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Ed489 Presentation Ed489 Presentation Presentation Transcript

  • To Infinity & Beyond! Jenny Castro Leilani Sablan Joleen Keremius Celia Bonhoff Shawnette Celes Joleen Gay
  • Objectives
    • Textbook
    • Standard Alignment within the text
    • Science Process skills
    • Curriculum Integration
    • Strengths/Weaknesses
    • Chapter/Unit Assessment Matrix
    • Test Specifications
    • Modified Assessments
    • Online Resources
  • 5 th Grade Science Harcourt, Inc. 2005 Edition Teacher’s Edition Assessment Guide Student’s Edition Authors: Robert Jones Gerald Krockover Barry Van Deman Joyce C. McLeod Mozell Lang Marjorie Frank Carol Valenta
  •  
    • Unit D:
      • Solar System and Beyond
        • Chapter 1:
          • Earth, Moon and Beyond
        • Chapter 2:
          • The Sun and Other Stars
    • First: Who and what determines the National and Local Standards:
      • Local Standards are developed and determined by classroom teachers and are aligned with National Science Standards as decided by the National Science Teachers Association , and the National Science Education Standards by the National Research Council.
      • These Guam Public School System K-12 Content Standards and Performance Indicators entail exactly what every public school student should know, be able to do, and care about .
    National and Local Standard Alignment
  • Harcourt Science aligned with National Standards:
    • GPSS names the Harcourt International Series as the specific and only text that should be used in Guam public school science instruction, due to the fact that the Series has not only aligned the text with National Standards, but also lists the application and occurrence of the specific standards. This listing is located in the back of the Teacher’s Edition. Additionally, a similar listing of the Science Process Skills is located at the beginning of every Unit.
  • GPSS Standards for Grades K-12 Science
    • Develop an understanding of the major concepts in the Natural Sciences
    • Develop the main science processing and critical thinking skills
    • Apply scientific knowledge and technology to selected personal, community, community, and worldwide issues; and,
    • Become aware with science-technological careers and hobbies
  • Content Standards
    • Science as Inquiry
    • Habits of Mind
    • Living Organisms
    • Matter and its Interactions
    • Forces of Nature
    • Motion
    • Energy
    • Forces that Shape the Earth
    • Ecology
    • Space and Astronomy
    • The Nature of Technology
  •  
  • Curriculum Integration
  • Reaching all Learners
    • Strategies for Multi-Age classrooms
      • Younger/less advanced students work with older/higher advanced students
    • Strategies for ESL Students
  • Reaching all Learners
    • Special Needs Students
      • Learning Difficulties
        • Ex= Use of graphic organizers to summarize
      • Visually Impaired
        • Use of Activity videos and audio cassettes
      • Physically Disabled
        • An adaptive devices
    • Advanced Learners
      • Ex= Kinesthetic learners
  • Teacher’s Assessment Guide
    • Test Taking Tips
    • Chapter/Unit Tests
    • Chapter Performance Tests
    • Self Assessments
    • Portfolio Assessments
    • Observation checklists
  • Strengths
    • Accommodations for: ESL, LD students, advanced learners
    • Reaching all learners
    • Graphic organizers
    • Teaching across curriculum
    • Curriculum integration/links tips
    • Performance tasks
    • On-going assessments
    • Portfolio assessments
    • Teacher planning Chapter planning guide
  • Weaknesses
    • No parent link on homepage
      • Create an account in order to view under science section
    •   Book lacks
      • Parental involvement
      • Cultural relevance
      • Limited incorporation of technology
    • Online extensions require login
    • School to home connection
      • One per chapter
      • Included only in the teacher resource book
    • Most schools have to share one if that
  • Chapter/Unit Assessment Matrix Select Response Essay Performance Oral Interview Observation Self Assessment Knowledge/Simple Understanding CH-1 #1-26 CH-2 #1-20 CH-2 #25-35 UNIT #1-22 CH-1:PT- It’s Just a Phase Problem Solving/Critical Thinking CH-1 #27-32 CH-2 #36-44 UNIT-23-25 CH-1:PT- It’s Just a Phase CH-2: PT- Seeing Stars Skills CH-2 #21-24 Product CH-2: PT- Seeing Stars *Planetarium Activity *Phases of the Moon Affect SF-Investigate SF-Learn About
