concept schools oh 21 sc scandium 5 i iodine 7 n nitrogen 58 ce cerium e - dincer coach...
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CONCEPT SCHOOLSOH
21
ScScandium
5
IIodine
7
NNitrogen
58
Ce
Cerium
e-
Dincer Coach
www.science.conceptschools.org
www.consef.org
DEPARTMENT
First Day
Make bulletin-board decisions: where to post announcements, menu, and calendar;
what kind of welcome-back display to make; which boards will be for subject-area work and which boards students will design; where to display students’ original work.
Make signs for room
Prepare class rolls and permanent records
Make class list to post on door
Put your name outside the door
Make student name tags for desks or have them make their own
Find out schedules for lunch, gym, art, music, library
Obtain supplies textbooks and supplemental materials.
CHECKLIST
http://www.scholastic.com/teachers/collection/welcome-back
First Day
7 Great Activities for the First Day of School
Get to know your students — and help them get to know each other — by creating time capsules, playing a game of "guess who," and more
New Year ResolutionsInvolve students in the creation of a set of classroom new year resolutions to guide you through the coming months….
Guess WhoStudents become detectives in this get-acquainted game, in which they uncover the real identity of a fellow classmate. Give each student an index card ….
ACTIVITIES
http://www.scholastic.com/teachers/collection/welcome-back
SIS Curriculum Update
• All science unit plans are under the SIS database.
• Filter master curriculum
• Copy them in your account
• Start filling out the lesson plans/strategies
STATE STANDARDS
State standards were revised on 2010.
Visit ODE website for the details.
http://education.ohio.gov/getattachment/Topics/Ohio-s-New-Learning-Standards/Science/Science_Standards.pdf.aspx
They are now fully effective with the new Next Generation of Ohio Assessments for Science and Social Studies.
Find the draft blue prints at
http://education.ohio.gov/Topics/Testing/Next-Generation-Assessments/State-Developed-Assessments-%E2%80%93-Science-and-Social-S
THEME
INQUIRY AND APPLICATION
STRANDS
TOPIC
CONDENSED CONTENT STATEMENT
CONTENT STATEMENT
CONTENT ELABORATION
COGNITIVE DEMANDS
VISION INTO PRACTICE
IDEAS
INSTRUCTIONAL STRATEGIES
MISCONCEPTIONS
DIVERSE LEARNERS
CLASSROOM PORTALS
STATE STANDARDS
Vision into Practice: This section provides optional examples of tasks that students may perform, these tasks are not mandated.
• These are examples not an all-inclusive checklist of what should be done, but a springboard for generating innovative ideas.
STATE STANDARDS
DESIGN PROCESS
Next Generation Science Standards
Inquiry-based Engineering-based Hands-on Design and modeling
activities
Give kids a stronger understanding of the design process
Connect engineering to everyday life activities.
Next Generation of Ohio Assessments for Science
Grades 5 and 8
Physical Science
Biology
Expectations for Learning:
Ohio’s science cognitive demands,
• Designing technological and engineering solutions using scientific concepts,
• Demonstrating scientific knowledge,• Interpreting and communicating scientific concepts • Recalling accurate science.
Performance-based Assessment - PBA
Covers the first 3 quarters of the year
9-12 items, 20 points. A Graphic-response or
Short-answers Hand-scored
Content and analysis questions.
End-of-year Assessment - EOY
Covers the entire content of the year.
Computer scoring
Totally 36 points Multiple choice Graphic response or
short answers
No more questions from the previous grades.
Next Generation of Ohio Assessments for Science
Science K-5K-5
McGraw-Hill Science A Closer Look
TEXT BOOKS
http://science.conceptschools.org/text-books/
Science – 6-8 6-8
iScience Modules Programs
TEXT BOOKS
6th GRADE
7th GRADE
8th GRADE
A- Exploring Earth
D- Water and Other Resources
F- Life: Structure and Function
L- Energy and Matter
C- Weather and Climate
E-Exploring Universe
J- Interactions of Life
M-Atoms and Elements
N- Interactions of Matter
O-Waves, Electricity, and Magnetism
A- Exploring Earth
B-Geologic Changes
F- Life: Structure and Function
K-Motion and Forces
O-Waves, Electricity, and Magnetism
Distribution of text books
OH Science Standards Alignment
HS Science Pathway
OHIO
GlencoePhysical Science
Glencoe Biology
PearsonChemistry
Pearson Physics
TEXT BOOKS
Updates
9-12 Core Courseshttp://science.conceptschools.org/text-books/
CS LAB CURRICULUMRigorous 6-12 Lab Curriculum
Download at http://science.conceptschools.org/labs/
Middle School: Based-on Carolina kits and Glencoe iScience series
High School : Based on Carolina kits and Vernier lab curriculum.
