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Frameworks for Success in Science – MSP Grant Ha ʻ Content ... · PDF fileMSP Lesson...
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FrameworksforSuccessinScience–MSPGrantWORKINGDRAFTCOHORTI&II
Haʻaheo,Kalanianaʻole, Kapiolani,HiloUnionandKaʻūmanaElementarySchoolsContentArea:Interdisciplinary/Science GradeLevel:1
August2011
Timeline> SemesterOne(lessons)
GuidingQuestions
Science:Whatarethecharacteristics/attributesoflivingandnonlivingthings?Whatarethecharacteristics/attributesofplantsandanimals?Whatdoplantsandanimalsneedtolive,thriveandsurvive?Howdoplantsandanimalsmovethroughtheirlifecycle?
LanguageArts:Howcanwerelatetheterms“beginning,”“middle”and“end”tohelpwriteaboutthelifecyclesofanimalsorplants?Howcanweusenon‐fictiontexttobuildourvocabularywordwall?Howcanweuseoursciencenotebooktowriteaboutourobservations,ourlearning,ourclassdataandnewvocabulary?Howcanweusenewsciencetermstodescribeourobservations?
Math:Howcanachartbedrawntohelpcollectobservationdata?Howisabargraphdrawntoshowtotalswithcollecteddata?Whatconclusionscanwedrawfromthedataportrayedbythegraph?Howcanweusedifferentmeasuringtoolstocollectdata?
SocialStudies:Growingvegetablesfora“Thanksgiving”salad–HowdidthePilgrimssurviveintheirnewworldandwhatdidtheyeattocelebratespecialoccasions?Whatotherculturesalsousefoodtocelebrate?Whatarethetypesoffoodtheyeat?Customs,traditionsandcommunity.
Art:Howcanwedraw/illustrateandlabelsketchesforasciencenotebook?
GeneralLearnerOutcomes
GLO#1:SelfDirectedLearner:Studentswillfollowdirectionstocompletetheclassandhomeworktasks.Studentswillalsoself‐selecttextsourcestoreadontheirown.
GLO#2:CommunityContributor:Studentswillsharetheirmath,scienceandliteracyproductswithothermembersoftheirclassoranotherclassroom.
GLO#3:ComplexThinker:Studentswillusetheirproblemsolving,mathandwritingskillsto
FrameworksforSuccessinScience–MSPGrantWORKINGDRAFTCOHORTI&II
Haʻaheo,Kalanianaʻole, Kapiolani,HiloUnionandKaʻūmanaElementarySchoolsContentArea:Interdisciplinary/Science GradeLevel:1
August2011
investigatehowplantsandanimalsgrowandsurvive.Specificskillstofocusoninclude:cause&effect,mainidea/details,sequencing,compare/contrast,drawconclusionsandsummarize.
GLO#4:QualityProducer:Studentswillcreateseveralproducts(poster/charts/graphs/datatables)thatillustratetheirunderstandingaboutplantsandanimals.
GLO#5:EffectiveCommunicator:Studentswilllisten,discussandrecordinformationfromtheirdifferentlessonsthroughoral,writtenandmathpiecesthatillustrateconceptstheyhavelearned.Studentswillorallysharetheirproductswithotherstudentsandfamily.
GLO#6:EffectiveandEthicalUserofTechnology:Studentswillutilizetechnologytorecordobservations,categorizeitems,andsupplementtheirlearning.
Assessments Pre/postchapterassessments
Performanceassessment(Plantschapter)
Resources http://www.hspscience.com
FrameworksforSuccessinScience–MSPGrantWORKINGDRAFTCOHORTI&II
Haʻaheo,Kalanianaʻole, Kapiolani,HiloUnionandKaʻūmanaElementarySchoolsContentArea:Interdisciplinary/Science GradeLevel:1
August2011
StandardsandBenchmarksBigIdea(s)/MajorUnderstanding(s):Studentswillunderstandthat...
Therearedifferentkindsofchangesthatoccurinournaturalenvironment.Changesoccurastheresultofnaturalevents.
Someofthesechangesmayaffectlivingthings.
Allorganismsneedwaterandnutrients,air,sunlight,space,shelterandtherighttemperaturetosurvive).
Samekindsofplantsandsamekindsofanimalsdifferintheircharacteristics(i.e.,species).
