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Toyota-PIMSER PEP Toyota-PIMSER PEP ProgressProgress
Dayton High School
Goals of the Dayton Goals of the Dayton PEPPEP
To increase student achievement in the STEM disciplines through:
Professional development opportunities for teachers
Building relationships with higher education faculty members
Professional Professional Development Development OpportunitiesOpportunities11/17/2011 - Best Practices in
Science Education (presented by Reeda Hart of CINSAM @ Northern Kentucky University, 3.0 hours) - 7 teachers attended
1/5/2012 - Differentiation of Instruction for All Learners (presented by Angela Buschle, special education teacher, 2.0 hours) - 5 teachers attended
3/15/2012 - Integrating Science and Mathematics Instruction (presented by Reeda Hart of CINSAM, 3.0 hours) - 9 teachers attended
PD Sessions with PD Sessions with Higher Education Higher Education
PartnersPartnersJoint sessions with Thomas More
College faculty:
* 1/19/2012 - Session 1, MAP assessment data analysis (1.5 hours, 10 teachers attended & compensated)
* 1/26/2012 - Session 2, MAP assessment data analysis (1.5 hours, 10 teachers attended & compensated)
* 2/2/2012 - Session 3, Lesson Development session (3.0 hours, 10 teachers attended & compensated)
Dr. Manish Sharma, education/technology
Dr. Joe Christensen, mathematics
Dr. Chris Lorentz, science
Lesson Plans created during 2/2/2012 PD:
Resources Needed: (i.e. Media, technology, etc.)
-Graphic reference sheet of common inherited traits
-Inherited Traits student activity sheet (checklist), with space for class-wide tally
-Graph paper (on second day of lesson)
-Graphically supported sorting cards, featuring a variety of inherited traits and learned behaviors
-Sorting mat, set up as a large T-chart, separated into spaces for "Inherited Traits" and "Learned Behaviors"
Assessments: (Tie assessments to lesson objectives; List any pre and/or post assessments)
FORMATIVE ASSESSMENT: individual card sort (index cards with graphic supports for nonreaders/visual learners, that depict inherited traits and learned behaviors, then sort into appropriate categories)
Procedures:
1) Discuss with students what types of things they have in common with members of their own family (list on whiteboard).
2) Ask students why they think these traits are shared by family members (students may discuss things like spending lots of time together, or that these things were passed on by family members to children...allow plenty of time for discussion, and allow students to come to the conclusion of heredity as independently as possible).
3) Introduce the idea of heredity versus learned behavioral traits. Pass out graphic reference sheet listing commonly inherited traits. Have students assess themselves as to whether they possess each of these traits.
4) Pass out Inherited traits partner assignment checklist. Explain to students that they will be checking of whether they, themselves, possess each inherited trait, and then will be paired with a classmate whom they will also assess using the checklist. Partner students and allow time and any needed supervision/assistance for completion.
5) Students will then compare their own small group results with the whole class, ultimately creating a tally of how many class members possess each inherited trait. (These results will be used on the following day to create a graph.)
6) Discuss other types of traits that families may share that are not necessarily genetically inherited. These traits may be considered learned behaviors (i.e., bad temper, artistic ability, preference for country music). Family members may share these traits because they have learned them from each other, not necessarily because they are genetically passed on from parent to child.
7) Present students with graphic cards showing both graphics/photos and text representing various human traits. Students will sort these cards into piles (on a labeled mat) according to whether they are inherited traits or learned behaviors. (This formative assessment may be done individually, or in small groups-with each student having at least 4 cards for the instructor to observe them sorting.)
Connections: (Connect goals and lesson objectives to appropriate KY Core Content and/or Program of Studies)
Core Content 4.1=7.4, 3.4.1
Students will :
* describe the role of genes/chromosomes in the passing of information from one generation to another (heredity)
* compare inherited and learned traits
Lesson Objectives:-Students can distinguish between inherited traits and learned behaviors.
-Students can identify some commonly inherited traits.
-Students can describe how genes/chromosomes are responsible for inherited traits.
