Transcript StemScopes

Aligns with the state
curriculum standards
What is STEMscopes?
Features
• Dashboard - assignments
• Scopes - curriculum
• Students - groups
• Toolbox - prof dev resources
• Help - support
*PLEASE GO TO 7th GRADE HUMAN ANATOMY…
Overview
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Student Expectation
– The student is expected to identify the main functions of the systems of the human organism,
including the circulatory, respiratory, skeletal, muscular, digestive, excretory, reproductive,
integumentary, nervous, and endocrine systems.
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Key Concepts
– Key Concept 1: The circulatory system circulates blood through the body, supplies cells with
oxygen and nutrients and removes waste products.
– Key Concept 2: The respiratory system supplies blood with oxygen in the lungs and removes
carbon dioxide.
– Key Concept 3: The skeletal system holds organs in place, provides a structural support for the
body and its muscles, stores minerals and contains materials to make new blood cells.
– Key Concept 4: The muscular system allows the body to move when attached to bone, and
allows movement in internal organs such as the heart and intestines.
– Key Concept 5: The digestive system converts food into simpler substances for the body to
absorb as nutrients. Breakdown of food also provides energy for all body functions.
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Fundamental Questions
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What is the function of the circulatory system?
What is the function of the respiratory system?
What is the function of the skeletal system?
What is the function of the muscular system?
Scope Summary
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TEKS based
Components and Description
Processed Aligned TEKS
Built on the 5 E’s
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Engage
Explore
Explain
Elaborate
Evaluate
Teacher Background
A resource document which gives teachers relevant and
essential background knowledge on the science concept being
addressed.
• Objectives
– Example - 7.12B Identify the main functions of the systems of
the human organism, including the circulatory, respiratory,
skeletal, muscular, digestive, excretory, reproductive,
integumentary, nervous, and endocrine systems. Supporting
Standard
• Foundation
– Example - The human body is made up of several organ systems
that work together as one unit. Each system depends on the
others, either directly or indirectly, allowing the body to
function normally and maintain homeostasis.
Standards Correlation
An alignment chart of all SCOPE components
and activities to the Texas College and Career
Readiness Standards, Texas English Language
Proficiency Standards, Technology TEKS, and
other TEKS subjects.
*A list for all non-consumable and consumable
materials needed to conduct each hands-on
inquiry-based activity.
• Example:
1
2
N/A
N/A
2
1
1
2
1
1
1
1
1
1
N/A
N/A
N/A
N/A
N/A
N/A
pair
N/A
pair
roll
Paper clip (Integumentary System)
Metric ruler (Integumentary System)
Different colored pencils or markers (Integumentary
System)
Flashlight (Muscular System)
Textbook (Muscular System)
Chairs or stools (Muscular System)
Stopwatch or timer (Muscular System)
Chicken leg quarter (Skeletal System)
Latex or plastic gloves (Skeletal System)
Dissection pan (Skeletal System)
Scissors (Skeletal System)
Paper towels
per student consumed
per group reusable
per group reusable
per group reusable
per group reusable
per group reusable
per group reusable
per group consumed
per student consumed
per group reusable
per group reusable
per class consumed
Answer Keys
A document that
houses the
answers for
teachers for the
activities in the
scope.
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Pre-Assessment
(7.3B)(7.12B)(Key Concept 5) C
(7.12B)(Key Concept 1) D
(7.3B)(7.12B)(Key Concept 4) A
(7.12B)(Key Concept 3) B
(7.12B)(Key Concepts 1-10) C
Progress Monitoring Assessment
(7.12B)(Key Concept 5) A
(7.3A)(7.12B)(Key Concepts 1 and
2) C
3. (7.12B)(Key Concept 8) D
4. (7.12B)(Key Concept 4) C
5. (7.12B)(Key Concept 3) A
TEKS Unwrapped
A guide that helps the teacher understand and dissect the verbs
and nouns within each TEKS standard
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Prior Knowledge/TEKS
Key Concepts
Fundamental Questions
Implications for Instruction
Dissecting TEKS Nouns, Verbs, etc.
