This project consists of the findings of a research project conducted as a student teacher. The purpose was to show my teaching had an impact on student learning, statistic analysis was used to prove my teaching had an impact on student learning. In the end, it was proven my teaching had an impact on student learning.
summative notesAssessment and Grading in the Differentiated C.docxdeanmtaylor1545
summative notes/Assessment and Grading in the Differentiated Classroom (Wormeli).pdf
Assessment and Grading
in the Differentiated
Classroom
Fair Isn’t
Always Equal
Rick Wormeli 2007-2008
For further conversation about any of these topics:
Rick Wormeli
[email protected]
703-620-2447
Herndon, Virginia, USA
(Eastern Standard Time Zone)
Define Each Grade
A:
B:
C:
D:
E or F:
A Perspective that Changes our Thinking:
“A ‘D’ is a coward’s ‘F.’ The
student failed, but you didn’t
have enough guts to tell him.”
-- Doug Reeves
• A
• B
• C
• I or IP or NTY
Once we cross over into D and F(E)
zones, does it really matter? We’ll do the
same two things: Personally investigate
and take corrective action
Prompt:
Write a well-crafted essay that provides a general
overview of what we’ve learned about DNA this week.
You may use any resources you wish, but make sure to
explain each of the aspects of DNA we’ve discussed.
Student’s Response:
Deoxyribonucleic Acid, or DNA, is the blueprint for who
we are. Its structure was discovered by Watson and
Crick in 1961. Watson was an American studying in
Great Britain. Crick was British (He died last year). DNA
is shaped like a twisting ladder. It is made of two
nucleotide chains bonded to each other. The poles of
the ladder are made of sugar and phosphate but the
rungs of the ladder are made of four bases. They are
thymine, guanine, and cytosine, and adenine. The
amount of adenine is equal to the amount of thymine
(A=T). It’s the same with cytosine and guanine (C=G).
(Continued on the next slide)
The sequence of these bases makes us who
we are. We now know how to rearrange the
DNA sequences in human embryos to create
whatever characteristics we want in new
babies – like blue eyes, brown hair, and so
on, or even how to remove hereditary
diseases, but many people think it’s
unethical (playing God) to do this, so we
don’t do it. When DNA unzips to bond with
other DNA when it reproduces, it sometimes
misses the re-zipping order and this causes
mutations. In humans, the DNA of one cell
would equal 1.7 meters if you laid it out
straight. If you laid out all the DNA in all the
cells of one human, you could reach the
moon 6,000 times!
Conclusions from
Sample DNA Essay Grading
The fact that a range of grades occurs among
teachers who grade the same product suggests that:
• Assessment can only be done against commonly
accepted and clearly understood criteria.
• Grades are relative.
• Teachers have to be knowledgeable in their subject
area in order to assess students properly.
• Grades are subjective and can vary from teacher to
teacher.
• Grades are not always accurate indicators of
mastery.
‘Interesting:
“The score a student receives
on a test is more dependent on
who scores the test and how they
score it than it is on what the
student knows and understands.”
-- Marzano, Classroom Assessment & Grading That Work
(CAGTW), p. 30
.
This project consists of the findings of a research project conducted as a student teacher. The purpose was to show my teaching had an impact on student learning, statistic analysis was used to prove my teaching had an impact on student learning. In the end, it was proven my teaching had an impact on student learning.
summative notesAssessment and Grading in the Differentiated C.docxdeanmtaylor1545
summative notes/Assessment and Grading in the Differentiated Classroom (Wormeli).pdf
Assessment and Grading
in the Differentiated
Classroom
Fair Isn’t
Always Equal
Rick Wormeli 2007-2008
For further conversation about any of these topics:
Rick Wormeli
[email protected]
703-620-2447
Herndon, Virginia, USA
(Eastern Standard Time Zone)
Define Each Grade
A:
B:
C:
D:
E or F:
A Perspective that Changes our Thinking:
“A ‘D’ is a coward’s ‘F.’ The
student failed, but you didn’t
have enough guts to tell him.”
-- Doug Reeves
• A
• B
• C
• I or IP or NTY
Once we cross over into D and F(E)
zones, does it really matter? We’ll do the
same two things: Personally investigate
and take corrective action
Prompt:
Write a well-crafted essay that provides a general
overview of what we’ve learned about DNA this week.
You may use any resources you wish, but make sure to
explain each of the aspects of DNA we’ve discussed.
