1. 1 Essential Science Concepts For Exit-Level TAKS: Hands-On Activities for Supporting Student Success James W. Collins Senior Science Program Coordinator Barbara Taylor Senior Science Program Coordinator Summer 2008

2. 2 Diamond Reflection Please fill out the upper left portion— I came expecting…

3. 3 What is the purpose of the Essential Science Concepts for Exit-Level TAKS (ESCET)?  To prepare students to be successful on the exit-level TAKS.  To provide an alternative to a traditional “drill-and-kill” review for the exit-level TAKS.

4. 4 What is the purpose of ESCET Professional Development? To provide teachers with a tool that helps to identify the content and process skills that students need to master before taking the exit-level TAKS. To provide tools that can be used to determine the science content that teachers need to review, reinforce, or reteach.

5. 5 ESCET consists of two modules: Biology and Integrated Physics and Chemistry (IPC). The IPC module contains 16 activities, and the Biology module contains 17. The modules address all the student expectations assessed on the exit-level TAKS. What are the ESCET modules?

6. 6 How are the activities designed?  review and reinforce students’ understanding of science content.  engage students in hands-on investigation.  take about 15 minutes to complete.  integrate scientific process skills with content knowledge. Each of the 33 activities is designed to…

7. 7 TAKS science objectives and TEKS student expectations addressed in the modules TAKS Objective Integrated Physics and Chemistry Biology Objective 1*1(A) 2(A)(B)(C)(D) 3(A)(B) 1(A) 2(A)(B)(C)(D) Objective 24(B) 6(A)(B)(C) 8(C) 10(A)(B) Objective 34(C)(D) 7(A)(B) 9(D) 12(B)(E) 13(A) Objective 47(A)(D) 8(A)(C) 9(A)(B)(D) Objective 54(A)(B)(D) 5(B) 6(A)(B)(D) *Objective 1: The student will demonstrate an understanding of the nature of science. These student expectations are integrated into the activities—they are not addressed in isolation.

8. 8 How is each activity structured? Each activity contains…  Teacher pages  Blackline masters  Student pages

9. 9 Teacher pages  Purpose  Correlations to the TEKS  Teacher notes about the TEKS  Background information for the teacher  Resources The teacher pages include…

10. 10 Teacher Pages (continued) The teacher pages also include…  Materials  Advance preparation  Station setup  Procedures  Guide to Student Responses

11. 11 Blackline Masters The blackline masters include…  Station Information Sheet  Cards, data tables, graphics, photographs, and so on  Student Pages

12. 12 Student pages The student pages include…  Before You Begin  Materials  Procedures  Questions  Question Card  I Need to Remember  Glossary

13. 13 How can the modules be implemented? Administer the modules separately  Give all the Biology activities together and all the IPC activities together.  Rotate students through the activity stations the way you would move them through a lab practical.  Have students work in teams of two.

14. 14 How can the modules be implemented? Alternating the activities  Alternate an IPC activity with a Biology activity.  This method integrates the activities in the same way that the Biology and IPC questions are integrated on the exit-level TAKS.

15. 15 How can the modules be implemented? Multiple sets of a single activity  A room may contain multiple sets of one IPC or Biology activity with two teachers. Teachers assigned to a small group of students  Teachers serve as specialists for three activities, and groups of 4 to 6 students work through the activities with support from the teacher.

16. 16 What are the students’ responsibilities? As a team, students… examine the Station Information Sheet and verify the station setup. read and answer the Focus Question. follow the procedures in the Student Pages. answer the TAKS question on the Question Card. post their answers on the Diagnostic Wall Chart.

17. 17 Overview of the Activities

18. 18 Biology Station 4(B), Part II: Cell Functions Purpose: The purpose of this station is to reinforce students’ understanding of the structures and functions of plant and animal cell parts.

19. 19 IPC Station 4(A): Speed and Momentum Purpose : The purpose of this station is to reinforce students’ understanding of speed and momentum.

20. 20 Biology Station 4(C): Structure and Infectious Behavior of Viruses Purpose: The purpose of this station is to reinforce students’ understanding of the structure of a virus and how viruses cause diseases.

21. 21 IPC Station 4(B): Newton’s Laws of Motion Purpose: The purpose of this station is to reinforce students’ understanding of Newton’s laws of motion.

22. 22 Biology Station 4(D), Part I: Bacteria and Health Purpose: The purpose of this station is to reinforce students’ understanding of the role of bacteria in maintaining health.

23. 23 IPC Station 4(D): Efficiency in Machines Purpose: The purpose of this station is to reinforce students’ understanding of how the efficiency of a machine can change.

