Essential Science Concepts For Exit-Level TAKS: Hands-On Activities for Supporting Student Success James W. Collins Se

1. Essential Science Concepts For Exit-Level TAKS: Hands-On Activities for Supporting Student Success James W. Collins Senior Science Program Coordinator Barbara Taylor Senior Science Program Coordinator Summer 2008

2. Diamond Reflection Please fill out the upper left portion— I came expecting…

3. What is the purpose of the Essential Science Concepts for Exit-Level TAKS (ESCET)? • To prepare students to be successful on the exit-level TAKS. • To provide an alternative to a traditional “drill-and-kill” review for the exit-level TAKS.

4. What is the purpose of ESCET Professional Development? • To provide teachers with a tool that helps to identify the content and process skills that students need to master before taking the exit-level TAKS. • • To provide tools that can be used to determine the science content that teachers need to review, reinforce, or reteach.

5. What are the ESCET modules? ESCET consists of two modules: Biology and Integrated Physics and Chemistry (IPC). The IPC module contains 16 activities, and the Biology module contains 17. The modules address all the student expectations assessed on the exit-level TAKS.

6. TAKS science objectives and TEKS student expectations addressed in the modules *Objective 1: The student will demonstrate an understanding of the nature of science. These student expectations are integrated into the activities—they are not addressed in isolation.

7. How is each activity structured? • Each activity contains… • Teacher pages • Blackline masters • Student pages

8. Teacher pages The teacher pages include… • Purpose • Correlations to the TEKS • Teacher notes about the TEKS • Background information for the teacher • Resources

9. Teacher Pages(continued) • The teacher pages also include… • Materials • Advance preparation • Station setup • Procedures • Guide to Student Responses

10. Blackline Masters • The blackline masters include… • Station Information Sheet • Cards, data tables, graphics, photographs, and so on • Student Pages

11. Student pages The student pages include… • Before You Begin • Materials • Procedures • Questions • Question Card • I Need to Remember • Glossary

12. How can the modules be implemented? • Administer the modules separately • Give all the Biology activities together and all the IPC activities together. • Rotate students through the activity stations the way you would move them through a lab practical. • Have students work in teams of two.

13. How can the modules be implemented? • Alternating the activities • Alternate an IPC activity with a Biology activity. • This method integrates the activities in the same way that the Biology and IPC questions are integrated on the exit-level TAKS.

14. How can the modules be implemented? • Multiple sets of a single activity • A room may contain multiple sets of one IPC or Biology activity with two teachers. Teachers assigned to a small group of students • Teachers serve as specialists for three activities, and groups of 4 to 6 students work through the activities with support from the teacher.

15. What are the students’ responsibilities? • As a team, students… • examine the Station Information Sheetand verify the station setup. • read and answer the Focus Question. • follow the procedures in the Student Pages. • answer the TAKS question on the Question Card. • post their answers on the Diagnostic Wall Chart.

16. Overview of the Activities

17. Biology Station 4(B), Part II: Cell Functions Purpose: The purpose of this station is to reinforce students’ understanding of the structures and functions of plant and animal cell parts.

18. IPC Station 4(A): Speed and Momentum Purpose: The purpose of this station is to reinforce students’ understanding of speed and momentum.

19. Biology Station 4(C): Structure and Infectious Behavior of Viruses Purpose: The purpose of this station is to reinforce students’ understanding of the structure of a virus and how viruses cause diseases.

20. IPC Station 4(B): Newton’s Laws of Motion Purpose: The purpose of this station is to reinforce students’ understanding of Newton’s laws of motion.

21. Biology Station 4(D), Part I: Bacteria and Health Purpose: The purpose of this station is to reinforce students’ understanding of the role of bacteria in maintaining health.

22. IPC Station 4(D): Efficiency in Machines Purpose: The purpose of this station is to reinforce students’ understanding of how the efficiency of a machine can change.

23. Biology Station 4(D), Part II: Bacteria and Disease Purpose: The purpose of this station is to reinforce students’ understanding of the role of bacteria in both maintaining health and causing disease in living organisms.

24. IPC Station 5(B), Part I: Reflection and Refraction Purpose: The purpose of this station is to reinforce students’ understanding of the ways that waves interact with their surroundings through reflection and refraction.

