Name of Program: Science 9-12

Name of Program: Science 8-12

TEA & DISTRICT RESOURCES

Grade Level: 9-12 grades

Population: all students

Materials:

· Centers

· Ecosystems Research Center

· Streaming Video

· Texts

Glencoe Physics, Principles and Problems

Glencoe Chemistry, Matter and Change

Glencoe Biology The Dynamics of Life

Glencoe Integrated Physics and Chemistry

Thomson Diversified Health Occupations

Thomson Body Structures and Function

Raven and Johnson AP Biology

· Software Glencoe Ancillary Materials and Virtual Labs

· On-line virtual laboratories

· On-line:

· ChemiCool ,

· TEA Assessment resources,

· Teacher made Web lessons using ClassServer,

· http://dbhs.wvusd.k12.ca.us/webdocs/ChemTeamIndex.html

http://www.dist214.k12.il.us/users/asanders/chemhome2.html

http://www.hazelwood.k12.mo.us/~grichert/sciweb/chem.html

Department Chair Made Benchmark Tests

· Multiple Intelligence Kits per Objective

· Laboratory Manuals

· Laboratory equipment and supplies

· Measurement (microscopes, balance, volume devices, calipers, meter stick, chemicals, laboratory equipment for Chemistry, Biology and Physics lab

· Calculators

· Texas Instruments – CBL2s and probes for gathering data

· United Video Streaming Need Link

· Teacher Made Web Lessons on ClassServer

General Description:

In science courses, students conduct field and laboratory investigations, use scientific methods during investigations, and make informed decisions using critical-thinking and scientific problem-solving. These courses integrate the disciplines of biology, physics and chemistry.

Science courses provide ways of learning about the natural world. Students are led to see how science has built a vast body of changing and increasing knowledge described by physical, mathematical, and conceptual models, and also they discover that science may not answer all questions.

Science courses focus on systems, cycles, structures, and processes that interact. Students should understand a whole in terms of its components and how these components relate to each other and to the whole. All systems and cycles have basic properties that can be described in terms of space, time, energy, and matter. Change and constancy occur in systems and can be observed and measured as patterns. Studying these patterns help students to predict what will happen next and that change occurs over time.

Working Theories

Brain-based Theories
Multiple Intelligences
Engaged Learning --concrete to abstract
Constructivism
Content Based Reading
Experiential Learning

o Experiential Learning Cycles

o What is Experiential Learning?

Mentorship for New Teachers

Mentor Observation Form
Mentor Check List

Working Models

Charles Dana Center http://www.tenet.edu/teks/science/

Best Practice Activities in Science & Education: http://serendip.brynmawr.edu/sci_edu/#k12

National Science Teachers www.nsta.org

Resource Links http://www.tenet.edu/teks/science/resources/index.html?sta

Project Wild http://www.tpwd.state.tx.us/edu/enved/

Links http://www.statweb.org/TCES/TeacherSites.html

Student links http://www.statweb.org/TCES/StudentSites.html

Online Field Trips http://www.statweb.org/TCES/Field.html

Pedagogical Resources

How to Teach: http://www.stenhouse.com/pdfs/0405ch01.pdf
How to Teach Reading: http://www.texasreading.org/utcrla/materials/secondary.asp
Teaching Math & Science: http://www.project2061.org/publications/sfaa/online/sfaatoc.htm
Teaching Math & Science -->Concrete to Abstract: http://www.project2061.org/publications/sfaa/online/Chap13.htm

Working Policies

· NCLB-TIERS http://www.arp.sprnet.org/default/district/inservice/inserv1.htm

· Character Counts- http://www.goodcharacter.com and

http://www.arp.sprnet.org/CC!.htm

· Reading Improvement Policy- http://www.arp.sprnet.org/curric/READ/Initiatives.htm

· Scans- http://www.arp.sprnet.org/default/LivingSkills/SixSkills.htm

· Staff Development- http://www.arp.sprnet.org/default/district/inservice/inserv1.htm

Time Allotments:

· Concrete Hands-on activities and labs –minimum 2 times a week depending on the activity to occur throughout each course

· Debriefing and reporting on concrete activities in oral and written form 20 minutes per week

· Explicit Instruction- 50 minutes per week

· Guided Reading -30 minutes per week

· Guided Practice-50 minutes per week

· Centers –30 minutes per week for selected students

· United Streaming Video 10 minutes for concept introduction

Mentorship Component for New Teachers:

· workshops to help teachers

· Curriculum guides Scope and Sequence

· Mentorship Forms and Programs \\Senior01\Teachers\mentorform.com

Classroom Engagement:

· Visual Cues, Posted Objectives

· Curriculum based Reading

· 4 Classroom Components

1. Concrete ( Manipulatives, models, hands-on)

2. Discussion / Mental Model/ Oral responses

3. Symbolic/Pictorial

4. Abstract ( written on the board. Formulations, equations)

Goals:

All students will improve on the following TAKS objectives:

· Demonstrate an understanding of the interdependence of organisms and the environment.

· Demonstrate an understanding of the structures and properties of matter.

