How Do You Choose the Best Ice Keeper?

Size: px
Start display at page:

Download "How Do You Choose the Best Ice Keeper?"

Transcription

1 How Do You Choose the Best Ice Keeper? Have you ever wondered how long you could keep an ice cube from melting? Your challenge in this investigation is to find a way to keep 2 ice cubes from melting for as long as possible. You will decide with your partner what materials ( ice keepers ) to test. Then you will choose 2 different materials from the ones on the table and set up your experiment. Wrap your cubes quickly and then predict on your recording sheet how long you think it will take for each ice cube to melt. We will use a timer and check them every 10 minutes. Each time we check the cubes, record 1 or 2 words that describe the ice cubes or the ice keepers. When your tests are done, I will ask you: Did the ice keeper work well? Why or why not? Which material would you choose next time? Why would this be a better choice? 1 of 15

2 Suggested Grade Span K 2 Task Have you ever wondered how long you could keep an ice cube from melting? Your challenge in this investigation is to find a way to keep 2 ice cubes from melting for as long as possible. You will decide with your partner what materials ( ice keepers ) to test. Then you will choose 2 different materials from the ones on the table and set up your experiment. Wrap your cubes quickly and then predict on your recording sheet how long you think it will take for each ice cube to melt. We will use a timer and check them every 10 minutes. Each time we check the cubes, record 1 or 2 words that describe the ice cubes or the ice keepers. When your tests are done, I will ask you: Did the ice keeper work well? Why or why not? Which material would you choose next time? Why would this be a better choice? Big Ideas and Unifying Concepts Change and constancy Cause and effect Design Physical Science Concept Properties of matter Design Technology Concept Design constraints and advantages Mathematical Concepts Comparison of attributes or effects Data collection, organization and analysis Graphs, tables and representations Measurement Time Required for the Task Ninety minutes to two hours (setting up and checking at 10-minute intervals). 2 of 15

3 Context Winter is the perfect time to investigate the properties of matter through ice, snow, water and gas activities. Prior to this task, my first graders had been collecting different-sized containers of snow to observe and measure the amount of melted water. They had also investigated whether an ice cube keeps longer in a cup of cold or warm juice during the school day. These activities led to the children wondering how long they could keep a cube of ice from melting. What the Task Accomplishes This investigation task is engaging for young children and at the same time a challenge for recording scientific observations. It allows children to use prior knowledge about something familiar, like an ice cube, and to problem solve by using a variety of everyday materials to try to keep an ice cube from melting. The task provides experiences with changing an object from a solid to liquid state, while building skills in predicting, observing, comparing time, using tools, communicating with their partners, and recording in a systematic maner. It is also a great opportunity to introduce the term, variables the materials being tested as ice keepers. The ice cube and time intervals are kept constant and the ice keeper materials are each tested in the same way, making them the variables. This makes the tests fair tests. How the Student Will Investigate A class chart, prepared ahead, is used to keep track of 10-minute intervals. The chart lists each material tested and shows when each cube finally melts. An ice cube without an ice keeper can be listed at the top of the class chart to demonstrate how each variable compares to the unwrapped ice cube, the control ice cube. Give each set of partners two ice cubes. The challenge is to find a way to keep the ice cubes as long as possible. The children will choose two different materials to test from a variety displayed. The partners will need a few minutes to discuss their strategies before the ice cubes are passed out. Pass out the two ice cubes in plastic cups for each cooperative group, and instruct the students to cover up their cubes quickly with the two materials that they want to test. Ask each child to predict how long (in minutes and/or hours) s/he thinks it will take for the ice cube to melt. Set a class timer for every 10 minutes, or provide each set of partners with sand timers. As the cubes are checked at regular 10-minute intervals, have the children record one or two words that describe the ice cubes or the materials ( ice keepers ) that are used. Have each child keep a recording sheet of observations made during the investigation. Interdisciplinary Links and Extensions Science This activity could be followed up by selecting a material and wrapping one cube tightly and another loosely to see if that will make a difference in how fast the ice melts. There are many 3 of 15

4 comparisons that children can do with ice and water while using many of their five senses. They can compare a cup of water to a cup of ice in terms of how they look, pour, feel, sound and taste. Students can make their own flavored popsicles in different shaped containers to compare how fast they freeze. Children could do an investigation to discover what conditions make their ice cube melt the fastest and try some of these activities with their families for homework. Social Studies Have cooperative groups study the life that exists and the adaptations that are needed for survival in Antarctica and in the Arctic. Perhaps compare and contrast this to desert life in relation to the need, lack of abundance, and value of water. Make graphs showing average precipitation in each of these places in the world. Language Arts Read stories such as Geraldine s Big Snow, Sadie s Snowball, Stone Fox, and Mr. Popper s Penguins, which would lend themselves to writing stories about snowstorms the children have experienced, making snowmen with friends, or ways to keep unusual pets. Use Robert Frost s "Stopping by Woods on a Snowy Evening" to introduce writing winter poetry. Movement/Music Guided imagery and music can be used for children to explore moving like snowflakes or depicting changes from rain to snow to sleet. Experiment with movement how an individual snowflake might move to begin to form and crystallize, to float lightly, to blow in a blizzard and to become part of a snowbank. Mathematics/Technology Investigate Snowflake Bently s research photographing snowflakes. Cut snowflakes. Use Venn diagrams to sort qualities of ice, snow and water. Practice graphing rainfall to compare amounts in different locations or to compare seasons. Chart snowfall accumulation for two weeks or a month. Use the Internet to find where there is the most snowfall each year. Investigate amounts of snowfall on roofs in the neighborhood. What types of angles or roof materials hold more or less snow? Teaching Tips and Guiding Questions Some questions that children could be engaged with during this activity might be: Did the material you chose work well? Why or why not? Which material would you choose next time? Can you use your data to show why would this be a better choice? Why do you think the ice keeper works? How is winter clothing like the ice keeper? How is insulation in your home or in a thermos like the ice keeper? How does water pour compared to ice? sound compared to ice? feel compared to ice? Is the color of water different from the color of ice? (Water is the same color all over, ice has color in the middle.) 4 of 15