HCPSIIIBenchmarks:
◊1.1.1ScientificInquiryCollect,record,andorganizedatausingsimpletools,equipment,andtechniquessafely
◊1.1.2ScientificInquiryExplaintheresultsofaninvestigationtoanaudienceusingsimpledataorganizers(e.g.,charts,graphs,pictures)
◊1.2.1Science,Technology,andSocietyExplainwhypeoplecreatetechnologicaldevices
·1.2.2UnifyingConceptsandThemesDescribeavarietyofchangesthatoccurinnature·1.3.1CyclesofMatterandEnergyIdentifytherequirementsofplantsandanimalstosurvive(e.g.,food,air,light,water)·1.5.1HeredityIdentifywaysinwhichthesamekindsofplantsandthesamekindsofanimalsdiffer
FrameworksforSuccessinScience–MSPGrantWORKINGDRAFTCOHORTI&II
Haʻaheo,Kalanianaʻole, Kapiolani,HiloUnionandKaʻūmanaElementarySchoolsContentArea:Interdisciplinary/Science GradeLevel:1
August2011
SamplePerformanceAssessmentRubricTopic ScientificInquiry
BenchmarkSC.1.1.1 Collect,record,andorganizedatausingsimpletools,equipment,andtechniquessafely
SamplePerformanceAssessment(SPA)
Thestudent:Usessimpletoolssafely(e.g.,magnifyingglass,balancescales)tomakeobservationsaboutcommonobjectsintheclassroomandusessimpletechniquestorecordandorganizedataforanalysis.
Advanced Proficient PartiallyProficient Novice
Collect,record,andorganizedataaccurately,usingavarietyofsimpletools,equipment,&techniquessafely
Collect,record,andorganizedatausingsimpletools,equipment,&techniquessafely
Collect,record,andorganizedatausingsimpletools,equipment,ortechniquessafely,withassistance
Collect,record,andorganizedatasafely,withmuchassistance
BenchmarkSC.1.1.2 Explaintheresultsofaninvestigationtoanaudienceusingsimpledataorganizers(e.g.,charts,graphs,pictures)
SamplePerformanceAssessment(SPA)
Thestudent:Describeswhatwasinvestigated,discovered,andlearnedtoclassmates,usingsimpledataorganizers.
Advanced Proficient PartiallyProficient Novice
Clearlyexplain,indetail,theresultsofaninvestigationtoanaudienceusingdataorganizers
Explainsignificantresultsofaninvestigationtoanaudienceusingsimpledataorganizers
Explain,withassistance,theresultsofaninvestigationtoanaudience
Explain,withmuchassistance,apartofaninvestigationtoanaudience
Topic CyclesofMatterandEnergy
BenchmarkSC.1.3.1 Identifytherequirementsofplantsandanimalstosurvive(e.g.,food,air,light,water)
SamplePerformanceAssessment(SPA)
Thestudent:Listswhataselectedplantoranimal(e.g.,cat,fish,orchid)musthavetolive.
Advanced Proficient PartiallyProficient Novice
Describetherequirementsofplantsandanimalsforsurvivalandwellbeing
Identifytherequirementsofplantsandanimalstosurvive
Identifyafewoftherequirementsofplantsandanimalstosurvive
Recognizethatplantsandanimalshaverequirementsforsurvival
Topic Classification
BenchmarkSC.1.4.1 Describehowlivingthingshavestructuresthathelpthemtosurvive
SamplePerformanceAssessment(SPA)
Thestudent:Identifieshowthestructuresofaplantoranimalhelpittomakeorobtainfood(e.g.,inplants‐leaves,roots;inanimals‐sharpteeth,goodvision).
Advanced Proficient PartiallyProficient Novice
Comparethestructuresofdifferentlivingthingsthathelpthemtosurvive
Describehowlivingthingshavestructuresthathelpthemtosurvive
Name,withassistance,afewofthestructuresoflivingthingsthathelpthemtosurvive
Recall,withassistance,thatlivingthingsrequirestructurestohelpthemsurvive
Topic Heredity
BenchmarkSC.1.5.1 Identifywaysinwhichthesamekindsofplantsandthesamekindsofanimalsdiffer
SamplePerformanceAssessment(SPA)
Thestudent:Namesdifferencesamongthesamekindsofplantorsamekindsofanimal(e.g.,differencesamongroses,dogs,birds).
