Download - Science 1 – Day 1
Science 1 – Day 1
TODAY’S LEARNERS, TOMORROW’S LEADERS
Daily Agenda—Guidelines for the dayAttendance Sheets—Please sign every day.Temperature Control—Wear layers.Parking Lot—Q&AMaterials
Write Path (aqua book)Interactive NotebookInsertsHandoutsFeedback card
Day 1 Checklist
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• Interactive Notebooks•AVID and WICR•Cornell Note-Taking•Observations and Inquiry•Writing Assignments•Comparative Analysis
Day 1 Agenda
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What do you need to feel comfortable and productive in the classroom?
Things to Consider:professionalismside conversationscell phonesrespecttimingbreaks
Group Norms
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BACK OF THE CARDNameSchool LocationA speed limit sign representing your processing
speedOne goal to meet during this Institute
FRONT OF THE CARDName # Years TeachingContent AreaPersonal Logo—A picture that represents your
passion for teaching
Table Tents
Using your table tent, introduce yourself to the other participants at your table.
Include one unique fact about yourself.
Allow one minute for each person to introduce him/herself so the whole table has time to share.
Get Acquainted!
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Interactive Notebooks are a great way to provide support to your students, enabling them to stay organized and achieve success in the science classroom.
Interactive Notebooks IntroductionLet’s Get Started
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Your cover includes: Science 1 Your name Courses you teach Four illustrations with color
Interactive Notebooks
Number ALL pagesStart with inside cover as page 0, making
sure all right pages are odd numbers.
Interactive Notebook Cover and Page #s
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Team-Building ActivityHelium Rods
Get into groups of four and obtain a wooden dowel that has been soaked overnight in helium
Stand in pairs facing each other
Hold your pointer fingers out like fake guns at waist level
Balance the dowel on all 8 fingers
Without EVER letting the rod lose contact with any finger, lower it to the ground
Student Examples
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2 3
ScoreSheet
10-pointRubric
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TheLeftSide
TheRightSide
0 1
GEMSof
Wisdom
Tableof
Contents
Preprinted Preprinted
INB Inserts
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Brain Processing Activity
FrontalLobe
OccipitalLobe
TemporalLobe
ParietalLobe
Auditory Cortex
Hearing Words Seeing Words
Visual Cortex
Speaking Words
Broca’s Area
Processing Words
Wernicke’s Area& Frontal lobes
Brain Processing of Information
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Refer to page 1 in your Interactive Notebook to help you as we glue!
Interactive Notebook Table of Contents
Pg. DateLeft side items (even pages) Pg. Date
Right side items (odd pages)
0 N/A Gems of Wisdom 1 N/A Table of Contents 2 N/A Score Sheet 3 N/A Scoring Rubrics 4 N/A Left Side Activities 5 N/A Right Side Activities
6 N/A AVID T-Shirt 7 N/A Huddle Up!
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10 11
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Table of Contents
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AVID’s mission is to close the achievement gap by preparing all students for college readiness and
success in a global society.
Mission of AVID
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WICR strategies utilize multiple brain regions, thus reinforcing learning and long-term retention.
WICR and the Brain
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WICR – The AVID Way
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HO pg. 1
Email/FaceBook/Twitter/Restroom Break
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Watch the demonstration that I perform. Is it science or is it magic? If your answer is “science,” you should
be able to duplicate the demonstration yourself.
Is it Science or is it Magic?
Huddle Up!3 WICR strategies you already use:1.2.3. 2 Ways to Support Site Team:1. 2. 1 Topic for Socratic Seminar and 1 Philo. Chairs1. 7
Huddle Up! Collaborative Review
AVID’s mission is to close the achievement gap by preparing all students for college readiness and success in a global society.
AVID Mission and WICR
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Page 6: Design a t-shirt that depicts how AVID can change the academic and social culture of your school.
Front of shirt: multi-colored picture representing AVID and its mission
Back of shirt: slogan to describe AVID to students, staff & parents
Summary: brief explanation of your design and slogan
The AVID T-ShirtJust Do It
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The AVID T-Shirt(flap)
SLOGAN onthe back
Summary:
ArtworkAbout
theAVID
Mission
“Interactive Notebook: What Is It and Why Use It?”
Read the first paragraph quietly to yourself and number all the
paragraphs.
Interactive Notebooks
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HO pg. 2
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What I know about Interactive Notebooks…
Interactive Notebooks
Write what you know about Interactive Notebooks at the top of page 9.
Interactive Notebooks
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Number off at your home group table from 1–5, repeating if there are more than five people at your table.The assigned number represents your expert group. Join others with your number at the assigned tables for expert groups.# Title of Section Assigned:1 History2 The What and the How3 The Student Perspective4 The Teacher Perspective5 Differentiating for Student Populations
Interactive NotebooksJigsaw
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Expert Groups
At your expert group table:Silently read assigned portion of the text.Highlight important statements within the passage.
As an expert group, discuss highlighted portions, and decide on the top three highlighted statements that best represent the main ideas of the section.
