HIGH SCHOOL CIA
TUE, MAY 27, 2008
ANNOUNCEMENTS:
Employment/Positions:
Some open positions: many MS Science (034,234,235), more to come?
Ninth grade science/Chemistry
No new Bio openings anticipated.
Requests for transfer must be approved by both principals and supervisor.
Teachers leaving system are asked to informally inform supervisor. (Resignation before June STILL saves health benefits for summer).
IDEAS???
Summer Programs:
2,3,4th grade with UNH.
BioDiversity Peabody still has slots??
CCAT/UCONN program on nanotech/lasers/photonics saving 3 spots for NH. Brochures available and attached.
Others… see CT Science Connection newsletter emailed.
Science Fair: Feedback welcome, look for survey
Curriculum:
FEEDBACK WANTED!!!!!! On all curriculum, ideas for other activities, projects, labs, assessments, etc… send via email!
Official curriculum survey as well.
DISTRICT Committee: to look at time and schedules for science. K-8 now, HS next year.
QUARTERLY ASSESSMENTS: Scantrons in mail on Wed/Thur, tests online now (copies not made in time L for CIA)
. GOOD QUESTIONS always wanted, but please submit in advance.
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TOPIC of the DAY:
Issues based Science
WHY?
HOW?
WHAT?
CT SCIENCE STANDARDS
apply science process skills
read and write
science-related texts
search scientific databases
use mathematics to make sense
out of data
pose and evaluate arguments
based on evidence
apply logical conclusions
from such arguments
INQ2 Read, interpret and
examine the credibility and validity of scientific claims in different sources
of information.
INQ9 Articulate conclusions
and explanations based on the results of the research, and assess their
validity based on the design of the investigation.
INQ10 Communicate about science in different formats, using
relevant science vocabulary, supporting evidence and clear logic.
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STUDENTS TALK TO EACH OTHER
ABOUT SCIENCE, ISSUES and THEIR THINKING!!
HOW:
Evaluate a web site:
Have a debate:
Write an essay:
Present an issue:
Have a FORUM:
(assign a role to each group,
they investigate, present, discuss, a town council decides)
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IMPACT OF SCIENCE AND
TECHNOLOGY:
RISKS BENEFITS
ADVANTAGES
DISADVANTAGES
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ASSESSMENT:
GENERAL RUBRIC (writing) 1-6
Taking a clear stand or
position
Supporting position with
accurate and relevant information
Organizing ideas logically
and effectively
Expressing ideas with clarity
and fluency
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MAKING DECISIONS/ FORMING
OPINIONS
Yes/No ---à IN BETWEEN -à OPEN ENDED
What is the effect of fossil
fuel use on global temperatures? (science)
Why do we use fossil fuels
for energy? (science, economics)
What is the effect of fossil
fuel use on the environment? on society? (science, social)
What alternatives are there
to fossil fuels?
What are the risks/benefits
or the advantages/disadvantages to using fossil fuels for energy?
What are the credible,
reliable sources on using fossil fuels for energy?
Should we keep using fossil
fuels? (Yes/No)
Yes, but…… NO, and use this
instead….
What should we do about
fossil fuels? Why? How?
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HIGH SCHOOL:
How should/do we protect
ourselves from natural/man made disasters (acid rain)?
What are the advantages and
disadvantages of genetically modified food? What is your opinion and why?
What’s the right use of
refrigerants in the 21st century?
Online resources:
National Center for Case
Study Teaching in Science
http://ublib.buffalo.edu/libraries/projects/cases/case.html
Case Study Teaching in
Science Bibliography:
http://ublib.buffalo.edu/libraries/projects/cases/teaching/casebiblio.html
FORCES OF NATURE
http://library.thinkquest.org/C003603/english/index.shtml
CHEMISTRY CASES
Should we add
interdisciplinary writing essays/projects to our curriculum?
What are some ways we
can/have used this with students?
What are the structures
needed?
How will you get the students
talking/discussing with each other?
EXAMPLE:
Slippery Slope landslide: http://ublib.buffalo.edu/libraries/projects/cases/landslide_notes.html
SLIPPERY
SLOPE OF LITIGATING GEOLOGIC HAZARDS:
CALIFORNIA’S PORTOGUESE BEND
LANDSLIDE
DISCUSSION NOTES:
What does YOUR GROUP think
the main cause of the landslide was?
Earthquake Vibration
from Construction Added
Mass to the head of the slide
Added Mass to the “toe” of
the slide Vibration
from traffic
Added water from septic
system to the clay/groundwater volcanic
ash
Weakening of clay from
detergents wave
erosion at the toe
WHY?
WHO SHOULD PAY FOR “FIXING”
THE SLIDE?
The homeowners on the
hillside the
company who built the homes
The people in Rolling Hills
(north of the slide)
the company who built
Crenshaw Blvd the
company who built Palos Verdes Drive
the company who built the
septic systems geologists
who helped the county
the county of Los Angeles who
approved the roads
WHY?
WRITING ASSIGNMENT: Who is
responsible for protecting against landslides? (in general) . Discuss your
opinion, and what you think the role of individual people, scientists,
companies, and local and state governments should be in protecting against
landslides. What should each do, and why?
(3-5 paragraphs)
THEN:
Meet as a class and DECIDE!