COMMON CORELiteracy Standards in Science
Key Ideas and Details:CCSS.ELA-LITERACY.RST.6-8.1Cite specific textual evidence to support analysis of science and technical texts.
CCSS.ELA-LITERACY.RST.6-8.2Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions.
CCSS.ELA-LITERACY.RST.6-8.3Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.
http://science.conceptschools.org/disciplinary-literacy/
CS EVENTS
Design Contest Dec 19, 2014
STEM Conference April 16-17, 2015
CONSEF- Concept Science and Engineering Fair April 18, 2015
STEM EXPO Demonstrations April 18, 2015
SRC Approval Application
Announcement of the selected projects
Day of the Event
• Abstract• Endorsements
School Registration
CONSEF EVENTS- Important Dates
April 18
March 20
March 6
Feb 20
Nov 3 Dec 19Aug 1
Student Information
Project information
Consent Form
Sponsor Approval
Form
Safety Form
Project Application
Feb 6STEM EXPO
Deadline
Design Contest DeadlineAug 1
Important Dates
School Registration: Aug 1- Dec 19, 2014
SRC Approval Application: Aug 1, 2014- Feb 20, 2015
Design Contest Deadline: Dec 19, 2014
Project Application: Aug 1, 2014- Mar 6, 2015
Announcement of the selected projects: March 20, 2015
STEM EXPO Application: Aug 1, 2014- Feb 20, 2015
Day of the Event: April 18, 2015
STEM Conference: April 16-17, 2015
CONSEFNew Rules
NEW RULES:
• Pre-selection: All projects are subject to a pre-selection process
based on the criteria listed on http://www.consef.org/?p=3319.
• Design Projects: Design Process Skills can be implemented to
all categories and its rubric will be different than the
Experimental one. Students will have opportunity to choose their
rubric style on the online application form.
CONSEFNew Rules
NEW RULES:
• Submission: Sponsor/Coach is only the person who can submit
the research project to CONSEF 2015. All others must save the
document for later approvals.
• No hard copies: All forms must be submitted online including
the Consent and Release form.
• Download the forms for endorsements, fill them out, and
attach them to the online submission form.
• SRC Approvals: Those who would like to get an SRC approval
from the CONSEF-Science Review Committee must fill out the
same student application form and submit it for our team to
review. http://www.consef.org/?page_id=121
CONSEFPre-selection Criteria
PRE-SELECTION CRITERIA – EXPERIMENTAL PROJECTS
Scientific Approach : ( max-8 pts): Well defined problem was solved using scientific
principles.
Experimental Approach: (max-10 pts) : Dependent and independent variables were
defined and control group was in evidence.
Validity of Conclusion : ( max-5 pts): Conclusion is consistent.
Originality : ( max-10 pts): Topic is original and method is highly creative.
PRE-SELECTION CRITERIA – DESIGN PROJECTS
Design Approach Overall: (max-8 pts): Has identified a need or real world problem.
Design Approach-Performance Criteria: (max-10 pts): Clear performance criteria
have been developed to address the features of the product, algorithm, proof, model,
etc.
Validity of Evaluation/Conclusion : (max-5 pts): Conclusion accurately reports with
the success/failure of the design
Originality: ( max-10 pts): Topic is original and method is highly creative.http://www.consef.org/?p=3319
STEM EXPO Demonstrations
Feb 20, 2015: Video Submission (online),
Feb 27, 2015: Announcement of the qualifiers
March 13, 2014 : Consent form, Safety
Assessment Form submission (needed for the
qualified students only).
IMPORTANT DATES
STEM EXPO
Grades 5 through 12
Schools may submit as many presentations as they feel necessary.
Participation is free.
Demonstrations are subject to a selection process.
Qualifiers will present their demonstrations during the CS Stem Exposition
Application
STEM EXPO
Record the students’ demonstrations/presentation
Upload the recorded videos into the school’s YouTube account.
Fill out the CS Stem Expo online registration form, copy and
paste their YouTube demonstration link for submission.
The qualified presenters will be announced by CS Stem Expo
committee
Students presenting demonstrations during the CS Stem Expo
must also submit the Consent form and the Safety Assessment
form.
