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Science Collaboration Meeting
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  1. Science Collaboration Meeting Grant County Schools December 6, 2011

  2. Science Leadership Support Network Members Justin Cann – GCHS Nichole Mathews – GCMS - Summer Behrendt - GCMS Melissa Colson – Dry Ridge Elementary

  3. Group NormsRESPECT • Rejoin whole group when signaled • Everyone participate • Side conversations to a minimum • Prepared for meeting • Expect to be here and present in the work • Cell phone and other electronics etiquette • Two feet rule

  4. Goals for 2011-2012 • Integration of content literacy standards • Implementation of specific assessment and literacy strategies • Utilization of literacy strategies • Utilization of Interactive Science Notebook • Integration of embedded formative assessments

  5. October Meeting • We looked at the use of differentiated instruction and the use of learning styles in the classroom, while integrating literacy and writing into lessons. • Exit Slip: Many teachers wanted to focus on more vertical alignment of content and strengths and weaknesses. • Today’s District Wide Focus: How to increase our student’s level of scientific writing in the classroom?

  6. Roadmap for Today Use QCEE form for formative assessment. Write An Argumentative Task

  7. Argumentative ProbeEssential Question • Is there a relationship between the frequency of a trait in a population and whether the trait is dominant or recessive?

  8. Opening Activity • Obtain a “Baby Mice” Probe Worksheet. • Read the passage and the probing question. • Take 3 minutes to write out your answer to the question in the space provided.

  9. Human Genetics Activity • In groups of three, complete the activity and calculate the percentage of population with certain traits. • Class Data • ActiVOTE

  10. Human Genetics Activity • Which traits are dominate and which are recessive? • Population size vs dominance?

  11. QCEE Template with Reading Article • Fill out the QCEE template based on your currently understanding of genetics and today’s activity. • Question: Is there a relationship between the frequency of a trait in a population and whether the trait is dominant or recessive? • Read the science article: “Ask a Geneticist” • Review and Revise your QCEE template based on the reading article and use information and facts from reading as evidence.

  12. Revisit Opening Activity • To conclude the lesson… • Revisit your opening activity, Baby Mice, and make any changes and make corrections. • Be sure to cite evidence for changes.

  13. Argumentation in Science • What is ARGUMENTATIVE writing? • How would our students answer that? • How does the current literacy standards use argumentative writing? • How is argumentative different than persuasive?

  14. How do we implement ARGUMENTATIVE writing in the classroom? • How much time should be allowed for this assignment? • Should time be devoted to the computer lab?

  15. Let’s do an Experiment…Let’s gather data… With the instructional outline and rubric provided… • Choose one 2-3 week unit during the next couple of months to assign the students an argumentative paper. • Choose an argumentative probing question (visit the list you created) that is appropriate for the unit. • Find 2 articles that show the science behind the probing question (doesn’t have to be “both sides” as long as it is not biased). • If you are hesitant, choose only 1 class that you feel is capable and experiment and see if they are able to retain information and comprehend the science better.

  16. Next Month: January 24th • Standards Based Grading – Mrs. Melanie Johnson • Continuing work with literacy strategies • Other vertical alignment and interactive notebooking