  • Table of Test Specifications CHAPTER 1 TEST: Earth, Moon, and Beyond Lesson Objectives Recall Comparison Inferred Total 1 Recognize the similarities and differences of Earth and the moon. 8 2 14 Describe lunar and solar eclipses. 4 2 Recognize the time and space relationships of the sun’s-Earth-moon systems 4 1 10 Identify Earth’s daily and seasonal cycles in relation to the sun 2 Compare the objects in the solar system 3 3 Identify telescopes, satellites, and space probes as instruments scientists use to study the solar system 7 1 8
  • Table of Test Specifications CHAPTER 2 TEST: The Sun and Other Stars Lesson Objectives Recall Comparison Inferred Total 1 Conduct a simple experiment using selected equipment 18 Evaluate information to construct reasonable explanations from direct evidence. 2 2 Describe the structure and cycles of the sun. 11 3 2 Classify stars based on their physical properties. 4 2 17 Identify star formation. 5 4 1 Recognize how scientists use telescopes to collect information about stars. 1 3 Use a model to determine the sun’s position in the Milky Way Galaxy. 4 1 9 Describe the four basic types of galaxies. 3 Compare galactic clusters to nebulae. 1
  • Online Resources
    • Harcourt School
      • http://www.harcourtschool.com/menus/science2002/gr5.html
    • Planetarium
        • http://www.guam.net/planet/
    • Parental Involvement
      • http://web.me.com/s.celes/To_Infinity_%26_Beyond%21/To_Infinity_%26_Beyond%21.html
  • Other Online Resources
    • http://www.nasa.gov/audience/forkids/kidsclub/flash/index.html http://www.space.com/
    • http://science.nasa.gov/
    • http://www.traditionalseafarers.com/about.html
    • http://www.traditionalseafarers.com/sitemap.html (this is the homepage)
  • Ancient Chamorro Chant
    • Objective:
      • Students will be able to know the ancient Chamorro calendar.
      • The students will be able to construct their own moon phases charts.
    • Learning Style
      • Auditory
      • Visual
    • Multiple Intelligence
      • Linguistic-verbal intelligence (word smart)
      • Bodily-Kinesthetic intelligence (body smart)
      • Musical intelligence (music smart)
      • Interpersonal intelligence (people smart)
    • Accommodations
    • ESL
  • Sakkan! Famalao'an:  Tumaiguini, Tumaiguini, Maimo, Umatalaf Lalahi:       Lumuhu, Lumuhu, Makmamao, Mananaf Tumaiguini, Tumaiguini, Maimo, Umatalaf Famalao'an:  Lumuhu, Lumuhu, Makmamao, Mananaf Lalahi:      Semu                    Famalao'an:    Semu Lalahi:      Tenhos                  Famalao'an:    Tenhos Lalahi:      Lumamlam            Famalao'an:    Lumamlam Lalahi:      Fanggualo'             Famalao'an:    Fanggualo' Lalahi:      Sumongsong          Famalao'an:    Sumongsong Todu (essalao):    Umayanggan!  Umagahaf!            (nangon):    Umayanggan.  Umagahaf. (essalao):  I Sakkan!  
  • Phases of the Moon Activity
    • Assignment  
      • The students will watch the moon for 2 weeks and record the different moon phases in their journal. From that they will create their own “Moon Phases” charts. Students will explain, describe, and label each phase.
    •  
  • Rubric Assessment CATEGORY Magnificent Accomplished Developing Basic Drawings/Diagrams Clear, accurate drawings of the moon are included and make the explanation easier to understand Drawings of the moon are usually included and make the explanation easier to understand Drawings of the moon are often included. A few drawings or no drawings of the moon are included. Description Student includes a description each day of what the moon looks like, how much of the moon can be seen, and how it has changed since the night before. Student usually includes a description each day of what the moon looks like, how much of the moon can be seen, and how it has changed since the night before. Student occasionally includes a description each day of what the moon looks like, how much of the moon can be seen, and how it has changed since the night before, or student has an incomplete description each day. Student rarely includes a description each day of what he moon looks like, how much of the moon can be seen, and how it has changed since the last night before Labeling Each phase of the moon is labeled accurately. Most phases of the moon are labeled accurately. Some phases of the moon are labeled accurately. A few, if any phases of the moon are labeled accurately. Required Elements The product includes all required elements as well as additional information. All required elements are included on the product. All but 1 of the required elements are included on the product. Several required elements were missing.