5 How is the shape different between ice and water? (Liquid does not have a shape, it takes the shape of the container.) Which is easier to pick up snow, water or ice? Why? Can you describe how ice changes as it melts? What do you think you might do to make water freeze faster or slower? Concepts to be Assessed (Unifying concepts/big ideas and science concepts to be assessed using the Science Exemplars Rubric under the criterion: Science Concepts and Related Content) Physical Science Properties of Matter: Students observe and compare physical properties of matter and use the terms solid and liquid appropriately. Design Technology Constraints and Advantages: Students observe that some materials are better than others, depending on the task and characteristics of the materials. Scientific Method: Students determine the patterns and/or which kinds of change (changes in melting ice) are happening by making a graph or table of measurements (change and constancy). Students observe and explain reactions when variables are controlled (cause and effect). Mathematics: Students understand and apply more than / less than and use numerical data and (time) measurements in describing events, answering questions and providing evidence for scientific explanations. Skills to be Developed (Science process skills to be assessed using the Science Exemplars Rubric under the criteria: Scientific Procedures and Reasoning Strategies, and Scientific Communication Using Data) Scientific Method: Observing, predicting/hypothesizing, collecting and recording data, manipulating tools, drawing conclusions, communicating findings, challenging misconceptions and raising new questions. Other Science Standards and Concepts Addressed Scientific Method: Students describe, predict, investigate and explain phenomena. Students control variables. Scientific Theory: Students look for evidence that explains why things happen and modify explanations when new observations are made. Physical Science Properties of Matter: Students describe and sort objects and materials according to observations of similarities and differences of physical properties. 5 of 15

6 The Designed World: Students explain that tools extend the ability of people (to make things, to move things, to shape materials) and that manufacturing requires a series of steps and, depending on the task, careful choice of materials (based on their characteristics). Suggested Materials Prepare ice cubes the night before so that each set of partners can have two. When the ice cubes are made in the trays, try to control the water level so the cubes are as equal in size as possible. I bring in a variety of materials to test as ice keepers, such as sand, shavings, grass seed, Styrofoam peanuts, different kinds of cloth (cotton, satin, plastic, fleece), bubble plastic, foil, plastic wrap and road salt. There are many other materials that could be tried. I also make little signs on 3x5 cards so children know what the material is. This also helps them when they write the names of materials on their recording sheets. Having a supply of clear plastic cups or recycled margarine tubs is helpful to hold the ice and materials. Use cooking-timers or sand timers with intervals of 10 minutes, for partners to share. Brainstorm a list of words ahead of time that students might use to describe their cube or ice keeping materials, so it is not a struggle for children who are not as confident writing or retrieving vocabulary. These can be written on a word chart with the heading describing words or scientific descriptions. Although I did not use little clock faces on the recording sheets, that could also be added, and students could combine a lesson on time with this investigation. Possible Solutions In this particular task, I am not looking for accurate predictions about the time it will take for the ice cube to melt. Young children find time complicated to understand, and they require a lot of practice with timed activities in order to be more accurate in their predictions. I am looking for an accurate log of 10-minute intervals with a describing word that varies as each child observes changes in the ice cube or in the material that surrounds the ice cube. I will often question and record children s conclusions at the end of the activity to find out what connections they have made from this task. This task was hard to manage in terms of the amount of time it took keeping track of the ice cube every time the timer went off, while at the same time working on the daily routine of reading, mathematics and snack break. I still found that the children were very engaged in this activity and stopped whatever they were doing to check their ice keeper and cube. This task demanded a lot of responsibility, focus and cooperation in observing and recording. Note: This is not a task to use with first graders in the first half of the year, unless structured as a guided, whole-class activity. It works better during flexible activities, such as silent reading time, snack time or time given for completing other short work tasks, rather than during longer lessons. 6 of 15

7 Task-Specific Assessment Notes Novice This student s solution is incomplete, but it does show a beginning understanding of the task. The student chose cotton cloth and sand to test for ice keepers. The timed task went from 10 minutes to 90 minutes, but many intervals are not recorded. The choice of words used for observations remains very limited to wetter or smaller. Predictions made are the same for the ice kept in the sand and in the cloth evidence of limited scientific reasoning. Apprentice This student s solution is not complete, but there is some attempt to show scientific observations and recordings in intervals. There are predictions for the shavings and sand, and some variety in describing words, though with a little help recording. There are observations about the condition of the ice cube and the ice-keeper's materials. Conclusions are sketchy but do refer minimally to the data for the shavings. Practitioner This student completes the activity, investigating with fleece cloth and Styrofoam peanuts. The timed estimations are more accurate, because it did take approximately 80 minutes to complete this investigation. The words recorded for the observations demonstrate more variety and precise observations. In an interview, the student's explanations demonstrate more understanding of cause-effect relationships with the ice cube and ice keeper materials. Conclusions are linked to the hypotheses and to the data collected. A new hypothesis is suggested regarding air. Expert This student s solution is complete, and the recordings show a systematic use of observations. Cotton cloth and Styrofoam peanuts were used for testing. The timed predictions are very accurate, with minutes used for the investigation. This student makes clear observations about the ice cube and the ice-keeper materials. Conclusions are linked to the hypotheses and to the data collected. Comparisons between the two materials are made. A new hypothesis is suggested regarding air. There is evidence of reasoning and extended thinking (e.g., about fleece clothing and its ability to keep cold out). 7 of 15

8 Novice 8 of 15

9 Novice 9 of 15

10 Apprentice 10 of 15

11 Apprentice 11 of 15

12 Practitioner 12 of 15

13 Practitioner 13 of 15

14 Expert 14 of 15

15 Expert 15 of 15

Planting Seeds, Part 1: Can You Design a Fair Test?

