Aligns with the state curriculum standards

What is STEMscopes?

Features• Dashboard - assignments

• Scopes - curriculum

• Students - groups

• Toolbox - prof dev resources

• Help - support *PLEASE GO TO 7th GRADE HUMAN ANATOMY…

Overview• Student Expectation

– The student is expected to identify the main functions of the systems of the human organism, including the circulatory, respiratory, skeletal, muscular, digestive, excretory, reproductive, integumentary, nervous, and endocrine systems.

• Key Concepts– Key Concept 1: The circulatory system circulates blood through the body, supplies cells with

oxygen and nutrients and removes waste products.– Key Concept 2: The respiratory system supplies blood with oxygen in the lungs and removes

carbon dioxide.– Key Concept 3: The skeletal system holds organs in place, provides a structural support for

the body and its muscles, stores minerals and contains materials to make new blood cells.– Key Concept 4: The muscular system allows the body to move when attached to bone, and

allows movement in internal organs such as the heart and intestines.– Key Concept 5: The digestive system converts food into simpler substances for the body to

absorb as nutrients. Breakdown of food also provides energy for all body functions.• Fundamental Questions

– What is the function of the circulatory system?– What is the function of the respiratory system?– What is the function of the skeletal system?– What is the function of the muscular system?

Scope Summary

• TEKS based• Components and Description• Processed Aligned TEKS• Built on the 5 E’s

– Engage– Explore– Explain– Elaborate– Evaluate

Teacher BackgroundA resource document which gives teachers relevant and essential background knowledge on the science concept being addressed.

•Objectives– Example - 7.12B Identify the main functions of the systems of

the human organism, including the circulatory, respiratory, skeletal, muscular, digestive, excretory, reproductive, integumentary, nervous, and endocrine systems. Supporting Standard

•Foundation– Example - The human body is made up of several organ systems

that work together as one unit. Each system depends on the others, either directly or indirectly, allowing the body to function normally and maintain homeostasis.

Standards Correlation

An alignment chart of all SCOPE components and activities to the Texas College and Career Readiness Standards, Texas English Language Proficiency Standards, Technology TEKS, and other TEKS subjects.

*A list for all non-consumable and consumable materials needed to conduct each hands-on inquiry-based activity. •Example:

1 N/A Paper clip (Integumentary System) per student consumed2 N/A Metric ruler (Integumentary System) per group reusable

2 N/ADifferent colored pencils or markers (Integumentary System) per group reusable

1 N/A Flashlight (Muscular System) per group reusable1 N/A Textbook (Muscular System) per group reusable2 N/A Chairs or stools (Muscular System) per group reusable1 N/A Stopwatch or timer (Muscular System) per group reusable1 N/A Chicken leg quarter (Skeletal System) per group consumed1 pair Latex or plastic gloves (Skeletal System) per student consumed1 N/A Dissection pan (Skeletal System) per group reusable1 pair Scissors (Skeletal System) per group reusable1 roll Paper towels per class consumed

Answer Keys

A document that houses the answers for teachers for the activities in the scope.

• Pre-Assessment1. (7.3B)(7.12B)(Key Concept 5) C 2. (7.12B)(Key Concept 1) D 3. (7.3B)(7.12B)(Key Concept 4) A 4. (7.12B)(Key Concept 3) B 5. (7.12B)(Key Concepts 1-10) C• Progress Monitoring Assessment1. (7.12B)(Key Concept 5) A 2. (7.3A)(7.12B)(Key Concepts 1 and

2) C 3. (7.12B)(Key Concept 8) D 4. (7.12B)(Key Concept 4) C 5. (7.12B)(Key Concept 3) A

TEKS UnwrappedA guide that helps the teacher understand and dissect the verbs

and nouns within each TEKS standard

• Prior Knowledge/TEKS• Key Concepts• Fundamental Questions• Implications for Instruction• Dissecting TEKS Nouns, Verbs, etc.

Key Concepts & Fundamental Questions*Print version of the Scope Key Concepts and Fundamental Questions

Key ConceptsTexas Essential Knowledge and Skills Statement:

The student knows that living systems at all levels of organization demonstrate thecomplementary nature of structure and function.

Student Expectation:The student is expected to identify the main functions of the systems of the human organisms, including the circulatory, respiratory, skeletal, muscular, digestive,excretory, reproductive, integumentary, nervous, and endocrine systems.

1. The circulatory system circulates blood through the body, supplies cells withoxygen and nutrients, and removes waste products.2. The respiratory system supplies blood with oxygen in the lungs and removescarbon dioxide.

Fundamental Questions

1. What is the function of the circulatory system?2. What is the function of the respiratory system?3. What is the function of the skeletal system?

Demonstration PresentationA pre-made slide presentation to elicit prior knowledge and excite students about learning the

topic.

Starters!A set of ideas and activities that teachers can do to further get

students interested in the concept.

1. Body OutlineUsing long sheets of butcher paper, students trace their bodies onto

the butcher paper. As each body system is discussed in class, the student adds the body system name and organs involved onto their butcher paper body.

2. Mime-A-SystemCall on a student to act out a particular body system (shown only to

him/her) in front of the class using no words. The rest of the class guesses the body system.

3. Organ PointersTeacher calls out a body system to the class. Students respond by

pointing to an organ on their body that is related to the body system.

Pre-AssessmentA multiple choice quiz that helps determine what

students do and do not know before instruction on the topic.

Teacher GuideA guide that helps the teacher with preparation of the Explore

activity; provides facilitation points and black line masters.

Description of Activity:In this Explore activity, student groups rotate through 10 stations featuring the human body systems. Students learn the functions and organs of each body system. Alternatively, teachers may wish to use only some of these stations, depending on learning goals and needs.