  • Field Trip to Planetarium
    • As an introduction to the unit, students will go on a field trip to the UOG planetarium. The show chosen is culturally relevant – based on the ancient Chamoru legend of Puntan and Fu’una – the giant brother and sister who roamed space and finally decided to use their bodies to create land on earth to make it habitable.
    • Four Points we will cover in discussing this activity 
      • How to do it
      • Who’s involved
      • Who it accommodates
      • How we plan to assess the knowledge gained during the field trip
  •  
  • Field Trip to Planetarium
    • Who’s Involved  
      • Students, Parents and Educators will all be involved in this activity.
    • How We Plan to Assess
      • Assessment for this activity will be through a collection of information – observations of the teacher during discussions, student participation, and a few questions included in the unit assessment:
      • Compare what you learned from the field trip to what you learned after studying the unit.
      • What tools might scientists have used to find all the information needed to make the planetarium show?
  • Field Trip to Planetarium
    • Who it accommodates
      • Several Multiple Intelligences will benefit from this activity
      • Verbal/Linguistic – speaking, writing & memorizing
      • Visual/Spatial – remembering images, aware of surroundings
      • Naturalistic – appreciation for nature
      • Others:
        • Auditory Learners – (narrative story) learn best by hearing, can remember details that they’ve heard accurately
        • ESL – visual, auditory & Level I: Knowledge type of questions will help ESL’s
        • Other disabilities – auditory, visual, extra time for answering questions (parents can help), and use of technology (LD online)
  • Assessment
    • Assessment for this activity will be through a collection of information – observations of the teacher during discussions, student participation, and a few questions included in the unit assessment:
      • Compare and describe what you learned from the field trip to something that you learned from the textbook.
    Category Magnificent Accomplished Developing Content Knowledge Student compared and described details of information learned from the book and from the field trip. Student briefly compared and described some detail and information from the book and the field trip. Student did not compare or describe any detail from the text and from the field trip.
  • Planetarium Activity
    • Materials: large trash bags, tape and a fan
    • Directions:
    • Before Activity
      • Discuss the rubric with the children ahead of time – if possible, create the rubric with the children
      • Be sure to remind children they will be graded as a group
      • To prepare planetarium (this can be done ahead of time or with children)
      • Seal all four edges of the plastic sheets together with tape
      • Carefully slice a vertical (up and down) opening on one end of the plastic
      • Attach a black plastic trash bag to the opening by sealing it with tape
      • Cut open the other end of the trash bag and seal it around the fan to form a tunnel
      • Turn on the fan and watch the planetarium inflate
    • Activity
      • Group children
      • Have them design a constellation and a story about why it is that shape, or where that shape came from.
      • Then create a template of the shape to poke holes through the planetarium
      • Present their stories
    • After Activity - Assessment
      • Use attached rubric to evaluate students
      • Students will be evaluated as a group
  • Rubric Assessment
  • Any Questions?
  • Reading: Curriculum Integration
  • Writing: Curriculum Integration
  • Math Curriculum Integration
  • Health/Physical Education Curriculum Integration
  • Music Curriculum Integration
  • Visual Arts Curriculum Integration
  • Language Arts Curriculum Integration
  • Social Studies Curriculum Integration
  • AG
  • AG
  • AG
  • AG
  • Back to Matrix
  • Back to Matrix
  • Back to Matrix
  • Back to Matrix
  • Back to Matrix
  • Back to Matrix
  • Back to Matrix
  • Back to Matrix
  • Back to Matrix
  • Back to Matrix
  • Back to Matrix
  • Back to Matrix
  • Chapter 1: Comparison Table of Test Spec 1
  • Chapter 1: Inferred Table of Test Specs 1
  • Chapter 2: Comparison Table of Test Specs 2
  • Chapter 2: Inferred Table of Test Specs 2