Ohio Able Science Lessons-Books Pdf

Ohio ABLE Science Lessons
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DISTANCE EDUCATION PILOT, The Ohio Literacy Resource Center OLRC Distance Education project began piloting several distance. learning models based on existing gaps in viable distance education offerings available to Ohio ABLE. classroom teachers in 2014 We found that teachers desired using a blended learning approach but. specifically lacked Science resources and time to develop lesson content themselves The Learner. Moodle http ohioable org learn was established and the Science Learner Moodle Pilot began November. The pilot team would build four Science modules in the Learner Moodle that supported the Learner. Mastery Model as described by the National Reporting System NRS. Learner Mastery Model which assigns a fixed number of proxy hours of credit based on the. learner mastery passing a test on the content of each lesson Learners work with the curriculum. and materials and when they feel they have mastered the material take a test A high. percentage of correct answers typically 70 80 earns the credit hours attached to the. Mastery learning provides instruction that clearly specifies what is to be learned and how it will be. evaluated allows students to learn at their own pace and provides both formative and summative. assessments Student proxy hours are then allotted based on their mastery 80 of the material The. Learner Moodle provided asynchronous learning activities that would meet these requirements. This blended learning opportunity gives students access to Science content both inside and outside of the. ABLE classroom Research shows that using a blended approach benefits both students and teachers. Teachers can integrate online content directly into their classrooms while students enjoy the benefit of. accessing integrated cohesive materials at their convenience. This Teacher Guide will provide Ohio ABLE teacher s information on how to access these lessons and. the instructional design process used throughout the pilot For additional information or questions. concerning the technology component contact Matt Gambrill at mgambrill literacy kent edu and for. additional information or questions concerning the instructional design component contact Judy Franks at. jfranks literacy kent edu, Special thanks to Donna Ferrell a classroom teacher from Columbus City Schools who was instrumental. in developing the Science lessons that were part of the piloting process Her hard work and diligence. provided Ohio ABLE programs this excellent example of a blended learning approach. TABLE OF CONTENTS,Instructional Design page 2,Technology Support page 16. P a g e 2 32,INSTRUCTIONAL DESIGN, In the Instructional Design section of this guide you will find information and ideas to help get students. started using the Science Lessons Let s begin with thinking about assessment and placement. PRE ASSESSMENT, To place students in the Science modules after enrolling them in the Learner Moodle a decision as to.
where to start is necessary The Introduction to Science and Moodle module would be the logical starting. point for students so they can orient themselves to the Science content and also to learn how the Moodle. lessons are structured, Based on current classroom instruction teachers may also want to assign particular modules that would. integrate with the content students are learning presently as a blended learning experience Whether. teachers and students choose to work through the modules in order or randomly Science content will be. presented and reinforced throughout, Another approach would be for students to take a pre assessment to determine gaps in their learning and. to go directly to that particular module to begin their study Readily available in ABLE classrooms are the. Common Core Basics Science EFL 3 4 and Common Core Achieve Science EFL 5 6 textbooks. These textbooks have Pretests and Chapter Reviews that students can utilize as a placement tool. Common Core Basics Science1, Pretest and Check Your Understanding found on pages 1 12. o Identify skill areas where students need to concentrate their study time Use the. evaluation chart at the end of the Pretest to see which questions they answered. incorrectly Students can then focus time in the Science modules on these specific. areas They can spend time learning content in the textbook and the modules then. return to take the Posttest pages 436 454 or other standardized test. Chapter Reviews and Check Your Understanding,Chapters Textbook Review Moodle Module. Pages currently available, 1 Human Body and Health 46 49 Human Body and Health.
2 Life Functions and Energy 78 83 Relationship between Life. Intake Functions and Energy Intake,3 Ecosystems 126 129 Energy Flows in Ecological. 4 Foundations of Life 166 171 Organization of Life. 5 Heredity 194 195 Molecular Basis for Heredity,6 Evolution 230 232 Evolution. 7 Energy 276 279 Conservation Transformation,and Flow of Energy. 8 Work Motion and Forces 298 299 Work Motion and Forces. P a g e 3 32,Chapters Textbook Review Moodle Module. Pages currently available, 9 Chemical Properties 348 352 Chemical Properties and.