25. Biology Station 6(A): DNA Purpose: The purpose of this station is to reinforce students’ understanding of the structure of DNA and protein synthesis (transcription and translation).

26. IPC Station 5(B), Part II: Diffraction and Resonance Purpose: The purpose of this station is to reinforce students’ understanding of waves in everyday life and how waves can be diffracted and resonated.

27. Biology Station 6(B): Protein Synthesis Purpose: The purpose of this station is to reinforce students’ understanding of the structure of DNA and protein synthesis (transcription and translation).

28. IPC Station 6(B): Heat Transfer Purpose: The purpose of this station is to reinforce students’ understanding that heat can move through solids, liquids, and gases by various means.

29. Biology Station 7(B): Natural Selection Purpose: The purpose of this station is to reinforce students’ understanding of the results of change in species.

30. IPC Station 6(D): Energy Sources and Their Impact Purpose: The purpose of this station is to reinforce students’ understanding of the impact that energy transformations have on economic and environmental aspects of everyday life.

31. Biology Station 10(B): Interrelationships Among Organ Systems Purpose: The purpose of this station is to reinforce students’ understanding of how organ systems in living organisms interrelate.

32. IPC/Biology Station 1(A): Laboratory Safety Purpose: The purpose of this station is to reinforce students’ understanding of safety procedures that must be followed and Safety equipment that must be used during laboratory investigations.

33. IPC Station 6(A): Conservation of Energy Purpose: The purpose of this station is to reinforce students’ understanding of energy transformations.

34. Biology Station 4(B) Part I: Cellular Processes Purpose: The purpose of this station is to reinforce students’ understanding of osmosis as a cellular process.

35. IPC Station 7(A): Density, Viscosity, and Buoyancy Purpose: The purpose of this station is to reinforce students’ understanding of density, viscosity, and buoyancy.

36. Biology Station 4(B) III: Photosynthesis and Cell Respiration Purpose: The purpose of this station is to reinforce students’ understanding of energy production in photosynthesis and cell respiration.

37. IPC Station 7(D): Chemical Behavior and the Periodic Table Purpose: The purpose of this station is to reinforce students’ understanding of the relationships that exist between the chemical behavior of an element and its position on the periodic table.

38. Biology Station 7(A): Evidence of Change Purpose: The purpose of this station is to reinforce students’ understanding of the evidence of change in species.

39. IPC Station 8(A): Physical and Chemical Changes Purpose: The purpose of this station is to reinforce students’ understanding of the difference between physical changes and chemical changes in everyday examples.

40. Biology Station 8(C): Classification and Taxonomy Purpose: The purpose of this station is to reinforce students’ understanding of a biological classification system.

41. IPC Station 8(C): Conservation of Mass Purpose: The purpose of this station is to reinforce students’ understanding of the law of conservation of mass.

42. Biology Station 9(D): Energy Flow Within Ecosystems Purpose: The purpose of this station is to reinforce students’ understanding of how energy and matter flow through organisms and their environments.

43. IPC Station 9(A): Structure and Function of Water Purpose: The purpose of this station is to reinforce students’ understanding of the structure of water and its function as the universal solvent.

44. Biology Station 10(A): Systems in Organisms Purpose: The purpose of this station is to reinforce students’ understanding of the functions of systems found in living organisms.

45. IPC Station 9(B): Concentration of Ions in Solution Purpose: The purpose of this station is to reinforce students’ understanding of how certain chemical and physical properties are related to the concentration of ions in solution.

46. Biology Station 12(B): Interdependence and Interactions Purpose: The purpose of this station is to reinforce students’ understanding of the interactions that occur among organisms in an ecosystem.

47. IPC Station 9(D): Factors Influencing Solubility Purpose: The purpose of this station is to reinforce students’ understanding of how various factors influence solubility.

48. Biology Station 12(E): Food Chains, Food Webs, and Energy Pyramids Purpose: The purpose of this station is to reinforce students’ understanding of the interactions that can occur among a variety of organisms in an ecosystem.

49. Biology Station 13(A): Plant Adaptations Purpose: The purpose of this station is to reinforce students’ understanding of the importance of structural and physiological adaptations of plants.

50. Before you begin the activity • Remove any plates, napkins, etc., from your table. • Place your notebooks around the perimeter of the room, not on the tables. • Please do not take the student pages from one station to the next.