Teacher Name: Angela Buschle Date: 2/2/2012# of Students: 5 # of IEP Students: 5Age/Grade Level: 7, 8, 10, 12 Subject: ScienceUnit Title: Genetics Lesson Title: inherited vs learned traits
Teacher Name: Lauren Gosney Date: 2/2/12# of Students: 20 # of IEP Students: 0Age/Grade Level: 8th Subject: ScienceUnit Title: Earth Processes Lesson Title: Identifying Plate Boundaries
Connections: (Connect goals and lesson objectives to appropriate KY Core Content and/or Program of Studies)Program of Studies: SC-9-EU-U-2
Students will understand that heat flow and movement of molten rock within the interior of the Earth results in crustal changes such as earthquakes, volcanoes and continental drift.
Core Content: SC-08-2.3.2 Students will understand that earthquakes and volcanic eruptions can be observed on a human time scale, but many processes, such as mountain building and plate movements, take place over hundreds of millions of years.
Assessments: (Tie assessments to lesson objectives; List any pre and/or post assessments)
Formative: Response Journal (Worksheet),
Summative: End of the unit written test. Multiple choice, short answer, and essay
Lesson Objectives: Students will be able to predict and explain where earthquakes are most likely to occur in relation to plate
boundaries.
Procedures:
Have students go to http://earthquake.usgs.gov/regional/nca/1906/18april/index.php. Pass out student response journals (worksheets) ( http://sciencenetlinks.com/student-teacher-sheets/earthquake-response-journal/). Have students explore the website and links. During exploration, students will answer questions from the worksheet and take notes. This should take about 20-25 minutes. After, hand out earthquake recording/tracking chart (http://sciencenetlinks.com/student-teacher-sheets/earthquake-recording-sheet ). Students will record all earthquakes over a magnitude of 4.0 for the next two weeks. Start by viewing all for the past seven days, from the start date. Use this website to view earthquakes: http://earthquake.usgs.gov/earthquakes/recenteqsww/. After this assignment has been completed, have students color code the attached map (http://www.eduplace.com/ss/maps/pdf/world_cont.pdf). Students then use the longitude and latitude coordinates to plot these quakes on a world map. They should color code the quakes on the wall map and individual maps as follows: Color Code Individual Maps 4.0 - 4.9 Yellow 5.0 - 5.9 Blue 6.0 - 6.9 Green 7.0 - 7.9 Red > 8.0 Black
Students will then write an essay explaining the relationship between plate boundaries and earthquakes.Resources Needed: (i.e. Media, technology, etc.)
Internet, student response worksheet, earthquake tracking sheet, world map, website addresses listed above.
Lesson Plans created during 2/2/2012 PD:
Teacher Name: Sprague Date: _________# of Students: 9 # of IEP Students: _____Age/Grade Level: 12 Subject: Advanced ChemistryUnit Title: Nuclear Chemistry Lesson Title: Half-life Lab
Connections: (Connect goals and lesson objectives to appropriate KY Core Content and/or Program of Studies)
Lesson Objectives: To demonstrate that the rates of decay of unstable nuclei can be measured, that the exact time that a certain nucleus will decay cannot be predicted, and that it takes a very large number of nuclei to find the rate of decay.
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Assessments : Analysis QuestionsHome work: Strontium is chemically similar to calcium. If you lived in a city where there had been a nuclear accident, you and your family might be exposed to strontium-90, which is the principal health hazard in radioactive fallout because it can easily get into the water supply or milk and then be ingested by people. Write about how the strontium-90 might accumulate in your body (teeth and bones) and how it might affect you. Include your ideas about how its half-life of 28.8 years would be important. Suggest ways that government agencies, such as your state's department of health, might test for strontium-90. Where in your environment might scientists look for large concentrations of strontium?
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Procedures:
In this lesson, students will be asked to simulate radioactive decay by pouring small candies, such as plain M&M's® or Skittles®, from a cup and counting which candies fall with their manufacturer's mark down or up. The exercise they will go through of predicting and successively counting the number of remaining "mark-side up" candies should help them understand that rates of decay of unstable nuclei can be measured; that the exact time that a certain nucleus will decay cannot be predicted; and that it takes a very large number of nuclei to find the rate of decay.