Materials List:Create stations for each body system using the materials listed. Divide students into pairs. Per group indicates materials needed at the station and which can be re-used for each pair.

See next two slides…

Setup VideoA live-shot video that shows the teacher exactly how to set up

and carry-out the Explore hands-on activity.

Student GuideA guide that helps the student complete the investigation in his or her group and frees the teacher to facilitate the activity.

Student JournalA blackline master that allows the student to record data from the investigation and reflect on what he or she has learned.

Exploration E-PortfolioA template that provides the student with an opportunity to design his or her own

presentation and upload pictures, videos, and text from the hands-on Explore activity.

• Reflection on…–Main Ideas–Science Terms–Did you know?–Upload items of importance

Question PromptsA list of relevant questions with anticipated student responses to help the

class make meaning of the hands-on activity.

Picture VocabularyA slide presentation of important vocabulary terms

along with a picture and definition.(Mini PowerPoint)

Student Vocabulary CardsPre-made cards that students can use to create their

own science vocabulary based on the content.

Interactive Vocabulary GameAn interactive game that can be played with a class or

individually to help students review the vocabulary terms.

Progress Monitoring AssessmentA multiple choice question exam that allows the teacher to assess student

progress on mastery of the key concepts in the scope.

• Assign or Print Version• 20 questions

Next Step InquiryAn inquiry-based experimental design activity that students must design

around the concept.

Student Handout & Teacher Printout: Grading Rubric1. Type of Investigation2. Materials List3. Preparation4. Question of Inquiry5. Sample Procedure6. Sample Analysis7. Reflections and Conclusions

ExtensionsA set of ideas and activities for the teacher that can help

further elaborate on the concept

• Invite A Guest Speaker– Invite a representative of the American Heart Association

or a healthcare professional • Mini-Me

– Students make a mini-model of the human body systems • Health Fair• A Doctor Visit

– Encourage students to visit a doctor, particularly a specialist, who has some type of body system model (2D or 3D) that student can examine and collect information.

Reading Science!An expository reading passage about the science

concept with comprehension questions.

• Reading sample with questions• Assign or Print

Books on TopicA list of trade books aligned to the

TEKS objectives for the scope.

Web Adventures!Interactive scientific method games brought to you by the Center for

Technology in Teaching and Learning.

Web Surfing Science!An online treasure hunt where students can explore different

education and government websites about the concept.

• Assign or Print

Concept BuilderA rubric-based performance assessment that asks the student to construct, design, or

create something around the concept.

• Teacher Pages• Student Pages

Writing Science!A narrative or expository writing prompt on the science topic in the

format of the writing STAAR

• Assign or Print

Open-Ended Response AssessmentA short-answer and essay assessment to evaluate

student mastery of the concept.• Assign or Print

Standards-Based AssessmentA multiple choice question assessment designed to mimic

performance on the STAAR Science test for that specific TEKS.

• Assign or Print

Interactive Review GameAn interactive game that can be played with a class or

individually to help students review the science concepts related to the TEKS.

TEKS UnwrappedA guide that helps the teacher understand and dissect the verbs and nouns within each TEKS

standard.

Guided PracticeA teacher guide that shows the teacher how to

administer a small- group lesson to students who need intervention on the topic.

Students

Edit Groups

Creating Student Groups

– Add Group– Title of Group

• Update

– Show Students– Add/Remove Students– Search for Students– “+add”– Update!

Using SMART Notebook/Clickers…•Under “Response”

– “Create Answer Key”• Title the key• Choose answers

– (text = sensitive to caps)

– “Start Class”• Choose class that is testing

– “Start Assessment”• Left gold clicker for timer

•Mistake?– “Set All Answers”

• Make correction and then hit “done”

ASSESSMENT using CLICKERSPrint vs. Assign

ASSESSMENTAssign vs. Print

• Student Login– Students Username (last.first)– Student Password (student ID)

• Assign: – Pre-Assessment– Exploration E-Portfolio – Picture vocabulary– Student vocabulary cards– Interactive Vocabulary Game– Progress Monitoring Assessment– Reading Science– Web Adventures– Web Surfing Science– Writing Science– Standards Based Assessment– Open-Ended Response Assessment– Interactive Review Game– PBL Science*PERFECT SATURDAY SCHOOL ASSIGNMENTS!

*Student Submits their Results to Teacher

Checking Grades with Dashboard

• Results• Score: ______

Excel Spreadsheet of ALL GradesStudents•Completed Assignments•Download (CSV)

Excel to the GradeBook1. In Excel make sure the grade is not in decimal form. If it is change

the number format to no decimals and then save again – override the previous file.

a. Highlight the number columnb. Right clickc. Select Format cellsd. Select Number from the list of categoriese. Change decimal places to zerof. Save

2. Do this for each class3. Go to Gradebook4. Create new assignment5. Once assignment has been created at the top by the title of the

assignment is a green arrow on a white page. Click on this arrow.*Browse for your file and Select Upload – grades will not upload if it is

the wrong class names or if there are decimals. Otherwise it should load just fine.

Manipulatives

Toolbox

HELP & Support Video Tutorials

• Creating Student Groups• Assigning Elements• Reviewing Completed Assignments• Reviewing Active Assignments• Student Access

Extra Useful Info

• Under “Favorites”… LTISD Technology Service Desk

• Software Library– Install!

• Service Desk– Work Orders

• Knowledge Base– Tutorials

• 3D dot cam\\ltf02\C&I_Shared_Curriculum\TrainingFiles\Video“Mixed Reality Tools for the SMART Document Camera”

Assignment

• Take TIME to look at the Ignite unit and take TIME to glance at each section of the StemScopes and write notes of what worksheets, activities, and etc. in the tech column on the shared file.