continuously, anything that comes to mind about topic) f. Provide a concluding statement or section that follows from and supports the information or explanation presented. RERUN conclusion template Recall: Describe what you did Explain: Explain the purpose of the study Results: State the results, including whether hypothesis is supported or rejected Uncertainty: Describe errors and unknowns New: Write what new skills/content you learned Arizona Department of Education: K-12 Literacy (Pending MPS Board Approval) 13 1/28/14

14 8.WHST.3 (See note; not applicable as a separate requirement) Note: Students narrative skills continue to grow in these grades. The Standards require that students be able to incorporate narrative elements effectively into arguments and informative/explanatory texts. In history/social studies, students must be able to incorporate narrative accounts into their analyses of individuals or events of historical import. In science and technical subjects, students must be able to write precise enough descriptions of the step-by-step procedures they use in their investigations or technical work that others can replicate them and (possibly) reach the same results. 8.WHST.3 (See note above; not applicable as a separate requirement) - Within every lab report (procedures) Graphic Organizers: Step-By-Step Chart Production and Distribution of Writing 8.WHST.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. - Use evidence to support writing - Varied assignment formats, i.e. e., CRAFTS, lab report as a letter, brochure, newspaper article, editorial, investigative report, script) Graphic Organizers: Planning Chart Arizona Department of Education: K-12 Literacy (Pending MPS Board Approval) 14 1/28/14

15 Production and Distribution of Writing 8.WHST.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. - Peer review - Teacher review - Direct instruction for planning - Scaffold writing - - Concept maps Use Google Docs - Students will randomly select peer writings to read and review. Students work as a class to improve the selected writing (given a specific checklist/rubric) - S2C1PO4 Evaluate career opportunities related to life and physical science. Write a formal research paper focusing on purpose and audience using support from peers and adults Graphic Organizers: Cluster/Word Web Internet Articles Textbooks Interviews Arizona Department of Education: K-12 Literacy (Pending MPS Board Approval) 15 1/28/14

16 Production and Distribution of Writing 8.WHST.6 Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently. - How to do a search - Determining credible sources - Using Google Docs - Using Architeck to publish - Podcast - PowerPoint! video - Use Google Docs through technology to enter data and then present the information to the students to graph and draw conclusions - Create a Prezi presentation ( Step-by-step ideas/instructions how to do a search, how to determine credible resources MPS library database (EBSCO host, encyclopedia) Architeck Arizona Department of Education: K-12 Literacy (Pending MPS Board Approval) 16 1/28/14

17 Research to Build and Present Knowledge 8.WHST.7 Conduct short research projects to answer a question (including a selfgenerated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. - Genetics: Conduct class traits investigation Monster Genetics - Adaptations: Beak Design lab Native Animals - Physics: Self-generated question about motion, what governs that motion Physics of a particular sport - Chemistry: Student generated acid/base investigation with foods, basic household items, etc. Chemistry Injuries Graphic Organizers: Observation Chart Time Line MPS library database (EBSCO host, encyclopedia) ence-fairprojects/science_careers.sht ml - STEM Careers Sally Ride Disney Imagineers - "Quick research" to preview a new unit/topic - Science Fair - What is the key to making a paper airplane? Students create their own experiment Arizona Department of Education: K-12 Literacy (Pending MPS Board Approval) 17 1/28/14

18 Research to Build and Present Knowledge 8.WHST.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. - Using district library tools with emphasis on databases - Comparing websites to show bias (i.e. cloning,.com vs..org) - Annotated bibliography using index cards (ask English) - Students gather and summarize information on topics such as airbags - S3C2PO4 Risks and benefits of technological advancements genetic engineering/selective breeding Graphic Organizers: Four-Column Chart KWS Chart Google search 1-3 sentences of student work to determine original writing Arizona Department of Education: K-12 Literacy (Pending MPS Board Approval) 18 1/28/14

19 Research to Build and Present Knowledge 8.WHST.9 Draw evidence from informational texts to support analysis reflection, and research. - Research papers based on subject knowledge with lots of reflection - Group research (collaborate with Google Docs) - Use encyclopedias to research and then complete a Quickwrite - S2C1PO3 Evaluate the impact of a major scientific development occurring within the past decade, i.e., pet cloning DNA profiling immunizations Graphic Organizers: Cluster Web 2 Cluster/Word Web 3 Arizona Department of Education: K-12 Literacy (Pending MPS Board Approval) 19 1/28/14

20 Range of Writing 8.WHST.10 Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of disciplinespecific tasks, purposes, and audiences. - Short explanations or captions of tables, graphs or pictures - Writing conclusions/reflections about labs - Writing reflections at the end of a unit - Write a research report with checkpoints during the process - Quickwrites Rubric for on-going writing such as summaries Arizona Department of Education: K-12 Literacy (Pending MPS Board Approval) 20 1/28/14