The document discusses connections between the Next Generation Science Standards (NGSS) and the Common Core State Standards for literacy. It notes that literacy skills are critical for building science knowledge. The NGSS development team worked with the Common Core writing team to identify key literacy connections to support the science concepts in NGSS. Tables show how specific NGSS science and engineering practices align with Common Core literacy anchor standards and relevant portions of standards for literacy in science and technical subjects. The connections emphasize skills like analyzing data presented in different formats, evaluating evidence and arguments, planning and carrying out investigations, and asking questions.
The document outlines the key stages and principles of backward design for developing effective course units and assessments. It discusses three stages of backward design: 1) identifying desired results, 2) determining acceptable evidence, and 3) planning learning experiences. Six essential facets of understanding are also described: explanation, interpretation, application, analysis of perspectives, empathy, and self-knowledge. Design principles for effective unit design include establishing where students are starting, hooking their interest, equipping/enabling learning, reflecting/rethinking, exhibiting demonstrations, tailoring different pathways, and organizing the materials. Design performance assessment tasks should consider goals, roles, audience, situation, products/performances, and standards.
This document is a template for designing a lesson within a unit. It includes sections for identifying the desired learning outcomes, determining acceptable evidence of learning, and planning learning experiences and instruction. The template prompts the user to describe the essential questions, knowledge, and skills students will acquire. It also includes sections to list assessments with the corresponding outcomes being evaluated and to describe the lesson activities through the WHERETO elements of hook, explore, reflect, exhibit, tailor, and organize.
1) This lesson focuses on bioaccumulation and biomagnification in the San Joaquin Delta. Students will learn about trophic levels in the Delta food web and how pollutants can accumulate and magnify up the food chain.
2) Students will participate in simulations of bioaccumulation and food webs to better understand these concepts. They will also summarize the effects of California's Gold Rush on the current Delta watershed.
3) Assessments include students creating a wiki about a river lab involving macroinvertebrate studies and water quality testing, as well as simulations and assignments demonstrating their understanding of bioaccumulation and the impacts on the Delta ecosystem.
This document contains a lesson plan template for teachers at Teachers College of San Joaquin. The template includes sections for the learning objective, anticipatory set, assessment, standards, and instruction. It also provides a running clock to track teacher and student actions along with materials needed. The final pages provide reflection questions for teachers aligned to the California Standards for the Teaching Profession, focusing on planning instruction to meet the needs of all students, including English learners and other distinct groups.
The document discusses connections between the Next Generation Science Standards (NGSS) and the Common Core State Standards for literacy. It notes that literacy skills are critical for building science knowledge. The NGSS development team worked with the Common Core writing team to identify key literacy connections to support the science concepts in NGSS. Tables show how specific NGSS science and engineering practices align with Common Core literacy anchor standards and relevant portions of standards for literacy in science and technical subjects. The connections emphasize skills like analyzing data presented in different formats, evaluating evidence and arguments, planning and carrying out investigations, and asking questions.
The document outlines the key stages and principles of backward design for developing effective course units and assessments. It discusses three stages of backward design: 1) identifying desired results, 2) determining acceptable evidence, and 3) planning learning experiences. Six essential facets of understanding are also described: explanation, interpretation, application, analysis of perspectives, empathy, and self-knowledge. Design principles for effective unit design include establishing where students are starting, hooking their interest, equipping/enabling learning, reflecting/rethinking, exhibiting demonstrations, tailoring different pathways, and organizing the materials. Design performance assessment tasks should consider goals, roles, audience, situation, products/performances, and standards.
This document is a template for designing a lesson within a unit. It includes sections for identifying the desired learning outcomes, determining acceptable evidence of learning, and planning learning experiences and instruction. The template prompts the user to describe the essential questions, knowledge, and skills students will acquire. It also includes sections to list assessments with the corresponding outcomes being evaluated and to describe the lesson activities through the WHERETO elements of hook, explore, reflect, exhibit, tailor, and organize.
1) This lesson focuses on bioaccumulation and biomagnification in the San Joaquin Delta. Students will learn about trophic levels in the Delta food web and how pollutants can accumulate and magnify up the food chain.
2) Students will participate in simulations of bioaccumulation and food webs to better understand these concepts. They will also summarize the effects of California's Gold Rush on the current Delta watershed.
3) Assessments include students creating a wiki about a river lab involving macroinvertebrate studies and water quality testing, as well as simulations and assignments demonstrating their understanding of bioaccumulation and the impacts on the Delta ecosystem.