Key Concepts & Fundamental Questions
*Print version of the Scope Key Concepts and Fundamental Questions
Key Concepts
Fundamental Questions
Texas Essential Knowledge and Skills Statement:
The student knows that living systems at all levels of
organization demonstrate the
complementary nature of structure and function.
Student Expectation:
The student is expected to identify the main functions of
the systems of the human organisms, including the
circulatory, respiratory, skeletal, muscular, digestive,
excretory, reproductive, integumentary, nervous, and
endocrine systems.
1. The circulatory system circulates blood through the
body, supplies cells with
oxygen and nutrients, and removes waste products.
2. The respiratory system supplies blood with oxygen in
the lungs and removes
carbon dioxide.
1. What is the function of the circulatory system?
2. What is the function of the respiratory system?
3. What is the function of the skeletal system?
Demonstration Presentation
A pre-made slide presentation to elicit prior knowledge and excite students about learning the
topic.
Starters!
A set of ideas and activities that teachers can do to further get
students interested in the concept.
1. Body Outline
Using long sheets of butcher paper, students trace their bodies onto
the butcher paper. As each body system is discussed in class, the
student adds the body system name and organs involved onto their
butcher paper body.
2. Mime-A-System
Call on a student to act out a particular body system (shown only to
him/her) in front of the class using no words. The rest of the class
guesses the body system.
3. Organ Pointers
Teacher calls out a body system to the class. Students respond by
pointing to an organ on their body that is related to the body system.
Pre-Assessment
A multiple choice quiz that helps determine what
students do and do not know before instruction on the
topic.
Teacher Guide
A guide that helps the teacher with preparation of the Explore
activity; provides facilitation points and black line masters.
Description of Activity:
In this Explore activity, student groups rotate through 10 stations featuring
the human body systems. Students learn the functions and organs of each
body system. Alternatively, teachers may wish to use only some of these
stations, depending on learning goals and needs.
Materials List:
Create stations for each body system using the materials listed. Divide
students into pairs. Per group indicates materials needed at the station and
which can be re-used for each pair.
See next two slides…
Setup Video
A live-shot video that shows the teacher exactly how to set up
and carry-out the Explore hands-on activity.
Student Guide
A guide that helps the student
complete the investigation in his
or her group and frees the
teacher to facilitate the activity.
Student Journal
A blackline master that allows
the student to record data from
the investigation and reflect on
what he or she has learned.
Exploration E-Portfolio
A template that provides the student with an opportunity to design his or her own
presentation and upload pictures, videos, and text from the hands-on Explore activity.
• Reflection on…
–Main Ideas
–Science Terms
–Did you know?
–Upload items of importance
Question Prompts
A list of relevant questions with anticipated student responses to help the
class make meaning of the hands-on activity.
Picture Vocabulary
A slide presentation of important vocabulary terms
along with a picture and definition.
(Mini PowerPoint)
Student Vocabulary Cards
Pre-made cards that students can use to create their
own science vocabulary based on the content.
Interactive Vocabulary Game
An interactive game that can be played with a class or
individually to help students review the vocabulary terms.
Progress Monitoring Assessment
A multiple choice question exam that allows the teacher to assess student
progress on mastery of the key concepts in the scope.
• Assign or Print Version
• 20 questions
Next Step Inquiry
An inquiry-based experimental design activity that students must design
around the concept.
Student Handout & Teacher Printout: Grading Rubric
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Type of Investigation
Materials List
Preparation
Question of Inquiry
Sample Procedure
Sample Analysis
Reflections and Conclusions
Extensions
A set of ideas and activities for the teacher that can help
further elaborate on the concept
• Invite A Guest Speaker
– Invite a representative of the American Heart Association
or a healthcare professional
• Mini-Me
– Students make a mini-model of the human body systems
• Health Fair
• A Doctor Visit
– Encourage students to visit a doctor, particularly a
specialist, who has some type of body system model (2D or
3D) that student can examine and collect information.
