Science 1 Summer 2009 Welcome to Science 1 We Begin to Explore! Your Name Your [email protected] Your website If you have been to a Science 1 SI or Path training

Science 1 Summer 2009

Welcome to Science 1

We Begin to Explore!

Your NameYour [email protected]

Your websiteIf you have been to

a Science 1 SI or Path training . . .

Move to Science 2.

Table Tents

Front of the CardName Years TeachingCourses TaughtA Vehicle Representing Your Teaching Approach

Back of the CardName City / State Number of Years TeachingThe Speed You Best Learn and Process InfoA Goal for the Science Strand and Institute

60 Second Summary

Introduce yourself to the others at the table in 60 seconds or less.

– Summarize the information on the table tent and ADD a piece of interesting information about yourself.

The Challenge - Remember the name with at least ONE piece of information about each person seated at the table.

WHOSE FAULT IS IT? Certainly Not Mine!

The college professor said,

“Such wrong in the student is a shame,

Lack of preparation in high school is to blame.”

Said the high school teacher,

“Good heavens, that boy is such a fool,

The fault, of course, is with the middle

school.”The middle school teacher said,

“From stupidity may I be spared,

They send him to me so unprepared.”

WHOSE FAULT IS IT? Certainly Not Mine!

The elementary teacher said,

“The kindergarteners are block-heads all,

They call it preparation, why, it’s worse than none at all.”The kindergarten teacher said,

“Such lack of training never did I see,

What kind of mother must that woman be?”

The mother said,

“Poor helpless child, he’s not to blame,

For, you see, his father’s folks are all the same.”

Said the father, at the end of the line,

“I doubt that rascal’s even mine!”

X Now Make YOURSX

X

X

X

X

X

X

FOUR CORNERS and a Me Map Three-Ring Binder Page 1

Four Corners is a tool designed to assess prior knowledge of a topic quickly, using

collaborative discussion.



Stand with the group you best identify with.

Explain to others in the group what is known or understood.

One person records and reports.

Summarize info, report to class.

More knowledgeable groups correct info and add unique info.


ME MAP MODIFICATION• Move to the area marked for each

topic as it is called to observe where you fit in the continuum.

• Discuss the LAST topic using the above mode.


FOUR CORNERS Discussion Topic

What is AVID and how does the Science Teacher fit into the

picture?

W I C R – The AVID WayGraphic Design – Brendan Casey

Brain Processing Activity

FrontalLobe

OccipitalLobe

TemporalLobe

ParietalLobe

W I C R – The AVID Way Three-Ring Binder Page 7

WIC

WRITING● Prewrite● Draft● Respond● Revise● Edit● Final Draft● Class and Textbook Notes● Learning Logs/Journals

INQUIRY● S killed Questioning● Socratic Seminars● Quickwrite/Discussion● Critical Thinking Activities● Writing Questions● Open-Mindedness Activities

COLLABORATION● Group Projects● Study Groups● Jigsaw Activities● Read-Arounds● Response/Edit/Revision Groups● Collaborative Activities

RREADING

● SQ5R (Survey, Question,Read, Record, Recite, Review, Reflect)

● KWL (what I Know; Want to Learn; Learned)● Reciprocal teaching

“Think-Alouds”●

Cornell Notes

Heading SectionTitle or Topic

NameDate

Traditional Notes Section

Lecture InformationReading NotesVideo NotesDemonstrations Observations

(Cue Column)

Processing Section

Review QuestionsStudy QuestionsGeneral Questions

Science Needs?Graphs / Diagrams

Summary Section Key Concepts, Thoughts & Understanding

Costa’s Levels of Questioning

Sample Week in the AVID Elective Class

Daily or Block* Schedule

AVID Curriculum Includes:

Writing Curriculum College and Careers Strategies for SuccessCritical Reading

AVID Tutorials Include:

Collaborative Study GroupsWriting GroupsSocratic Seminars

AVID Introduction

The Big Picture

Rigor and Success

The Science Teacher’s Role in the AVID Puzzle

The AVID Elective Schedule

RIGOR: Defined

“Rigor is the goal of helping students develop the capacity to understand content that is complex, ambiguous, provocative, and personally or emotionally challenging.”

Adapted from Teaching What Matters Most: Standards and Strategies for Raising Student Achievement by Strong, Silver, and Perini, ASCD, 2001.

RIGOR: AVID Goals

Increase the rigor of science courses in elementary, middle and high school.

• Thinking and Processing• Writing• Inquiry• Collaboration• Reading

Raise the bar for ALL students.

• Explore test should be taken by middle school students (Practice ACT, assesses academic skills).

• PSAT should be taken by ninth, tenth and eleventh graders (NMSQT qualifying year).

• SAT and ACT should be taken by juniors and seniors once, if not multiple times.

