General Rubric
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This document provides a general assessment rubric for inquiry lessons using the Stripling Model format. It evaluates students on 8 steps of the inquiry process: Wonder, Investigate, Construct, Express, and Reflect. For each step, students are scored from 0-3 on how well they meet requirements such as determining key ideas, analyzing sources, recalling information, participating in discussions, and integrating knowledge from multiple sources. The rubric is adapted from Common Core standards and is meant to assess students on an investigation using primary sources to understand untold 19th century New England stories.
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Re:Module 5 DQ 2
Psy 863 Module 5 DQ 2
Much like a computer, the human brain may retain traces of information even after being deleted. These memory traces are physico-chemical manifestations of representations (memories) in the brain. While their existence remains disputed, how might the existence of memory traces bear on developing new procedural and declarative memories? Why is this significant for understanding human cognition?
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Research subject: Is it clear and concrete? If it seems vague, explain why.
Historical period: How many years does this project cover? Does the author provide a
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Geographical region: How extensive is the region (city, country, or larger)? Does the
author explain why he/she is looking at this region in particular?
Question: Does this seem to be a level-three question? Why or why not?
Answers to the question: Do the thesis and all counterarguments respond to the same
question? If not, how might they be changed so that they do?
Evidence: Is each answer supported by at least some evidence? Does all of the evidence
seem relevant to the points it is meant to support? If not, explain why not.
Significance: The statement of significance should explain how this project and thesis
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Here are some reflections on your lesson planning and teaching experience:
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More from Beth White
EDSC 226 Spring2012 Syllabus
This document outlines the syllabus for EDSC 226, a spring 2012 field placement internship at U-32 High School in Montpelier, Vermont. Key details include important dates for the internship, an overview of course expectations and responsibilities of interns, mentors, and supervisors, as well as policies around observations, solo teaching, assignments, and course policies. Formal meetings between interns, mentors and supervisors will be held at the beginning, middle and end of the semester to set goals, provide mid-term feedback, and discuss final evaluations. Interns will complete observations of peers, mentors and colleagues, as well as have their own teaching observed and evaluated throughout the semester.
2015 IAGLR Poster - 2014_REU_no2015
This document describes the evaluation of a 10-week research program for undergraduates studying the impacts of humans on Lake Champlain. In 2014, 10 students were selected from 160 applicants to represent diversity in demographics, majors, and universities. Students engaged in interdisciplinary research projects, workshops, and presenting their findings. Evaluations found gains in students' scientific skills and insight into research careers. The program aims to recruit more underrepresented students and better advertise research projects. Past participants are now pursuing further education or careers in STEM and education.
2013_National Noyce Conference-2
- The workshop aimed to provide educators with tools and strategies for incorporating social justice themes into project-based science curricula through multimedia, driving questions, and lesson planning.
- Participants engaged with an audio story and photo essay on nuclear history before brainstorming essential questions and beginning to develop social justice-themed science lessons.
- Literature supports that project-based learning can boost underserved students' achievement and interest in science when implemented with clear goals, resources, and alignment to standards. Teacher experience and school culture also influence successful incorporation of social justice themes.
Nuclear_War_Images_w_Workshop_Responses
The document contains a series of questions about an image showing the aftermath of the atomic bombings of Hiroshima and Nagasaki. Some of the questions seek to understand details about the photo such as whether it depicts soldiers or civilians, what specific bomb is pictured, and how the devastation compares to predictions. Other questions discuss the moral implications of the bombings and nuclear weapons more broadly, such as the impact on victims and future policy.
PBIS_Nuclear_Physics_Example
This document outlines a project plan for a unit exploring nuclear physics and its impact on society. The unit aims to understand nuclear physics through studying its role in society and the world. It incorporates interdisciplinary subjects and connects with community experts. Students will learn about nuclear reactions, chain reactions, and how scientists developed an understanding of nuclear physics. They will explore how social standards influence science and consider ethics around the funding and applications of science. Assessments include labs, reflections, and a final project researching a historical figure involved in the Manhattan Project. The unit promotes critical thinking about the relationships between science, society, and social justice issues.
Poster_Noyce_2013
The Robert Noyce Program for Science Teachers at the University of Vermont provides scholarships and funding for undergraduate and graduate students pursuing science degrees and teacher certification to teach science in middle and high schools. Marketing activities include emails, posters, and class announcements to recruit students. The program offers summer research internships, undergraduate scholarships, and graduate scholarships. Students are selected based on their academic record, letters of recommendation, and interest in teaching science in underserved schools. Supported students participate in seminars, field trips, and conferences to develop their teaching skills. The program evaluates its effectiveness in recruiting students, supporting student learning and development, and placing graduates in teaching positions in high-poverty rural and urban schools.
PBIS_Project_Planner_Sound_Example Example
1) Teachers plan a project to study noise levels in their community where an airport is expanding and buying homes, displacing residents.
2) Students will measure sound, interview stakeholders, research noise regulations and social justice issues, and present findings to inform the community debate.
3) The project aims to connect science learning to a real-world issue through interdisciplinary lessons, fieldwork, and an authentic performance task.
Science of the Mind Journal November 2008
1) Alzheimer's disease causes degeneration of brain cells and affects memory. It was first identified by German physician Alois Alzheimer in 1906 after examining the brain of a deceased patient.
