Middle School Science - Los Angeles Unified School District

196 Pages·2004·7.68 MB·English

by  David Escobar

Publication # GC-197
Version 2.0
Los Angeles Unified School District
Science Instructional Guide Grades 6, 7, 8
Table of Contents
Pages
Acknowledgements.......................................................................................... 3
Foreword ........................................................................................................ 7
Science Instructional Guide Overview.............................................................. 8
Graphic Organizer of Science Instructional Guide ........................................ 12
Section I. Overview of Major District Initiatives
A. Secondary Literacy Plan ....................................................................1-1
B. Culturally Relevant Teaching Methods to Close the Achievement Gap.... 1-3
C. Small Learning Communities ............................................................ 1-4
D. Mathematics and Science Partnership Grants
(MSP)-System-Wide Change for All
Learners and Educators (S.C.A.L.E) ................................................ 1-5
G. Science and Health............................................................................ 1-5
Section II. Overview of State of California Documents
A. California Content Standards ............................................................2-1
B. Science Framework for California Public Schools ............................ 2-2
C. California Standards for the Teaching Profession .............................. 2-2
Section III. Science Pedagogy
A. Instruction, Learning Transfer, Inquiry................................................ 3-1
B. Principles and Domains of Culturally Relevant and Responsive Pedagogy.... 3-4
C. Science Disciplinary Literacy ............................................................ 3-5
Section IV. Overview of Assessment
A. Concepts for Assessments in Science.............................................. 4-1
B. LAUSD Periodic Assessments in Science ........................................ 4-2
C. Scoring of District Periodic Assessments.......................................... 4-5
D. Unit Reflection, Intervention, Enhancement........................................ 4-5
E. Sample Periodic Assessment Items .................................................. 4-5
Section V. Grade 6
A. Introduction to the 6th Grade Science Section ................................ 5-2
B. 6th Grade Periodic Assessments Organizer...................................... 5-3
C. Graphic Organizer for 6th Grade...................................................... 5-4
D. Legend Key for Matrix Chart ............................................................ 5-5
E. LAUSD-6th Grade Science Matrix Chart .......................................... 5-7
1
Los Angeles Unified School District
Science Instructional Guide Grades 6, 7, 8
Table of Contents
Pages
Section VI. Sample Immersion Unit for Grade 6
A. Exploring Earth : Plate Tectonics ............................................... 6-1
Section VII. Grade 7
A. Introduction to the 7th Grade Science Section .................................. 7-2
B. 7th Grade Periodic Assessments Organizer ...................................... 7-3
C. Graphic Organizer for 6th Grade ...................................................... 7-4
D. Legend Key for Matrix Chart .............................................................. 7-5
E. LAUSD-7th Grade Science Matrix Chart ............................................ 7-7
Section VIII. Sample Immersion Unit for Grade 7
A. Exploring Variation and Natural Selection with Fast Plants ...................8-1
Section IX. Grade 8
A. Introduction to the 8th Grade Science Section .................................. 9-2
B. 8th Grade Periodic Assessment Organizer ........................................ 9-3
C. Graphic Organizer for 8th Grade ...................................................... 9-4
D. Legend Key for Matrix Chart .............................................................. 9-5
E. LAUSD-8th Grade Science Matrix Chart ............................................ 9-7
Section X. Sample Immersion Unit for Grade 8
A. Density and Buoyancy : What Makes Things Float ............................10-1
Section XI. Appendices
A. References and Suggested Readings .............................................. 11-2
B. Culturally Responsive Suggested Readings...................................... 11-3
C. Mathematics Science Technology Center ........................................ 11-8
D. Local District Secondary Science Personnel.................................... 11-9
E. Alternate Core Science Course - Grade 7 .......................................11-10
F. Supplementary Elective Courses ......................................................11-14
2
ACKNOWLEDGEMENTS
This publication reflects the collaborative effort of many educators. This Instructional Guide is based
on the Science Instructional Guide Version 1.1 and builds on the foundation provided b y the Science
Framework for California Public Schools and the S c i ence Content Standard s f o r California Public
Schools, Kindergarten Through Grade 12 . Appreciation is extended to the following educators who
worked on this publication:
Central and Local District Personnel
Central: Don Kawano, Coordinator Middle