Reactions Related to Living, 10 Earth and Living Things 376 377 Interactions between Earth s. Systems and Living Things,11 Earth 402 405 Earth and its System. Components and Interactions, 12 The Cosmos 430 433 Structures and Organization of. the Cosmos,Common Core Achieve Science2, Pretest and Check Your Understanding found on pages 1 11. o Identify skill areas where students need to concentrate their study time Use the. evaluation chart at the end of the Pretest to see which questions they answered. incorrectly Students can then focus time in the Science modules on these specific. areas They can spend time learning content in the textbook and the modules then. return to take the Posttest pages 358 372 or other standardized test. Chapter Reviews and Check Your Understanding,Chapters Textbook Review Moodle Module.
Pages currently available, 1 Human Body and Health 54 57 Human Body and Health. 2 Ecosystems 90 93 Energy Flows in Ecological, 3 Structure and Functions of 134 1371 Organization of Life. Life 2 Relationship between Life,Functions and Energy Intake. 4 Heredity and Evolution 176 1771 Molecular Basis for Heredity. 2 Evolution, 5 Work Motion and Forces 204 207 Work Motion and Forces. 6 Energy 242 245 Conservation Transformation,and Flow of Energy.
7 Matter 280 283 Chemical Properties and,Reactions Related to Living. 8 The Earth 328 3311 Interactions between Earth s,Systems and Living Things. 2 Earth and its System,Components and Interactions. 9 The Cosmos 353 355 Structures and Organization of. the Cosmos,P a g e 4 32,INTRODUCTION TO SCIENCE AND MOODLE MODULE. After students log into the Science Lessons they will find a page that looks like the above visual Direct them to click on the title of the. lesson Time Tracking will be explained further in the Technology Support section of the Teacher Guide Students or teachers can report. any technical issues dead links wrong answers etc by clicking on the Report Technical Issues link. P a g e 5 32, The first content page of the Introduction to Science and Moodle module looks like this and will include an image outcomes and the inquiry.
question The Lesson Menu on the left task bar gives students a glimpse of the components of this module. P a g e 6 32,On each page students will find,information about the various. components they will be,completing throughout the,lesson These have been. identified in red outlined boxes,Direct students to read each of. these boxes before completing, On the bottom left of each page students will find a navigational button with a preview of. what they will be learning next They should click this button to move on. There will also be a progress bar on each page that indicates to students how much of the. lesson they have completed,P a g e 7 32, For each lesson there will be three components students need to be aware of.
The lesson is identified with the icon while the assignment is identified with the icon These components will be explained later. in the guide under the Lesson Plan Components section Above is the final assignment page for the Introduction They will need to follow. the directions at the end of the lesson and click on the assignment icon in the left navigation pane to complete the assignment Once the. assignment is completed and graded by the teacher the student must complete with at least an 80 mastery level. Until then there will be a message Not available unless you achieve a required score in Introduction to Science and Moodle. Assignment This grade will then allow the 3 2 1 Exit Ticket to become visible Students should then complete and submit the. informal evaluation to receive a Badge for lesson completion This list of Badges can be printed and placed in the student portfolio. More about the Badges will be explained in the xxx section of the Teacher Guide. P a g e 8 32,FRAMEWORKS, The Ohio ABLE Science Lessons were developed based on the GED Science Content Topics and. Subtopics3 and Ohio ABLE ABE ASE Content Standards4 Four modules or units are currently available. identified by red arrow with additional modules planned for development during 2016 2017. GED Science Content Topics and Subtopics,P a g e 9 32. Ohio ABLE ABE ASE Content Standards, The focus of these lessons is on Educational Functioning Levels EFL 3 6 Students must already be. self directed and ready for independent work as evidenced at the higher levels Teachers will want to. discuss this with students to determine readiness The following standards were chosen as the main. support for these online lessons but additional standards can also be added For a lesson where a. student writes an argumentative essay W 4 1 could also be identified. R 3 8 Determine the meaning of general academic and domain specific words and phrases in a. text relevant to a topic or subject area RI 5 4, L 4 5 Acquire and use accurately level appropriate general academic and domain specific words. and phrases gather vocabulary knowledge when considering a word or phrase important to. comprehension or expression L 8 6, R 4 10 Integrate information presented in different media or formats e g in charts graphs.
