TAKS Support Plan for Pirrung

Library TAKS Support Plan
School Year 2008-2009


Overview/Timeline
Activity
Target Date for Completion
1. Examine TAKS data with administrator(s) and/or grade level/subject area teachers
7 October 2008
2. Target 2-3 TAKS objectives that can be affected by the library program
7 October 2008
3. Develop lessons/activities that address the TEKS for your targeted TAKS objectives
7 October 2008
4. Communicate your plan to your school community
11 November 2008
5. Teach lessons in collaboration with grade level/subject area teachers
Within the timeline in CSI.
6. Evaluate your plan
Upon Completion of the Experiments

List administrators/faculty consultants:

Cara Jackson, Principal
Amy Quinn, 5th Grade Lead Science Teacher

Grade Level
Targeted TAKS Objective
Focus TEKS
5th

Physical Science
TEKS 5.3
5th

Earth Science
TEKS 5.4


Library lessons/activities that will teach the focus TEKS (there should be at least one unit/lesson/activity for each of the focus TEKS listed above):

There will be a class using dictionaries to define key Science Vocabulary Word. The class set of Collegiate Dictionaries found in the library will be used. This should take no longer than four library class periods and will be conducted prior to the experiment to “make dirt.”

The librarian discussed some additional strategies with the lead science teacher to help teach these science TEKS. For physical science, the librarian will use graham crackers, marshmallow cream, jam, and peanut butter to show how erosion and deposition occur. This experiment shows the students how sedimentary rock is formed by using different layers of the food in a clear baking dish lined with clear plastic wrap. When the dish has been filled with different layers added by the students, the librarian will close the plastic wrap and press it, simulating pressure and heat. He will then remove it and form “mountains” by pressing inward and upward. He will also demonstrate how tectonic plates move. Teachers will enjoy this exceedingly rich “dirt,” but not students due to the foods with limited nutritional value policy.

Another experiment will take place in the library concerning water. The first will demonstrate that hot water rises using four-liter bottles. Two will be filled with hot water with some food coloring. The other two will be filled with cold water and not food coloring. We will label which pair has the hot water on the top and which on the bottom. The bottle with the hot water on the bottom will mix with the cold water on top. The food coloring in the hot water will show the students that the hot water did in fact rise.


How will you communicate your plan to your school community?

The approved plan will be digested and sent home with the weekly newsletter for 5th grade. Additional information will be provided to interested parties as requested. A significant part of the communication plan is word of mouth. As the students conduct these experiments and interact with the Promethean Board, they will be encouraged to discuss them with their parents. Questions that this generates will be answered, as required.