At your home group: Share the top three statements with the group, having them highlight as you summarize why they are most important.
Expert Groups
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• On page 8, create a Movie Poster addressing the Big Ideas below:
1. Essential components of the Interactive Notebook
2. Value to teacher3. Value to student4. How it uses WICR5. Benefit to differentiation
• Your poster should include the movie’s title, an advertising sketch and a one-minute movie preview.
Movie Posters
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Movie Poster
Script for a one-minute movie preview explaining key
notebook points
Movie Poster
Title
Artwork
Movie posters and one-minute previews checked by the presenters during breakPossible methods of daily Interactive Notebook check:(Usually done while students are engaged in other activities)
- Stamps- Signatures- Initials- Write score onto notebook, then into grade book
Discussion: How can you do a quick check in your class?
Daily Homework Points
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Cornell Notes- Focused Note Taking
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HO pg. 13
We will now learn about Focused Note Taking
Materials – List and describe
Divide into 5 sections
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Candle Inquiry Video“I WONDER
. . . . . .”
Candle Inquiry Video
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Candle Inquiry Video
MaterialsCandle Inquiry Video
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Lit Candle
Lit Candle with tube
Lit Candle w/ tube & divider
Lit Candle w/ tube, divider, & smoke Pay Close Attention!
“I WONDER. . . . . .”
Summary
“I WONDER. . . . . .”
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“I WONDER. . . . . .”
“I WONDER. . . . . .”
Prepare a summary (bottom of page 11) usingone of the methods below:
• Make a Venn diagram to compare and contrast observations from any two segments.
• Create a concept map for the video.• Write a quickwrite on the topic, “convection.”• Write a cause and effect statement about the
addition of the divider in the video.
Summary
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Complete the preprinted Cornell Note Pyramid on page 10.
Popcorn the answers with the class.
Adaptations, evolve!
Summary Pyramid
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Quickwrite—Take three minutes and write everything you know about the term you have been given.
Comparative AnalysisWrite Path, pgs. 44–46
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Comparative Analysis
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Break
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Venn Diagram—Find your partner with the opposite term/concept and together, create a Venn diagram with five points in each area on the top of INB pg. 14.
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Comparative AnalysisWrite Path, pgs. 44–46
Poetry in Science Find the pair with the same opposing terms as you and your partner.Complete a Diamante poem on bottom of pg. 14 for your opposing terms. (instructions on handout pg. 22)
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Comparative AnalysisWrite Path, pgs. 44–46
Content-Specific ConceptsIn your content area tables, create and write at the bottom of pg. 15 an exhaustive list of terms for your content area that you could use in your own classroom with this activity.
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Comparative Analysis
Quickwrite
Comprehensive Content List
Comparative AnalysisWrite Path, pgs. 44–46
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Venn Diagram
Quickwrite
Comparative Analysis
Term 1 Term 2
Comprehensive Content ListDiamante Poem
Reflection: Write Costa’s levels in the margin next to each activity on these two pages.
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Comparative AnalysisWrite Path, pgs. 44–46
CATEGORY PERCENTILE GAIN
Identifying similarities and differences 45Summarizing and note-taking 34Reinforcing effort and providing recognition 29Homework and practice 28Nonlinguistic representations 27Cooperative learning 27Setting objectives and providing feedback 23Generating and testing hypotheses 23Questions, cues and organizers 22
Note: Percentile gain is for an experimental group compared to a control group.
Marzano and Best Practices
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Ranked by General Effectiveness• Identifying similarities and differences• Summarizing and note-taking• Reinforcing efforts and providing recognition• Homework and practice• Non-linguistic representations• Collaborative learning• Setting objective and providing feedback• Generating and testing hypothesis• Questions, cues, and advanced organizers
Marzano, R., Pickering, D., & Pollock, J. (2001). Classroom Instruction That Works. Alexandria, VA: Association for Supervision and Curriculum Development.
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Effective Instruction
AVID employs ALL of the best practices identified by Marzano:
1. Identifying similarities and differencesWICR Costa’s Levels of ThinkingInteractive Notebook
2. Summarizing and note-takingWICRCornell NotesInteractive Notebook
3. Reinforcing efforts and providing recognitionAVID Team-building Awards
4. Homework and practiceCornell Notes AVID BinderInteractive Notebook
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Effective Instruction
5. Non-linguistic representationsInteractive Notebook
6. Collaborative LearningWICRAVID TutorialsSocratic DialogueInteractive Notebook
7. Setting objective and providing feedbackGoal PlanningInteractive Notebook
8. Generating and testing hypothesisWICRInteractive Notebook
9. Questions, cues, and advanced organizersWICRInteractive Notebook42
Effective Instruction
e effect sizes).
• You will be presented with several instructional practices
• Try to put them in order from lowest effect size to highest
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What does the Research Say?
Review AVID Strategies:WICRDifferentiation
As we review for the day, enter components of WICR onto your GEMS of Wisdom so you have a one-page reference when you return.
GEMS of Wisdom
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