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Aligns with the state curriculum standards

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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 resources Help - 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 Concepts Key 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 Questions What 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 TEKS Built on the 5 E’s Engage Explore Explain Elaborate Evaluate

5 Teacher Background A resource document which gives teachers relevant and essential background knowledge on the science concept being addressed. Objectives Example 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 Standard Foundation Example - 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: 1 N/A Paper clip (Integumentary System) per student consumed 2 Metric ruler (Integumentary System) per group reusable Different 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) pair Latex or plastic gloves (Skeletal System) Dissection pan (Skeletal System) Scissors (Skeletal System) roll Paper towels per class

8 Answer Keys A 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) C Progress 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 standard Prior Knowledge/TEKS Key Concepts Fundamental Questions Implications for Instruction Dissecting TEKS Nouns, Verbs, etc.

10 Key Concepts & Fundamental Questions
Key Concepts & Fundamental Questions *Print version of the Scope Key Concepts and Fundamental Questions Key Concepts Texas Essential Knowledge and Skills Statement: The student knows that living systems at all levels of organization demonstrate the complementary 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 with oxygen and nutrients, and removes waste products. 2. The respiratory system supplies blood with oxygen in the lungs and removes carbon dioxide. Fundamental Questions 1. 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 Engage Demonstration 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 Outline Using 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-System Call 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 Pointers Teacher 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 Explore Teacher 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 Ideas Science Terms Did you know? Upload items of importance

18 Explain Question 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 Cards Pre-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 Version 20 questions

22 Elaborate Next Step Inquiry An inquiry-based experimental design activity that students must design around the concept. Student Handout & Teacher Printout: Grading Rubric Type of Investigation Materials List Preparation Question of Inquiry Sample Procedure Sample Analysis Reflections and Conclusions

23 Extensions A set of ideas and activities for the teacher that can help further elaborate on the concept Invite A Guest Speaker Invite a representative of the American Heart Association or a healthcare professional Mini-Me Students make a mini-model of the human body systems Health Fair A Doctor Visit Encourage 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 questions Assign 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 Evaluate Concept Builder A rubric-based performance assessment that asks the student to construct, design, or create something around the concept. Teacher Pages Student Pages

29 Writing Science! A narrative or expository writing prompt on the science topic in the format of the writing STAAR Assign 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 INTERVENTION TEKS Unwrapped A guide that helps the teacher understand and dissect the verbs and nouns within each TEKS standard. Guided Practice A teacher guide that shows the teacher how to administer a small- group lesson to students who need intervention on the topic.

34

35 Students Edit Groups

36 Creating Student Groups
Add Group Title of Group Update Show Students Add/Remove Students Search for Students “+add” Update!

37 ASSESSMENT using CLICKERS Print vs. Assign
Using SMART Notebook/Clickers… Under “Response” “Create Answer Key” Title the key Choose answers (text = sensitive to caps) “Start Class” Choose class that is testing “Start Assessment” Left gold clicker for timer Mistake? “Set All Answers” Make correction and then hit “done”

38 ASSESSMENT Assign vs. Print
Student Login Students Username (last.first) Student Password (student ID) Assign: Pre-Assessment Exploration E-Portfolio Picture vocabulary Student vocabulary cards Interactive Vocabulary Game Progress Monitoring Assessment Reading Science Web Adventures Web Surfing Science Writing Science Standards Based Assessment Open-Ended Response Assessment Interactive Review Game PBL Science *PERFECT SATURDAY SCHOOL ASSIGNMENTS! *Student Submits their Results to Teacher

39 Checking Grades with Dashboard
Results Score: ______

40 Excel Spreadsheet of ALL Grades
Students Completed Assignments Download (CSV)

41 Excel to the GradeBook In 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 column Right click Select Format cells Select Number from the list of categories Change decimal places to zero Save Do this for each class Go to Gradebook Create new assignment Once 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.

42 Manipulatives

43 Toolbox

44 HELP & Support Video Tutorials
Creating Student Groups Assigning Elements Reviewing Completed Assignments Reviewing Active Assignments Student Access

45 Extra Useful Info Under “Favorites”… 3D dot cam
LTISD Technology Service Desk Software Library Install! Service Desk Work Orders Knowledge Base Tutorials 3D dot cam \\ltf02\C&I_Shared_Curriculum\TrainingFiles\Video “Mixed Reality Tools for the SMART Document Camera”

46 Assignment Take 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.


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