Student’s Response:
Deoxyribonucleic Acid, or DNA, is the blueprint for who
we are. Its structure was discovered by Watson and
Crick in 1961. Watson was an American studying in
Great Britain. Crick was British (He died last year). DNA
is shaped like a twisting ladder. It is made of two
nucleotide chains bonded to each other. The poles of
the ladder are made of sugar and phosphate but the
rungs of the ladder are made of four bases. They are
thymine, guanine, and cytosine, and adenine. The
amount of adenine is equal to the amount of thymine
(A=T). It’s the same with cytosine and guanine (C=G).
(Continued on the next slide)
The sequence of these bases makes us who
we are. We now know how to rearrange the
DNA sequences in human embryos to create
whatever characteristics we want in new
babies – like blue eyes, brown hair, and so
on, or even how to remove hereditary
diseases, but many people think it’s
unethical (playing God) to do this, so we
don’t do it. When DNA unzips to bond with
other DNA when it reproduces, it sometimes
misses the re-zipping order and this causes
mutations. In humans, the DNA of one cell
would equal 1.7 meters if you laid it out
straight. If you laid out all the DNA in all the
cells of one human, you could reach the
moon 6,000 times!
Conclusions from
Sample DNA Essay Grading
The fact that a range of grades occurs among
teachers who grade the same product suggests that:
• Assessment can only be done against commonly
accepted and clearly understood criteria.
• Grades are relative.
• Teachers have to be knowledgeable in their subject
area in order to assess students properly.
• Grades are subjective and can vary from teacher to
teacher.
• Grades are not always accurate indicators of
mastery.
‘Interesting:
“The score a student receives
on a test is more dependent on
who scores the test and how they
score it than it is on what the
student knows and understands.”
-- Marzano, Classroom Assessment & Grading That Work
(CAGTW), p. 30
.
Description of a study comparing the effect of inverting the classroom & adding in-class activities to a Majors' General Biology Course. To be presented at EB2016, Monday 4/4.
The challenge of cross-disciplinary STEM instructionJoe Redish
Modern scientific fields often require strengths in multiple scientific disciplines. Cross-disciplinary instruction is common in STEM programs in universities. And there is pressure both at the college and pre-college levels to increase the interdisciplinarity of science instruction.
But cross-disciplinary communication and cross-disciplinary instruction can be harder than it looks. Scientific disciplines create distinct cultures – conventions, goals, expectations, and epistemologies – that can lead to serious challenges for an instructor trying to communicate across disciplines.1
Over the past decade, I have been involved in a project creating an introductory university physics class for life-science students.2 From this experience, I learned much about cross-disciplinary communication that surprised me. In this talk, I use my experience as a case study to develop some insights and suggestions about cross-disciplinary instruction.
Life-Span Human Development 9th Edition Sigelman Solutions ManualTimothyPadilla
Full download : https://alibabadownload.com/product/life-span-human-development-9th-edition-sigelman-solutions-manual/
Life-Span Human Development 9th Edition Sigelman Solutions Manual
I want you to go the Next Generation Sunshine State standards (http.pdfkellenaowardstrigl34
I want you to go the Next Generation Sunshine State standards
(http://www.cpalms.org/Public/search/Standard) homepage. Choose a grade level (not K) and
look at all the LIFE SCIENCE standards that are found under each of the Big Idea/Supporting
Idea topics. To see all the standards, click on the bolded letters.
please provide the grade level and copy the standards
Summarize what you, as a teacher, would be responsible for teaching your students.
Discuss how this framework changed your thoughts on what you, as a teacher, would be
responsible for teaching your students for the standards?
Discuss how insect topics might be used to help illustrate each of those LIFE SCIENCE
standards for that grade level. What insect information do you think could fit with that standard?
How could insects be used in related lessons?
Solution
Summary of grade 7 according to my skills are :-
Cell Biology
1. All living organisms are composed of cells, from just one to many trillions, whose details
usually are visible only through a microscope. As a basis for understanding this concept:
a. Students know cells function similarly in all living organisms.
b. Students know the characteristics that distinguish plant cells from animal cells, including
chloroplasts and cell walls.
c. Students know the nucleus is the repository for genetic information in plant and animal cells.
d. Students know that mitochondria liberate energy for the work that cells do and that
chloroplasts capture sunlight energy for photosynthesis.
e. Students know cells divide to increase their numbers through a process of mitosis, which
results in two daughter cells with identical sets of chromosomes.
f. Students know that as multicellular organisms develop, their cells differentiate.
Genetics
2. A typical cell of any organism contains genetic instructions that specify its traits. Those traits
may be modified by environmental influences. As a basis for understanding this concept:
a. Students know the differences between the life cycles and reproduction methods of sexual and
asexual organisms.
b. Students know sexual reproduction produces offspring that inherit half their genes from each
parent.
c. Students know an inherited trait can be determined by one or more genes.
d. Students know plant and animal cells contain many thousands of different genes and typically
have two copies of every gene. The two copies (or alleles) of the gene may or may not be
identical, and one may be dominant in determining the phenotype while the other is recessive.
e. Students know DNA (deoxyribonucleic acid) is the genetic material of living organisms and is
located in the chromosomes of each cell.