24. 24 Biology Station 4(D), Part II: Bacteria and Disease Purpose: The purpose of this station is to reinforce students’ understanding of the role of bacteria in both maintaining health and causing disease in living organisms.

25. 25 IPC Station 5(B), Part I: Reflection and Refraction Purpose: The purpose of this station is to reinforce students’ understanding of the ways that waves interact with their surroundings through reflection and refraction.

26. 26 Biology Station 6(A): DNA Purpose: The purpose of this station is to reinforce students’ understanding of the structure of DNA and protein synthesis (transcription and translation).

27. 27 IPC Station 5(B), Part II: Diffraction and Resonance Purpose: The purpose of this station is to reinforce students’ understanding of waves in everyday life and how waves can be diffracted and resonated.

28. 28 Biology Station 6(B): Protein Synthesis Purpose: The purpose of this station is to reinforce students’ understanding of the structure of DNA and protein synthesis (transcription and translation).

29. 29 IPC Station 6(B): Heat Transfer Purpose: The purpose of this station is to reinforce students’ understanding that heat can move through solids, liquids, and gases by various means.

30. 30 Biology Station 7(B): Natural Selection Purpose: The purpose of this station is to reinforce students’ understanding of the results of change in species.

31. 31 IPC Station 6(D): Energy Sources and Their Impact Purpose: The purpose of this station is to reinforce students’ understanding of the impact that energy transformations have on economic and environmental aspects of everyday life.

32. 32 Biology Station 10(B): Interrelationships Among Organ Systems Purpose: The purpose of this station is to reinforce students’ understanding of how organ systems in living organisms interrelate.

33. 33 IPC/Biology Station 1(A): Laboratory Safety Purpose: The purpose of this station is to reinforce students’ understanding of safety procedures that must be followed and Safety equipment that must be used during laboratory investigations.

34. 34 IPC Station 6(A): Conservation of Energy Purpose: The purpose of this station is to reinforce students’ understanding of energy transformations.

35. 35 Biology Station 4(B) Part I: Cellular Processes Purpose: The purpose of this station is to reinforce students’ understanding of osmosis as a cellular process.

36. 36 IPC Station 7(A): Density, Viscosity, and Buoyancy Purpose: The purpose of this station is to reinforce students’ understanding of density, viscosity, and buoyancy.

37. 37 Biology Station 4(B) III: Photosynthesis and Cell Respiration Purpose: The purpose of this station is to reinforce students’ understanding of energy production in photosynthesis and cell respiration.

38. 38 IPC Station 7(D): Chemical Behavior and the Periodic Table Purpose: The purpose of this station is to reinforce students’ understanding of the relationships that exist between the chemical behavior of an element and its position on the periodic table.

39. 39 Biology Station 7(A): Evidence of Change Purpose: The purpose of this station is to reinforce students’ understanding of the evidence of change in species.

40. 40 IPC Station 8(A): Physical and Chemical Changes Purpose: The purpose of this station is to reinforce students’ understanding of the difference between physical changes and chemical changes in everyday examples.

41. 41 Biology Station 8(C): Classification and Taxonomy Purpose: The purpose of this station is to reinforce students’ understanding of a biological classification system.

42. 42 IPC Station 8(C): Conservation of Mass Purpose: The purpose of this station is to reinforce students’ understanding of the law of conservation of mass.

43. 43 Biology Station 9(D): Energy Flow Within Ecosystems Purpose: The purpose of this station is to reinforce students’ understanding of how energy and matter flow through organisms and their environments.

44. 44 IPC Station 9(A): Structure and Function of Water Purpose: The purpose of this station is to reinforce students’ understanding of the structure of water and its function as the universal solvent.

45. 45 Biology Station 10(A): Systems in Organisms Purpose: The purpose of this station is to reinforce students’ understanding of the functions of systems found in living organisms.

46. 46 IPC Station 9(B): Concentration of Ions in Solution Purpose: The purpose of this station is to reinforce students’ understanding of how certain chemical and physical properties are related to the concentration of ions in solution.

47. 47 Biology Station 12(B): Interdependence and Interactions Purpose: The purpose of this station is to reinforce students’ understanding of the interactions that occur among organisms in an ecosystem.

48. 48 IPC Station 9(D): Factors Influencing Solubility Purpose: The purpose of this station is to reinforce students’ understanding of how various factors influence solubility.

49. 49 Biology Station 12(E): Food Chains, Food Webs, and Energy Pyramids Purpose: The purpose of this station is to reinforce students’ understanding of the interactions that can occur among a variety of organisms in an ecosystem.