· Demonstrate an understanding of measurement cycles and structures

By 2006 80% of students coming into science courses will perform at 70% on the YEAs for each course.
All learners will be successful on at 70% or higher on Benchmark Tests in each science course.
All learners will be moved or successful on exiting their Tiers by the end of the first semester.
By 2006 85% of all science students will perform at 70% on Benchmark 1.
By 2006 90% of all 10^th and 11^th graders will be successful on the Science TAKS.

Major Concepts:

Nature of science

Organization

Systems

Cycles

Interdependence of organisms and the environment

Structure and properties of matter

Motion, forces and energy

Concept Weaknesses:

· Systems

· Cycles

· Structures

· Characteristics or Properties

· Students will demonstrate an understanding of the interdependence of organisms and the environment.

· Students will demonstrate and understanding of the structures and properties of matter.

Example Activities: (hotlinks)

· Food webs and chains http://www.teachnet.com/lesson/science/biology/foodchain111300.html

· Something Fishy http://youth.net/cec/cecsci/cecsci.198.txt

· Measurement http://youth.net/cec/cecsci/cecsci.94.txt

· http://www.lessonplanspage.com/ScienceAnimalAdaptations58.htm

· Volume Measurement http://www.teachnet.com/lesson/science/physics/waterdisplacement.html

· Backyard Islands http://www.units.muohio.edu/dragonfly/webs/

· http://littleshop.physics.colostate.edu/PDF%20Documents/MiniMars.pdf

Physics teaching parallax

http://ofcn.org/cyber.serv/academy/ace/sci/cecsci/cecsci088.htmlhttp://ofcn.org/cyber.serv/academy/ace/sci/cecsci/cecsci088.html

Use for measurement of molecules

http://ofcn.org/cyber.serv/academy/ace/sci/cecsci/cecsci094.html

Properties of Matter-Gas Laws http://ofcn.org/cyber.serv/academy/ace/sci/cecsci/cecsci102.html
Physics Newton’s Laws http://ofcn.org/cyber.serv/academy/ace/sci/cecsci/cecsci125.html
Gas Laws http://ofcn.org/cyber.serv/academy/ace/sci/cecsci/cecsci199.html
Chemistry Experiments http://www.chem.leeds.ac.uk/boronweb/ormsby/lect_demos/texts/

http://chem.lapeer.org/Chem1Docs/Index.html

Resources: (exemplary lesson plan sites)

· Dana Center

· TEA Website

· NSTA website

· National Science Foundation

· http://agpa.uakron,edu/k12/national_standards

· http://www.learnnc.org

· http://www.lessonplanspage.com

· http://www.teachnet.com/lesson/science/index.html

· http://www.teachnet.com/lesson/science/biology/foodchain111300.html

· http://www.units.muohio.edu/dragonfly/

· http://youth.net/cec/cecsci/sci-high.html

· http://www.accessexcellence.org/AE/mspot/

· http://www.mcrel.org/lesson-plans/science/sciencelessons.asp

· http://curry.edschool.virginia.edu/go/frog/Frog2/

· http://science.education.nih.gov/supplements/nih2/chemicals/guide/lesson1-1.htm

· http://science.education.nih.gov/supplements/nih2/chemicals/guide/guide_manual_toc.htm

Accountability:

· YEA (pre-assessment at the beginning of the school year)

· Walk through each week

· Practice TAKS ( during September, November, and February)

· Benchmark tests (at the end of each six weeks)

· Management or removal of Students from Tiers

Tier 1: students that failed to meet minimum requirements on the Yearly Expectations Assessment given the third week of school. These assessments were based on objectives the student needed to master from science in the previous grade level. The assessments were given in English, Math, Science and Social Studies. Parents of the students qualifying for Tier I will be notified by letter.

Tier 2: students that have failed to master objectives taught during the 1^st-3^rd six weeks of school or failed TAKS from the previous school year. This will be measured on a benchmark test given the sixth week of school. The parents of the students qualifying for Tier II and /or III will be notified by letter.

Tier 3: students that have failed to master objectives taught for the 1^st semester of school. This will be measured on a benchmark test given at the end of the 1^st semester. The parents of the students qualifying for Tier II and/or III will be notified by letter.

Tutorial Options:

· After school tutorials on Mondays from 3:30-4:00

· Before school tutorials by appointment per teacher

· Peer tutoring (Mu Alpha Theta and National Honor Society)

· TAKS Class

Materials:

· TAKS Review-Kamico

· TAKS Coach Booklets

· Computer Tutorials (ie. TRACKS, Taks Review Materials by Glencoe on the Arp Homepage)

· L&M Software

· TEA online assessment

· Use multi-intelligence kits per objective.

· Teacher made centers appropriate for each learning style

· Texas Instruments Computer Based Laboratory equipment and supplies

Allotted Time/Days

Before school tutorials: on an as needed basis per teacher.

After school : 1 day per week (Mondays)/core area per designated instructor.

Assessments:

Student assessments

· ClassServer Teacher-Made Benchmarks designed per objective

· Teacher-made Benchmarks per objective geared toward multiple intelligences

· Teacher Observation of Manipulative Use

· Laboratory Write-ups and conclusions

Formative Assessments (data-driven daily instructional decision making assessments that lead to program change)