new beginnings secondary science sonia blackstone curriculum department august 11 - 12, 2015
TRANSCRIPT
New BeginningsSecondary ScienceSonia Blackstone
Curriculum Department
August 11 - 12, 2015
Lake County Schools
Vision StatementA dynamic, progressive and collaborative learning community embracing change
and diversity where every student will graduate with the skills needed to succeed in postsecondary education and the workplace.
Mission StatementThe mission of the Lake County Schools is to provide every student with individual opportunities to excel.
We Believe:Education is the foundation for everyone’s future.
Education is a lifelong process.All students can learn.
Students should be civic-minded and embrace future roles in the community.Parents/guardians, community, and schools are partners in a student’s education.
Providing a safe, resource-filled learning environment is essential.Students will graduate prepared for work and postsecondary education.
DateAugust 11th - 12th
2015
Agenda
Gradual Release
• I DO: Explain the structure and purpose of the science blueprints.
• WE DO: Practice using the science blueprints.
• YOU DO: Practice finding, using and explaining science curriculum.
BellworkIntroduce yourself to someone near you and tell them what, where and who you will be teaching.
Learning GoalParticipants will
understand and be able to use the science
blueprints in order to enhance lesson planning
and instruction. Essential Question
How can science blueprints enhance lesson plans and
instruction?StandardsDomain 1: Classroom Strategies and Behaviors.Domain 2: Planning and PreparingDomain 3: Reflecting on Teaching
VocabularyOne Pager
Scope and SequenceBlueprints
Unit End ProductObjective
Participants will be able to understand, find and
use science blueprints as a tool to enhance lesson
planning and instruction.
Ticket Out
HOTS Question
Com
mon
Boa
rd
Call To Attention and Community Builder
• Call To Attention: Class – Yes
• Community Builder: 2 Truths and A LieWrite down 2 truths about yourself Write down 1 lie about yourself Share
Learning Goal & Scale
Learning Goal:Participants will be able to
Score
4.0In addition to level 3.0, in-depth inferences and applications that go beyond what was taught.• Create and implement higher level literacy focused, standards-based lesson plans.
3.5 In addition to score 3.0 performance, in-depth inferences and applications with partial success
Score
3.0
The participant, without major errors or omissions, will understand and/or be able to:• Use the blueprints as a tool for standards-based, literacy focused lesson planning and instruction. • Understand the importance of reading and writing in standards-based instruction.
2.5 No major errors or omissions regarding 2.0 content and partial knowledge of the 3.0 content
Score
2.0
There are no major errors or omissions regarding the simpler details and processes. The participant will be able to:• Understand the structure of the blueprints.• Understand the purpose of the blueprints. • Identify the standards.
1.5 Partial knowledge of the score 2.0 content, but major errors or omissions regarding score 3.0 content
Score
1.0
With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes. The student can:• Access the blueprints through the internet.
0.5 With help, a partial understanding of the score 1.0 content, but not the score of 2.0 content
Score 0 Even with help, no understanding or skill demonstrated.
Pre-
Asse
ssm
ent
FCIM – PLC – LESSON STUDY– TEAM CONNECTOR
Science Scope and Sequence and Blueprints
During transcription the DNA base sequence is transcribed into a complimentary mRNA sequence. A codon table like the one shown below lists the amino acids coded for by particular triads of mRNA bases. A segment of DNA has undergone a mutation in which one nucleotide has been changed. The original sequence was ACG and the new sequence is ACA. Use the codon table to determine whether or not this mutation will cause a change in the phenotype of the organism.
A. yes, the phenotype of the organism would change because a new amino acid will be coded for. B. yes, the phenotype of the organism would change because any change in the DNA sequence will cause a change in phenotype. C. Even though the DNA sequence changed, the sequence still codes for the same amino acid, so no change in phenotype will occur. D. It is impossible to determine if a change in phenotype will occur using only the DNA sequence.
What about these questions do you
think students struggled with the
most?
During transcription the DNA base sequence is transcribed into a complimentary mRNA sequence. A codon table like the one shown below lists the amino acids coded for by particular triads of mRNA bases. A segment of DNA has undergone a mutation in which one nucleotide has been changed. The original sequence was ACG and the new sequence is ACA. Use the codon table to determine whether or not this mutation will cause a change in the phenotype of the organism.