Planting Seeds, Part 1: Can You Design a Fair Test? Planting Seeds, Part 1: Can You Design a Fair Test? In this investigation, your team will choose 2 or 3 seeds in order to design an investigation to learn something more about them. First, you will need

More information

Picture It, Dads! Facilitator Activities For. The Mitten

Picture It, Dads! Facilitator Activities For. The Mitten Picture It, Dads! Facilitator Activities For The Mitten Picture It Dads! The Mitten Goals for Dads: 1. To practice effective read-aloud techniques. 2. To develop strategies to help retell the story. 3.

More information

Unit 1: Scientific Investigation-Asking Questions

Unit 1: Scientific Investigation-Asking Questions Unit 1: Scientific Investigation-Asking Questions Standards: OKC 3 Process Standard 3: Experimental design - Understanding experimental designs requires that students recognize the components of a valid

More information

Table of Contents. Introduction Choral Reading How to Use This Book...5. Cloze Activities Correlation to TESOL Standards...

Table of Contents. Introduction Choral Reading How to Use This Book...5. Cloze Activities Correlation to TESOL Standards... Table of Contents Introduction.... 4 How to Use This Book.....................5 Correlation to TESOL Standards... 6 ESL Terms.... 8 Levels of English Language Proficiency... 9 The Four Language Domains.............

More information

Physical Features of Humans

Physical Features of Humans Grade 1 Science, Quarter 1, Unit 1.1 Physical Features of Humans Overview Number of instructional days: 11 (1 day = 20 30 minutes) Content to be learned Observe, identify, and record the external features

More information

Unit: Human Impact Differentiated (Tiered) Task How Does Human Activity Impact Soil Erosion?

Unit: Human Impact Differentiated (Tiered) Task How Does Human Activity Impact Soil Erosion? The following instructional plan is part of a GaDOE collection of Unit Frameworks, Performance Tasks, examples of Student Work, and Teacher Commentary. Many more GaDOE approved instructional plans are

More information

Maryland Science Voluntary State Curriculum Grades K-6

Maryland Science Voluntary State Curriculum Grades K-6 A Correlation of 2006 to the Maryland Science Voluntary State Curriculum Grades K-6 O/S-60 Introduction This document demonstrates how Scott Foresman Science meets the Maryland Science Voluntary State

More information

Eggs-periments & Eggs-plorations

Eggs-periments & Eggs-plorations Eggs-periments & Eggs-plorations Dear Educator, The American Egg Board, together with the curriculum experts Young Minds Inspired (YMI), have teamed to bring you this Eggs-periments and Eggsplorations

More information

Rover Races Grades: 3-5 Prep Time: ~45 Minutes Lesson Time: ~105 minutes

Rover Races Grades: 3-5 Prep Time: ~45 Minutes Lesson Time: ~105 minutes Rover Races Grades: 3-5 Prep Time: ~45 Minutes Lesson Time: ~105 minutes WHAT STUDENTS DO: Establishing Communication Procedures Following Curiosity on Mars often means roving to places with interesting

More information

Statistical Analysis of Climate Change, Renewable Energies, and Sustainability An Independent Investigation for Introduction to Statistics

Statistical Analysis of Climate Change, Renewable Energies, and Sustainability An Independent Investigation for Introduction to Statistics 5/22/2012 Statistical Analysis of Climate Change, Renewable Energies, and Sustainability An Independent Investigation for Introduction to Statistics College of Menominee Nation & University of Wisconsin

More information

2016 Warren STEM Fair. Monday and Tuesday, April 18 th and 19 th, 2016 Real-World STEM

2016 Warren STEM Fair. Monday and Tuesday, April 18 th and 19 th, 2016 Real-World STEM 2016 Warren STEM Fair Monday and Tuesday, April 18 th and 19 th, 2016 Real-World STEM Tonight s Goal We will examine the different parts of the STEM Fair process (Scientific Method) in order for you to

More information

Louisiana State Museum

Louisiana State Museum Louisiana State Museum Raw and Manufactured Goods A crosscurricular lesson linked to the common core state standards. PERFORMANCE TASKS: -Students will be able to identify and describe the difference between

More information

Creating Coherent Inquiry Projects to Support Student Cognition and Collaboration in Physics

Creating Coherent Inquiry Projects to Support Student Cognition and Collaboration in Physics Creating Coherent Inquiry Projects to Support Student Cognition and Collaboration in Physics 6 Douglas B. Clark, Arizona State University S. Raj Chaudhury, Christopher Newport University As a physics teacher,

More information

What is PDE? Research Report. Paul Nichols

What is PDE? Research Report. Paul Nichols What is PDE? Research Report Paul Nichols December 2013 WHAT IS PDE? 1 About Pearson Everything we do at Pearson grows out of a clear mission: to help people make progress in their lives through personalized

More information

SCORING KEY AND RATING GUIDE

SCORING KEY AND RATING GUIDE FOR TEACHERS ONLY The University of the State of New York Le REGENTS HIGH SCHOOL EXAMINATION LIVING ENVIRONMENT Wednesday, June 19, 2002 9:15 a.m. to 12:15 p.m., only SCORING KEY AND RATING GUIDE Directions

More information

Kindergarten - Unit One - Connecting Themes

Kindergarten - Unit One - Connecting Themes The following instructional plan is part of a GaDOE collection of Unit Frameworks, Performance Tasks, examples of Student Work, and Teacher Commentary for the Kindergarten Social Studies Course. Kindergarten

More information

Igneous Rock Formation

Igneous Rock Formation Igneous Rock Formation *adapted from TOPS Learning Systems 1) Lay down a row of saturated salt water drops along the diameter of an aluminum pie tin. 2) Rest the tin on a jar so a candle fits under the

More information

Curriculum Design Project with Virtual Manipulatives. Gwenanne Salkind. George Mason University EDCI 856. Dr. Patricia Moyer-Packenham

Curriculum Design Project with Virtual Manipulatives. Gwenanne Salkind. George Mason University EDCI 856. Dr. Patricia Moyer-Packenham Curriculum Design Project with Virtual Manipulatives Gwenanne Salkind George Mason University EDCI 856 Dr. Patricia Moyer-Packenham Spring 2006 Curriculum Design Project with Virtual Manipulatives Table

More information

Includes Activities for all ages CHALLENGE LEVEL 1. Explore STEM with

Includes Activities for all ages CHALLENGE LEVEL 1. Explore STEM with Take Our Daughters And Sons To Work Foundation Activity Guide Includes Activities for all ages CHALLENGE LEVEL 1 Explore STEM with WARNING: These STEM activities have been known to cause extreme excitement.

