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Respectful Teaching Strategies for Science. Objective- Sciences teachers will: Review examples of instructional strategies with the goal of designing and implementing at least one strategy into a 3 rd nine weeks lesson. Strategy 1- Prompts, starters and formative assessment
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Objective- Sciences teachers will: • Review examples of instructional strategies with the goal of designing and implementing at least one strategy into a 3rd nine weeks lesson. Strategy 1- Prompts, starters and formative assessment Strategy 2- Projects • Rafts • Menus • Think-tac-toe Strategy 3- Tiered assignments and pre-assessments Examples and collaboration • Time to View Work sample • Work in Learning Communities • Time for reflection and questions • Exit card
You need a white board and marker • Starter- complete ONEof the problems below on paper...choose the one that is challenging, but one you can accurately complete- show all work • The half life of element Z is 17250 years. If a rock is found with 1/16thof the original Element Z remaining, how old is the rock? Show all work and units. • A sediment erodes at a rate of 19.15 cm every 2000 years. If the area has been eroding for 200 years, how much sediment has eroded? Show all work and units. • Wachatchafalls erodes at a rate of 13 cm per year. Knowing that there is 2.54 cm in 1 inch, how long will it take to accumulate 525 inches? Show all work and units.
-You have been divided into groups based on your learning style (on your index cards from earlier this year)-Read the column for your group and begin.- You will have 12 minutes to work on your task and 3 minutes to practice presenting.
Assume a Role! Consider an Audience! Write in a Format! Examine a Topic! RAFT
Anatomy Assume a Role! Consider an Audience! Write in a Format! Examine a Topic!
Menu • Can be used as an anchor activity, learning contract, or review activity, as well as a culminating activity.
Plate Tectonics Menu Project DIRECTIONS: You will have class time and homework time over the next four days to complete your menu on plate tectonics. The menu is designed to get you thinking about the main idea in this unit. You must complete all three sections of the menu. All work must be your original ideas. Appetizer- EVERYONE DOES THIS SECTION Make a WORDLE for Wegner’s evidence of continental drift. You must include evidence and example on your Wordle. You must have at least 5 words and 5 short phrases.
Main Course- You must choose ONE of these. • Use a flow chart or diagram to compare and contrast the 5 main types of plate boundaries (continental-continental, continental- oceanic, oceanic-oceanic, transform and divergent) You must include, main characteristics, how they form and a specific location on earth where each boundary is found. • Make a colored drawing of the 5 main types of plate boundaries (continental-continental, continental- oceanic, oceanic-oceanic, transform and divergent) You must include, all main characteristics in the drawing. The drawing must show how they form and a specific location on earth where each boundary is found must be listed below the drawing. • You have just booked a trip to visit the 5 main types of plate boundaries (continental-continental, continental- oceanic, oceanic-oceanic, transform and divergent) Make a post card to a friend for each of the five locations. On your postcard you must describe the main characteristics of the plate boundary, how they form and a specific location on earth where each boundary is found. You may use clip art or graphics as the picture for your postcard.
DESSERT- Choose one of the following. Write a poem or song that describes the three main types of earthquake waves- You must have five verses. Write a poem or song that describes about Hot Spots- You must have 5 verses. Write a poem or song about how the amount of dissolved gas and silica content effects the explosiveness of a volcano. You must have 5 verses
BIOME MENU PROJECT • Appetizer- EVERYONE DOES THIS ENTIRE SECTION • Include a geographic map of all of the biomes. The map should be colored and labeled. The equator should be clearly labeled. • Explain the relationship between altitude/latitude and the climate of four biomes of your choice.