School Science Local District 4: Marisa Hipol, Science
Specialist
Central: K.J. Walsh, Specialist Middle School
Angela Okwo, Science Advisor
Science
Local District 5: Henry Ortiz, Science
Central: Dr. Thomas Yee, Coordinator
Specialist
Secondary Science Professional
Dave Hicks, Science Expert
Development
John Zavalney, Science Advisor
Local District 1: Bob Scott, Science
Local District 6: Pamela Williams, Science
Specialist
Expert
Larry Furukawa, Science Expert
Catherine Duong, Science Advisor
Expert
Local District 2: Barbara Donatella, Science
Local District 7: Ayham Dahi, Science
Expert
Advisor
Daniel McDonnell, Science Advisor
Tina Perry, Science Advisor
Mercy Momary, Science Advisor
Local District 8: Gilberto Samuel, Science
Local District 3: Karen Jin, Science
Specialist
Specialist
Valerie Cannon, Science Advisor
UTLA Approved Design Team
Gabriel Alvarez Mark Twain MS
Melissa Alvarez Fleming MS
Robert Bejar South Gate MS
Susana Betancourt Wright MS
Joy Burton Sutter MS
Sylvia Carranza Foshay Learning Center
Ann Christensen Carnegie MS
Gertrude Cole Henry MS
Esther Dabagyan LeConte MS
Erika Dominguez-Adams Fleming MS
Mark Duffy Millikan MS
Elizabeth Ebuehi Adams MS
Martha Flores Hollenbeck MS
Fran Goldstein Twain MS
3
Olga Granados Gage MS
Kristi Hayes Gage MS
Lorena Hernandez Gage MS
Carie Jackson White MS
George Jauregui Berendo MS
Lori Kegler Wimington MS
Sevan Khatchaturian Clinton MS
Michael Marcus Mulholland MS
Debbie Meyerstein Hale MS
Suma Naidu Carnegie MS
Kristine Nogawa-Ross Carnegie MS
Ifeoma Odunze Bethune MS
Melissa Ornelas Olive Vista MS
John Perkins Mulholland MS
Sandra Quintero-Don Hollenbeck MS
Annemarie Ralph King MS
Wendy Reid-Bradley Mann MS
Sylvia Rueda Bethune MS
Tony Semaan Hollenbeck MS
Donna Taylor Curtiss MS
Mabel Wong Burbank MS
Belinda Young Lawrence MS
Kim Uchida Revere MS
Instructional Guide Coordinator
Don Kawano, Coordinator Middle School Science
LAUSD Central Office
Todd Ullah, Ed.D
Director of Science
Division of Secondary Instruction
Shelley Weston
Assistant Superintendent
Division of Secondary Instruction
APPROVED:
Deputy Superintendent
4
ACKNOWLEDGMENTS VERSION 1.1
This publication reflects the collaborative effort of the many educators. This revision of
Publication No. SC-863.19 (Revised 2001) is based on the Science Content Standards for
California Public Schools, Kindergarten Through Grade 12. Appreciation is extended to the
following educators who worked on the past and present publications:
Local District Personnel
District A: Robert Scott, Science Expert District G: Allison Leggett, Science Expert
District B: David Kukla, Science Specialist District H: Myrna H. Estrada,Science Expert
District C: Luis Rodriguez, Science Expert District I: Gary Scott, Science Coordinator
District D: Karen Jin, Science Expert District J: Pamela H. Williams, Science Expert
District E: Thomas W. Yee,Science Specialist District K: Gilberto Samuel, Science Expert
District F: Diane L.Watkins, Science Specialist
Science Advisory Panel
Dale Vigil, Superintendent, Local District J
Diane L. Watkins, Science Specialist, Local District F
J.L. “Bud” Jacobs,Interim Asst. Superintendent
Pamela H. Williams,Science Expert, Local District J
Shelly Weston,Director of Secondary Instruction,
Local District J Gilberto Samuel, Science Expert, District K
Glynn Thompson, Director of Instruction, Linda Guthrie, UTLA Vice President, Secondary Education
Local District J
Mike Dreebin, Vice President, Elementary Education, UTLA
Robert Scott, Science Expert, Local District A
Mike O’Sullivan, President, AALA
Luis Rodriguez,Science Expert, Local District C
Cheryl Z. Tibbals, Educational Consultant
Karen Jin, Science Specialist, Local District D
Rona Cole, Health Department
Thomas W. Yee, Science Specialist, Local District E
UTLA Approved Design Team
District A District B
Randi Tunick, Nobel Middle School Melissa Ornelas, Olive Vista Middle School
Conrad Ulpindo,Holmes Middle School Mark Greenbaum, Sun Valley Middle School
Barbara Scott, Henry Middle School William Millerick, McClay Middle School
5
District C District D
Jon Fisher Madison Middle School Kim Uchida Revere Middle School
Monica Tully Mulholland Middle School Rebecca Buschang Palms Middle School
Will Herrera Marina Del Rey Middle School
District E Lauren Baker Bancoft Middle School
Robert White LeConte Middle School
Lizbeth Steinhart Pio Pico Middle School District F
Tracy Cross Mt. Vernon Middle School George Jauregui Berendo Middle School
Hannah Grossman El Sereno Middle School
District G
Angela C. Okwo Brett Harte Middle School District H
Edozie "Che" Edoga John Muir Middle School Susan Munoz Stevenson Middle School
Carol Cho Hollenbeck Middle School
District I
Connie Yu Markham Middle School District J
Ayham Dahi Drew Middle School Kathy Stevens Elizabeth Learning Ctr.
Miguel Rodriguez Nimitz Middle School
District K Chris Kyaw South Gate Middle School
Fabiola Lara Wilmington Middle School
Carie Jackson White Middle School
Michelle Brownridge-Keller Curtis Middle School
IFL
William Tarr, IFL-Science Liason Patty McGruder, IFL- District Liason
AEMP
Dr. Noma Le Moine, Director Carlos C. Barron, Instructional Specialist
Instructional Guide Coordinator
Don Kawano, Secondary Science Specialist
Instructional Guide Consultant
Cheryl Z. Tibbals
LAUSD Central Office
Todd Ullah, Ed.D
Director of Science
Division of Instructional Support Services
Liza G. Scruggs, PhD.