More information

Students will be able to describe how it feels to be part of a group of similar peers.

Students will be able to describe how it feels to be part of a group of similar peers. LESSON TWO LESSON PLAN: WE RE ALL DIFFERENT ALIKE OVERVIEW: This lesson is designed to provide students the opportunity to feel united with their peers by both their similarities and their differences.

More information

If we want to measure the amount of cereal inside the box, what tool would we use: string, square tiles, or cubes?

If we want to measure the amount of cereal inside the box, what tool would we use: string, square tiles, or cubes? String, Tiles and Cubes: A Hands-On Approach to Understanding Perimeter, Area, and Volume Teaching Notes Teacher-led discussion: 1. Pre-Assessment: Show students the equipment that you have to measure

More information

Assessment Strategies Sight Word Assessments Running Records Daily Work Anecdotal Notes

Assessment Strategies Sight Word Assessments Running Records Daily Work Anecdotal Notes Monday, January 5 9:45-10:15 Library 10:50-12:03 Calendar & Focus Lesson 1: Jan Brett author study: Read About Jan Brett on janbrett.com. Read The Mitten and discuss characters, setting, and events. Have

More information

Assessment and Evaluation

Assessment and Evaluation Assessment and Evaluation 201 202 Assessing and Evaluating Student Learning Using a Variety of Assessment Strategies Assessment is the systematic process of gathering information on student learning. Evaluation

More information

Pre-AP Geometry Course Syllabus Page 1

Pre-AP Geometry Course Syllabus Page 1 Pre-AP Geometry Course Syllabus 2015-2016 Welcome to my Pre-AP Geometry class. I hope you find this course to be a positive experience and I am certain that you will learn a great deal during the next

More information

1. Locate and describe major physical features and analyze how they influenced cultures/civilizations studied.

1. Locate and describe major physical features and analyze how they influenced cultures/civilizations studied. Unit Plan 8th Grade Geography Ciara Timothy SOST 450- Professor Johnson 2.22.2012 Contents: 1. Student Handout 2. Day to Day Outline 3. MN Graduation Standards and Benchmarks 4. Differentiated for Content,

More information

Dear Teacher: Welcome to Reading Rods! Reading Rods offer many outstanding features! Read on to discover how to put Reading Rods to work today!

Dear Teacher: Welcome to Reading Rods! Reading Rods offer many outstanding features! Read on to discover how to put Reading Rods to work today! Dear Teacher: Welcome to Reading Rods! Your Sentence Building Reading Rod Set contains 156 interlocking plastic Rods printed with words representing different parts of speech and punctuation marks. Students

More information

SOCIAL STUDIES GRADE 1. Clear Learning Targets Office of Teaching and Learning Curriculum Division FAMILIES NOW AND LONG AGO, NEAR AND FAR

SOCIAL STUDIES GRADE 1. Clear Learning Targets Office of Teaching and Learning Curriculum Division FAMILIES NOW AND LONG AGO, NEAR AND FAR SOCIAL STUDIES FAMILIES NOW AND LONG AGO, NEAR AND FAR GRADE 1 Clear Learning Targets 2015-2016 Aligned with Ohio s Learning Standards for Social Studies Office of Teaching and Learning Curriculum Division

More information

ISR PARENT EDUCATION HOW TO FILL OUT A FULL BUDS SHEET

ISR PARENT EDUCATION HOW TO FILL OUT A FULL BUDS SHEET ISR PARENT EDUCATION HOW TO FILL OUT A FULL BUDS SHEET FULL BUDS SHEETS ARE MANDITORY FOR ALL ISR STUDENTS WHO ARE UNDER 31 MONTHS OF AGE. SOME ISR INSTRUCTORS REQUIRE FULL BUDS REGARDLESS OF AGE AND OTHER

More information

Mathematics Success Grade 7

Mathematics Success Grade 7 T894 Mathematics Success Grade 7 [OBJECTIVE] The student will find probabilities of compound events using organized lists, tables, tree diagrams, and simulations. [PREREQUISITE SKILLS] Simple probability,

More information

5.1 Sound & Light Unit Overview

5.1 Sound & Light Unit Overview 5.1 Sound & Light Unit Overview Enduring Understanding: Sound and light are forms of energy that travel and interact with objects in various ways. Essential Question: How is sound energy transmitted, absorbed,

More information

Universal Design for Learning Lesson Plan

Universal Design for Learning Lesson Plan Universal Design for Learning Lesson Plan Teacher(s): Alexandra Romano Date: April 9 th, 2014 Subject: English Language Arts NYS Common Core Standard: RL.5 Reading Standards for Literature Cluster Key

More information

Friction Stops Motion

Friction Stops Motion activity Friction Stops Motion BROWARD COUNTY ELEMENTARY SCIENCE BENCHMARK PLAN Grade Quarter Activity SC.C... The student understands that the motion of an object can be described and measured. SC.H...

More information

Answer Key For The California Mathematics Standards Grade 1

Answer Key For The California Mathematics Standards Grade 1 Introduction: Summary of Goals GRADE ONE By the end of grade one, students learn to understand and use the concept of ones and tens in the place value number system. Students add and subtract small numbers

More information

TEKS Resource System. Effective Planning from the IFD & Assessment. Presented by: Kristin Arterbury, ESC Region 12

TEKS Resource System. Effective Planning from the IFD & Assessment. Presented by: Kristin Arterbury, ESC Region 12 TEKS Resource System Effective Planning from the IFD & Assessments Presented by: Kristin Arterbury, ESC Region 12 karterbury@esc12.net, 254-297-1115 Assessment Curriculum Instruction planwithifd.wikispaces.com

More information

Teaching Literacy Through Videos

Teaching Literacy Through Videos Teaching Literacy Through Videos Elizabeth Stavis Reading Intervention Specialist RR Teacher Santa Clara Unified Jenny Maehara Elementary Literacy Specialist RR Teacher Santa Clara Unified February 9,

More information

Grade 4: Module 2A: Unit 1: Lesson 3 Inferring: Who was John Allen?