50. 50 Biology Station 13(A): Plant Adaptations Purpose: The purpose of this station is to reinforce students’ understanding of the importance of structural and physiological adaptations of plants.

51. 51 Before you begin the activity Remove any plates, napkins, etc., from your table. Place your notebooks around the perimeter of the room, not on the tables. Please do not take the student pages from one station to the next.

52. 52 Based on the TEKS at your station, think about… what students must know about the science content. what new vocabulary is introduced in the TEKS that students must know. The First Station

53. 53 Focus Question Read the student pages and discuss… How can the focus question in the student pages be used to access students’ prior knowledge before they complete the activity?

54. 54 Create a Word Wall As students work through each activity, they may encounter unfamiliar words that they will need help defining. Students should write the unfamiliar words on the Words I Need Help Understanding page at each station. Create a Word Wall using the words students identified at each station.

55. 55 Complete the Activities Read over each activity at this station and complete all parts of it. Think about how the activity can be used to ensure that students meet all the requirements of the TEKS. Please follow these steps…

56. 56 Discuss the TEKS and determine what content should be taught. List the vocabulary words in the TEKS that students must know. Read the Focus Question and discuss the answer. Determine how the activity can be used to ensure that students meet all requirements of the TEKS. Move on the signal and follow the arrows. Continue Rotations

57. 57 Embedding Scientific Processes Why is it important to review the scientific process skills with science concepts? What do the TAKS questions tell us about reviewing the process skills?

58. 58 Solution Electrical Conductivity of Solution Original Color of Litmus Paper Color of Litmus Paper After Dipping in Solution pH 1Very HighRedBlue10.0 2LowBlueRed6.5 3ModerateRed 5.4 4Very HighBlueRed2.0 The table shows data from an investigation designed to find a liquid solution that is both an acid and a strong electrolyte. Based on the data, a solution that is both an acid and a strong electrolyte is - A Solution 1 B Solution 2 C Solution 3 D Solution 4 Exit Level TAKS July 2006 Embedding Scientific Processes in Content

59. 59 What to teach?

60. 60  Clean off your tables.  Leave materials at the stations.  Bring back the Diamond Reflections.  Breakfast is at 8:30am.  First rotation begins at 9:00am. Preparation for Day 2

61. 61 Welcome to Day 2 of ESCET

62. 62 Diamond Reflection Complete the diamond reflection. √ √ √√

63. 63 Goals for the day  Examine the remainder of the ESCET activities.  Use tools to determine the level of intervention students will need to be successful on the TAKS.  Discuss the connection between teachers’and students’ expectations and academic achievement.  Examine the remainder of the ESCET activities.  Use tools to determine the level of intervention students will need to be successful on the TAKS.  Discuss the connection between teachers’and students’ expectations and academic achievement.

64. 64 Completing the activities  Read the TEKS, work through the activities, and examine the setup.  Move on my signal.  Follow the table arrows.  Read the TEKS, work through the activities, and examine the setup.  Move on my signal.  Follow the table arrows. Follow these steps at each station…

65. 65 Diagnostic Wall Chart Examine the sample Diagnostic Wall Chart. What can be determined from the chart about students’ understanding of the science content required on the exit-level TAKS? Determine whether the TEKS content should be reviewed, reinforced, or retaught.

66. 66 review reinforce reteach review reteach reinforce

67. 67 Debrief and interventions What information could be written on the … I Need to Remember portion of the student pages to help students who are having difficulty with the concepts in the TEKS?

68. 68 Expectations and academic achievement How do teacher and student academic expectations affect student success? (Record your response on a post-it note.) Read pages 41-46 from Carol S. Dweck’s Improving Academic Achievement. (Record three important findings.)

69. 69 Personal reflection Silently reflect on the response you recorded on the post-it note before you read Dweck’s article.

70. 70 To order additional copies of the ESCET Modules Visit our website catalog at www.utdanacenter.org/catalog and look under Science in Classroom Resources. Or, go to the Dana Center’s Science Teks Toolkit at www.sciencetekstoolkit.org

71. 71 Click on Product Catalog, then Classroom Resources, then Science. http://www.utdanacenter.org/sciencetoolkit/

72. 72 Diamond Reflection Please leave the Diamond Reflection at your table. Please remove any trash, cups, etc., from the tables as you leave the session.

73. 73 Contact Information James W. Collins jwcollins@mail.utexas.edu Barbara Taylor barbara_taylor@mail.utexas.edu