Resources Needed: (i.e. Media, technology, etc.)
http://sciencenetlinks.com/student-teacher-sheets/radioactive-decay-sweet-simulation-half-life/
Connections: (Connect goals and lesson objectives to appropriate KY Core Content and/or Program of Studies)
Teacher Name: _Angela Kohrs___ Date: 02/02/2012______# of Students: _14____ # of IEP Students: __6___Age/Grade Level: _9th-12th____ Subject: _Reading________
Unit Title: __Autobiographies__________ Lesson Title: _The Year I Was Born_____________________Lesson Objectives:
STUDENT OBJECTIVESStudents will
conduct research, using a variety of resources including personal interviews, primary documents, and
online research.
evaluate resources to find those best for the project.
demonstrate an understanding of point of view by adopting the voice of a family member or another
adult.
write an autobiographical research paper.
Assessments: (Tie assessments to lesson objectives; List any pre and/or post assessments)
STUDENT ASSESSMENT/REFLECTIONS
Using the Self-Reflection questions, ask students to think about the steps they took as they
worked on this assignment—what they had problems with, how they worked out their
problems, and how they feel about their final project.
Use the Research Paper Rubric to evaluate students’ work on the paper itself.Procedures:
http://www.readwritethink.org/classroom-resources/lesson-plans/year-born-autobiographical-research-419.html?tab=4#student-assessment
Resources Needed: (i.e. Media, technology, etc.)
http://www.landmark-project.com/citation_machine/index.php
ReadWriteThink Printing Press Media Center
Lesson Plans created during 2/2/2012 PD:
State Science State Science Teachers ConferenceTeachers Conference
11/2-11/6/2011: three of the five teachers in our science department (grades 6-12) attended the Kentucky Science Teachers Association 2011 conference in Lexington, KY
Attendance at this conference would not have been possible due to budget cuts if not funded by the PEP program!
KSTA Conference KSTA Conference attendee attendee
feedback/impact feedback/impact statement:statement:"Thanks to the Toyota PEP
grant, I was able to attend the 2011 KSTA Conference in Lexingon, KY. The conference provided me with numerous resources such as lesson plans, equipment, and professional contacts. I have been able to incorporate several hands-on and cooperative learning activities, as well as assessments into my curriculum; all have aided in the differentiation of my instruction."
Student Achievement Student Achievement Outcomes thus far:Outcomes thus far:The progress data is taken from the Science and Mathematics portions of the MAP (Measures of Academic Progress) assessment from Spring 2011 to Spring 2012 to reflect pre-PEP grant achievement versus post-PEP grant achievement.
Student achievement data is available for grades 7-9 only, as the 6th grade does not currently have the science module of the assessment available to them, and the 10th graders are the last grade level to be assessed with this instrument (no post-data on students in grade 10 at the beginning of the PEP program).Student achievement data demonstrates that EVERY GRADE LEVEL showed improvement from the beginning of the PEP program compared to now.
Successes, Barriers, & Successes, Barriers, & Unanticipated Unanticipated
OutcomesOutcomesOur team's relationship with the higher education partners at Thomas More College has been a HUGE success. Both parties anticipate an ongoing relationship that will far outlast the current project.
Scheduling and communication have at times been a bit of a barrier. Our school's identification as a "persistently low-achieving school" and ensuing state involvement this year made our calendars slightly less flexible.
All grade levels assessed using the MAP instrument have shown steady progress from the beginning of our project compared to now. Steady, significant progress is definitely a success!
Our relationship with the higher education partners (especially with one of them being an expert in educational technology) has opened discussion and expanded learning opportunities for teachers in the (unexpected) arena of effective integration of technology in the classroom. We wish to further explore this specific area in more depth in the coming school year during our PD sessions with Thomas More College faculty.
iPad screen shot showing a sample of Science apps
Plans for the FuturePlans for the FutureDuring the remainder of the PEP program, the Dayton team plans to do the following:
Continue with two additional series of 3 PD sessions each with higher education partners (to analyze further MAP data, develop further targeted lesson plans, and increase knowledge of applicable technology in the classroom)Order supplies for additional teacher training in the coming school year regarding use of TI-30 & TI-83 scientific calculators, scientific data collection instruments, and iPads for teacher training on implementation of technology in the classroom for STEM content areas.
Contact InformationContact Information
Angela BuschleDayton High School
(859)468-4246 cell (summer)(859)292-7486 school (August 10th & after)email: [email protected]