Grade 4: Module 2A: Unit 1: Lesson 3 Inferring: Who was John Allen? Grade 4: Module 2A: Unit 1: Lesson 3 This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Exempt third-party content is indicated by the footer: (name

More information

Sight Word Assessment

Sight Word Assessment Make, Take & Teach Sight Word Assessment Assessment and Progress Monitoring for the Dolch 220 Sight Words What are sight words? Sight words are words that are used frequently in reading and writing. Because

More information

Investigations for Chapter 1. How do we measure and describe the world around us?

Investigations for Chapter 1. How do we measure and describe the world around us? 1 Chapter 1 Forces and Motion Introduction to Chapter 1 This chapter is about measurement and how we use measurements and experiments to learn about the world. Two fundamental properties of the universe

More information

FOR TEACHERS ONLY RATING GUIDE BOOKLET 1 OBJECTIVE AND CONSTRUCTED RESPONSE JUNE 1 2, 2005

FOR TEACHERS ONLY RATING GUIDE BOOKLET 1 OBJECTIVE AND CONSTRUCTED RESPONSE JUNE 1 2, 2005 FOR TEACHERS ONLY THE UNIVERSITY OF THE STATE OF NEW YORK GRADE 8 INTERMEDIATE-LEVEL TEST SOCIAL STUDIES RATING GUIDE BOOKLET 1 OBJECTIVE AND CONSTRUCTED RESPONSE JUNE 1 2, 2005 Updated information regarding

More information

Interactive Whiteboard

Interactive Whiteboard 50 Graphic Organizers for the Interactive Whiteboard Whiteboard-ready graphic organizers for reading, writing, math, and more to make learning engaging and interactive by Jennifer Jacobson & Dottie Raymer

More information

Scientific Inquiry Test Questions

Scientific Inquiry Test Questions Test Questions Free PDF ebook Download: Test Questions Download or Read Online ebook scientific inquiry test questions in PDF Format From The Best User Guide Database Understandings about scientific inquiry

More information

Unit Lesson Plan: Native Americans 4th grade (SS and ELA)

Unit Lesson Plan: Native Americans 4th grade (SS and ELA) Unit Lesson Plan: Native Americans 4th grade (SS and ELA) Angie- comments in red Emily's comments in purple Sue's in orange Kasi Frenton-Comments in green-kas_122@hotmail.com 10/6/09 9:03 PM Unit Lesson

More information

Smarter Balanced Assessment Consortium:

Smarter Balanced Assessment Consortium: Smarter Balanced Assessment Consortium: ELA Practice Test Scoring Guide Grade 5 04/25/2014 G5_PracticeTest_ScoringGuide_ELA.docx 0 1 5 1 1 2 RI-1 The student will identify text evidence to support a given

More information

Cognitive Development Facilitator s Guide

Cognitive Development Facilitator s Guide Cognitive Development Facilitator s Guide Competency-Based Learning Objectives Description of Target Audience Training Methodologies/ Strategies Utilized Sequence of Training By the end of this module,

More information

Pentomino Problem. Use the 3 pentominos that are provided to make as many different shapes with 12 sides or less. Use the following 3 shapes:

Pentomino Problem. Use the 3 pentominos that are provided to make as many different shapes with 12 sides or less. Use the following 3 shapes: Use the 3 pentominos that are provided to make as many different shapes with 12 sides or less. Use the following 3 shapes: 1 of 14 Grade Levels Pre-K-2 Use the 3 pentominos that are provided to make as

More information

Relating Math to the Real World: A Study of Platonic Solids and Tessellations

Relating Math to the Real World: A Study of Platonic Solids and Tessellations Sheila Green Professor Dyrness ED200: Analyzing Schools Curriculum Project December 15, 2010 Relating Math to the Real World: A Study of Platonic Solids and Tessellations Introduction The study of Platonic

More information

Can Money Buy Happiness? EPISODE # 605

Can Money Buy Happiness? EPISODE # 605 Can Money Buy Happiness? EPISODE # 605 LESSON LEVEL Grades 6-8 KEY TOPICS Community Entrepreneurship Social responsibility LEARNING OBJECTIVES 1. Recognize a need in your community. 2. Learn how to come

More information

PART C: ENERGIZERS & TEAM-BUILDING ACTIVITIES TO SUPPORT YOUTH-ADULT PARTNERSHIPS

PART C: ENERGIZERS & TEAM-BUILDING ACTIVITIES TO SUPPORT YOUTH-ADULT PARTNERSHIPS PART C: ENERGIZERS & TEAM-BUILDING ACTIVITIES TO SUPPORT YOUTH-ADULT PARTNERSHIPS The following energizers and team-building activities can help strengthen the core team and help the participants get to

More information

(I couldn t find a Smartie Book) NEW Grade 5/6 Mathematics: (Number, Statistics and Probability) Title Smartie Mathematics

(I couldn t find a Smartie Book) NEW Grade 5/6 Mathematics: (Number, Statistics and Probability) Title Smartie Mathematics (I couldn t find a Smartie Book) NEW Grade 5/6 Mathematics: (Number, Statistics and Probability) Title Smartie Mathematics Lesson/ Unit Description Questions: How many Smarties are in a box? Is it the

More information

Arizona s College and Career Ready Standards Mathematics

Arizona s College and Career Ready Standards Mathematics Arizona s College and Career Ready Mathematics Mathematical Practices Explanations and Examples First Grade ARIZONA DEPARTMENT OF EDUCATION HIGH ACADEMIC STANDARDS FOR STUDENTS State Board Approved June

More information

Calculators in a Middle School Mathematics Classroom: Helpful or Harmful?