This document contains a lesson plan template for teachers at Teachers College of San Joaquin. The template includes sections for the learning objective, anticipatory set, assessment, standards, and instruction. It also provides a running clock to track teacher and student actions along with materials needed. The final pages provide reflection questions for teachers aligned to the California Standards for the Teaching Profession, focusing on planning instruction to meet the needs of all students, including English learners and other distinct groups.
This document provides additional practice problems for balancing oxidation-reduction reactions in acidic and basic solutions. The problems cover reactions involving silver, zinc, chromium, phosphorus, manganese, chlorine, iron, hydrogen peroxide, and copper species. Balanced equations are provided as answers for each reaction.
This document summarizes important oxidizers and reducers formed in redox reactions under different conditions. It lists common oxidizing agents like MnO4-, Cr2O7-2, and HNO3 that form reduced products like Mn(II), Cr(III), and NO in acid solutions. It also lists common reducers like halide ions, metals, and sulfite ions that form oxidized products like halogens, metal ions, and SO4-2. The document concludes that redox reactions involve electron transfer between oxidizing and reducing agents, and that acidic or basic conditions often indicate a redox reaction will occur.
The document discusses naming acids. It divides acids into binary and oxyacids. Binary acids contain two elements, while oxyacids contain three elements including oxygen. Oxyacids are named based on their "-ate" ion, with variations indicating one more, one less, or two less oxygen atoms than the reference "-ic" acid. Common "-ate" ions include sulfate, nitrate, chlorate, and phosphate.
Acids have a sour taste, are electrolytes, turn indicators red, and have a pH less than 7. They donate protons and can neutralize bases to form salts and water. Bases have a bitter taste, are electrolytes, turn indicators blue or yellow, and have a pH greater than 7. They accept protons and can neutralize acids to form salts and water. Common acids include nitric acid, hydrochloric acid, acetic acid, sulfuric acid, and phosphoric acid. Common bases include lithium hydroxide, sodium hydroxide, potassium hydroxide, magnesium hydroxide, and calcium hydroxide.
- Researchers studied the genetics of fur color in rock pocket mouse populations, investigating how coat color relates to survival in different environments.
- Two varieties of mice occur - light-colored and dark-colored - that correspond to the two major substrate colors in their desert habitat. The dark volcanic substrates are patches separated by kilometers of light-colored sand and granite.
- Data was collected on 225 mice across 35km of desert, recording substrate color and coat color frequencies. Calculations using Hardy-Weinberg equations estimated genotype frequencies within the populations.
Natural selection and genetic mutations have led to the evolution of different coat colors in rock pocket mouse populations. Mice with dark coats are commonly found on dark basalt rocks, while light-colored mice typically live on light sand and granite rocks. Scientists discovered the mice living on basalt carried a mutation in the Mc1r gene, which controls melanin production and results in dark fur that provides camouflage from predators. Multiple rock pocket mouse populations across different lava flows also exhibited Mc1r mutations leading to dark coats, revealing this gene commonly evolves through natural selection to aid survival.
This document provides the syllabus for the STEM 352: STEM 2 course offered at Teachers College of San Joaquin. The syllabus outlines the dates, times, instructor contact information, course description, learning outcomes, assignments, grading policy, schedule, and expectations for the course. The course focuses on examining STEM curriculum, active learning strategies, and student assessment. Students will learn STEM education pedagogy and make connections between STEM education and Common Core and NGSS standards. The syllabus provides the framework and requirements for students to develop skills in STEM curriculum design and instruction.
This document outlines rubrics for evaluating a teacher's lesson plan and reflection. It contains 5 rubrics that assess different aspects of lesson planning and instruction, including the teacher's knowledge of students, learning objectives, instructional strategies, formative assessment, quality of materials, and ability to reflect on lesson effectiveness. Each rubric has 4 levels of performance from limited (Level 1) to extensive (Level 4). The rubrics provide detailed descriptions of the knowledge and skills expected at each level of performance.
S.s. midterm capstone cover sheet spring 2017Timothy Welsh
This document provides an overview of the mid-term capstone project for the Teaching for Learning 2 cohort in spring 2017. Students will plan, teach, record, assess and reflect on a lesson that incorporates content-area literacy. The lesson should be aligned to both content standards and English Language Development standards. Students must obtain consent forms from all students and adults appearing in their video recording before filming their lesson. Consent forms can either be collected individually or the school may have blanket forms on file.
This document provides the syllabus for an education course focused on teaching science. The course will take place over 10 sessions from January to May, with specific dates and times listed. It will be taught by instructor Tim Welsh at the CTECH building.
