Presentation on theme: "Aligns with the state curriculum standards"— Presentation transcript:
1 Aligns with the state curriculum standards What is STEMscopes?
2 Features Dashboard - assignments Scopes - curriculum Students - groups Toolbox - prof dev resourcesHelp - support*PLEASE GO TO 7th GRADE HUMAN ANATOMY…
3 Overview Student Expectation Key Concepts Fundamental Questions The student is expected to identify the main functions of the systems of the human organism, including the circulatory, respiratory, skeletal, muscular, digestive, excretory, reproductive, integumentary, nervous, and endocrine systems.Key ConceptsKey Concept 1: The circulatory system circulates blood through the body, supplies cells with oxygen and nutrients and removes waste products.Key Concept 2: The respiratory system supplies blood with oxygen in the lungs and removes carbon dioxide.Key Concept 3: The skeletal system holds organs in place, provides a structural support for the body and its muscles, stores minerals and contains materials to make new blood cells.Key Concept 4: The muscular system allows the body to move when attached to bone, and allows movement in internal organs such as the heart and intestines.Key Concept 5: The digestive system converts food into simpler substances for the body to absorb as nutrients. Breakdown of food also provides energy for all body functions.Fundamental QuestionsWhat is the function of the circulatory system?What is the function of the respiratory system?What is the function of the skeletal system?What is the function of the muscular system?
4 Essentials Scope Summary TEKS based Components and Description Processed Aligned TEKSBuilt on the 5 E’sEngageExploreExplainElaborateEvaluate
5 Teacher BackgroundA resource document which gives teachers relevant and essential background knowledge on the science concept being addressed.ObjectivesExample B Identify the main functions of the systems of the human organism, including the circulatory, respiratory, skeletal, muscular, digestive, excretory, reproductive, integumentary, nervous, and endocrine systems. Supporting StandardFoundationExample - The human body is made up of several organ systems that work together as one unit. Each system depends on the others, either directly or indirectly, allowing the body to function normally and maintain homeostasis.
6 Standards Correlation An alignment chart of all SCOPE components and activities to the Texas College and Career Readiness Standards, Texas English Language Proficiency Standards, Technology TEKS, and other TEKS subjects.
7 *A list for all non-consumable and consumable materials needed to conduct each hands-on inquiry-based activity.Example:1N/APaper clip (Integumentary System)per studentconsumed2Metric ruler (Integumentary System)per groupreusableDifferent colored pencils or markers (Integumentary System)Flashlight (Muscular System)Textbook (Muscular System)Chairs or stools (Muscular System)Stopwatch or timer (Muscular System)Chicken leg quarter (Skeletal System)pairLatex or plastic gloves (Skeletal System)Dissection pan (Skeletal System)Scissors (Skeletal System)rollPaper towelsper class
8 Answer KeysA document that houses the answers for teachers for the activities in the scope.Pre-Assessment(7.3B)(7.12B)(Key Concept 5) C(7.12B)(Key Concept 1) D(7.3B)(7.12B)(Key Concept 4) A(7.12B)(Key Concept 3) B(7.12B)(Key Concepts 1-10) CProgress Monitoring Assessment(7.12B)(Key Concept 5) A(7.3A)(7.12B)(Key Concepts 1 and 2) C(7.12B)(Key Concept 8) D(7.12B)(Key Concept 4) C(7.12B)(Key Concept 3) A
9 TEKS Unwrapped A guide that helps the teacher understand and dissect the verbs and nouns within each TEKS standardPrior Knowledge/TEKSKey ConceptsFundamental QuestionsImplications for InstructionDissecting TEKS Nouns, Verbs, etc.
10 Key Concepts & Fundamental Questions Key Concepts & Fundamental Questions *Print version of the Scope Key Concepts and Fundamental QuestionsKey ConceptsTexas Essential Knowledge and Skills Statement:The student knows that living systems at all levels of organization demonstrate thecomplementary nature of structure and function.Student Expectation:The student is expected to identify the main functions of the systems of the human organisms, including the circulatory, respiratory, skeletal, muscular, digestive,excretory, reproductive, integumentary, nervous, and endocrine systems.1. The circulatory system circulates blood through the body, supplies cells withoxygen and nutrients, and removes waste products.2. The respiratory system supplies blood with oxygen in the lungs and removescarbon dioxide.Fundamental Questions1. What is the function of the circulatory system?2. What is the function of the respiratory system?3. What is the function of the skeletal system?
11 EngageDemonstration Presentation A pre-made slide presentation to elicit prior knowledge and excite students about learning the topic.
12 Starters! A set of ideas and activities that teachers can do to further get students interested in the concept.Body OutlineUsing long sheets of butcher paper, students trace their bodies onto the butcher paper. As each body system is discussed in class, the student adds the body system name and organs involved onto their butcher paper body.Mime-A-SystemCall on a student to act out a particular body system (shown only to him/her) in front of the class using no words. The rest of the class guesses the body system.Organ PointersTeacher calls out a body system to the class. Students respond by pointing to an organ on their body that is related to the body system.
13 Pre-Assessment A multiple choice quiz that helps determine what students do and do not know before instruction on the topic.
14 ExploreTeacher Guide A guide that helps the teacher with preparation of the Explore activity; provides facilitation points and black line masters.Description of Activity:In this Explore activity, student groups rotate through 10 stations featuring the human body systems. Students learn the functions and organs of each body system. Alternatively, teachers may wish to use only some of these stations, depending on learning goals and needs.Materials List:Create stations for each body system using the materials listed. Divide students into pairs. Per group indicates materials needed at the station and which can be re-used for each pair.See next two slides…
15 Setup Video A live-shot video that shows the teacher exactly how to set up and carry-out the Explore hands-on activity.