2) The disease starts by affecting short term memory and progresses to long term memory loss, eventually causing patients to not recognize family and friends.
3) In Alzheimer's patients, the brain shrinks and has fewer neurons and synapses connecting neurons than healthy brains. Protein plaques also build up between neurons, interfering with communication in the brain.
Silocosis Lesson
This document provides background information and primary sources about the working conditions of stonecutters in Barre, Vermont in the late 19th century. It begins with context about the town of Barre and the many stonecutters who lived and worked there. It then provides excerpts from interviews with stonecutters, shed owners, and others that describe the difficult working conditions, long hours, and exposure to silica dust that led to the lung disease silicosis. The document aims to have students analyze these primary sources to understand the untold story of the granite industry from the perspectives of multiple individuals and to piece together how dangerous the work was and the unintended consequences of new machinery.
PBIS_STEMinhistory_2013_Innovation_Example
This document provides a project planner for a unit on 19th century innovations focused on the granite industry. The unit aims to have students inquire into whether 19th century innovations were a "curse or cure" through interdisciplinary lessons incorporating science, history, art, and social justice. Students will explore the scientific methods behind extracting and transporting granite, the health impacts and social issues of the granite industry, and how innovations can both benefit and harm society. Assessments may include experiments, reflections, correspondence with scientists, and challenge projects presenting different perspectives on the granite industry.
SOTM 2010
This summary discusses the evolutionary origins and purposes of laughter. While laughter is commonly thought to be a response to humor, research suggests its original purpose was social bonding through play. Studies on rats and apes show they produce laughter-like sounds during playful interactions, suggesting human laughter may have evolved from play responses. Additionally, only 10-20% of comments preceding laughter in observational studies were intended as jokes, while 80-90% were simple social remarks, indicating laughter serves social functions beyond humor. The gap between the evolutionary purpose of traits and how they are used today is also discussed. While laughter facilitated social bonding and survival in our evolutionary past, today it fulfills social and stress-relief functions separate from its origins.
Advertisements Solo
This document outlines a lesson plan about advertising, past and present. It discusses investigating untold stories from 19th century New England through primary sources. The plan examines advertising techniques from the past by providing examples of advertisements from the late 19th century promoting products like home appliances, ginger ale, steam engines, and oil lamps. Images of vintage advertisements are included for students to analyze different advertising strategies over time.
More from Beth White (12)
General Rubric
- 1. HISTORICAL FORENSICS In Their Shoes: General Assessment Rubric1 HISTORICAL FORENSICS Investigating Untold Stories From 19th Century New England Through Primary Sources In Their Shoes: General Assessment Rubric -------rrr------- General Assessment Rubric for Inquiry Lessons Using the Stripling Model Format Student Name: Scoring (0-3) 0-1 Did not show evidence 1-2 Met expectations 2-3 Exceeded expectations Requirements Score Comments WONDER Demonstrates ability to respond to the essential question. INVESTIGATE Reading for Key Ideas: Determines the central ideas or information of primary and/or secondary sources; provides an accurate summary of how key events or ideas develop over the course of the text or series of sources. INVESTIGATE Craft and Structure of Reading: Analyzes multiple accounts of the same event or topic,noting important similarities and differences in the point of view they represent. CONSTRUCT Research to Build and Present Knowledge: Recalls relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources. CONSTRUCT Use of Time: Focuses on task at hand and prepared to work, tasks are completed on time. CONSTRUCT Attitude: usually positive and respectful, listens to others, shows appreciation for their contributions,offers constructive feedback. CONSTRUCT Problem solving: seeks solutions when problems arise within peer workgroups. CONSTRUCT/EXPRESS Contribution: Actively participates in small and large group discussions (listens attentively, offers new ideas, builds on ideas of others). Adapted from the Common Core Standards and CICERO History Beyond the Textbook’s collaboration rubric.
- 2. HISTORICAL FORENSICS In Their Shoes: General Assessment Rubric2 HISTORICAL FORENSICS Investigating Untold Stories From 19th Century New England Through Primary Sources In Their Shoes: General Assessment Rubric -------rrr------- General Assessment Rubric for Inquiry Lessons Using the Stripling Model Format Student Name: Scoring (0-3) 0-1 Did not show evidence 1-2 Met expectations 2-3 Exceeded expectations Requirements Score Comments CONSTRUCT/EXPRESS Integration of Knowledge and Ideas: Integrates information from several texts on the same topic in order to write or speak about the subject knowledgeably. EXPRESS Production and Distribution of Writing: Produces clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. EXPRESS/REFLECT Comprehension and Collaboration: Summarizes information presented in diverse media and formats, including visually, quantitatively, and orally. EXPRESS/REFLECT Presentationof KnowledgeandIdeas:Presents claims and findings, sequencing ideas logically and using pertinent descriptions,facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation. EXPRESS/REFLECT Texts Types and Purposes: Writes informative/explanatory texts to examine a topic and convey ideas and information clearly. REFLECT Texts Types and Purposes: Writes opinion pieces on topics or texts, supporting a point of view with reasons and information. REFLECT Text Types and Purposes: Write narratives to develop real or imagined experiences or events using effective technique, well- chosen details, and well-structured event sequences. REFLECT Research to Build and Present Knowledge: Draws evidence from literary or informational texts to support analysis,reflection,and research.