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

http://www.ChemCases.com

 

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!