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Group 5

Group 5. Kate Gower Megan Pitts Amanda Davis Jen Ryan. Subject Area. Flow of Matter and Energy. TN State Standards. SPI # 3210.3.1 – Interpret a diagram that illustrates energy flow in an ecosystem

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Group 5

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  1. Group 5 Kate Gower Megan Pitts Amanda Davis Jen Ryan

  2. Subject Area Flow of Matter and Energy

  3. TN State Standards SPI # 3210.3.1 – Interpret a diagram that illustrates energy flow in an ecosystem 3210.3.3 – Compare and contrast photosynthesis and cellular respiration in terms of energy transformation 3210.3.4 – Predict how changes in a biogeochemical cycle can effect an ecosystem

  4. Arrrrrgh I hate tests!!!

  5. Why Students Fail • Fear • Boredom • Cookie-cutter education • Confusion • Real Learning • Teaching strategies • Not enough revision • Starting revision too late • Stressing too much • Running out of time on exams • Misreading the quesion

  6. Teacher Administration Responsibilities TCAP According to the Tennessee Department of Education: • Teachers are responsible for security during state achievement tests • Teachers should be knowledgeable of the Medical exemption policy for TCAP and be knowledgeable of the accommodations authorized during testing

  7. Teacher Administration Responsibilities TCAP (cont) Before Test Administration • Notify students of the test dates in advance. • Explain the purposes for testing. • Create an uncluttered testing environment. • Use a variety of test formats during the school year. • Become familiar with the materials and procedures to be used with the tests. • Identify which students may need and/or be eligible for test accommodations. • Read the Test Administration Manual carefully for instructions and information. • When pre-coding student-specific data on the answer documents, be sure to read and follow coding instructions completely and carefully. 

  8. Teacher Administration Responsibilities TCAP (cont) During Test Administration • Adhere to time limits specified for tests. • Read carefully the directions to the students. • Expect every student to read all test content material without assistance unless otherwise noted in the Test Administration Manual. • Do not read the test, unless specially instructed to do so in State manuals or for student test accommodations. • Monitor to ensure that students begin marking answers in the proper area of the answer sheet. • Anticipate and eliminate test disruptions. • Make sure students work independently.

  9. Teacher Administration Responsibilities TCAP (cont) After Test Administration • Collect and account for all test materials. • Assure student demographic information on the answer documents is marked accurately. • Document any absent students and arranged for them to make-up tests, if possible. • Adhere to all test return instructions. • Analyze test reports for instructional strengths and weaknesses. • Develop a plan to modify instructional strategies to address any identified test weaknesses.

  10. Teacher Requirements According to the American Federation for Teachers, et al:teachers should be skilled in: • choosing assessment methods appropriate for instructional decisions • developing assessment methods appropriate for instructional decisions • administering, scoring and interpreting the results of both externally-produced and teacher-produced assessment methods • using assessment results when making decisions about individual students, planning teaching, developing curriculum, and school improvement

  11. Teacher Requirements (cont.) • developing valid pupil grading procedures which use pupil assessments • in communicating assessment results to students, parents, other lay audiences, and other educators • in recognizing unethical, illegal, and otherwise inappropriate assessment methods and uses of assessment information.

  12. Instructions/Guidelines for Paper Question • Describe the process of photosynthesis, including light reactions and the Calvin cycle. • Describe the process of cell respiration, including glycolysis and aerobic respiration. • Discuss the similarities and differences between photosynthesis and respiration in terms of electron transport and the types of energy created. • Describe in detail what would happen to a specific ecosystem of your choice (such as a deciduous forest, rainforest, ocean, desert, etc.) if plants were not around to fix carbon and give off oxygen.

  13. The Rubric!

  14. Grading The overall scale for the class is as follows: • Homework 10% • Unit Tests 30% • Labs 20% • Research Paper 20% • Classwork 20%  

  15. Alternative/Innovative Assessments Formative: • Spontaneous question and answer sessions within each lesson • Small group projects to be completed in class • Observation of performance during group activities in class • Class games that test students' knowledge • Questions in which students use clickers to respond • Labs completed during class • An outline for the research paper that students will be required to turn in for approval two weeks before the paper's due date • A rough draft that will be due one week prior to the due date of the final paper

  16. Alternative/Innovative Assessments Summative: • Short presentation in front of the class to accompany final paper • Draw a diagram of photosynthesis or cell respiration • Can be on poster or paper with color and detail • Write the story of photosynthesis from the point of view of an electron • Create a lab to deomstrate what happens to plants in the absence of necessary components of photosynthesis • Can also be adjusted to determine how varying degrees of necessary elements of photosynthesis effect the plant (more or less water, more or less light) • Write a report of observations

  17. Alternative/Innovative Assessments (cont) Summative: • Create a lab to demonstrate how varying factors of cell respiration can have an effect on the amount of product it creates • Can also be used to show difference in aerobic and anerobic respiration • Write a report of observations • Have students create a comparison chart with bullet points about differences between photosynthesis and respiration

  18. Eureka!

  19. References Standards for Teacher Competence. (n.d). University of Nebraska-Lincoln. Retrieved September 21, 2011, from http:// www.unl.edu/buroso/bimm/html/article3.html Holt, J. (n.d.). How Children Fail. Education Reform Books. Retrieved September 21, 2011, from http:// www.educationreformbooks.net/failure.htm Types of formative assessment. Retrieved from http:// www.taosschools.org/ths/School%20Improvement/ CIEDipTTModule7TypesofFormativeAssessment.pdf R, Samina (2010, Apr 28). Top 5 reasons why students fail exams. Message posted to http://www.thebestof.co.uk/ local/luton/blog/top-5-reasons-why- students-fail-exams/ article019982.htm

  20. References Reiss, Steven. (2009, Jun 22). Why students underachieve. Message posted to http://www.psychologytoday.com/ blog/ who-we-are/200906/why-students-underachieve Tennessee Department of Education (n.d.) TN Testing Code of Ethics. Retrieved from http://www.tn.gov/education/ assessment/doc/TestingCodeofEthics.pdf Tennessee Department of Education (n.d.). “Test-Time” Strategies for Students, Parents, and Teachers. Retrieved from http://www.tn.gov/education/assessment/doc/ tsteststrategies.pdf

  21. References Biggs, A., Hagen, W. C., & Holliday, W.G. (2010). Biology, Tennessee Edition.Columbus, Ohio: Glencoe/McGraw Hill.Nowicki, S. (2009). Biology, Tennessee Pupils Edition. Geneva,Illinois: Holt McDougal.Postlethwait, J. (2009). Modern Biology. Geneva,Illinois: Holt McDougal.

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