Transcript 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
Group Norms
RESPECT
 Rejoin whole group when signaled
 Everyone participate
 Side conversations to a minimum
 Prepared for meeting
 Expect to be here and present in the work
 Cell phone and other electronics etiquette
 Two feet rule
Goals for 2011-2012
 Integration of content literacy standards
 Implementation of specific assessment and literacy
strategies
 Utilization of literacy strategies
 Utilization of Interactive Science Notebook
 Integration of embedded formative assessments
October Meeting
 We 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
Write An
Argumentative
Task
Use QCEE form
for formative
assessment.
Argumentative Probe
Essential Question
 Is there a relationship between the frequency of a trait
in a population and whether the trait is dominant or
recessive?
Opening Activity
 Obtain 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 Activity
 In groups of three, complete the activity and calculate
the percentage of population with certain traits.
 Class Data
 ActiVOTE
Human Genetics Activity
 Which traits are dominate and which are recessive?
 Population size vs dominance?
QCEE Template with Reading Article
 Fill 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 Activity
 To 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 Science
 What 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 24th
 Standards Based Grading – Mrs. Melanie Johnson
 Continuing work with literacy strategies
 Other vertical alignment and interactive notebooking