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Essential Science Concepts For Exit-Level TAKS: Hands-On Activities for Supporting Student Success James W. Collins Senior Science Program Coordinator PowerPoint PPT Presentation


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Essential Science Concepts For Exit-Level TAKS: Hands-On Activities for Supporting Student Success James W. Collins Senior Science Program Coordinator Barbara Taylor Senior Science Program Coordinator Summer 2008. Diamond Reflection. Please fill out the upper left portion—

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Essential Science Concepts For Exit-Level TAKS: Hands-On Activities for Supporting Student Success James W. Collins Senior Science Program Coordinator

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Essential Science Concepts

For Exit-Level TAKS:

Hands-On Activities for Supporting Student Success

James W. Collins

Senior Science Program Coordinator

Barbara Taylor

Senior Science Program Coordinator

Summer 2008


Diamond Reflection

Please fill out the

upper left portion—

I came expecting…


What is the purpose of the Essential Science Concepts for Exit-Level TAKS (ESCET)?

  • To prepare students to be successful on the exit-level TAKS.

  • To provide an alternative to a traditional “drill-and-kill” review for the exit-level TAKS.


What is the purpose of ESCET Professional

Development?

  • To provide teachers with a tool that helps to identify the content and process skills that students need to master before taking the exit-level TAKS.

  • • To provide tools that can be used to determine the science content that teachers need to review, reinforce, or reteach.


What are the ESCET modules?

ESCET consists of two modules: Biology and Integrated Physics and Chemistry (IPC).

The IPC module contains 16 activities, and the Biology module contains 17.

The modules address all the student expectations assessed on the exit-level TAKS.


TAKS science objectives and TEKS student expectations addressed in the modules

*Objective 1: The student will demonstrate an understanding of the nature of science. These student expectations are integrated into the activities—they are not addressed in isolation.


How is each activity structured?

  • Each activity contains…

    • Teacher pages

    • Blackline masters

    • Student pages


Teacher pages

The teacher pages include…

  • Purpose

  • Correlations to the TEKS

  • Teacher notes about the TEKS

  • Background information for the teacher

  • Resources


Teacher Pages(continued)

  • The teacher pages also include…

    • Materials

    • Advance preparation

    • Station setup

    • Procedures

    • Guide to Student Responses


Blackline Masters

  • The blackline masters include…

    • Station Information Sheet

    • Cards, data tables, graphics, photographs, and so on

    • Student Pages


Student pages

The student pages include…

  • Before You Begin

  • Materials

  • Procedures

  • Questions

  • Question Card

  • I Need to Remember

  • Glossary


How can the modules be implemented?

  • Administer the modules separately

  • Give all the Biology activities together and all the IPC activities together.

  • Rotate students through the activity stations the way you would move them through a lab practical.

  • Have students work in teams of two.


How can the modules be implemented?

  • Alternating the activities

  • Alternate an IPC activity with a Biology activity.

  • This method integrates the activities in the same way that the Biology and IPC questions are integrated on the exit-level TAKS.


How can the modules be implemented?

  • Multiple sets of a single activity

  • A room may contain multiple sets of one IPC or Biology activity with two teachers.

Teachers assigned to a small group of students

  • Teachers serve as specialists for three activities, and groups of 4 to 6 students work through the activities with support from the teacher.


What are the students’ responsibilities?

  • As a team, students…

    • examine the Station Information Sheetand verify the station setup.

    • read and answer the Focus Question.

    • follow the procedures in the Student Pages.

    • answer the TAKS question on the Question Card.

    • post their answers on the Diagnostic Wall Chart.


Overview of the Activities


Biology Station 4(B), Part II: Cell Functions

Purpose: The purpose of this station is to reinforce students’ understanding of the structures and functions of plant and animal cell parts.


IPC Station 4(A): Speed and Momentum

Purpose: The purpose of this station is to reinforce students’ understanding of speed and momentum.


Biology Station 4(C): Structure and Infectious Behavior of Viruses

Purpose: The purpose of this station is to reinforce students’ understanding of the structure of a virus and how viruses cause diseases.


IPC Station 4(B): Newton’s Laws of Motion

Purpose: The purpose of this station is to reinforce students’ understanding of Newton’s laws of motion.


