Word Part Word Part Academic or Discipline Specific Academic or Discipline Specific Vocabulary or or Vocabulary # Context # Context 2 Poaching animals from the wild context 1 DNA that stores the Context “taking – “chemical that are protected by law” information for making an organism; molecule found in chromosomes 4 Word 1 & Chromosome - -made up of genes and Context Unfortunate part 2 DNA; each species has a certain number Un not fortunate – 6 DNA to every person…found Word 4 Trait way a species looks or acts” Context – “unique – “the in blood, saliva, hair - - can identify part criminals and victims” 14 Squelch is hard to squelch” Context 6 & Sexual reproduction when sex (egg Context “poaching – 8 and sperm) from 2 parents from opposite –stop sex come together to make offspring Direct students to locate words introduced in the text by paragraph number. Model for students how to derive word meaning(s) from word parts (prefix, root, suffix) and/or context. Record meanings of word parts and words on chart paper. Variations for Vocabulary Instruction: record meanings of word and words in word study guide, journal writing, graphic organizers, etc. post word words, and their meanings on a vocabulary word wall; refer to word wall during reading, discussions, and writing throughout CIS lesson and subsequent lessons. Reading #1 Text-marking + this section of text shows a positive impact of the science of DNA analysis on society or the – individual _ this section of text shows a negative impact of the science of DNA analysis on society or the – individual P this section of text shows a problem – S this section of text shows a solution – Model for students by reading the text aloud and coding a portion of the text. Students follow along and mark their copy. Students proceed to code the rest of the text independently. Students share text markings with table group or partner. Reading #2 Directed Note-Taking - Record containing the most important information relevant to the guiding question Visual Hook: video segment Discovery Education – Animal CSI or From Science Lab to Crime Lab Directed Note Taking: Guiding Question: evidence from the text and video clip, why is it important to consider positive and negative impacts on society and/or individuals, when using DNA as evidence of a crime?
# Academic or Discipline Specific Vocabulary Word Part or Context # Academic or Discipline Specific Vocabulary Word Part or Context 2 Poaching “taking animals from the wild that are protected by law” context 1 DNA – “chemical that stores the information for making an organism; molecule found in chromosomes Context 4 Unfortunate Un – not fortunate Word part 1 & 2 Chromosome - -made up of genes and DNA; each species has a certain number Context 6 DNA – “unique to every person…found in blood, saliva, hair - - can identify criminals and victims” Word part 4 Trait – “the way a species looks or acts” Context 14 Squelch “poaching is hard to squelch” –stop Context 6 & 8 Sexual reproduction – when sex (egg and sperm) from 2 parents from opposite sex come together to make offspring Context Direct students to locate words introduced in the text by paragraph number. Model for students how to derive word meaning(s) from word parts (prefix, root, suffix) and/or context. Record meanings of word parts and words on chart paper. Variations for Vocabulary Instruction: record meanings of word and words in word study guide, journal writing, graphic organizers, etc. post word words, and their meanings on a vocabulary word wall; refer to word wall during reading, discussions, and writing throughout CIS lesson and subsequent lessons. Reading #1 Text-marking + – this section of text shows a positive impact of the science of DNA analysis on society or the individual _ – this section of text shows a negative impact of the science of DNA analysis on society or the individual P – this section of text shows a problem S – this section of text shows a solution Model for students by reading the text aloud and coding a portion of the text. Students follow along and mark their copy. Students proceed to code the rest of the text independently. Students share text markings with table group or partner. Reading #2 Directed Note-Taking - Record containing the most important information relevant to the guiding question Visual Hook: video segment – Discovery Education Directed Note Taking: Animal CSI or From Science Lab to Crime Lab Guiding Question: evidence from the text and video clip, why is it important to consider positive and negative impacts on society and/or individuals, when using DNA as evidence of a crime?
CIS%20Middle%20School%20Science%20Module.docx