The course aims to help emerging teachers design content-specific science lessons that engage all learners. Students will develop lessons aligned to state standards and learn to incorporate assessments to inform instruction. Assignments include observing a science lesson, creating 10 lesson plans, a lab report, and an integrated lesson plan addressing common core standards. Students are expected to actively participate in class discussions and complete all readings and assignments. Grades are based on a 200-point scale, with criteria provided for letter
This document provides an introduction to academically productive talk in science classrooms. It discusses the key elements of productive talk, including establishing ground rules, having clear academic purposes for discussions, and using strategic "talk moves" to facilitate discussions. Productive talk is important because it allows teachers to assess student understanding, supports learning through memory and language development, encourages students to reason with evidence, and apprentices students into the social practices of science.
This document is a tutorial on atoms and molecules from the Rapid Learning Center. It begins by defining key terms like atom, element, isotope, ion, and molecule. It then delves into the subatomic particles that make up atoms, including protons, neutrons, and electrons. It explains how atoms can form ions by gaining or losing electrons and how isotopes are atoms of the same element with different numbers of neutrons. The tutorial also covers molecular formulas and how elements combine to form compounds with new properties. It provides examples and diagrams to illustrate these important foundational chemistry concepts.
This document contains the syllabus for the STEM 352: STEM 2 course offered at Teachers College of San Joaquin. The syllabus outlines the dates, instructor contact information, course description, learning outcomes, assignments, grading policy, schedule, and policies for the course. The course focuses on examining STEM curriculum and pedagogy through labs, a field trip, and a culminating individual course project applying design thinking to develop a STEM experience aligned with academic standards.
This document provides an overview of geology topics including plate tectonics, evidence for continental drift, layers of the earth, types of plate boundaries, volcanoes, earthquakes, rocks, minerals, and earth system history. It covers key concepts such as P and S waves, convection currents, types of lava and crystals, and the geological time scale divided into eons, eras, and periods. The multi-page document acts as a study guide for students, with definitions and diagrams related to the structure and dynamics of the Earth.
This document appears to be a table for an AP Physics experiment recording trial numbers, angle measurements, distances, masses, and elevations for 10 trials. The document also has a section to record observations from the experiment.
The document describes an experiment investigating circadian rhythms in mice. Researchers recorded mouse activity levels under light-dark cycles and in complete darkness. They found that:
1) Under light-dark cycles, mice were active during the dark phase and inactive during the light phase, indicating entrainment to the external cycle.
2) In complete darkness, the mice's activity pattern shifted slightly each day, showing that their endogenous circadian rhythm was slightly less than 24 hours.
3) This supported the claim that the genetically controlled circadian rhythm is not exactly 24 hours and can be overridden by light cues.
This document provides additional practice problems for balancing oxidation-reduction reactions in acidic and basic solutions. The problems cover reactions involving silver, zinc, chromium, phosphorus, manganese, chlorine, iron, hydrogen peroxide, and copper species. Balanced equations are provided as answers for each reaction.
This document summarizes important oxidizers and reducers formed in redox reactions under different conditions. It lists common oxidizing agents like MnO4-, Cr2O7-2, and HNO3 that form reduced products like Mn(II), Cr(III), and NO in acid solutions. It also lists common reducers like halide ions, metals, and sulfite ions that form oxidized products like halogens, metal ions, and SO4-2. The document concludes that redox reactions involve electron transfer between oxidizing and reducing agents, and that acidic or basic conditions often indicate a redox reaction will occur.
The document discusses naming acids. It divides acids into binary and oxyacids. Binary acids contain two elements, while oxyacids contain three elements including oxygen. Oxyacids are named based on their "-ate" ion, with variations indicating one more, one less, or two less oxygen atoms than the reference "-ic" acid. Common "-ate" ions include sulfate, nitrate, chlorate, and phosphate.
Acids have a sour taste, are electrolytes, turn indicators red, and have a pH less than 7. They donate protons and can neutralize bases to form salts and water. Bases have a bitter taste, are electrolytes, turn indicators blue or yellow, and have a pH greater than 7. They accept protons and can neutralize acids to form salts and water. Common acids include nitric acid, hydrochloric acid, acetic acid, sulfuric acid, and phosphoric acid. Common bases include lithium hydroxide, sodium hydroxide, potassium hydroxide, magnesium hydroxide, and calcium hydroxide.
- Researchers studied the genetics of fur color in rock pocket mouse populations, investigating how coat color relates to survival in different environments.
- Two varieties of mice occur - light-colored and dark-colored - that correspond to the two major substrate colors in their desert habitat. The dark volcanic substrates are patches separated by kilometers of light-colored sand and granite.
- Data was collected on 225 mice across 35km of desert, recording substrate color and coat color frequencies. Calculations using Hardy-Weinberg equations estimated genotype frequencies within the populations.