Reading Science!
An expository reading passage about the science
concept with comprehension questions.
• Reading sample with questions
• Assign or Print
Books on Topic
A list of trade books aligned to the
TEKS objectives for the scope.
Web Adventures!
Interactive scientific method games brought to you by the Center for
Technology in Teaching and Learning.
Web Surfing Science!
An online treasure hunt where students can explore different
education and government websites about the concept.
• Assign or Print
Concept Builder
A rubric-based performance assessment that asks the student to construct, design, or
create something around the concept.
• Teacher Pages
• Student Pages
Writing Science!
A narrative or expository writing prompt on the science topic in the
format of the writing STAAR
• Assign or Print
Open-Ended Response Assessment
A short-answer and essay assessment to evaluate
student mastery of the concept.
• Assign or Print
Standards-Based Assessment
A multiple choice question assessment designed to mimic
performance on the STAAR Science test for that specific TEKS.
• Assign or Print
Interactive Review Game
An interactive game that can be played with a class or
individually to help students review the science
concepts related to the TEKS.
TEKS Unwrapped
A guide that helps the teacher understand and
dissect the verbs and nouns within each TEKS
standard.
Guided Practice
A teacher guide that shows the teacher how to
administer a small- group lesson to students
who need intervention on the topic.
Students
Edit Groups
Creating Student Groups
– Add Group
– Title of Group
• Update
– Show Students
– Add/Remove Students
– Search for Students
– “+add”
– Update!
ASSESSMENT using CLICKERS
Print vs. Assign
Using SMART Notebook/Clickers…
•Under “Response”
– “Create Answer Key”
• Title the key
• Choose answers
– (text = sensitive to caps)
– “Start Class”
• Choose class that is testing
– “Start Assessment”
• Left gold clicker for timer
•Mistake?
– “Set All Answers”
• Make correction and then hit “done”
ASSESSMENT
Assign vs. Print
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Student Login
– Students Username (last.first)
– Student Password (student ID)
Assign:
– Pre-Assessment
– Exploration E-Portfolio
– Picture vocabulary
– Student vocabulary cards
– Interactive Vocabulary Game
– Progress Monitoring Assessment
– Reading Science
– Web Adventures
– Web Surfing Science
– Writing Science
– Standards Based Assessment
– Open-Ended Response Assessment
– Interactive Review Game
– PBL Science
*PERFECT SATURDAY SCHOOL ASSIGNMENTS!
*Student Submits
their Results to Teacher
Checking Grades with
Dashboard
• Results
• Score: ______
Excel Spreadsheet of ALL Grades
Students
• Completed Assignments
• Download (CSV)
Excel to the GradeBook
1.
In Excel make sure the grade is not in decimal form. If it is change
the number format to no decimals and then save again – override
the previous file.
a.
b.
c.
d.
e.
f.
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5.
Highlight the number column
Right click
Select Format cells
Select Number from the list of categories
Change decimal places to zero
Save
Do this for each class
Go to Gradebook
Create new assignment
Once assignment has been created at the top by the title of the
assignment is a green arrow on a white page. Click on this arrow.
*Browse for your file and Select Upload – grades will not upload if it is
the wrong class names or if there are decimals. Otherwise it
should load just fine.
Manipulatives
Toolbox
HELP & Support
Video Tutorials
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Creating Student Groups
Assigning Elements
Reviewing Completed Assignments
Reviewing Active Assignments
Student Access
Extra Useful Info
• Under “Favorites”…
LTISD Technology Service Desk
• Software Library
– Install!
• Service Desk
– Work Orders
• Knowledge Base
– Tutorials
• 3D dot cam
\\ltf02\C&I_Shared_Curriculum\TrainingFiles\Video
“Mixed Reality Tools for the SMART Document Camera”
Assignment
• Take TIME to look at the Ignite unit and take
TIME to glance at each section of the
StemScopes and write notes of what
worksheets, activities, and etc. in the tech
column on the shared file.