Provide Reading Assistance to Students for Application to Problem Solving and Informational Text
Subject: Science / Teacher(s):
Heard, Gilbert, McNair, and Tait / For the week of:
March 3-
March 7
S8P5: Students will recognize characteristics of gravity, electricity, andmagnetism as major kinds of forces acting in nature.
S8P5c: Investigate and explain the electric currents and magnets can exert force on each other.
S8P5b: Demonstrate the advantages and disadvantages of series and parallel circuits and how they transfer energy.
S8C53a.: Analyze scientific data by using, interpreting, and comparing numbers
in several equivalent forms, such as integers, fractions, decimals, and percent.
Monday / Tuesday / Wednesday / Thursday / Friday
What am I learning today?
(nouns/verbs of standard)
the similarities of a series and parallel circuits. / What am I learning today?
(nouns/verbs of standard)
the differences of a series and parallel circuits. / What am I learning today?
(nouns/verbs of standard)
demonstrate the advantages and disadvantages of series and parallel circuits and how they transfer energy. / What am I learning today?
(nouns/verbs of standard)
demonstrate the advantages and disadvantages of series and parallel circuits and how they transfer energy. / What am I learning today?
(nouns/verbs of standard)
demonstrate the advantages and disadvantages of series and parallel circuits and how they transfer energy.
What am I going to do today to learn?
(student centered activities)
SciBite: Desk Derby
Class Assignment: S/work in collaborative groups of 2 to complete the reading of an article on “Electricity and Electric Circuit.” S/use the modeled read aloud strategy.
S/use the terminology covered in the article to complete a graphic organizeron Electric Circuits and a Venn Diagram (similarities only) on Electric Circuits. / What am I going to do today to learn?
(student centered activities)
SciBite: Quick Talk
Class Assignment: S/work in collaborative groups of 2 to complete a graphic organizer on Electric Circuits and a and Venn Diagram (differences only) on Electric Circuits.
S/demonstrate the similarities and differences between series and parallel circuits in the Short Cuts activity by constructing a series and parallel circuit. / What am I going to do today to learn?
(student centered activities)
SciBite: Word Association
Class Assignment: S/build a circuit using GIZMO. / What am I going to do today to learn?
(student centered activities)
SciBite: Word Splash
Class Assignment: S/work as a team of engineers in collaborative groups of 4 to design a system where one switch can turn on multiple lights. / What am I going to do today to learn?
(student centered activities)
SciBite: Photo Sort
Class Assignment: S/complete Blobz Guide to building circuits.
S/formative assessment on series and parallel circuits
How will I show that I learned it?
(assessment)
S/orally share reflective statements from article
I learned…
I wonder…
I appreciate (real-life)…
I now truly understand…. / How will I show that I learned it?
(assessment)
Thumbs UP, Thumbs DOWN! / How will I show that I learned it?
(assessment)
I have, Who has… / How will I show that I learned it?
(assessment)
Vocabulary Ball Toss / How will I show that I learned it?
(assessment)
S/orally share out with their elbow partner the advantages and disadvantages of series and parallel circuits and how they transfer energy.
Notes/Resources:
Students are grouped in pairs according to their reading skill level. Students that have problems with reading comprehension, the co-teacher will work with a small group of students in another classroom to provide reading assistance to those students that struggle with grasping the main idea of the article and struggles with evaluating the writer’s point of view and purpose of the article.
HMWK: S/complete “Repair Manuel” activity WS to tell why the illustrations of circuits will work or will not work…. / Notes/Resources:
Students are flexibly grouped in collaborative groups of 4 to 5 before T/models how to construct a circuit as whole class instruction. This will give the groups a chance to share ideas, information, and plans or strategies for problem solving. This strategy provides a good way to quickly reinforce active listening and to discuss approaches to constructing series and parallel circuits.
Struggling SWD and Level 1 students will receive direct instruction throughmodeling, mini-lesson to reteach, review, and remediate concept.
HMWK: S/complete Electricity Checkup remediation WS. Study vocabulary words in Quizlet; play Scatter / Notes/Resources:
T/facilitate the lesson on GIZMO. S/work individually on the computer while t/facilitate lesson. Once students understand the lesson they are allow to proceed with the lesson independently.
Select SWD will require extended direct instruction with the teacher until they are able to be successful independently with the GIZMO
HMWK: Electricity Review remediation WS
Study vocabulary words in Quizlet; play Space Race / Notes/Resources:
S/are flexibly grouped while working in collaborative groups
HMWK:Study vocabulary words in Quizlet. / Notes/Resources:
T/facilitate the lesson on BLOBZ. S/work individually on the computer while t/facilitate lesson. Once students understand the lesson they are allow to proceed with the lesson independently.
SWD testing accommodations: extended time, small group, read question and answer choices. If a student feels that they do not need their accommodation they are welcome to remain with the whole class group.
SWD Specialized Instruction and Accommodations
- For students with attention and concentration deficits, provide verbal prompts, preferential seating and incentives (PAW Traxs)
- Provide reading assistance to students for application to problem solving and informational text
- Encourage use of graphic organizers and foldables for note taking. Teacher notes are only provided once students have shown some effort in assignment.