Natural selection and genetic mutations have led to the evolution of different coat colors in rock pocket mouse populations. Mice with dark coats are commonly found on dark basalt rocks, while light-colored mice typically live on light sand and granite rocks. Scientists discovered the mice living on basalt carried a mutation in the Mc1r gene, which controls melanin production and results in dark fur that provides camouflage from predators. Multiple rock pocket mouse populations across different lava flows also exhibited Mc1r mutations leading to dark coats, revealing this gene commonly evolves through natural selection to aid survival.
This document provides the syllabus for the STEM 352: STEM 2 course offered at Teachers College of San Joaquin. The syllabus outlines the dates, times, instructor contact information, course description, learning outcomes, assignments, grading policy, schedule, and expectations for the course. The course focuses on examining STEM curriculum, active learning strategies, and student assessment. Students will learn STEM education pedagogy and make connections between STEM education and Common Core and NGSS standards. The syllabus provides the framework and requirements for students to develop skills in STEM curriculum design and instruction.
This document outlines rubrics for evaluating a teacher's lesson plan and reflection. It contains 5 rubrics that assess different aspects of lesson planning and instruction, including the teacher's knowledge of students, learning objectives, instructional strategies, formative assessment, quality of materials, and ability to reflect on lesson effectiveness. Each rubric has 4 levels of performance from limited (Level 1) to extensive (Level 4). The rubrics provide detailed descriptions of the knowledge and skills expected at each level of performance.
S.s. midterm capstone cover sheet spring 2017Timothy Welsh
This document provides an overview of the mid-term capstone project for the Teaching for Learning 2 cohort in spring 2017. Students will plan, teach, record, assess and reflect on a lesson that incorporates content-area literacy. The lesson should be aligned to both content standards and English Language Development standards. Students must obtain consent forms from all students and adults appearing in their video recording before filming their lesson. Consent forms can either be collected individually or the school may have blanket forms on file.
This document provides the syllabus for an education course focused on teaching science. The course will take place over 10 sessions from January to May, with specific dates and times listed. It will be taught by instructor Tim Welsh at the CTECH building.
The course aims to help emerging teachers design content-specific science lessons that engage all learners. Students will develop lessons aligned to state standards and learn to incorporate assessments to inform instruction. Assignments include observing a science lesson, creating 10 lesson plans, a lab report, and an integrated lesson plan addressing common core standards. Students are expected to actively participate in class discussions and complete all readings and assignments. Grades are based on a 200-point scale, with criteria provided for letter
This document provides an introduction to academically productive talk in science classrooms. It discusses the key elements of productive talk, including establishing ground rules, having clear academic purposes for discussions, and using strategic "talk moves" to facilitate discussions. Productive talk is important because it allows teachers to assess student understanding, supports learning through memory and language development, encourages students to reason with evidence, and apprentices students into the social practices of science.
This document is a tutorial on atoms and molecules from the Rapid Learning Center. It begins by defining key terms like atom, element, isotope, ion, and molecule. It then delves into the subatomic particles that make up atoms, including protons, neutrons, and electrons. It explains how atoms can form ions by gaining or losing electrons and how isotopes are atoms of the same element with different numbers of neutrons. The tutorial also covers molecular formulas and how elements combine to form compounds with new properties. It provides examples and diagrams to illustrate these important foundational chemistry concepts.
This document contains the syllabus for the STEM 352: STEM 2 course offered at Teachers College of San Joaquin. The syllabus outlines the dates, instructor contact information, course description, learning outcomes, assignments, grading policy, schedule, and policies for the course. The course focuses on examining STEM curriculum and pedagogy through labs, a field trip, and a culminating individual course project applying design thinking to develop a STEM experience aligned with academic standards.
This document provides an overview of geology topics including plate tectonics, evidence for continental drift, layers of the earth, types of plate boundaries, volcanoes, earthquakes, rocks, minerals, and earth system history. It covers key concepts such as P and S waves, convection currents, types of lava and crystals, and the geological time scale divided into eons, eras, and periods. The multi-page document acts as a study guide for students, with definitions and diagrams related to the structure and dynamics of the Earth.
This document appears to be a table for an AP Physics experiment recording trial numbers, angle measurements, distances, masses, and elevations for 10 trials. The document also has a section to record observations from the experiment.
The document describes an experiment investigating circadian rhythms in mice. Researchers recorded mouse activity levels under light-dark cycles and in complete darkness. They found that:
1) Under light-dark cycles, mice were active during the dark phase and inactive during the light phase, indicating entrainment to the external cycle.
2) In complete darkness, the mice's activity pattern shifted slightly each day, showing that their endogenous circadian rhythm was slightly less than 24 hours.
3) This supported the claim that the genetically controlled circadian rhythm is not exactly 24 hours and can be overridden by light cues.