RIGOR: AVID Goals

• Enroll in Advanced Placement and IB Courses as early as the tenth grade.

• Success and survival in college increases by students having taken at least ONE AP Course, no matter the subject area.

• Seniors should■ Apply to AT LEAST ONE 4-year college or university.■ Apply for AT LEAST ONE college scholarship.

RIGOR: AVID Goals

Support Success for Students in the Middle by…

Using AVID methodologies with all students.

Having all students take and use Cornell Notes.

Allowing students to collaborate on and share their notes.

Considering open-note tests or quizzes on occasion.

Require the use of a notebook or binder (Interactive Notebook) that includes notes, assignment sheets, and a calendar.

SCHEMATA: How to Play and Win

• Prior knowledge and skills

• The world view of a student

• How students approach problems

• How students attempt to solve problems

Three-Ring Binder Page 1

Without Filtering, Information Overload Occurs

Dalmation

With Filtering, Understanding Information Occurs

Information Overload

Information Clarity When the Schemata Is Understood

Interactive NotebooksThree-Ring Binder Pages 2-7

What is an Interactive Notebook?

Why use Interactive Notebooks?– Binocular Vision – Brain Research– Processing Information– Students – A Way to ‘Win’

Make a MODEL to TAKE HOME as an EXAMPLE

Use and Model the Notebook all session long!

Make it WORK for YOU!

Use a Piece of Blank White Paper

Cover Page for HomeworkPersonalizes the Notebook

Course Title

Student Name

Two Illustrations

Minimum of Four Colors

Do It - (Student Homework) Glue It - (In Class)

Use a Spiral Binder –

It can be used as the science section in the AVID three-ring binders.


Interactive NotebooksCOVER PAGE – Student Samples

HOMEWORK – Number to the LAST page (after

gluing pages in) – so pages cannot be torn out

and used for other classes.

Number the First 11 PagesThree-Ring Binder Pages 2-7

Place numbers on the bottom outside corner (see below) of the first 11 pages, starting on the first lined page (right side).This HELPS a lot in quickly and correctly attaching the pages.

1

Begin ConstructionIn Class - A flurry of cutting and pastingSupplies: Scissors, White glue/Glue sticks, tapePlan on an HOUR for younger or slower students.

Front Inner Cover

Gems of Wisdom Is Glued Here

First Lined Page

Table of Contents Will Be Constructed

Here Later


Interactive Notebooks

Score Sheet (Page 2) Rubric Page (Page 3) Left Page Work (Page 4) Right Page Work (Page 5) Levels Of Questioning (Page 6) Fold It One (Page 7) Fable Assignment (Page 8) Acrostic Poem (Page 9) People in Your Neighborhood (Page 10) Public Service Announcement (Page 11) WICR / Vertical Teaming (the last two lined pages) Inside Back Cover - Adult Input Page

Construction – Glue onto the Appropriate Pages


Teacher Thoughts and IdeasVertical Teaming / WICR

Last Lined Page

Concepts Uses Applications

HOW to USE or ADAPTThis page is an EXAMPLE, use and adapt ideas

Make it WORK for YOU

Gems of Wisdom

Possible Types of Information– Equations– Concepts– Diagrams/Illustrations– Key Vocabulary Terms

Custom design for specific courses

Make it WORK for YOU!Use this page during the week to record KEY and

IMPORTANT information for use IN YOUR classroom.


Make a Table of Contents!

First Blank Page

Ideas / Modifications

Add a FLIP PAGE when out of room.

Use 2 or 3 pages in the front.Use 1 MAIN T.O.C. and Unit T.O.C. pages.

Table of Contents

Left Page # Right Page #Score Sheet 2 Rubric Page 3Left Page Work 4 Right Page Work 5Levels of Questioning 6 Fold it 1 7Fable 8 Acrostic Poems 9People In Neighborhood 10 Public Service Anncmt 11


Table of Contents

GENERALLY

Left Page # Right Page #Processing Input

Left Side Pages Right Side PagesAssignments done Notes,before OR after Lectures, Labstaking notes Practice ProblemsStudent Generated Teacher GeneratedProcessing Information Traditional Teaching

EVEN NUMBERS ODD NUMBERS (TEACHERS are ODD!)

Make it WORK for YOU!


Cornell Note-taking

S.T.A.R. Technique

Set up the paper

Take notes

After class process the notes

Reflect / Review

1/3 and 2/3

Title / Topic

Title / Topic

Heading: Name Date

Period

Name DatePeriod

Note Taking AreaCue Column

Summary Section

Summary Section

Take Notes during a Lecture Reading Video Demonstration Instructions Or Other Activity

Right after the Lecture 20-30 Minutes

Reflect / Review

Study Questions

or Questions

for Clarification

Cornell Note-taking

Title / TopicName DatePeriod

Note Taking AreaCue Column

Summary Section

Take Notes during a Lecture Reading Video Demonstration Instructions Or Other Activity

Right after the Lecture 20 – 30 Minutes

Reflect / Review

Study Questions

or Questions

for Clarification

NOTE-TAKINGThree-Ring Binder Pages 9 - 11

Read and Take Notes about the CORNELL NOTES information on Page 9 - 11 of the Three-Ring Binder. Use ONLY the TOP PORTION of the page!