Calculators in a Middle School Mathematics Classroom: Helpful or Harmful? University of Nebraska - Lincoln DigitalCommons@University of Nebraska - Lincoln Action Research Projects Math in the Middle Institute Partnership 7-2008 Calculators in a Middle School Mathematics Classroom:

More information

INSTRUCTIONAL FOCUS DOCUMENT Grade 5/Science

INSTRUCTIONAL FOCUS DOCUMENT Grade 5/Science Exemplar Lesson 01: Comparing Weather and Climate Exemplar Lesson 02: Sun, Ocean, and the Water Cycle State Resources: Connecting to Unifying Concepts through Earth Science Change Over Time RATIONALE:

More information

Let's Learn English Lesson Plan

Let's Learn English Lesson Plan Let's Learn English Lesson Plan Introduction: Let's Learn English lesson plans are based on the CALLA approach. See the end of each lesson for more information and resources on teaching with the CALLA

More information

2 nd grade Task 5 Half and Half

2 nd grade Task 5 Half and Half 2 nd grade Task 5 Half and Half Student Task Core Idea Number Properties Core Idea 4 Geometry and Measurement Draw and represent halves of geometric shapes. Describe how to know when a shape will show

More information

GRADE 2 SUPPLEMENT. Set D4 Measurement: Capacity. Includes. Skills & Concepts. Activity 1: Predict & Fill D4.1

GRADE 2 SUPPLEMENT. Set D4 Measurement: Capacity. Includes. Skills & Concepts. Activity 1: Predict & Fill D4.1 GRADE 2 SUPPLEMENT Set D4 Measurement: Capacity Includes Activity 1: Predict & Fill D4.1 Skills & Concepts H use non-standard units to measure to determine capacity H compare and order containers according

More information

Fourth Grade. Reporting Student Progress. Libertyville School District 70. Fourth Grade

Fourth Grade. Reporting Student Progress. Libertyville School District 70. Fourth Grade Fourth Grade Libertyville School District 70 Reporting Student Progress Fourth Grade A Message to Parents/Guardians: Libertyville Elementary District 70 teachers of students in kindergarten-5 utilize a

More information

Title: George and Sam Save for a Present By: Lesson Study Group 2

Title: George and Sam Save for a Present By: Lesson Study Group 2 Research Aim: Title: George and Sam Save for a Present By: Lesson Study Group 2 Team Members: Jan Arslan, Lindsay Blanchard, Juneanne Demek, Hilary Harrison, Susan Greenwood Research Lesson Date: Tuesday,

More information

Ohio s Learning Standards-Clear Learning Targets

Ohio s Learning Standards-Clear Learning Targets Ohio s Learning Standards-Clear Learning Targets Math Grade 1 Use addition and subtraction within 20 to solve word problems involving situations of 1.OA.1 adding to, taking from, putting together, taking

More information

Lesson Plan Art: Painting Techniques

Lesson Plan Art: Painting Techniques Lesson Plan Art: Painting Techniques Subject Area: Art Grade Level: K-1, Special Education Student Objectives: Students will know the terms texture plates, sponges and salt, and that they add detail to

More information

English Language Arts Scoring Guide for Sample Test 2005

English Language Arts Scoring Guide for Sample Test 2005 English Language Arts Scoring Guide for Sample Test 2005 Grade 5 Contents Standard and Performance Indicator Map with Answer Key..................... 2 Question 14 Reading Rubric Key Points........................................

More information

The lab is designed to remind you how to work with scientific data (including dealing with uncertainty) and to review experimental design.

The lab is designed to remind you how to work with scientific data (including dealing with uncertainty) and to review experimental design. Name: Partner(s): Lab #1 The Scientific Method Due 6/25 Objective The lab is designed to remind you how to work with scientific data (including dealing with uncertainty) and to review experimental design.

More information

End-of-Module Assessment Task K 2

End-of-Module Assessment Task K 2 Student Name Topic A: Two-Dimensional Flat Shapes Date 1 Date 2 Date 3 Rubric Score: Time Elapsed: Topic A Topic B Materials: (S) Paper cutouts of typical triangles, squares, Topic C rectangles, hexagons,

More information

SESSION 2: HELPING HAND

SESSION 2: HELPING HAND SESSION 2: HELPING HAND Ready for the next challenge? Build a device with a long handle that can grab something hanging high! This week you ll also check out your Partner Club s Paper Structure designs.

More information

Problem of the Month: Movin n Groovin

Problem of the Month: Movin n Groovin : The Problems of the Month (POM) are used in a variety of ways to promote problem solving and to foster the first standard of mathematical practice from the Common Core State Standards: Make sense of

More information

Life Science Worksheet

Life Science Worksheet Life Science Worksheet GRADE LEVEL: First Topic: Ecosystems Grade Level Standard: 1-2 Explain ecosystems. Grade Level Benchmark: 2. Describe the basic requirements for all living things to maintain their

More information

Airplane Rescue: Social Studies. LEGO, the LEGO logo, and WEDO are trademarks of the LEGO Group The LEGO Group.

Airplane Rescue: Social Studies. LEGO, the LEGO logo, and WEDO are trademarks of the LEGO Group The LEGO Group. Airplane Rescue: Social Studies LEGO, the LEGO logo, and WEDO are trademarks of the LEGO Group. 2010 The LEGO Group. Lesson Overview The students will discuss ways that people use land and their physical

More information

Classify: by elimination Road signs

Classify: by elimination Road signs WORK IT Road signs 9-11 Level 1 Exercise 1 Aims Practise observing a series to determine the points in common and the differences: the observation criteria are: - the shape; - what the message represents.