Evolution
3. Biological evolution accounts for the diversity of species developed through gradual processes
over many generations. As a basis for understanding this concept:
a. Students know both genetic variation and environmental factors are causes of evolution and
diversity of organisms.
b. Students know the reasoning used by C.
Willie Nelson Net Worth: A Journey Through Music, Movies, and Business Venturesgreendigital
Willie Nelson is a name that resonates within the world of music and entertainment. Known for his unique voice, and masterful guitar skills. and an extraordinary career spanning several decades. Nelson has become a legend in the country music scene. But, his influence extends far beyond the realm of music. with ventures in acting, writing, activism, and business. This comprehensive article delves into Willie Nelson net worth. exploring the various facets of his career that have contributed to his large fortune.
Follow us on: Pinterest
Introduction
Willie Nelson net worth is a testament to his enduring influence and success in many fields. Born on April 29, 1933, in Abbott, Texas. Nelson's journey from a humble beginning to becoming one of the most iconic figures in American music is nothing short of inspirational. His net worth, which estimated to be around $25 million as of 2024. reflects a career that is as diverse as it is prolific.
Early Life and Musical Beginnings
Humble Origins
Willie Hugh Nelson was born during the Great Depression. a time of significant economic hardship in the United States. Raised by his grandparents. Nelson found solace and inspiration in music from an early age. His grandmother taught him to play the guitar. setting the stage for what would become an illustrious career.
First Steps in Music
Nelson's initial foray into the music industry was fraught with challenges. He moved to Nashville, Tennessee, to pursue his dreams, but success did not come . Working as a songwriter, Nelson penned hits for other artists. which helped him gain a foothold in the competitive music scene. His songwriting skills contributed to his early earnings. laying the foundation for his net worth.
Rise to Stardom
Breakthrough Albums
The 1970s marked a turning point in Willie Nelson's career. His albums "Shotgun Willie" (1973), "Red Headed Stranger" (1975). and "Stardust" (1978) received critical acclaim and commercial success. These albums not only solidified his position in the country music genre. but also introduced his music to a broader audience. The success of these albums played a crucial role in boosting Willie Nelson net worth.
Iconic Songs
Willie Nelson net worth is also attributed to his extensive catalog of hit songs. Tracks like "Blue Eyes Crying in the Rain," "On the Road Again," and "Always on My Mind" have become timeless classics. These songs have not only earned Nelson large royalties but have also ensured his continued relevance in the music industry.
Acting and Film Career
Hollywood Ventures
In addition to his music career, Willie Nelson has also made a mark in Hollywood. His distinctive personality and on-screen presence have landed him roles in several films and television shows. Notable appearances include roles in "The Electric Horseman" (1979), "Honeysuckle Rose" (1980), and "Barbarosa" (1982). These acting gigs have added a significant amount to Willie Nelson net worth.
Television Appearances
Nelson's char
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Description of a study comparing the effect of inverting the classroom & adding in-class activities to a Majors' General Biology Course. To be presented at EB2016, Monday 4/4.
The challenge of cross-disciplinary STEM instructionJoe Redish
Modern scientific fields often require strengths in multiple scientific disciplines. Cross-disciplinary instruction is common in STEM programs in universities. And there is pressure both at the college and pre-college levels to increase the interdisciplinarity of science instruction.
But cross-disciplinary communication and cross-disciplinary instruction can be harder than it looks. Scientific disciplines create distinct cultures – conventions, goals, expectations, and epistemologies – that can lead to serious challenges for an instructor trying to communicate across disciplines.1
Over the past decade, I have been involved in a project creating an introductory university physics class for life-science students.2 From this experience, I learned much about cross-disciplinary communication that surprised me. In this talk, I use my experience as a case study to develop some insights and suggestions about cross-disciplinary instruction.
Life-Span Human Development 9th Edition Sigelman Solutions ManualTimothyPadilla
Full download : https://alibabadownload.com/product/life-span-human-development-9th-edition-sigelman-solutions-manual/
Life-Span Human Development 9th Edition Sigelman Solutions Manual
I want you to go the Next Generation Sunshine State standards (http.pdfkellenaowardstrigl34
I want you to go the Next Generation Sunshine State standards
(http://www.cpalms.org/Public/search/Standard) homepage. Choose a grade level (not K) and
look at all the LIFE SCIENCE standards that are found under each of the Big Idea/Supporting
Idea topics. To see all the standards, click on the bolded letters.
please provide the grade level and copy the standards
Summarize what you, as a teacher, would be responsible for teaching your students.
