Science Curriculum Standards

Proficient Level

Secondary

Workshop1: 27/9/2011

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Agenda10:00 – 10:05 Am Welcome

10:05 - 10: 35 Am Ice breaking

10:35 - 10:40 Am Norms

10:40 - 11:00Am Workshop requirements

11 :00 Am - 12:00 Pm Three steps interview

12:00 - 12:15 Pm Prayer Break

12:15 - 12:45 Pm Practical experiment

12:45– 1:20 Pm Inquiry questions

1:20 - 1:30 Pm Feed back2

Ice Breaking

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Norms

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5

6

7

8

9

10

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AttendanceAttend all of the workshops, and not more than

two absence (official excuse required) are allowed, or you will be disqualified and you have to repeat the Course from the beginning.

Dates of attendance for the Course: September 27.October 4,11,18,25November 1,15,22,29 .December 6,13,20,27.January 3,10

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Tardy or Leave EarlyIf you come late 10 minutes 2 times, it will be

considered missing one class.

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Assignments and Due Dates1. Submit 3 journals about the workshops (1 for each

session).

2. You have to apply new information from Proficient Course in your classroom, Then write a journal page stating what worked well and what needs improvement accompanied by lesson plan and evidence from students’ work, report from your coordinator or academic vice principal. These need to all be completed by the end of each session (1 for each session). (3 for whole course)

3. Any other assignments assigned by the trainers during the workshops.

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AssessmentTeacher’s files will be assessed three times

through the course

25 October 2011.

29 November 2011.

10 January 2012.

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Trainees will be evaluated according to:- Interaction during the sessionsImpact/ Application (Apply strategies from

the proficient course)Tasks to be completed by the trainees

(Assignments)N.B: Copy and Paste work will not be accepted.

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There is a need to have a mini evaluation by session 5 of the training program.

This evaluation will allow us to inform trainees with poor performance that they need to work harder.

Schools will be informed ( via a letter issued by the PD office) with the names of the trainees who are not benefiting/ with poor performance/ facing difficulty comprehending the material.

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Another evaluation will be held by session 10 and if trainees are still not benefiting they have to be informed that they may not be able to continue attending the rest of the sessions.

Trainers should follow the timing schedule precisely and not leave the training rooms before 1:30 pm.

Trainers should be at the workshop 15 minutes before the beginning.

Incase of absence the trainer has to inform head of science curriculum office by a formal email one night before.

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Three step

interview

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Are quick responses important for survival? Are they needed for humans to survive in a urban environment? 

How quickly do humans react to sensory stimuli?

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What differences are there among individuals or groups of individuals? 

Do males have quicker reaction times than females? 

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Will your reaction rate be quicker if the initial stimulus is by sight, by touch, or by hearing?

You will be testing experimentally your reaction time.

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INFERWhen you infer, you explain data,

observation, or measurement. Be sure that you do more than just describe the results of an investigation. When you infer, you want to explain why the results happened.

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Useful web sites:-http://www.bbc.co.uk/science/humanbody/sle

ep/sheep/reaction_version5.swf

http://www.phy.ntnu.edu.tw/ntnujava/index.php?topic=137

http://getyourwebsitehere.com/jswb/rttest01.html

http://www.topendsports.com/testing/reactionmake.htm

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Link the activity to the science curriculum standards

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Link the activity to the NPST

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(DOK)Depth

of Knowledge&

Scientific Inquiry

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DOK stands for “Depth of Knowledge.”DOK is one way administrators,

teachers, and parents can understand the objectives in terms of the complexity of what students are expected to know and do.

DOK is a system for categorizing cognitive demand (Bloom is a system we are all familiar with).

Developed by Norman L. Webb.

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Depth of Knowledge (DOK) 

Webb’s Depth of Knowledge levels:Recall and Reproduction: Level 1Skills & Concepts: Level 2Strategic Thinking: Level 3Extended Thinking: Level 4

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Depth of KnowledgeDepth of Knowledge

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Broad Area 1: Formulating Questions and Hypothesizing

Broad Area 2: Planning and Critiquing Investigations

Broad Area 3: Conducting Investigations

Broad Area 4: Developing and Evaluating Explanations

Broad Areas of Inquiry

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1. Analyze information from observations, research, or experimental data for the purpose of formulating a question, hypothesis, or prediction: (DOK 3)

2. Make and describe observations in order to ask questions, hypothesize, make predictions related to topic (DOK 2)

Broad Area 1: Formulating Questions and   Hypothesizing

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1. Identify information/evidence that needs to be collected in order to answer the question, hypothesis, prediction (DOK 2 – routine; DOK 3 non-routine/ more than one dependant variable)

2. Provide reasoning for appropriateness of materials, tools, procedures, and scale used in the investigation (DOK 2)

Broad Area 2: Planning and Critiquing of Investigations

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1. Follow procedures for collecting and recording data, using equipment or measurement devices accurately (DOK 1 – use tools; routine procedure; DOK 2 – follow multi-step procedures; make observations)

2. Use methods for organizing, representing, and manipulating data (DOK 2 – compare data; display data)

3. Collect sufficient data to study question, hypothesis, (DOK 2 – part of following procedures)

4. Summarize results based on data (DOK 2)

Broad Area 3: Conducting Investigations

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1. Analyze data (DOK 2 – specify relationships between facts; ordering, classifying data)

2. Use evidence to support conclusions or explain how the evidence refutes the hypothesis (DOK 3)

3. Communicate how scientific knowledge applies to explain results (DOK 3)

Broad Area 4: Developing and Evaluating Explanations

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