photographs videos or maps as well as in words to develop a coherent understanding of a topic. or issue RI 6 7,P a g e 10 32,INSTRUCTIONAL BEST PRACTICES. Blended Learning, The Ohio ABLE Distance Education Policy states that students in ABLE programs will receive both. distance and traditional classroom education during the program year This is called a blended approach. to instruction, Blended learning sometimes known as hybrid learning is a teaching and learning model that. has a face to face class or tutorial component combined with an online learning component 5. Blended learning is not the same as technology rich instruction It goes beyond one to one. computers and high tech gadgets Blended learning involves leveraging the Internet to afford. each student a more personalized learning experience including increased student control over. the time place path and or pace of learning 6, Both of these definitions represent important characteristics that have been included in the Science. Lessons Blended learning is sometimes referred to as online brick and mortar learning where. students can access at their convenience asynchronous or during classroom instruction. synchronously A great example of this happens during the Ecosystem Disruptions lesson where the. teacher is presenting a lesson on Scientific Method while online students are applying what they are. learning in class, Scientific inquiry refers to the diverse ways in which scientists study the natural world and propose.
explanations based on the evidence derived from their work Inquiry also refers to the activities of. students in which they develop knowledge and understanding of scientific ideas as well as an. understanding of how scientists study the natural world 7. Based on this definition from the National Science Education Standards each lesson contains an inquiry. question that focuses the students thinking throughout each activity Students will continuously be. gaining a better understanding of the science content for later assessments and life application. The National Science Education Standards state that inquiry is central to science learning 7 These. standards point out that students engaging in science inquiry will demonstrate the following behaviors. Describe objects and events,Ask questions,Construct explanations. Test explanations against current scientific knowledge. Communicate their ideas to others,Identify their assumptions. Use critical and logical thinking,Consider alternative explanations 7. Science Vocabulary, One of the key indicators of students success in the academic areas is their vocabulary Vocabulary is. crucial for gaining meaning from their reading Because of this one of the key components of the. Science modules incorporates science vocabulary into each lesson. P a g e 11 32, Teachers are often eager to teach content and by providing science terms students gain valuable.
scientific knowledge they can apply in other learning situations When students interact with science. words in multiple ways they are able to approach words and their meanings more fully Graphic. organizers can help to present words with a range of contextual information 8 Each lesson contains a. vocabulary graphic organizer students can print or save to collect terms as they work through the videos. and readings,Differentiation, Since many ABLE classrooms contain multi level students it was essential that the Science Lessons. contain instructional approaches that differentiate for our learners Differentiation is the process of. accommodating the different ways that students learn in the areas of process teaching strategies and. learning activities materials resources and assessments. Students are provided a differentiated approach to their learning especially in the Readings component. of each lesson The readability of articles has been determined using the Readability Test Tool. http www webpagefx com tools read able where students can choose to read at an intermediate EFL. 3 4 or advanced EFL 5 6 level, For accessibility students can also use the following tools. Rewordify http rewordify com offers students the ability to take difficult text and plug it into this. free software to receive a simplified version of the text. Readability Everywhere https www readability com apps allows the student to download a free. app they can use on their Android iPhone or iPad device. Research has shown that almost all students and teachers can gain great benefit from a multisensory. approach to learning Each lesson uses two or more modalities of learning Video and Visuals. components have been included for visual learners and to add interest Graphic organizers are provided. for vocabulary and note taking to increase retention of content. P a g e 12 32,LESSON PLAN COMPONENTS, The instructional design process for the Science Lessons called for a lesson plan template to be. developed containing many of the same components as the ABE ASE Lesson Plan Template teachers. use for classroom instruction These components are driven by best practice for instruction and follow. the same format throughout, Student Outcomes Student focused and represented with consistent phrasing. By the end of the lesson you will be able to, Guided Inquiry Question Guides student learning throughout lesson with possible answer.