Biology Station 4(D), Part I: Bacteria and Health

Purpose: The purpose of this station is to reinforce students’ understanding of the role of bacteria in maintaining health.


IPC Station 4(D): Efficiency in Machines

Purpose: The purpose of this station is to reinforce students’ understanding of how the efficiency of a machine can change.


Biology Station 4(D), Part II: Bacteria and Disease

Purpose: The purpose of this station is to reinforce students’ understanding of the role of bacteria in both maintaining health and causing disease in living organisms.


IPC Station 5(B), Part I: Reflection and Refraction

Purpose: The purpose of this station is to reinforce students’ understanding of the ways that waves interact with their surroundings through reflection and refraction.


Biology Station 6(A): DNA

Purpose: The purpose of this station is to reinforce students’ understanding of the structure of DNA and protein synthesis (transcription and translation).


IPC Station 5(B), Part II: Diffraction and Resonance

Purpose: The purpose of this station is to reinforce students’ understanding of waves in everyday life and how waves can be diffracted and resonated.


Biology Station 6(B): Protein Synthesis

Purpose: The purpose of this station is to reinforce students’ understanding of the structure of DNA and protein synthesis (transcription and translation).


IPC Station 6(B): Heat Transfer

Purpose: The purpose of this station is to reinforce students’ understanding that heat can move through solids, liquids, and gases by various means.


Biology Station 7(B): Natural Selection

Purpose: The purpose of this station is to reinforce students’ understanding of the results of change in species.


IPC Station 6(D): Energy Sources and Their Impact

Purpose: The purpose of this station is to reinforce students’ understanding of the impact that energy transformations have on economic and environmental aspects of everyday life.


Biology Station 10(B): Interrelationships Among Organ Systems

Purpose: The purpose of this station is to reinforce students’ understanding of how organ systems in living organisms interrelate.


IPC/Biology Station 1(A): Laboratory Safety

Purpose: The purpose

of this station is to

reinforce students’

understanding of

safety procedures that

must be followed and

Safety equipment that

must be used during

laboratory investigations.


IPC Station 6(A): Conservation of Energy

Purpose: The purpose of this station is to reinforce students’ understanding of energy transformations.


Biology Station 4(B) Part I: Cellular Processes

Purpose: The purpose of this station is to reinforce students’ understanding of osmosis as a cellular process.


IPC Station 7(A): Density, Viscosity, and Buoyancy

Purpose: The purpose of this station is to reinforce students’ understanding of density, viscosity, and buoyancy.


Biology Station 4(B) III: Photosynthesis and Cell Respiration

Purpose: The purpose

of this station is to

reinforce students’

understanding of energy

production in

photosynthesis and

cell respiration.


IPC Station 7(D): Chemical Behavior and the Periodic Table

Purpose: The purpose of this station is to reinforce students’ understanding of the relationships that exist between the chemical behavior of an element and its position on the periodic table.


Biology Station 7(A): Evidence of Change

Purpose: The purpose of this station is to reinforce students’ understanding of the evidence of change in species.


IPC Station 8(A): Physical and Chemical Changes

Purpose: The purpose of this station is to reinforce students’ understanding of the difference between physical changes and chemical changes in everyday examples.


Biology Station 8(C): Classification and Taxonomy

Purpose: The purpose of this station is to reinforce students’ understanding of a biological classification system.


IPC Station 8(C): Conservation of Mass

Purpose: The purpose of this station is to reinforce students’ understanding of the law of conservation of mass.


Biology Station 9(D): Energy Flow Within Ecosystems

Purpose: The purpose of this station is to reinforce students’ understanding of how energy and matter flow through organisms and their environments.


IPC Station 9(A): Structure and Function of Water

Purpose: The purpose of this station is to reinforce students’ understanding of the structure of water and its function as the universal solvent.


Biology Station 10(A): Systems in Organisms

Purpose: The purpose of this station is to reinforce students’ understanding of the functions of systems found in living organisms.


IPC Station 9(B): Concentration of Ions in Solution

Purpose: The purpose of this station is to reinforce students’ understanding of how certain chemical and physical properties are related to the concentration of ions in solution.


Biology Station 12(B): Interdependence and Interactions

Purpose: The purpose of this station is to reinforce students’ understanding of the interactions that occur among organisms in an ecosystem.


