Toyota-PIMSER PEP Progress

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Transcript Toyota-PIMSER PEP Progress

Dayton High School
Goals of the Dayton PEP
To increase student
achievement in the
STEM disciplines
opportunities for
Building relationships
with higher education
faculty members
Education (presented
by Reeda Hart of
CINSAM @ Northern
Kentucky University,
3.0 hours) - 7 teachers
1/5/2012 Differentiation of
Instruction for All
Learners (presented
by Angela Buschle,
special education
teacher, 2.0 hours) - 5
teachers attended
3/15/2012 - Integrating
Science and
Higher Education
Dr. Manish Sharma, education/technology
Dr. Joe Christensen, mathematics
Dr. Chris Lorentz, science
Joint sessions
with Thomas
More College
* 1/19/2012 Session 1, MAP
Lesson Plans created during 2/2/2012
Teacher Name: Angela Buschle
# of Students: 5
Age/Grade Level: 7, 8, 10, 12
Unit Title: Genetics
Date: 2/2/2012
# of IEP Students: 5
Subject: Science
Lesson Title: inherited vs learned traits
Lesson Objectives:
-Students can distinguish between inherited traits and learned behaviors.
-Students can identify some commonly inherited traits.
-Students can describe how genes/chromosomes are responsible for inherited traits.
Connections: (Connect goals and lesson objectives to appropriate KY Core Content and/or
Program of Studies)
Core Content 4.1=7.4, 3.4.1
Students will :
* describe the role of genes/chromosomes in the passing of information from one generation to
another (heredity)
* compare inherited and learned traits
Assessments: (Tie assessments to lesson objectives; List any pre and/or post assessments)
FORMATIVE ASSESSMENT: individual card sort (index cards with graphic supports for
nonreaders/visual learners, that depict inherited traits and learned behaviors, then sort into
appropriate categories)
Resources Needed: (i.e. Media, technology, etc.)
1) Discuss with students what types of things they have in common with members of
their own family (list on whiteboard).
2) Ask students why they think these traits are shared by family members (students may
discuss things like spending lots of time together, or that these things were passed on
by family members to children...allow plenty of time for discussion, and allow students
to come to the conclusion of heredity as independently as possible).
3) Introduce the idea of heredity versus learned behavioral traits. Pass out graphic
reference sheet listing commonly inherited traits. Have students assess themselves
as to whether they possess each of these traits.
4) Pass out Inherited traits partner assignment checklist. Explain to students that they
will be checking of whether they, themselves, possess each inherited trait, and then
will be paired with a classmate whom they will also assess using the checklist.
Partner students and allow time and any needed supervision/assistance for
5) Students will then compare their own small group results with the whole class,
ultimately creating a tally of how many class members possess each inherited trait.
(These results will be used on the following day to create a graph.)
6) Discuss other types of traits that families may share that are not necessarily
genetically inherited. These traits may be considered learned behaviors (i.e., bad
temper, artistic ability, preference for country music). Family members may share
these traits because they have learned them from each other, not necessarily because
they are genetically passed on from parent to child.
-Graphic reference sheet of common inherited traits
-Inherited Traits student activity sheet (checklist), with space for class-wide tally
-Graph paper (on second day of lesson)
-Graphically supported sorting cards, featuring a variety of inherited traits and learned behaviors
-Sorting mat, set up as a large T-chart, separated into spaces for "Inherited Traits" and "Learned
7) Present students with graphic cards showing both graphics/photos and text
representing various human traits. Students will sort these cards into piles (on a
labeled mat) according to whether they are inherited traits or learned behaviors. (This
formative assessment may be done individually, or in small groups-with each student
having at least 4 cards for the instructor to observe them sorting.)
Lesson Plans created during 2/2/2012
Teacher Name: Lauren Gosney
# of Students: 20
Age/Grade Level: 8th
Unit Title: Earth Processes
Lesson Objectives:
Date: 2/2/12
# of IEP Students: 0
Subject: Science
Lesson Title: Identifying Plate Boundaries
Students will be able to predict and explain where earthquakes are most likely to occur in relation to plate
Teacher Name: Sprague
# of Students: 9
Age/Grade Level: 12
Unit Title: Nuclear Chemistry
Date: _________
# of IEP Students: _____
Subject: Advanced Chemistry
Lesson Title: Half-life Lab
Lesson Objectives: To demonstrate that the rates of decay of unstable nuclei can be
measured, that the exact time that a certain nucleus will decay cannot be predicted, and
that it takes a very large number of nuclei to find the rate of decay.
Connections: (Connect goals and lesson objectives to appropriate KY Core
Content and/or Program of Studies)
Connections: (Connect goals and lesson objectives to appropriate KY Core Content
and/or Program of Studies)
Program of Studies: SC-9-EU-U-2
Students will understand that heat flow and movement of molten rock within the interior of the Earth results in crustal changes such as
earthquakes, volcanoes and continental drift.
Core Content: SC-08-2.3.2 Students will understand that earthquakes and volcanic eruptions can be observed on a human time scale, but
many processes, such as mountain building and plate movements, take place over hundreds of millions of years.
