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November 5, 2012. ✓Grades to-date ✓ Microteaching #2 (Student #6 Lesson – Silvia’s lesson “Food Chain/Pyramid”Microteaching #2 (Student #6 Lesson – Silvia’s.

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Presentation on theme: "November 5, 2012. ✓Grades to-date ✓ Microteaching #2 (Student #6 Lesson – Silvia’s lesson “Food Chain/Pyramid”Microteaching #2 (Student #6 Lesson – Silvia’s."— Presentation transcript:

1 November 5, 2012

2 ✓Grades to-date ✓ Microteaching #2 (Student #6 Lesson – Silvia’s lesson “Food Chain/Pyramid”Microteaching #2 (Student #6 Lesson – Silvia’s lesson “Food Chain/Pyramid” Inquiry-based Teaching - ActivityInquiry-based Teaching - Activity Safety in the Classroom/ReflectionSafety in the Classroom/Reflection ID Hazards in the LabID Hazards in the Lab Science Planning – Lesson Planning Worksheet (Getting your ideas organized)Science Planning – Lesson Planning Worksheet (Getting your ideas organized) Upcoming Class Assignments/MeetingsUpcoming Class Assignments/Meetings

3 DateAssessmentPossible Points Total Points *8/20In-class science notebook record55 *9/10In-class science notebook record510 *9/17In-class science notebook record515 *9/24In-class science notebook record520 *10/1In-class science notebook record525 *10/8In-class science notebook record 530 * 10/15 In-class science notebook record535 *10/22 In-class science notebook record540 *10/29 In-class science notebook record545

4 DateAssessment Possible Points Total Points *10/22 Chapter 9 Questions550 *10/29 Chapter 10 Questions 1060 *10/29 Chapter 11 Questions 1070 *10/22In-class science notebook record575 *9/24 Chapter 15 Questions1085 *9/10 Eight ways article reflection 1095

5 DateAssessmentPossible Points Total Points *9/24 Chapter 1 Questions *9/24 Chapter 2 Questions *10/1 Chapter 3 Questions *10/1 Chapter 4 Questions *10/8 Chapter 5 Questions *10/8 Chapter 6 Questions *10/15 Chapter 7 Questions *10/15 Chapter 8 Questions 5 160

6 DateAssessment Possible Points Total Points 11/5 Chapter 12 Questions20*180 9/10 TIMSS Study article review *9/24 Microteaching 1 Prep & teach 15*205 11/5 Microteach 2 Prep, teach, assess (RTOP) /19 Upcoming Chapter 13 Questions /19 Upcoming Chapter 14 Questions 10255

7 DateAssessment Possible Points Total Points 11/19 Instructional Unit planning Outline 30 (see 1b, p. 15 syllabus) /19 Classroom Observational Report/Teacher Interview 90 (see 1c, p.17 syllabus) /26 Science Instructional Unit Project; Science Journal article review as part of 1a/1d; Lesson Plans (2 lessons taught) 100 (see 1a, p. 15) 30 (see 1d, p. 19) (see 1 e; select 2 lesons to teach) 505

8 DateAssessment Possible Points Total Points 11/26 2 Lessons taught (videotaped from Unit lessons), critiqued reflection & RTOP /26 Rationale Paper (see 2, p. 23 syllabus) /3 Final Exam (Interview/Rational paper) /3 Taskstream – Unit Plan/aligned with FEAPs (Need Taskstream Account to upload) – Match & align grades with p. 14 syllabus 55800

9 Read through each of the six descriptions on the next slide. Identify which ones are inquiry-oriented and tell why each is inquiry-oriented.