provided at the end of the lesson, Academic Vocabulary Science knowledge improves with consistent use of vocabulary. strategy graphic organizer throughout module term definition. example or picture Application of science vocabulary used in. formative and summative assessments, Video Multiple ways to present content based on multiple learning. modalities Note taking graphic organizer provided for use. throughout lesson, Video Check Formative assessments as checks for understanding provided. throughout the lesson in the form of multiple choice short answer. matching essay and true false questions, Readings Multiple ways to present content based on multiple learning. modalities Note taking graphic organizer provided for use. throughout lesson Readings are also differentiated by applying a. readability scale and placing them into EFLs 3 4 and EFLs 5 6. Reading Check Formative assessments as checks for understanding provided. throughout the lesson in the form of multiple choice short answer. matching essay and true false questions, Visuals Multiple ways to present content based on multiple learning.
modalities with graphs illustrations pictures charts diagrams. images and maps, Visuals Check Formative assessments as checks for understanding provided. throughout the lesson in the form of multiple choice short answer. matching essay and true false questions, Inquiry Question Answer Possible answer given for students to evaluate their understanding. of the content, Final Assignment Writing used as a means of evaluation in the final summative. assignment, Parallel Classroom Parallel classroom instruction teachers can use as student s. Instructional Activity progress through the modules. See Resources section for links to these lessons,P a g e 13 32.
Lesson Plan Template,Moodle Design, Students will experience two icons when they begin using the Science lessons and should become. familiar with their navigational purpose, The lesson9 module consists of content and question pages Content pages contain information. about the particular topic or provide resources for students to use to gain additional information. They simply advance to the next page by selecting a continue button at the bottom of the page. Question pages can be used to present information but also include formative assessment. questions or checks for understanding Students will see essay matching multiple choice short. answer and true false questions presented after each piece of content has been presented in the. Video Readings and Visuals Checks Students receive points for correct answers and can go. back and review as often as needed to make sure they have acquired mastery of the content. The assignment10 activity provides a page where students can submit work for teachers to. grade and give feedback on the summative assessment Teachers can find these submissions. together on one screen of your course under Grades. The feedback activity is a quick informal evaluation of each lesson designed as an exit slip The. purpose is to assess student understanding of key concepts and allow students time to reflect on. their learning giving teachers insights into how to support them throughout the process. P a g e 14 32, Above is an example of how lessons will appear on the student s screen for each module or unit They. should become comfortable navigating through each lesson and assignment as they build their. technology skills,INSTRUCTIONAL DESIGN SOURCES, 1Common core basics Science 2015 Columbus OH McGraw Hill. 2Common core achieve Science 2015 Columbus OH McGraw Hill. 3GED Science Test Content Topics 2016 June Retrieved June 23 2016 from. http www gedtestingservice com uploads files ffa754ca18bc9a572e96f0d1ab75c61c pdf. 4Ohio Board of Regents ABE ASE Standards for English Language Arts and Literacy and Mathematics 2014 July. Retrieved June 23 2016 from http www ohioable org files Standards FY15 20CCRs. Ohio 20ABE 20ASE 20Standards pdf, 5Blended Learning for the AE Classroom n d Retrieved June 23 2016 from.
http app essentialed com resources blended learning teachers guide web pdf. 6What is Blended Learning 2015 Retrieved June 23 2016 from http www christenseninstitute org blended. 7National Science Education Standards 1996 Retrieved June 23 2016 from. http www csun edu science ref curriculum reforms nses nses complete pdf. 8EffectiveStrategies for Teaching Science Vocabulary n d Retrieved June 23 2016 from. http www learnnc org lp pages 7079, 9Lesson Activity 2015 November Retrieved June 23 2016 from https docs moodle org 31 en Lesson activity. 10Assignment Activity 2016 June Retrieved June 23 2016 from. https docs moodle org 31 en Assignment activity,P a g e 15 32.


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