Science 1 – Day 1

Science 1 – Day 1

TODAY’S LEARNERS, TOMORROW’S LEADERS

Mike [email protected]

Contact Information

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Daily Agenda—Guidelines for the dayAttendance Sheets—Please sign every day.Temperature Control—Wear layers.Parking Lot—Q&AMaterials

Write Path (aqua book)Interactive NotebookInsertsHandoutsFeedback card

Day 1 Checklist

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• Interactive Notebooks•AVID and WICR•Cornell Note-Taking•Observations and Inquiry•Writing Assignments•Comparative Analysis

Day 1 Agenda

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What do you need to feel comfortable and productive in the classroom?

Things to Consider:professionalismside conversationscell phonesrespecttimingbreaks

Group Norms

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BACK OF THE CARDNameSchool LocationA speed limit sign representing your processing

speedOne goal to meet during this Institute

FRONT OF THE CARDName # Years TeachingContent AreaPersonal Logo—A picture that represents your

passion for teaching

Table Tents

Using your table tent, introduce yourself to the other participants at your table.

Include one unique fact about yourself.

Allow one minute for each person to introduce him/herself so the whole table has time to share.

Get Acquainted!

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Interactive Notebooks are a great way to provide support to your students, enabling them to stay organized and achieve success in the science classroom.

Interactive Notebooks IntroductionLet’s Get Started

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Your cover includes: Science 1 Your name Courses you teach Four illustrations with color

Interactive Notebooks

Number ALL pagesStart with inside cover as page 0, making

sure all right pages are odd numbers.

Interactive Notebook Cover and Page #s

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Team-Building ActivityHelium Rods

Get into groups of four and obtain a wooden dowel that has been soaked overnight in helium

Stand in pairs facing each other

Hold your pointer fingers out like fake guns at waist level

Balance the dowel on all 8 fingers

Without EVER letting the rod lose contact with any finger, lower it to the ground

Student Examples

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2 3

ScoreSheet

10-pointRubric

4 5

TheLeftSide

TheRightSide

0 1

GEMSof

Wisdom

Tableof

Contents

Preprinted Preprinted

INB Inserts

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Brain Processing Activity

FrontalLobe

OccipitalLobe

TemporalLobe

ParietalLobe

Auditory Cortex

Hearing Words Seeing Words

Visual Cortex

Speaking Words

Broca’s Area

Processing Words

Wernicke’s Area& Frontal lobes

Brain Processing of Information

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Refer to page 1 in your Interactive Notebook to help you as we glue!

Interactive Notebook Table of Contents

Pg. DateLeft side items (even pages) Pg. Date

Right side items (odd pages)

0 N/A Gems of Wisdom 1 N/A Table of Contents 2 N/A Score Sheet 3 N/A Scoring Rubrics 4 N/A Left Side Activities 5 N/A Right Side Activities

6 N/A AVID T-Shirt 7 N/A Huddle Up!

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10 11

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Table of Contents

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AVID’s mission is to close the achievement gap by preparing all students for college readiness and

success in a global society.

Mission of AVID

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WICR strategies utilize multiple brain regions, thus reinforcing learning and long-term retention.

WICR and the Brain

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WICR – The AVID Way

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HO pg. 1

Email/FaceBook/Twitter/Restroom Break

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Watch the demonstration that I perform. Is it science or is it magic? If your answer is “science,” you should

be able to duplicate the demonstration yourself.

Is it Science or is it Magic?

Huddle Up!3 WICR strategies you already use:1.2.3. 2 Ways to Support Site Team:1. 2. 1 Topic for Socratic Seminar and 1 Philo. Chairs1. 7

Huddle Up! Collaborative Review

AVID’s mission is to close the achievement gap by preparing all students for college readiness and success in a global society.

AVID Mission and WICR

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Page 6: Design a t-shirt that depicts how AVID can change the academic and social culture of your school.

Front of shirt: multi-colored picture representing AVID and its mission

Back of shirt: slogan to describe AVID to students, staff & parents

Summary: brief explanation of your design and slogan

The AVID T-ShirtJust Do It

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The AVID T-Shirt(flap)

SLOGAN onthe back

Summary:

ArtworkAbout

theAVID

Mission

“Interactive Notebook: What Is It and Why Use It?”

Read the first paragraph quietly to yourself and number all the

paragraphs.


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HO pg. 2

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What I know about Interactive Notebooks…


Write what you know about Interactive Notebooks at the top of page 9.


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Number off at your home group table from 1–5, repeating if there are more than five people at your table.The assigned number represents your expert group. Join others with your number at the assigned tables for expert groups.# Title of Section Assigned:1 History2 The What and the How3 The Student Perspective4 The Teacher Perspective5 Differentiating for Student Populations

Interactive NotebooksJigsaw

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Expert Groups

At your expert group table:Silently read assigned portion of the text.Highlight important statements within the passage.

