Grant County Schools December 6, 2011

Science Leadership Support Network Members Justin Cann – GCHS Nichole Mathews – GCMS - Summer Behrendt - GCMS Melissa Colson – Dry Ridge Elementary

Rejoin whole group when signaled Everyone participate Side conversations to a minimum Prepared for meeting Expect to be here and present in the work Cell phone and other electronics etiquette Two feet rule Group Norms RESPECT

Goals for Integration of content literacy standards Implementation of specific assessment and literacy strategies Utilization of literacy strategies Utilization of Interactive Science Notebook Integration of embedded formative assessments

October Meeting We looked at the use of differentiated instruction and the use of learning styles in the classroom, while integrating literacy and writing into lessons. Exit Slip: Many teachers wanted to focus on more vertical alignment of content and strengths and weaknesses. Today’s District Wide Focus: How to increase our student’s level of scientific writing in the classroom?

Roadmap for Today Use QCEE form for formative assessment. Write An Argumentative Task

Argumentative Probe Essential Question Is there a relationship between the frequency of a trait in a population and whether the trait is dominant or recessive?

Opening Activity Obtain a “Baby Mice” Probe Worksheet. Read the passage and the probing question. Take 3 minutes to write out your answer to the question in the space provided.

Human Genetics Activity In groups of three, complete the activity and calculate the percentage of population with certain traits. Class Data ActiVOTE

Human Genetics Activity Which traits are dominate and which are recessive? Population size vs dominance?

QCEE Template with Reading Article Fill out the QCEE template based on your currently understanding of genetics and today’s activity. Question: Is there a relationship between the frequency of a trait in a population and whether the trait is dominant or recessive? Read the science article: “Ask a Geneticist” Review and Revise your QCEE template based on the reading article and use information and facts from reading as evidence.

Revisit Opening Activity To conclude the lesson… Revisit your opening activity, Baby Mice, and make any changes and make corrections. Be sure to cite evidence for changes.

Argumentation in Science What is ARGUMENTATIVE writing? How would our students answer that? How does the current literacy standards use argumentative writing? How is argumentative different than persuasive?

How do we implement ARGUMENTATIVE writing in the classroom? How much time should be allowed for this assignment? Should time be devoted to the computer lab?

Let’s do an Experiment… Let’s gather data… With the instructional outline and rubric provided… Choose one 2-3 week unit during the next couple of months to assign the students an argumentative paper. Choose an argumentative probing question (visit the list you created) that is appropriate for the unit. Find 2 articles that show the science behind the probing question (doesn’t have to be “both sides” as long as it is not biased). If you are hesitant, choose only 1 class that you feel is capable and experiment and see if they are able to retain information and comprehend the science better.

Next Month: January 24th Standards Based Grading – Mrs. Melanie Johnson Continuing work with literacy strategies Other vertical alignment and interactive notebooking