More information

Grade 3: Module 1: Unit 3: Lesson 5 Jigsaw Groups and Planning for Paragraph Writing about Waiting for the Biblioburro

Grade 3: Module 1: Unit 3: Lesson 5 Jigsaw Groups and Planning for Paragraph Writing about Waiting for the Biblioburro Grade 3: Module 1: Unit 3: Lesson 5 Jigsaw Groups and Planning for Paragraph Writing about Waiting for the Biblioburro This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike

More information

TEACHING Simple Tools Set II

TEACHING Simple Tools Set II TEACHING GUIDE TEACHING Simple Tools Set II Kindergarten Reading Level ISBN-10: 0-8225-6880-2 Green ISBN-13: 978-0-8225-6880-3 2 TEACHING SIMPLE TOOLS SET II Standards Science Mathematics Language Arts

More information

Case study Norway case 1

Case study Norway case 1 Case study Norway case 1 School : B (primary school) Theme: Science microorganisms Dates of lessons: March 26-27 th 2015 Age of students: 10-11 (grade 5) Data sources: Pre- and post-interview with 1 teacher

More information

PROGRESS MONITORING FOR STUDENTS WITH DISABILITIES Participant Materials

PROGRESS MONITORING FOR STUDENTS WITH DISABILITIES Participant Materials Instructional Accommodations and Curricular Modifications Bringing Learning Within the Reach of Every Student PROGRESS MONITORING FOR STUDENTS WITH DISABILITIES Participant Materials 2007, Stetson Online

More information

Average Number of Letters

Average Number of Letters Find the average number of letters in a group of 5 names. As a group, discuss strategies to figure out how to find the average number of letters in a group of 5 names. Remember that there will be 5 groups

More information

MADERA SCIENCE FAIR 2013 Grades 4 th 6 th Project due date: Tuesday, April 9, 8:15 am Parent Night: Tuesday, April 16, 6:00 8:00 pm

MADERA SCIENCE FAIR 2013 Grades 4 th 6 th Project due date: Tuesday, April 9, 8:15 am Parent Night: Tuesday, April 16, 6:00 8:00 pm MADERA SCIENCE FAIR 2013 Grades 4 th 6 th Project due date: Tuesday, April 9, 8:15 am Parent Night: Tuesday, April 16, 6:00 8:00 pm Why participate in the Science Fair? Science fair projects give students

More information

Scientific Method Investigation of Plant Seed Germination

Scientific Method Investigation of Plant Seed Germination Scientific Method Investigation of Plant Seed Germination Learning Objectives Building on the learning objectives from your lab syllabus, you will be expected to: 1. Be able to explain the process of the

More information

About this unit. Lesson one

About this unit. Lesson one Unit 30 Abuja Carnival About this unit This unit revises language and phonics done throughout the year. The theme of the unit is Abuja carnival. Pupils describe a happy carnival picture and read a story

More information

SNAP, CRACKLE AND POP! INFUSING MULTI-SENSORY ACTIVITIES INTO THE EARLY CHILDHOOD CLASSROOM SUE SCHNARS, M.ED. AND ELISHA GROSSENBACHER JUNE 27,2014

SNAP, CRACKLE AND POP! INFUSING MULTI-SENSORY ACTIVITIES INTO THE EARLY CHILDHOOD CLASSROOM SUE SCHNARS, M.ED. AND ELISHA GROSSENBACHER JUNE 27,2014 SNAP, CRACKLE AND POP! INFUSING MULTI-SENSORY ACTIVITIES INTO THE EARLY CHILDHOOD CLASSROOM SUE SCHNARS, M.ED. AND ELISHA GROSSENBACHER JUNE 27,2014 THE MULTISENSORY APPROACH Studies show that a child

More information

Hands-on Books-closed: Creating Interactive Foldables in Islamic Studies. Presented By Tatiana Coloso

Hands-on Books-closed: Creating Interactive Foldables in Islamic Studies. Presented By Tatiana Coloso Hands-on Books-closed: Creating Interactive Foldables in Islamic Studies Presented By Tatiana Coloso Tatiana Coloso has been in education for 9 years. She is currently teaching Islamic Studies, Kindergarten

More information

Extraordinary Eggs (Life Cycle of Animals)

Extraordinary Eggs (Life Cycle of Animals) General Information Extraordinary Eggs (Life Cycle of Animals) Class: CI-5055 Subject: Science Lesson Title: Extraordinary Eggs (Life Cycle of Animals) Grade Level: Second Grade Purpose The purpose of

More information

First Grade Standards

First Grade Standards These are the standards for what is taught throughout the year in First Grade. It is the expectation that these skills will be reinforced after they have been taught. Mathematical Practice Standards Taught

More information

Create A City: An Urban Planning Exercise Students learn the process of planning a community, while reinforcing their writing and speaking skills.

Create A City: An Urban Planning Exercise Students learn the process of planning a community, while reinforcing their writing and speaking skills. Create A City: An Urban Planning Exercise Students learn the process of planning a community, while reinforcing their writing and speaking skills. Author Gale Ekiss Grade Level 4-8 Duration 3 class periods

More information

COMMUNICATION & NETWORKING. How can I use the phone and to communicate effectively with adults?

COMMUNICATION & NETWORKING. How can I use the phone and  to communicate effectively with adults? 1 COMMUNICATION & NETWORKING Phone and E-mail Etiquette The BIG Idea How can I use the phone and e-mail to communicate effectively with adults? AGENDA Approx. 45 minutes I. Warm Up (5 minutes) II. Phone

More information

Early Childhood Instructional Essentials

Early Childhood Instructional Essentials 1 Albany City School Universal Prekindergarten Instructional Expectations *Portions of this document have been adapted from the Classroom Assessment Scoring System (CLASS) and the Early Childhood Rating

More information

A Pumpkin Grows. Written by Linda D. Bullock and illustrated by Debby Fisher

A Pumpkin Grows. Written by Linda D. Bullock and illustrated by Debby Fisher GUIDED READING REPORT A Pumpkin Grows Written by Linda D. Bullock and illustrated by Debby Fisher KEY IDEA This nonfiction text traces the stages a pumpkin goes through as it grows from a seed to become

More information

UDL Lesson Plan Template : Module 01 Group 4 Page 1 of 5 Shannon Bates, Sandra Blefko, Robin Britt