16 Student Guide A guide that helps the student complete the investigation in his or her group and frees the teacher to facilitate the activity.Student Journal A blackline master that allows the student to record data from the investigation and reflect on what he or she has learned.
17 Exploration E-Portfolio A template that provides the student with an opportunity to design his or her own presentation and upload pictures, videos, and text from the hands-on Explore activity.Reflection on…Main IdeasScience TermsDid you know?Upload items of importance
18 ExplainQuestion Prompts A list of relevant questions with anticipated student responses to help the class make meaning of the hands-on activity.
19 Student Vocabulary Cards Picture Vocabulary A slide presentation of important vocabulary terms along with a picture and definition. (Mini PowerPoint)Student Vocabulary CardsPre-made cards that students can use to create their own science vocabulary based on the content.
20 Interactive Vocabulary Game An interactive game that can be played with a class or individually to help students review the vocabulary terms.
21 Progress Monitoring Assessment A multiple choice question exam that allows the teacher to assess student progress on mastery of the key concepts in the scope.Assign or Print Version20 questions
22 ElaborateNext Step Inquiry An inquiry-based experimental design activity that students must design around the concept.Student Handout & Teacher Printout: Grading RubricType of InvestigationMaterials ListPreparationQuestion of InquirySample ProcedureSample AnalysisReflections and Conclusions
23 Extensions A set of ideas and activities for the teacher that can help further elaborate on the conceptInvite A Guest SpeakerInvite a representative of the American Heart Association or a healthcare professionalMini-MeStudents make a mini-model of the human body systemsHealth FairA Doctor VisitEncourage students to visit a doctor, particularly a specialist, who has some type of body system model (2D or 3D) that student can examine and collect information.
24 Reading Science! An expository reading passage about the science concept with comprehension questions.Reading sample with questionsAssign or Print
25 Books on Topic A list of trade books aligned to the TEKS objectives for the scope.
26 Web Adventures! Interactive scientific method games brought to you by the Center for Technology in Teaching and Learning.
27 Web Surfing Science! An online treasure hunt where students can explore different education and government websites about the concept.Assign or Print
28 EvaluateConcept Builder A rubric-based performance assessment that asks the student to construct, design, or create something around the concept.Teacher PagesStudent Pages
29 Writing Science! A narrative or expository writing prompt on the science topic in the format of the writing STAARAssign or Print
30 Open-Ended Response Assessment A short-answer and essay assessment to evaluate student mastery of the concept.Assign or Print
31 Standards-Based Assessment A multiple choice question assessment designed to mimic performance on the STAAR Science test for that specific TEKS.Assign or Print
32 Interactive Review Game An interactive game that can be played with a class or individually to help students review the science concepts related to the TEKS.
33 INTERVENTIONTEKS Unwrapped A guide that helps the teacher understand and dissect the verbs and nouns within each TEKS standard.Guided PracticeA teacher guide that shows the teacher how to administer a small- group lesson to students who need intervention on the topic.
36 Creating Student Groups Add GroupTitle of GroupUpdateShow StudentsAdd/Remove StudentsSearch for Students“+add”Update!
37 ASSESSMENT using CLICKERS Print vs. Assign Using SMART Notebook/Clickers…Under “Response”“Create Answer Key”Title the keyChoose answers(text = sensitive to caps)“Start Class”Choose class that is testing“Start Assessment”Left gold clicker for timerMistake?“Set All Answers”Make correction and then hit “done”
38 ASSESSMENT Assign vs. Print Student LoginStudents Username (last.first)Student Password (student ID)Assign:Pre-AssessmentExploration E-PortfolioPicture vocabularyStudent vocabulary cardsInteractive Vocabulary GameProgress Monitoring AssessmentReading ScienceWeb AdventuresWeb Surfing ScienceWriting ScienceStandards Based AssessmentOpen-Ended Response AssessmentInteractive Review GamePBL Science*PERFECT SATURDAY SCHOOL ASSIGNMENTS!*Student Submits their Results to Teacher
39 Checking Grades with Dashboard ResultsScore: ______
40 Excel Spreadsheet of ALL Grades StudentsCompleted AssignmentsDownload (CSV)
41 Excel to the GradeBookIn Excel make sure the grade is not in decimal form. If it is change the number format to no decimals and then save again – override the previous file.Highlight the number columnRight clickSelect Format cellsSelect Number from the list of categoriesChange decimal places to zeroSaveDo this for each classGo to GradebookCreate new assignmentOnce assignment has been created at the top by the title of the assignment is a green arrow on a white page. Click on this arrow.*Browse for your file and Select Upload – grades will not upload if it is the wrong class names or if there are decimals. Otherwise it should load just fine.
44 HELP & Support Video Tutorials Creating Student GroupsAssigning ElementsReviewing Completed AssignmentsReviewing Active AssignmentsStudent Access
45 Extra Useful Info Under “Favorites”… 3D dot cam LTISD Technology Service DeskSoftware LibraryInstall!Service DeskWork OrdersKnowledge BaseTutorials3D dot cam\\ltf02\C&I_Shared_Curriculum\TrainingFiles\Video“Mixed Reality Tools for the SMART Document Camera”
46 AssignmentTake TIME to look at the Ignite unit and take TIME to glance at each section of the StemScopes and write notes of what worksheets, activities, and etc. in the tech column on the shared file.