IPC Station 9(D): Factors Influencing Solubility

Purpose: The purpose of this station is to reinforce students’ understanding of how various factors influence solubility.


Biology Station 12(E): Food Chains, Food Webs, and Energy Pyramids

Purpose: The purpose of this station is to reinforce students’ understanding of the interactions that can occur among a variety of organisms in an ecosystem.


Biology Station 13(A): Plant Adaptations

Purpose: The purpose of this station is to reinforce students’ understanding of the importance of structural and physiological adaptations of plants.


Before you begin the activity

  • Remove any plates, napkins, etc., from your table.

  • Place your notebooks around the perimeter of the room, not on the tables.

  • Please do not take the student pages from one station to the next.


The First Station

Based on the TEKS at your station, think about…

what students must know about the science content.

what newvocabulary is introduced in the TEKS that students must know.


Focus Question

Read the student pages and discuss…

How can the focus question in the student pages be used to access students’ prior knowledge before they complete the activity?


Create a Word Wall

As students work through each activity, they may encounter unfamiliar words that they will need help defining.

Students should write the unfamiliar words on the Words I Need Help Understanding page at each station.

Create a Word Wall using the words students identified at each station.


Complete the Activities

Please follow these steps…

  • Read over each activity at this station and complete all parts of it.

  • Think about how the activity can be used to ensure that students meet all the requirements of the TEKS.


Continue Rotations

  • Discuss the TEKS and determine what content should be taught.

  • List the vocabulary words in the TEKS that students must know.

  • Read the Focus Question and discuss the answer.

  • Determine how the activity can be used to ensure that students meet all requirements of the TEKS.

  • Move on the signal and follow the arrows.


Embedding Scientific Processes

Why is it important to review the scientific process skills with science concepts?

What do the TAKS questions tell us about

reviewing the process skills?


Embedding Scientific Processes in Content

The table shows data from an investigation designed to find a liquid solution that is both an acid and a strong electrolyte. Based on the data, a solution that is both an acid and a strong electrolyte is -

A Solution 1

BSolution 2

C Solution 3

D Solution 4

Exit Level TAKS July 2006


What to teach?


Preparation for Day 2

  • Clean off your tables.

  • Leave materials at the stations.

  • Bring back the Diamond Reflections.

  • Breakfast is at 8:30am.

  • First rotation begins at 9:00am.


Welcome to Day 2 of ESCET


Diamond Reflection

Complete the diamond

reflection.


Goals for the day

  • Examine the remainder of the ESCET activities.

  • Use tools to determine the level of intervention students will need to be successful on the TAKS.

  • Discuss the connection between teachers’and students’ expectations and academic achievement.


Completing the activities

Follow these steps at each station…

  • Read the TEKS, work through the activities, and examine the setup.

  • Move on my signal.

  • Follow the table arrows.


Diagnostic Wall Chart

Examine the sample Diagnostic Wall Chart.

What can be determined from the chart about students’ understanding of the science content required on the exit-level TAKS?

Determine whether the TEKS content should be reviewed, reinforced, or retaught.


review

reinforce

reteach

review

reteach

reinforce


Debrief and interventions

What information could be written on the …

I Need to Remember

portion of the student pages to help students who are having difficulty with the concepts in the TEKS?


Expectations andacademic achievement

How do teacher and student academic expectations affect student success? (Record your response on a post-it note.)

Read pages 41-46 from Carol S. Dweck’s Improving Academic Achievement. (Record three important findings.)


Personal reflection

Silently reflect on the response you recorded on the post-it note before you read Dweck’s article.


  • To order additional copies of the

  • ESCET Modules

  • Visit our website catalog at

    www.utdanacenter.org/catalog

    and look under Science in Classroom Resources.

    Or, go to the Dana Center’s Science Teks Toolkit at

    www.sciencetekstoolkit.org


Click on

Product Catalog,

then Classroom Resources, then Science.

http://www.utdanacenter.org/sciencetoolkit/


Diamond Reflection

Please leave the Diamond Reflection at your table.

Please remove any trash, cups, etc., from the tables as you leave the session.


James W. Collins

jwcollins@mail.utexas.edu

Barbara Taylor

barbara_taylor@mail.utexas.edu

Contact Information


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