Find the Next Open Entry

Two Blank Facing Pages

Topic Heading

Read and Take Notes

Use the TOP PORTION

ONLY

HIGHLIGHT KEY points

‘HOMEWORK’ – Write a SUMMARY.

HIGHLI

GHT

KEY poin

ts

‘HOMEWORK’ – Write a SUMMARY

12 13

Writing Summaries

A notes summary— is typically 3-5

sentences long. is a concise

statement using your own words.

is written about the important concepts, not about “I learned that---.”

Sample methods of writing summariesHighlight/mark 5-10 key words or phrases in the notes or reading, and use these to write a summary.

Write compare and contrast statements.

On Page 12 (the LEFT page)Create a Tee Chart to COMPARE and

CONTRAST the current method of taking notes used IN YOUR CLASSROOM with the

CORNELL NOTE-TAKING method.


Write down ideas and discuss them with the Table Group.

Be ready to share out UNIQUE FINDINGS or THOUGHTS.

Note-taking Candle Observations 1

Notes about Cornell Notes Here

Candle Observations and Predictions Below Previous

Notes

Questions to Consider

“I WONDER. . . . . . “

Materials Observations

Candle on Stand

Cornell Notes / STAR Information

15



Notes


“I WONDER. . . . . . “


Candle on Stand



15



Notes


“I WONDER. . . . . . “


Candle on Stand



15

Candle Observations and Predictions Below

Previous Notes

Lighted Candle Observations

Make a ‘Flip Page’ if more room is needed

Demonstrations may be considered at Student Input – Creative and

Interpreting InformationTwo Questions to

Consider

“I WONDER . . . . . . “

Cornell Notes

Questions go here!


15



Previous Notes

Lighted Candle and Tube Observations

Cornell Notes

Write TWO Questions about the

Candle and Tube


Two Questions to Consider

“I WONDER . . . . . . “15

Note Taking Candle Observations 4



Previous Notes

Lighted Candle, Tube and Divider

Observations

Cornell Notes

Pay Close Attention!

Write TWO Questions about the

Candle, Tube, and Divider


“I WONDER . . . . . . “15

Note Taking Candle Observations



Previous Notes

Lighted Candle, Tube, Smoke and Divider

Observations

Cornell Notes

Pay Close Attention!

Write TWO Questions about the Candle,

Tube, Divider and Smoke


“I WONDER . . . . . . “15

By using the descriptive term in a PROPERLY PHRASED question, the question usually becomes the desired level of question.

CUE COLUMN – Done AFTER the lecture, the Cue Column (left 1/3) should be used for writing study or test questions, diagrams, vocabulary, or review information.

By using Costa’s Levels of Questioning, students will learn how to better design questions to operate at higher levels of processing.




By using the descriptive term in a PROPERLY PHRASED question, the question usually becomes the desired level of question.

List the materials used in the candle demonstration.

Compare the actions of the flame when using the tube with and without the metal divider.

Predict what might happen if the tube or metal were modified in some fashion.

Note-taking

Processing Assignment - Left Page

Read the Tattoo/Body Art (Special Assignment Page 10).

Highlight the Key Ideas.

Use the topic – Note-taking or Cornell Notes

Note-taking Tattoo

Slogan

Illustration

Explanation

Notes about the Candle

Demonstration

Questions about note- taking and the Candle

Demo

1514

Practice Collaborative AssessmentSpecial Assignment - Tattoo/Body Art, 0 to 4(5)SloganReflects Note-taking orCornell Notes

IllustrationReflects Note-taking orCornell NotesUses Four ColorsShows Creativity

Explanation - Explains how theslogan and the illustration refer toNote-taking or Cornell Notes.

Cornell Notes Variation

Physics, Chemistry & Math Word Problems

Do the DUFASDiagram

Units

Formula

Algebra

Solution

Heading – No Changes

Diagram

Units

Formula

Algebra – Show all the work with units

Solution – Circle and Highlight

Cornell Notes Variation

Physics, Chemistry & Math Word Problems

Do the DUFASDiagram Units Formula Algebra Solution

Heading – No Changes

Diagram

Units

Formula

Algebra – Show all the work with units

Solution – Circle and Highlight

Documents

Science 1 Summer 2009 Welcome to Science 1 We Begin to Explore! Your Name Your [email protected] Your website If you have been to a Science 1 SI or Path training