Assessments: (Tie assessments to lesson objectives; List any pre and/or post
Formative: Response Journal (Worksheet),
Summative: End of the unit written test. Multiple choice, short answer, and essay
Have students go to Pass out student response journals (worksheets) ( Have students explore the website and links. During
exploration, students will answer questions from the worksheet and take notes. This should take about 20-25 minutes. After, hand out
earthquake recording/tracking chart ( ). Students will record all
earthquakes over a magnitude of 4.0 for the next two weeks. Start by viewing all for the past seven days, from the start date. Use this website
to view earthquakes: After this assignment has been completed, have students color
code the attached map ( Students then use the longitude and latitude coordinates to
plot these quakes on a world map. They should color code the quakes on the wall map and individual maps as follows: Color Code Individual
4.0 - 4.9 Yellow
5.0 - 5.9 Blue
6.0 - 6.9 Green
7.0 - 7.9 Red
> 8.0 Black
Assessments : Analysis Questions
Home work: Strontium is chemically similar to calcium. If you lived in a city where there
had been a nuclear accident, you and your family might be exposed to strontium-90,
which is the principal health hazard in radioactive fallout because it can easily get into the
water supply or milk and then be ingested by people. Write about how the strontium-90
might accumulate in your body (teeth and bones) and how it might affect you. Include
your ideas about how its half-life of 28.8 years would be important. Suggest ways that
government agencies, such as your state's department of health, might test for strontium90. Where in your environment might scientists look for large concentrations of
In this lesson, students will be asked to simulate radioactive decay by pouring small
candies, such as plain M&M's® or Skittles®, from a cup and counting which candies fall
-------------------------------------------------------------------------------with their manufacturer's mark down or up. The exercise they will go through of predicting
and successively counting the number of remaining "mark-side up" candies should help
them understand that rates of decay of unstable nuclei can be measured; that the exact
time that a certain nucleus will decay cannot be predicted; and that it takes a very large
number of nuclei to find the rate of decay.
Resources Needed: (i.e. Media, technology, etc.)
Students will
then write
essay technology,
explaining the
relationship between plate boundaries and earthquakes.
Internet, student response worksheet, earthquake tracking sheet, world map, website addresses listed above.
Lesson Plans created during 2/2/2012
Teacher Name: _Angela Kohrs___
# of Students: _14____
Age/Grade Level: _9th-12th____
Date: 02/02/2012______
# of IEP Students: __6___
Subject: _Reading________
Unit Title: __Autobiographies__________
Lesson Objectives:
Lesson Title: _The Year I Was
Students will
conduct research, using a variety of resources including personal interviews, primary documents, and online
evaluate resources to find those best for the project.
demonstrate an understanding of point of view by adopting the voice of a family member or another adult.
write an autobiographical research paper.
Connections: (Connect goals and lesson objectives to appropriate KY Core
Content and/or Program of Studies)
Assessments: (Tie assessments to lesson objectives; List any pre and/or post
Using the Self-Reflection questions, ask students to think about the steps they took as they worked on
this assignment—what they had problems with, how they worked out their problems, and how they feel
about their final project.
Use the Research Paper Rubric to evaluate students’ work on the paper itself.
Resources Needed: (i.e. Media, technology, etc.)
ReadWriteThink Printing Press
Media Center
State Science Teachers
11/2-11/6/2011: three
of the five teachers in
our science
department (grades 612) attended the
Kentucky Science
Teachers Association
2011 conference in
Lexington, KY
Attendance at this
conference would not
have been possible
due to budget cuts if
not funded by the PEP
KSTA Conference
"Thanks to the Toyota
PEP grant, I wasattendee
able to
attend the 2011 KSTA
in Lexingon,
KY. The conference
provided me with
numerous resources
such as lesson plans,
equipment, and
professional contacts. I
have been able to
incorporate several
hands-on and
cooperative learning
activities, as well as
assessments into my
Student Achievement
Outcomes thus far:
The progress data is taken from the Science and
Mathematics portions of the MAP (Measures of Academic
Progress) assessment from Spring 2011 to Spring 2012 to
reflect pre-PEP grant achievement versus post-PEP grant
Student achievement data is available for grades 7-9 only,
as the 6th grade does not currently have the science
module of the assessment available to them, and the 10th
graders are the last grade level to be assessed with this
instrument (no post-data on students in grade 10 at the
beginning of the PEP program).
Student achievement data demonstrates that EVERY
GRADE LEVEL showed improvement from the beginning
of the PEP program compared to now.
Successes, Barriers, &
Unanticipated Outcomes
Scheduling and communication
have at times been a bit of a
barrier. Our school's identification
as a "persistently low-achieving
school" and ensuing state
involvement this year made our
calendars slightly less flexible.
All grade levels assessed using the
MAP instrument have shown
steady progress from the
beginning of our project compared
to now. Steady, significant
progress is definitely a success!
iPad screen shot
showing a sample
of Science apps
Our relationship with the higher
education partners (especially with
one of them being an expert in
Plans for the Future
During the remainder of the PEP
program, the Dayton team plans to
do the following:
Continue with two additional series of 3 PD
sessions each with higher education partners (to
analyze further MAP data, develop further
targeted lesson plans, and increase knowledge of
applicable technology in the classroom)
Order supplies for additional teacher training in
the coming school year regarding use of TI-30 &
TI-83 scientific calculators, scientific data
collection instruments, and iPads for teacher
training on implementation of technology in the
classroom for STEM content areas.
Contact Information
Angela Buschle
Dayton High School
(859)468-4246 cell (summer)
(859)292-7486 school (August
10th & after)
[email protected]