As an expert group, discuss highlighted portions, and decide on the top three highlighted statements that best represent the main ideas of the section.

At your home group: Share the top three statements with the group, having them highlight as you summarize why they are most important.

Expert Groups

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• On page 8, create a Movie Poster addressing the Big Ideas below:

1. Essential components of the Interactive Notebook

2. Value to teacher3. Value to student4. How it uses WICR5. Benefit to differentiation

• Your poster should include the movie’s title, an advertising sketch and a one-minute movie preview.

Movie Posters

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Movie Poster

Script for a one-minute movie preview explaining key

notebook points

Movie Poster

Title

Artwork

Movie posters and one-minute previews checked by the presenters during breakPossible methods of daily Interactive Notebook check:(Usually done while students are engaged in other activities)

- Stamps- Signatures- Initials- Write score onto notebook, then into grade book

Discussion: How can you do a quick check in your class?

Daily Homework Points

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Cornell Notes- Focused Note Taking

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HO pg. 13

We will now learn about Focused Note Taking

Materials – List and describe

Divide into 5 sections

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Candle Inquiry Video“I WONDER

. . . . . .”

Candle Inquiry Video

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Candle Inquiry Video

MaterialsCandle Inquiry Video

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Lit Candle

Lit Candle with tube

Lit Candle w/ tube & divider

Lit Candle w/ tube, divider, & smoke Pay Close Attention!

“I WONDER. . . . . .”

Summary

“I WONDER. . . . . .”

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“I WONDER. . . . . .”

“I WONDER. . . . . .”

Prepare a summary (bottom of page 11) usingone of the methods below:

• Make a Venn diagram to compare and contrast observations from any two segments.

• Create a concept map for the video.• Write a quickwrite on the topic, “convection.”• Write a cause and effect statement about the

addition of the divider in the video.

Summary

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Complete the preprinted Cornell Note Pyramid on page 10.

Popcorn the answers with the class.

Adaptations, evolve!

Summary Pyramid

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Quickwrite—Take three minutes and write everything you know about the term you have been given.

Comparative AnalysisWrite Path, pgs. 44–46

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Comparative Analysis

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Break

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Venn Diagram—Find your partner with the opposite term/concept and together, create a Venn diagram with five points in each area on the top of INB pg. 14.

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Poetry in Science Find the pair with the same opposing terms as you and your partner.Complete a Diamante poem on bottom of pg. 14 for your opposing terms. (instructions on handout pg. 22)

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Content-Specific ConceptsIn your content area tables, create and write at the bottom of pg. 15 an exhaustive list of terms for your content area that you could use in your own classroom with this activity.

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Quickwrite

Comprehensive Content List


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Venn Diagram

Quickwrite


Term 1 Term 2

Comprehensive Content ListDiamante Poem

Reflection: Write Costa’s levels in the margin next to each activity on these two pages.

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CATEGORY PERCENTILE GAIN

Identifying similarities and differences 45Summarizing and note-taking 34Reinforcing effort and providing recognition 29Homework and practice 28Nonlinguistic representations 27Cooperative learning 27Setting objectives and providing feedback 23Generating and testing hypotheses 23Questions, cues and organizers 22

Note: Percentile gain is for an experimental group compared to a control group.

Marzano and Best Practices

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Ranked by General Effectiveness• Identifying similarities and differences• Summarizing and note-taking• Reinforcing efforts and providing recognition• Homework and practice• Non-linguistic representations• Collaborative learning• Setting objective and providing feedback• Generating and testing hypothesis• Questions, cues, and advanced organizers

Marzano, R., Pickering, D., & Pollock, J. (2001). Classroom Instruction That Works. Alexandria, VA: Association for Supervision and Curriculum Development.

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Effective Instruction

AVID employs ALL of the best practices identified by Marzano:

1. Identifying similarities and differencesWICR Costa’s Levels of ThinkingInteractive Notebook

2. Summarizing and note-takingWICRCornell NotesInteractive Notebook

3. Reinforcing efforts and providing recognitionAVID Team-building Awards

4. Homework and practiceCornell Notes AVID BinderInteractive Notebook

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5. Non-linguistic representationsInteractive Notebook

6. Collaborative LearningWICRAVID TutorialsSocratic DialogueInteractive Notebook

7. Setting objective and providing feedbackGoal PlanningInteractive Notebook

8. Generating and testing hypothesisWICRInteractive Notebook

9. Questions, cues, and advanced organizersWICRInteractive Notebook42


e effect sizes).

• You will be presented with several instructional practices

• Try to put them in order from lowest effect size to highest

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What does the Research Say?

Review AVID Strategies:WICRDifferentiation

As we review for the day, enter components of WICR onto your GEMS of Wisdom so you have a one-page reference when you return.

GEMS of Wisdom

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Documents

Science 1 – Day 1