Advanced Proficient PartiallyProficient Novice
Describe,indetail,thewaysinwhichthesamekindsofplantsandthesamekindsofanimalsdiffer
Identifywaysinwhichthesamekindsofplantsandthesamekindsofanimalsdiffer
Identifyveryfewwaysinwhichthesamekindsofplantsandthesamekindsofanimalsdiffer
Recognize,withassistance,thattherearedifferencesbetweenthesamekindsofplantsandthesamekindsofanimals
FrameworksforSuccessinScience–MSPGrantWORKINGDRAFTCOHORTI&II
Haʻaheo,Kalanianaʻole, Kapiolani,HiloUnionandKaʻūmanaElementarySchoolsContentArea:Interdisciplinary/Science GradeLevel:1
August2011
LessonsSummary
HarcourtText Chapter2–AllaboutPlants ChapterAssessment–PRETEST(teacherswillreadasstudentsHarcourtText
Lesson1–WhatdoPlantsNeed?• LessonQuickStudyRS14‐15
HarcourtText
Lesson2–WhatarethePartsofaPlant?• LessonQuickStudyRS16‐17
MSPLessonPlan
“WhatarethePartsofaPlant?”“PartsofaPlant”ThePlantPartSong
ARTLesson
CreateaPlant(studentsbringinplantparts–combineingroupstoproduceaplantoftheirchoice)orlookatcolorpictureexamples.HAVESTUDENTSLABELTHEPLANTPARTSUsepaintonhandstomakehandprintleaves,sideofthehandtomakethestem,browneyelashyarnfortheroots,sunflowershapewithsunflowerseedsgluedon
AIMS “InsideaSeed”• Canusegrocerystorelimabeans
MSPLP
“InsideaSeed”
HarcourtText
Lesson3–HowdoPlantsGrowandChange?• LessonQuickStudyRS18‐19
SeedgrowingLessonPlans
1)Plasticcupwrappedwithpapertowel,placeseedsonwetpapertowel,nestcupinanotherclearplasticcuptowatchtheseedsprout.Youcanwateritwithalittlewateronthepapertoweldaily.2)Canalsousealittlepottingsoilinclearcups–plantseedrightonthesidetoseeitsproutandgrow.3)Canalsouserecycledmilkcartons,eggcartons(cardboard–notplastic)orgeta1or2cubicyardbagofpottingsoil.Layitsideways,punchholesonthebottom.Coverthegroundwithflattenedcardboardandthenplacethebagontop.Cutopenthetoptoallowstudentstoplanttheirplantsinthe“insta‐garden”
AIMS It’sintheBag• THISISA2NDGRADELESSON–USEONLYINCOMBOGRADECLASSES
AIMS APlantBegins• LittleBrownSeedsbooklet
HarcourtText
PerformanceAssessment• “HowPlantsGrow”AG11• “WhatPlantsNeed”ConceptReviewAB‐80• “Observe/PlantsGrowandChange”ConceptReviewAB81‐82
AIMS PlantPartMarkUp(bingo)
FrameworksforSuccessinScience–MSPGrantWORKINGDRAFTCOHORTI&II
Haʻaheo,Kalanianaʻole, Kapiolani,HiloUnionandKaʻūmanaElementarySchoolsContentArea:Interdisciplinary/Science GradeLevel:1
August2011
HarcourtText
Lesson4–HowCanweGroupPlants?• LessonQuickStudyRS20‐21• VocabularyPower“AllAboutPlants”RS13
ChapterAssessment–POSTTEST(teacherwillreadasstudentcompletesonpaper)HarcourtText Chapter1–AllaboutAnimals
ChapterAssessment–PRETEST(teacherreadsasstudentscompleteonpaper)
HarcourtText
Lesson1–Living/nonliving:• reviewvocabularyandmoveon(taughtinK)• UsetheRS5‐6forthereview• Providea“wordbank”toassistthestudentsincompletingtheLesson
QuickStudyHarcourtText
Lesson2–WhatdoAnimalsNeed?RS7‐8
AIMS AttendingtoNeeds–“AFishforFrances”• Note:Connectedlearningquestionsareattheendoftheteacherlesson
plan.Couldpostthequestionsandhavestudentsrespond(post‐itnotes,• Studentstakehomeheadbandstodaytocolorfornexttimeactivity
HarcourtText
Lesson3–HowCanWeGroupAnimals?• Readinthetextthislesson,thendo• HowCanweGroupAnimalst‐chartwherethereadingprovidesthe
studentsthe“notes”tofillinthechartinclass• InvestigateFurther“ClassifyingAnimals”(optional=needpicturesi.e.
“animallibrary”LAKESHORE• LessonQuickStudyRS9‐10
MSPLessonPlan
GroupingAnimals“HowCanWeGroupAnimals”‐T‐charttofillinandaddpicturesOR“AnimalGroups”wkstwithpartiallycompletednoteswithboxesforpictures
EvanMoore
AnimalswithBackbones(foldablebooklets)OPTIONAL
AIMS BandingTogether“headbands”–usethe• TransparencyIS6“Classify”• ConnectedLearningquestionstoendlessonareontheTlessonplan.
HarcourtText
Lesson4–HowDoAnimalsGrowandChange?• LessonQuickStudy‐RS11‐12–usethebigbutterflylifecyclechart• Transparency–“Compare(pig)”“Sequence”(tadpole)• InvestigateLog“AnimalsGrowandChange”• VocabularyPower“AllAboutAnimals”
ChapterAssessment–POSTTEST(TreadswhileSscompleteonpaper)Startplantseedlingsandunit/lessonsafterintersession–ideacouldbegrowingplantsforasaladforThanksgiving…(radish,lettuce,mizuna,nasturtiumflower)
FrameworksforSuccessinScience–MSPGrantWORKINGDRAFTCOHORTI&II
Haʻaheo,Kalanianaʻole, Kapiolani,HiloUnionandKaʻūmanaElementarySchoolsContentArea:Interdisciplinary/Science GradeLevel:1
August2011
Notebookideas:usevocabcards,havestudentscopyword,definitionandpicture.Also,coulduseAIMS“keyquestion,connectedlearningQ”asareflection/rememberingoption.