Discuss how this framework changed your thoughts on what you, as a teacher, would be
responsible for teaching your students for the standards?
Discuss how insect topics might be used to help illustrate each of those LIFE SCIENCE
standards for that grade level. What insect information do you think could fit with that standard?
How could insects be used in related lessons?
Solution
Summary of grade 7 according to my skills are :-
Cell Biology
1. All living organisms are composed of cells, from just one to many trillions, whose details
usually are visible only through a microscope. As a basis for understanding this concept:
a. Students know cells function similarly in all living organisms.
b. Students know the characteristics that distinguish plant cells from animal cells, including
chloroplasts and cell walls.
c. Students know the nucleus is the repository for genetic information in plant and animal cells.
d. Students know that mitochondria liberate energy for the work that cells do and that
chloroplasts capture sunlight energy for photosynthesis.
e. Students know cells divide to increase their numbers through a process of mitosis, which
results in two daughter cells with identical sets of chromosomes.
f. Students know that as multicellular organisms develop, their cells differentiate.
Genetics
2. A typical cell of any organism contains genetic instructions that specify its traits. Those traits
may be modified by environmental influences. As a basis for understanding this concept:
a. Students know the differences between the life cycles and reproduction methods of sexual and
asexual organisms.
b. Students know sexual reproduction produces offspring that inherit half their genes from each
parent.
c. Students know an inherited trait can be determined by one or more genes.
d. Students know plant and animal cells contain many thousands of different genes and typically
have two copies of every gene. The two copies (or alleles) of the gene may or may not be
identical, and one may be dominant in determining the phenotype while the other is recessive.
e. Students know DNA (deoxyribonucleic acid) is the genetic material of living organisms and is
located in the chromosomes of each cell.
Evolution
3. Biological evolution accounts for the diversity of species developed through gradual processes
over many generations. As a basis for understanding this concept:
a. Students know both genetic variation and environmental factors are causes of evolution and
diversity of organisms.
b. Students know the reasoning used by C.
Willie Nelson Net Worth: A Journey Through Music, Movies, and Business Venturesgreendigital
Willie Nelson is a name that resonates within the world of music and entertainment. Known for his unique voice, and masterful guitar skills. and an extraordinary career spanning several decades. Nelson has become a legend in the country music scene. But, his influence extends far beyond the realm of music. with ventures in acting, writing, activism, and business. This comprehensive article delves into Willie Nelson net worth. exploring the various facets of his career that have contributed to his large fortune.
Follow us on: Pinterest
Introduction
Willie Nelson net worth is a testament to his enduring influence and success in many fields. Born on April 29, 1933, in Abbott, Texas. Nelson's journey from a humble beginning to becoming one of the most iconic figures in American music is nothing short of inspirational. His net worth, which estimated to be around $25 million as of 2024. reflects a career that is as diverse as it is prolific.
Early Life and Musical Beginnings
Humble Origins
Willie Hugh Nelson was born during the Great Depression. a time of significant economic hardship in the United States. Raised by his grandparents. Nelson found solace and inspiration in music from an early age. His grandmother taught him to play the guitar. setting the stage for what would become an illustrious career.
First Steps in Music
Nelson's initial foray into the music industry was fraught with challenges. He moved to Nashville, Tennessee, to pursue his dreams, but success did not come . Working as a songwriter, Nelson penned hits for other artists. which helped him gain a foothold in the competitive music scene. His songwriting skills contributed to his early earnings. laying the foundation for his net worth.
Rise to Stardom
Breakthrough Albums
The 1970s marked a turning point in Willie Nelson's career. His albums "Shotgun Willie" (1973), "Red Headed Stranger" (1975). and "Stardust" (1978) received critical acclaim and commercial success. These albums not only solidified his position in the country music genre. but also introduced his music to a broader audience. The success of these albums played a crucial role in boosting Willie Nelson net worth.
Iconic Songs
Willie Nelson net worth is also attributed to his extensive catalog of hit songs. Tracks like "Blue Eyes Crying in the Rain," "On the Road Again," and "Always on My Mind" have become timeless classics. These songs have not only earned Nelson large royalties but have also ensured his continued relevance in the music industry.
Acting and Film Career
Hollywood Ventures
In addition to his music career, Willie Nelson has also made a mark in Hollywood. His distinctive personality and on-screen presence have landed him roles in several films and television shows. Notable appearances include roles in "The Electric Horseman" (1979), "Honeysuckle Rose" (1980), and "Barbarosa" (1982). These acting gigs have added a significant amount to Willie Nelson net worth.