Main Course- You should choose ONE of these • Create a drawing or comic strip with captions that illustrates for your assigned biome • o a minimum of 5 biotic and 5 abiotic factors • o for each biotic factor (plant or animal) include ONE adaptation that allows it to survive in that biome • o Two examples of symbiosis (parasitism, mutualism, and commensalism) • Create a flow chart with connecting phrases for your assigned biome that illustrates your understanding of the relationships between • o A minimum of 5 biotic and 5 abiotic factors • o Adaptations for each of the biotic factors (plant and animal) that allows it to survive it that biome • o Two examples of symbiosis (parasitism, mutualism, and commensalism) • Write a journal entry/diary entry from the perspective of an animal or plant in your biome that describes “a day in the life” and includes the following • o A minimum of 5 biotic and 5 abiotic factors that the organism encounters • o Adaptations for each of the biotic factors that allows it to survive it that biome (including your organism) • o Two examples of symbiosis (parasitism, mutualism, and commensalism)that affects the daily life of your organism and other organisms in the biome
Side Dish- Choose TWO of the following • Find or create a food web that includes organisms from your biome and shows at least four trophic levels including a decomposer. Label each trophic level and include arrows (pointing in the proper direction). • Find or create a diagram for the carbon cycle. Label respiration and photosynthesis. Explain the role of photosynthesis and respiration in the carbon cycle. • Find or create an energy pyramid that includes organisms from your biome. Label each trophic level and use the 10% rule to explain the flow of energy through the trophic levels. • Dessert- If you’re not too full, you have the option to do DESSERT for BONUS • Research a human impact and describe how it is affecting your biomes. Consider these points in your answer: • o What biotic factors are being affected? • o What is the effect on these factors? • o Is anything being done to counter these effects?
Forms of Energy Menu Planner • Due: All items in the main dish and the specified number of side dishes must be completed by the due date. • You may select among the side dishes as indicated, and you may decide to do some of the dessert items as well.
Think-Tac-Toe • This is a type of learning contract or anchor activity designed to give students control over when to work, give them a choice about presentation options, and can be tiered so that challenge levels of problems, texts, or skills practiced are suitable for each student. • They are laid out like a tic-tac-toe board and students must complete three tasks in a row, diagonally, vertically, or horizontally.
Think Tac Toe Motion - Think Tac-Toe Directions: Choose any of the three to complete a tic-tac-toe across, down or diagonal. Each of your choices must be done on a separate sheet of paper. Blank copy paper, colored paper, or construction paper should be used, NO NOTEBOOK paper. You must attach this sheet to your final product. Examples of pictures and graphs need to come from magazines or newspapers. You may use only ONE graph from the internet and ONE picture from the internet. PARENT SIGNATURE: __________________________________________________ DUE: ___________
Think Tac Toe Grading Rubric – Each task received points on the following:
Tiered Assignments • In a differentiated classroom, a teacher uses varied levels of tasks to ensure that students explore ideas and use skills at a level that builds on their prior knowledge and prompts continued growth. • While students work at varied degrees of difficulty on their tasks, they all explore the essential ideas and work at high levels of thought. • Assessment-based tiering allows students to work in their “Zone of Proximal Development” or in a state of moderate change.
Example of vocabulary pre-assessment: Part I Fe Definition: Textbook Definition – In your own words MOTION Illustration: Examples:
Pre-assessment Part II - both parts are included onto one page Knowledge Rating Chart Directions: Rate the following terms as follows: 1. I’ve never heard that word before 2. I’ve heard the term, but I don’t know how it applies to physics 3. I understand the meaning of this term and can apply it within science. Speed __________ Distance ______________ Motion __________ Acceleration ______________ Velocity__________ Time ______________ Force __________ If you have terms that are 2’s or 3’s use your own words to write down a SHORT definition on the back of this paper.
Pre- Assessment Forces Anticipation Guide Read the statements below and decide if you agree (A) or disagree (D) with each statement. Write you answer in the column under Anticipation. After you have learned about the topic, complete the column under Reaction. Periodically go back and check to see what you have learned as you progress through the Forces unit.
Examples • You will have the next 15 minutes to view student work products.
Collaboration • You will have 20 minutes to collaborate with members of your learning community and discuss plans for implementation of one of these strategies in the 3rd nine weeks. • Discussion points: • Which strategy fits your needs and style as a teacher? • Which strategy will help students reach the learning goals you have set? • Which strategy are you most interested in trying and why?
What strategy do plan to implement in the 3rd nine weeks? • Why did you choose this strategy?