Assistant Superintendent
Division of Instructional Support Services
APPROVED:
MERLE PRICE
Deputy Superintendent
Division of Instructional Support Services
6

Science Instructional Guide Overview
The Science Instructional Guide for grades Schools, the instructional resources in this
6, 7, and 8 provides a contextual map for Guide support District initiatives to close
teaching all of the California science the achievement gap and raise all students
standards at middle school. The Guide to “proficient” performance in science. The
provides the foundation for building a Science Instructional Guide is one part of a
classroom curriculum and instructional “systemic” approach to the teaching of
program that engages all students in science that involves instruction,
rigorous and dynamic learning. Aligned to assessment, and professional
the California science standards and the development.
Science Framework for California Public
Background
The State of California established the test in Grade 8 focused on the Grade 8
Standardized Testing and Reporting (STAR) content standards and a test at Grade 10
Program to evaluate programs and focused on the Grade 6-8 Life Science and
determine students' proficiency on the high school Biology/Life Science
content standards for Language Arts, standards. The 5th Grade CST is
Mathematics, Science, and Social Studies. used for both the STAR Program and the
The STAR Program tests 5th Grade NCLB requirement. The results of these
students with a California Standards Test assessments, as well as those in English
(CST) in science that is aligned to the and mathematics, are used in the states’
grades 4 and 5 California standards. accountability programs as one of several
Specific California Standards Tests are also indicators for schools’, districts’, and
given at the high school level for grades 9 - states’ Adequate Yearly Progress (AYP).
11. Schools, districts, and states that don’t
meet their AYP targets may face Federal
The STAR Program is also used by sanctions under NCLB.
California to meet some of the
requirements of the No Child Left Behind The purpose of this Instructional Guide and
(NCLB) Act (PL 107-110), signed into law the District periodic assessments is
in January 2002. The Federal NCLB to provide teachers with the support
Legislation specifies a timeline that requires needed to ensure that students have
states to adopt either grade-level content received the science content specified by
standards, or grade-level content objectives the Science Content Standards for
aligned to benchmarked standards, in California Public Schools, and to provide
English, mathematics and science. Once direction for instruction and/or additional
these content standards or grade-level resources that students may require in
content objectives are adopted, states must order for to become proficient in science at
phase-in assessments aligned to their their particular grade level. This Guide is
adopted content standards or objectives. intended to be the foundation of a
The NCLB science requirement specifies standards-based instructional program in
that by the 2007-08 school year states science, from which the local district,
should give standards-aligned assessments school and classroom will further enrich
in science at least once in the grade spans and expand based on the local expertise
3-5, 6-9, and 10-12. Since 2006 there is a and available resources.
8
The Role of the Instructional Guide to Support Instruction
The Instructional Guide is a foundation their instructional goals and the specific
for the teaching of science in Grades 6- learning needs of their students.
8. The guide is designed to provide Therefore, this Guide focuses on the
support for teachers with instructional efficient use of state-adopted textbooks
resources to assist them in their as well as other resources found in many
implementation of a standards-based LAUSD schools and those available
program. The Guide is designed as a through many of the Mathematics
resource to support the implementation Science Technology (MST) Centers.
of a balanced (inquiry/text) instructional
program. The Role of this Guide is to also support
the usage of periodic diagnostic
This Guide should be used at the local assessments to ensure that students
district level as a foundation for the have access to the Science Content
development of an instructional program Standards for California Public Schools.
that best utilizes the expertise and Proficiency of grades K - 8 science
resources within that local district. In standards will provide a strong
implementing this Guide, it is suggested foundation upon which the student's
that teachers work together to select the High School science experience will be
best combination of resources to meet built.
Organization of the Science Instructional Guide
The Science Instructional Guides for • Key Concepts
grades 6 and 8 are organized into three Key Concepts signify the “big idea”
“Instructional Components” that map out represented by each Standards
the academic year. The Instructional Group.
Guide for grade 7 is mapped into two
Instructional Components. Included in • Analyzed Standards
each Instructional Component for grades The detailed description of the
6, 7, and 8 are the following: content standards in the Science
Framework for California Public
• Standard Sets Schools: Kindergarten Through
The Standard Sets lay the foundation Grade Twelve (2003) was used
for each Instructional Component extensively in the development of the
and the Periodic Assessments. The analyzed standards. The bulk of the
Standard Sets were determined by standards all begin with "students
analyzing the California science know" : These statements have been
standards for each grade level and translated into statements of student
organizing the standards into logical performance that describes both the
groups for efficient and effective activity and the "cognitive" demand to
teaching. meet those standards.
• Content Standard Groups
Within each Standards Set, the
standards are organized into smaller
“Standards Groups” that provide a
conceptual approach for teaching the
standards within each Instructional
Component.
9