10 1a. Students complete a Moon phase calendar by cutting out photographs of the Moon in different phases, mounting them on a monthly calendar on the proper date, and labeling each of the eight major moon phases 1b. After completing a pre- assessment activity on students’ knowledge of Moon phases, a student asks about the correct order of Moon phases. The teacher challenges students to determine the sequence of phases by observing the Moon and recording their observations for one month. 1c. The teacher begins with the question “Does the Moon rise and set at the same time every night?” Following a brief discussion of the question, the teacher demonstrates the rising and setting of the Moon for several sequential evenings using a computer simulation. The teacher then facilitates a class discussion in which the class concludes that the Moon rises and sets about 50 minutes later each evening. 2a. Students define and describe the El Niño effect by using text and images they find on the internet. 2b. Students go to the library to find newspaper accounts describing the impact of El Niño on the California coast. They then summarize what they find in a two page written report 2c. Students select a location in the U.S. then search the Internet for monthly temperature data of this location for the most recent El Niño year. Students then compare monthly temperature data for the El Niño year to the average temperature data for the past 50 years in order to assess the impact of El Niño on that particular location.

11 1a. Students complete a Moon phase calendar by cutting out photographs of the Moon in different phases, mounting them on a monthly calendar on the proper date, and labeling each of the eight major moon phases 1b. After completing a pre- assessment activity on students’ knowledge of Moon phases, a student asks about the correct order of Moon phases. The teacher challenges students to determine the sequence of phases by observing the Moon and recording their observations for one month. 1c. The teacher begins with the question “Does the Moon rise and set at the same time every night?” Following a brief discussion of the question, the teacher demonstrates the rising and setting of the Moon for several sequential evenings using a computer simulation. The teacher then facilitates a class discussion in which the class concludes that the Moon rises and sets about 50 minutes later each evening. 2a. Students define and describe the El Niño effect by using text and images they find on the internet. 2b. Students go to the library to find newspaper accounts describing the impact of El Niño on the California coast. They then summarize what they find in a two page written report 2c. Students select a location in the U.S. then search the Internet for monthly temperature data of this location for the most recent El Niño year. Students then compare monthly temperature data for the El Niño year to the average temperature data for the past 50 years in order to assess the impact of El Niño on that particular location.

12 Answers: 1b, 1c, and 2c are inquiry-oriented because they both entail both a research question and data analysis. 1b: The teacher provides the question, “What are the phases of the Moon?” Student answers to the question are based on analysis of their own Moon observations. 1c: An inquiry lesson is incorporated into a teacher-led demonstration. Although the teacher presents the data using a computer simulation, students are involved as a class in analyzing the virtual observations. 2c: challenges students to answer the question, “What is El Niño’s impact on the climate at a given locality?” Students answer that question based on analysis of data collected on the internet.

13 In your science notebook, write five important things that all secondary teachers should remember about safety in the science classroom. At your table, have each person share his/her list.

14 LESSON PLANNING  What do I want my students to know?  How will I know if they know it?  How am I going to get there?

15 LESSON PLANNING WORKSHEET Step One: Decide which standards, benchmarks and indicators will be emphasized. New Generation Florida SS: Body of Knowledge, Big Idea, Benchmark(s) Step Two: Determine how you will assess and know if students meet the standards or have any necessary prerequisites for the standards. Pre and post assessments Pre-assessment can be in ENGAGE

16 LESSON PLANNING WORKSHEET  Step Three: Determine what students will know and be able to do as a result of this lesson. What effective instructional techniques will help students meet the standards? How will the concept be developed?  Lesson Summary  Content outline or Background Info for Teacher  Instructional Procedures -- present as the 5Es  ENGAGE  EXPLORE - Include investigable question; all procedures; and possible questions to guide students  EXPLAIN – Include possible higher order divergent questions you might ask; include your explanation of the concept based on students’ evidence  EXTEND – Include another activity that will have students using the same concept in a different context.

17 LESSON PLANNING WORKSHEET Step Four: Plan strategies meet the needs of all students. Differentiated Instruction Strategies: Instruction differentiated according to learner needs to help all learners either meet the intent of the specified benchmark(s) or, if the benchmark(s) is/are already met, to advance beyond the specified benchmark(s). Step Five: Think about practical issues and materials needed for instructional planning.  Estimated Time Duration  Materials and Resources Needed  For the teacher:  For the students:  Safety Concerns

18 LESSON PLANNING WORKSHEET Step Six: Consider ways to integrate the lesson with students’ other courses, home or with technology.  Homework Options and Home Connections  Interdisciplinary Connections  Technology Connections Resources Used or Referenced


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