Television Appearances
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1. Grade 8, 4th quarter science lesson plan
MC Science 101 (San Jose Community College)
Scan to open on Studocu
Studocu is not sponsored or endorsed by any college or university
Grade 8, 4th quarter science lesson plan
MC Science 101 (San Jose Community College)
Scan to open on Studocu
Studocu is not sponsored or endorsed by any college or university
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lOMoARcPSD|19726572
2. School Bantayan National High School Grade Level 8
Student-Teacher JOSE JOVIE BONTO JR. Learning Area Science
Teaching Date Friday, 12-May, 2023 Quarter 4th
Section 8- Bobier, 8-Buere, 8-Porsona Duration 1 Hour
I. Objectives
A. Content Standard The learners demonstrate understanding of:
1. How cells divide to produce new cells
2. meiosis as one of the processes producing genetic variation of mendelian pattern
of inheritance
B. Performance Standard The learners should be able to …
C. Most Essential Learning
Competencies (MELCs)
Write the LC code for each
The learners should be able to compare mitosis and meiosis, and their role in the
cell division cycle.(S8LT-IVd-16)
D. Specific Objective At the end of the lesson, the students will be able to:
1.define heredity and variation
2. describe chromosomes
3. identify parts of the chromosomes
4. determine the number of chromosome of the organism
II. Content
The cell cycle
III. Learning Resources
A. References
Curriculum Guide
Teacher’s Guide
=Learner’s Material
Additional materials
from Learning Resources (LR)
portal
B. Other Learning Resources
IV. Lesson Proper
Teacher’s Activity Students’Activity
Preliminary Activity
Good morning, class.
Arrange your chairs properly, pick up the pieces of paper and
you may take your sit.
Good morning, sir.
Thank you!
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3. Who are present/ absent today?
Are you now ready for our new discussions?
The class monitor checks the attendance.
Yes, sir,
Elicit
Before we start with our discussion
when you look at your parents you can see features that you
share with them, right?
Why do you so?
Very good, heredity it is where traits are passed from parents to
offspring.
But look at your brother and sister, you can observe that even if
you have same parents, you are unique to each other, what do
you think we call it in biology?
Very good, so when we talk about heredity and variation, we are
studying genetics, in your own idea, why?
Very good.
It is because of heredity.
Variation sir.
Genetics is the study of heredity and variation
Engage
Where do you think we inherit those traits and how it transfers
to us generation by generation?
What is the meaning of DNA?
So, in simple terms, what is DNA?
By means of reproduction, our parent shares the
DNA to us.
Deoxyribonucleic acid
DNA are genetic materials that serve as the set of
instruction that direct the activity and function of the
cells.
Explore
The teacher will present a video clip about the chromosomes
in front.
guide question
1. what is chromosomes?
2. what are the parts of the chromosomes?
3. what are the importance of chromosomes?
The student will answer the given guide question.
Explain
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4. The teacher will call every representative of the group to answer
the guide question and will listen to the answer and correct some
misconception if there is any.
Student’s possible answer
1. chromosomes are the entire chain of DNA
2.telomere, centromere, p arm and q arm
3.Chromosomes allow DNA to be accurately copied
during these cell divisions
Elaborate
To have a depth discussion of the chromosomes, the teacher will
draw the chromosomes and it parts. The teacher will also discuss
it accompanied by the video clip that was presented last time and
the teacher will also post the table about the number of the
chromosomes of the selected organism.
The student will take note while listening to the
discussion.
Evaluate
Directions: Choose the letter of the correct answer. Write your
answers on a separate
sheet of paper.
1. Which factor controls hereditary traits?
A. cells C. genes
B. chromosomes D. parents?
2. DNA Stands for__________.
A. DI NAAKIN B. Dioxidenucleic acid
C. Deoxyribonuclear acid D. Deoxyribonucleic acid
1. c
2. d
3. d
4. a
5. c
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lOMoARcPSD|19726572
5. 3. it is the entire chain of the DNA?
A. cell cycle B. heredity
C. variation D. chromosomes
4. it is the short arm of the chromosomes?
a. p arm b. q arm
c. centromere d. telomere
5. how many chromosomes that can be found in normal human?
a. 48 b. 47 c. 46 d. 45
Extend
V. Remarks
VI. Reflection
Prepared by: Checked by:
JOSE JOVIE BONTO JR ROSELYN B. BORGANIO
Science Student Teacher Science Critic Teacher
Noted:
ALVIN C. BORROMEO
Principal II
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