Forms can be downloaded atthttp://www.consef.org/?
page_id=17
Submission Requirements
STEM EXPOSOCIAL MEDIA
STEM EXPOPLATFORMS COMMUNITY EVENTS
VIP VISITORS
SCHOOL LUNCHEONS
CONFERENCES
OUR GOALS
OUR GOALS
Stimulate the interest on STEM fields among the students
Increase the focus on STEM education in our schools
Advertise the schools through social media
OUR GOALS
Make science demonstrations and experiments be the
part of your instruction
Establish a STEM EXPO team to run science
demonstrations on different platforms
Organize in-school science fair
Coach a group of students for advanced competitions;
CONSEF, State Science Fair, Google Science Fair, etc…
CONFERENCES
NSTA National Conference in Chicago: March 12–15, 2015
US Science and Engineering Festival-Washington DC. Festival reaches over 325,000 https://www.flickr.com/photos/125315812@N03/ Visit the festival Attend with your school STEM team.
INQUIRY BASED QUESTIONING
Five Principles for Effective Questioning.
1. Plan to use questions that encourage thinking
2. Ask questions in ways that include everyone
3. Give students time to think
4. Avoid judging students’ responses
5. Follow up students’ responses in ways that encourage deeper thinking
INQUIRY BASED QUESTIONING
Beginning an inquiry
1. Plan to use questions that encourage thinking
Progressing with an inquiry
Interpreting and evaluating the results of an inquiry
Communicating conclusions and reflecting
Do you already know that might be useful here?
Can you suggest a different way of doing this?
Do you think that answer is reasonable? Why?
What methods did you use?
INQUIRY BASED QUESTIONING
2. Ask questions in ways that include everyone
Use no hands up rule
Ask questions that encourage a range of responses
Avoid teacher- student- teacher ping pong
Arrange room to encourage participation
INQUIRY BASED QUESTIONING
3. Give students time to think
Use Think-Pair-Share strategy
Use mini white boards
INQUIRY BASED QUESTIONING
4. Avoid judging students’ responses
Avoid judgmental comments, even positive ones like “Well Done”
Reply to students with comments that do not close off alternative ideas.
“Thank you for that, that is really interesting. What other ideas do other people have?”
INQUIRY BASED QUESTIONING
5. Follow up students’ responses in ways that encourage deeper thinking
Invite students to elaborate
Make challenging statements
Encourage them make connections
The Cornell Graphic Organizer is a strategy to help students identify the main idea and important details from the text.
Disciplinary Literacy
CORNEL GRAPHIC ORGANIZER
Key Ideas and Details CCSS.ELA-LITERACY.RST.6-8.1
Cite specific textual evidence to support analysis of science and technical texts.
CCSS.ELA-LITERACY.RST.6-8.2 Determine the central ideas or conclusions of a text; provide an accurate
summary of the text distinct from prior knowledge or opinions.
Integration of Knowledge and Ideas: CCSS.ELA-LITERACY.RST.6-8.7
Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).
CCSS.ELA-LITERACY.RST.6-8.8 Distinguish among facts, reasoned judgment based on research
findings, and speculation in a text.
Disciplinary Literacy
CORNEL GRAPHIC ORGANIZER
Pg. 60: Why is there a photo of hot lava?
Pg. 61: How do geologists read rocks?
Pg 62: How is the geographic pole different from the magnetic pole?
Disciplinary Literacy
CORNEL GRAPHIC ORGANIZER
Lava contains magnetite. When it is cool, it behaves like a small magnet.
They use a magnetometer to measure the lava rock’s magnetism.
Geographic pole tells the earth’s point of rotation. Magnetic poles are where the Earth’s magnetic force is greatest.
Geologists study volcanic rocks to determine the movement of Earth’s magnetic poles.
MAIN IDEADETAILSQUESTIONS
With a partner or group, survey passage (title, subheadings, captions, pictures, first and last sentences).
Develop questions from the above and write in the first column.
Read passage and highlight details that will help answer questions.
When you finish reading, use information to answer questions (second column).
Disciplinary Literacy
CORNEL GRAPHIC ORGANIZER
RESOURCES SCIENCE WERKZ
Interactive eBook apps for tablets and computers.
Include interactive tools.
Students are engaged to learn content, question their understanding.
IPAD APPS
http://www.werkzpublishing.com/sciencewerkz/