Science Collaboration Meeting Grant County Schools

December 6, 2011

Science Leadership Support Network Members

Justin Cann – GCHS

Nichole Mathews – GCMS - Summer Behrendt - GCMS

Melissa Colson – Dry Ridge Elementary

Rejoin whole group when signaledEveryone participateSide conversations to a minimum Prepared for meetingExpect to be here and present in the workCell phone and other electronics etiquetteTwo feet rule

Group NormsRESPECT

Goals for 2011-2012Integration of content literacy standardsImplementation of specific assessment and

literacy strategiesUtilization of literacy strategiesUtilization of Interactive Science NotebookIntegration of embedded formative

assessments

October MeetingWe looked at the use of differentiated

instruction and the use of learning styles in the classroom, while integrating literacy and writing into lessons.

Exit Slip: Many teachers wanted to focus on more vertical alignment of content and strengths and weaknesses.

Today’s District Wide Focus: How to increase our student’s level of scientific writing in the classroom?

Roadmap for Today

Use QCEE form for

formative assessment.

Write An Argumentat

ive Task

Argumentative ProbeEssential Question

Is there a relationship between the frequency of a trait in a population and whether the trait is dominant or recessive?

Opening ActivityObtain a “Baby Mice” Probe Worksheet.

Read the passage and the probing question.

Take 3 minutes to write out your answer to the question in the space provided.

Human Genetics ActivityIn groups of three, complete the activity and

calculate the percentage of population with certain traits.

Class DataActiVOTE

Human Genetics ActivityWhich traits are dominate and which are

recessive?

Population size vs dominance?

QCEE Template with Reading ArticleFill out the QCEE template based on your currently

understanding of genetics and today’s activity.

Question: Is there a relationship between the frequency of a trait in a population and whether the trait is dominant or recessive?

Read the science article: “Ask a Geneticist”

Review and Revise your QCEE template based on the reading article and use information and facts from reading as evidence.

Revisit Opening ActivityTo conclude the lesson…

Revisit your opening activity, Baby Mice, and make any changes and make corrections.

Be sure to cite evidence for changes.

Argumentation in ScienceWhat is ARGUMENTATIVE writing?

How would our students answer that?

How does the current literacy standards use argumentative writing?

How is argumentative different than persuasive?

How do we implement ARGUMENTATIVE writing in the classroom?

How much time should be allowed for this assignment?

Should time be devoted to the computer lab?

Let’s do an Experiment…Let’s gather data…

With the instructional outline and rubric provided…

Choose one 2-3 week unit during the next couple of months to assign the students an argumentative paper.

Choose an argumentative probing question (visit the list you created) that is appropriate for the unit.

Find 2 articles that show the science behind the probing question (doesn’t have to be “both sides” as long as it is not biased).

If you are hesitant, choose only 1 class that you feel is capable and experiment and see if they are able to retain information and comprehend the science better.

Next Month: January 24thStandards Based Grading – Mrs. Melanie

Johnson

Continuing work with literacy strategies

Other vertical alignment and interactive notebooking