A. yes, the phenotype of the organism would change because a new amino acid will be coded for. B. yes, the phenotype of the organism would change because any change in the DNA sequence will cause a change in phenotype. C. Even though the DNA sequence changed, the sequence still codes for the same amino acid, so no change in phenotype will occur. D. It is impossible to determine if a change in phenotype will occur using only the DNA sequence.
Memorization vs. Understanding
• Instructional Practices Teaching from a range of complex text is optimized when teachers in all subject areas implement the following strategies on a routine basis: Ensuring wide reading from complex text that varies in length.
• Making close reading and rereading of texts central to lessons.
• Emphasizing text-specific complex questions, and cognitively complex tasks, reinforce focus on the text and cultivate independence.
• Emphasizing students supporting answers based upon evidence from the text.
• Providing extensive research and writing opportunities (claims and evidence).
• Science and Engineering Practices (NRC Framework for K-12 Science Education, 2010) Asking questions (for science) and defining problems (for engineering).
• Developing and using models. • Planning and carrying out investigations. • Analyzing and interpreting data. • Using mathematics, information and computer
technology, and computational thinking. • Constructing explanations (for science) and
designing solutions (for engineering). • Engaging in argument from evidence. • Obtaining, evaluating, and communicating
information.
Reading Skills in Science
Writing Skills
Speaking and Listening Skills
Based on these standards, why would we need to
change our way of instruction in our science
classrooms?
Our 3 Goals• Standards-based instruction (everything links back to the standards)• A resource for the teacher (not just something they reference but
something they can use)• Capitalize on the literacy standards and embed reading and writing to
enhance understanding
The Unit End Product is an opportunity for authentic text-based academic writing in our discipline.
2015-2016 Science Blueprints
How will this new unit end product
change the way you plan?
Why do we need to write?
One often-overlooked tool for improving students’ reading, as well as their learning from text, is writing. Writing has the
theoretical potential for enhancing reading in three ways. First, reading and writing are both functional activities that
can be combined to accomplish specific goals, such as learning new ideas presented in a text (Fitzgerald and Shanahan,
2000). For instance, writing about information in a science text should facilitate comprehension and learning, as it
provides the reader with a means for recording, connecting, analyzing, personalizing, and manipulating key ideas from
the text. Second, reading and writing are connected, as they draw upon common knowledge and cognitive processes
(Shanahan, 2006). Consequently, improving students’ writing skills should result in improved reading skills. Third,
reading and writing are both communication activities, and writers should gain insight about reading by creating their
own texts (Tierney and Shanahan, 1991), leading to better comprehension of texts produced by others.
Links to text are embedded in the blueprints
Content appropriate and on grade level
Notice that suggested tasks can be a quick activity or span a few days
How can labs, activities, and tasks be opportunities to
focus on the recursive standards?
You don’t have to grade everything!
Formal v. Informal Writing
Our 3 Goals• Standards-based instruction (everything links back to the standards)• A resource for the teacher (not just something they reference but
something they can use)• Capitalize on the literacy standards and embed reading and writing to
enhance understanding
Learning Goal & Scale
Learning Goal:Participants will be able to
Score
4.0In addition to level 3.0, in-depth inferences and applications that go beyond what was taught.• Create and implement higher level literacy focused, standards-based lesson plans.
3.5 In addition to score 3.0 performance, in-depth inferences and applications with partial success
Score
3.0
The participant, without major errors or omissions, will understand and/or be able to:• Use the blueprints as a tool for standards-based, literacy focused lesson planning and instruction. • Understand the importance of reading and writing in standards-based instruction.
2.5 No major errors or omissions regarding 2.0 content and partial knowledge of the 3.0 content
Score
2.0
There are no major errors or omissions regarding the simpler details and processes. The participant will be able to:• Understand the structure of the blueprints.• Understand the purpose of the blueprints. • Identify the standards.
1.5 Partial knowledge of the score 2.0 content, but major errors or omissions regarding score 3.0 content
Score
1.0
With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes. The student can:• Access the blueprints through the internet.
0.5 With help, a partial understanding of the score 1.0 content, but not the score of 2.0 content
Score 0 Even with help, no understanding or skill demonstrated.
Pre-
Asse
ssm
ent
Please remember to complete
the evaluation in
True North Logic (TNL)
when you have access.