UDL Lesson Plan Template : Module 01 Group 4 Page 1 of 5 Shannon Bates, Sandra Blefko, Robin Britt Page 1 of 5 Shannon Bates, Sandra Blefko, Robin Britt Objective/s: Demonstrate physical care in relation to needs. Assessment/s: Demonstrations, formative assessments, personal reflections Learner Objectives:

More information

Grade 6: Module 2A Unit 2: Overview

Grade 6: Module 2A Unit 2: Overview Grade 6: Module 2A Unit 2: Overview Analyzing Structure and Communicating Theme in Literature: If by Rudyard Kipling and Bud, Not Buddy In the first half of this second unit, students continue to explore

More information

OUTLINE OF ACTIVITIES

OUTLINE OF ACTIVITIES Exploring Plant Hormones In class, we explored a few analyses that have led to our current understanding of the roles of hormones in various plant processes. This lab is your opportunity to carry out your

More information

Measuring physical factors in the environment

Measuring physical factors in the environment B2 3.1a Student practical sheet Measuring physical factors in the environment Do environmental conditions affect the distriution of plants? Aim To find out whether environmental conditions affect the distriution

More information

Content Language Objectives (CLOs) August 2012, H. Butts & G. De Anda

Content Language Objectives (CLOs) August 2012, H. Butts & G. De Anda Content Language Objectives (CLOs) Outcomes Identify the evolution of the CLO Identify the components of the CLO Understand how the CLO helps provide all students the opportunity to access the rigor of

More information

GUIDE CURRICULUM. Science 10

GUIDE CURRICULUM. Science 10 Science 10 Arts Education Business Education English Language Arts Entrepreneurship Family Studies Health Education International Baccalaureate Languages Mathematics Personal Development and Career Education

More information

A Study of the Effectiveness of Using PER-Based Reforms in a Summer Setting

A Study of the Effectiveness of Using PER-Based Reforms in a Summer Setting A Study of the Effectiveness of Using PER-Based Reforms in a Summer Setting Turhan Carroll University of Colorado-Boulder REU Program Summer 2006 Introduction/Background Physics Education Research (PER)

More information

Simple Random Sample (SRS) & Voluntary Response Sample: Examples: A Voluntary Response Sample: Examples: Systematic Sample Best Used When

Simple Random Sample (SRS) & Voluntary Response Sample: Examples: A Voluntary Response Sample: Examples: Systematic Sample Best Used When Simple Random Sample (SRS) & Voluntary Response Sample: In statistics, a simple random sample is a group of people who have been chosen at random from the general population. A simple random sample is

More information

WHAT ARE VIRTUAL MANIPULATIVES?

WHAT ARE VIRTUAL MANIPULATIVES? by SCOTT PIERSON AA, Community College of the Air Force, 1992 BS, Eastern Connecticut State University, 2010 A VIRTUAL MANIPULATIVES PROJECT SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR TECHNOLOGY

More information

KS1 Transport Objectives

KS1 Transport Objectives KS1 Transport Y1: Number and Place Value Count to and across 100, forwards and backwards, beginning with 0 or 1, or from any given number Count, read and write numbers to 100 in numerals; count in multiples

More information

Tears. Measurement - Capacity Make A Rhyme. Draw and Write. Life Science *Sign in. Notebooks OBJ: To introduce capacity, *Pledge of

Tears. Measurement - Capacity Make A Rhyme. Draw and Write. Life Science *Sign in. Notebooks OBJ: To introduce capacity, *Pledge of May 8-12 2017 Crème de la Crème- Haynes Bridge Ms. Jamie Marini Kindergarten Day of the Week Language Arts/ Phonics 10:30am-12pm HWT 9:30-10:00am Math 1:00-1:45pm Science 1:45-2:30pm Unit 8 By the Sea

More information

Name of Lesson: SCAMPER

Name of Lesson: SCAMPER Name of Lesson: SCAMPER Topic: Divergent Thinking Lesson 1 Gifted Standard and element(s): G4 - Divergent Thinking Students will think creatively to generate innovative ideas, products, or solutions to

More information

Sample Problems for MATH 5001, University of Georgia

Sample Problems for MATH 5001, University of Georgia Sample Problems for MATH 5001, University of Georgia 1 Give three different decimals that the bundled toothpicks in Figure 1 could represent In each case, explain why the bundled toothpicks can represent

More information

Hi I m Ryan O Donnell, I m with Florida Tech s Orlando Campus, and today I am going to review a book titled Standard Celeration Charting 2002 by

Hi I m Ryan O Donnell, I m with Florida Tech s Orlando Campus, and today I am going to review a book titled Standard Celeration Charting 2002 by Hi I m Ryan O Donnell, I m with Florida Tech s Orlando Campus, and today I am going to review a book titled Standard Celeration Charting 2002 by Steve Graf and Ogden Lindsley. 1 The book was written by

More information

Kelli Allen. Vicki Nieter. Jeanna Scheve. Foreword by Gregory J. Kaiser

Kelli Allen. Vicki Nieter. Jeanna Scheve. Foreword by Gregory J. Kaiser Kelli Allen Jeanna Scheve Vicki Nieter Foreword by Gregory J. Kaiser Table of Contents Foreword........................................... 7 Introduction........................................ 9 Learning

More information

Grade 2: Using a Number Line to Order and Compare Numbers Place Value Horizontal Content Strand

Grade 2: Using a Number Line to Order and Compare Numbers Place Value Horizontal Content Strand Grade 2: Using a Number Line to Order and Compare Numbers Place Value Horizontal Content Strand Texas Essential Knowledge and Skills (TEKS): (2.1) Number, operation, and quantitative reasoning. The student

More information

Science Fair Project Handbook

Science Fair Project Handbook Science Fair Project Handbook IDENTIFY THE TESTABLE QUESTION OR PROBLEM: a) Begin by observing your surroundings, making inferences and asking testable questions. b) Look for problems in your life or surroundings

More information