Earth Science Field Study Group

The goal of our study group was to develop a virtual field trip for earth science students who miss the physical field trip.  This alternative attempts to capture the essence and experience of the field trip through the use of technology and hands-on samples.

 

Group Members: B Gray, B Hughes, M Davis, C Snyder, K Duffy

 

Our study group developed an alternative field trip. This alternative attempts to capture the essence and experience of the field trip through the use of technology and hands-on samples.  Each station in our field trip packet for the physical trip was evaluated and reconfigured so that it could be used as part of the virtual field trip.  The final version exists as a stand alone digital document that links to text, pictures, and activities that students can do to understand what was done on the physical field trip.  Hand samples were collected to enable  students to make observations and perform the geochemical tests that are completed during the physical field trip. We are currently coordinating the uploading of the project to our district server.

 

The impact on student learning is yet to be assessed.  Once the virtual field trip is uploaded to the server we will be in a position to perform a final run and troubleshoot any remaining glitches.  Beginning next year, the virtual field trip will be put into use, and an assessment of the impact on student learning can be undertaken.

Website Development

Goal of the group:  Design a website for our students to use for extra practice, animation and tutorials.

 

D Boyce, A McTiernan, C Petroff

 

We created a Chemistry Website, identified areas of weakness for students, researched websites and selected and added websites links that would enhance the Regents curriculum.   http://www.guilderlandschools.org/highschool/Math_Science/Petroff/chemistry_home.htm

 

Impact on student learning: Students have been able to check directly on the website for additional help, practice problems and to see videos, animation and simulations.  The site also links students to Regents Prep, their on-line text, teacher contact information.  This site allows students to find reputable sites easily.  This gives the students more responsibility for their learning, increases their independence and allows students to take advantage of enrichment opportunities as well as remediation. 

Chemistry Field Trip – Real Life Chemistry

To provide chemistry students with an enriching experience beyond the brick walls of our building, so that they may bathe in the vast chemistry-related resources of our community and the world we live in.

S. Haas, C. Kowalski, K. Kapusinsky

Overall we feel that we have been successful in exposing our students to the chemistry that takes place outside of the school building.  To date, we have had 5 professionals present and still have 5 more until the end of May.  However, until all the reports are turned in by the students, it is difficult to assess whether or not their interest in chemistry has improved.  The third quarter reports are due April 4^th and the 4^th quarter reports are going to be due June 1^st.

 

 

 

Further research will be done to try and find a facility that can provide a field trip opportunity to a large number of students.  Also the possibility of a field study has been discussed.

08-09

Goal of the group: Real World Science – Look for opportunities to bring in guest speakers and to look for other ideas to connect students to real-world applications of science such as current events, job shadowing, interviews, project-based learning, etc.

 

P McCluskey, CParillo, S Haas, K Kapusinsky

 

3 of the 4 members were on different BSAT groups and we have been unable to officially meet during study group time.  We have met occasionally during lunch and via email.  During these meetings we have booked guest speakers, shared information on job – shadowing opportunities, and discussed presentations.

 

Impact on student learning: This is an ongoing process as we read students reports at the end of the 2nd, 3rd, and 4th quarters.  Students are being exposed to professionals applying science in their careers.  Based on student responses, students are more cognizant of various career paths/fields of study available to them as well as the educational requirements.  We have found that various students have come away with varying degrees of applicability (i.e. they each take away something different from these opportunities).

 

Remedial Software

We are creating software to allow students to drill and practice skills necessary for specific courses. We are currently working on global studies and biology.

V. Donnelly, P. Mackey, L. Lilly, T. McCluskey, C. Loukides, S. Kosier

Global – We created software to allow students to practice and master geographic skills and vocabulary, as well as global history, concepts and terminology.  The time we were given was spent adding to the question base to include more of the Regents curriculum.  By allowing students to drill & practice the skills, they get better at it.

 

Bio – we added additional units and organized the table of contents.  The software itself is now at a point where it can be used.  This will definitely impact the core bio classes.  Students will now be able to drill and practice skills specific to the course, and the Regents exam.

 

We’d like to continue to add topics, and questions!

 

Earth Science Field Trip

Creating a Virtual Field Trip – to attempt to provide students who miss the earth science field trip an alternative experience that captures the essence and experience of the trip.  Additionally, the lesson study product could be used to enrich the understanding of students who were able to attend the field trip.

B. Gray, M. Davis, B. Whitney, C. Snyder, K. Duffy, and B. Hughes

This year the earth science Virtual Field Trip (VFT) group made significant progress toward completing the VFT document and the web site.

 

The group finished a draft version of the VFT document and linked the associated photos, text, and drawings to the document.

 

We also identified the hand-samples that students will use as part of a kit that they access as they complete the VFT.

 

The VFT when completed will provide a way for students to replicate the hands-on experience of the field trip through the use of technology.

 

We have to allow all students taking Earth Science to access the VFT.  This will provide additional help for students able to attend the field trip if they deserve it.

Curriculum Mapping

This study group is in the initial stages of doing curriculum mapping.  They will be spending their time this year individualizing their curriculum maps to reflect what is actually happening in their classroom.  In Year 2, they will be doing analysis using the curriculum maps to help with improving our overall program.

C. Bender, P. Williams, K. Blanchard, E. Mestutovecz, A. Ryan, K. Duffy, A. Corey, D. Kosier, M. Piscitelli

Our first goal was for all members to read Heidi Hayes-Jacob’s book “Getting Results with Curriculum Mapping”.  We set a schedule for discussing the chapters and our goal was to identify things in the book that could help us with implementing the curriculum mapping.  Our second goal was to send some of the members of the group to training with Heidi Hayes-Jacob on the curriculum mapping process.  Both of theses initiatives have helped us develop a working knowledge of the process and have helped us with planning the training and implementation. 

 

We have had one department meeting where we shared some of the new information gained at the conference that was helpful in developing Essential Questions.  The majority of department meetings have been allocated to teachers for individualizing their own curriculum maps.  Based on department feedback, we changed the process so teachers did the worked in the computer labs in large groups rather than individually.  This has allowed teachers to talk to others when they have encountered problems. 

 

We are now moving to having discussion of the curriculum maps since the teachers have been able to update several unit maps.  Through these discussions, we have decided to switch the focus on 1-2 components of the curriculum map such as content and essential questions.  The goal of the discussions is for content area groups to share what they you are doing and trying to come to consensus on things that we all consider important for everyone to do.

Curriculum Mapping will be an on-going project in the building and the curriculum mapping team will support the building and the departments.

 Bibliography 

Getting Results with Curriculum Mapping – Heidi Hayes-Jacob

Published by Association for Supervision and Curriculum Development (ASCD)

Copyright 2004   ISBN:0-87120-999-3

 08-09

 

P Miracle, C Bender, P Williams, K Blanchard in addition to the above names other teachers have assisted in working on this project : B Rahman, T McCluskey, L Lilly, S Slusar

 

Goal of the group:

-         to finish and refine the consensus curriculum map for Regents Biology

-         to add materials and to highlight parts of the curriculum that are different from Regents Biology and used in Honors Biology

-     begin curriculum maps on SUPA Forensic Science / SUPA Biology and   

      Regents Physiology

-     begin work on differentiating a separate curriculum map for Core Biology

 

We did the following:

- task division and assignment (each of the consensus maps for all of the various courses

- group discussion on all aspects of our curriculum

 

Impact on student learning: A consensus map allows the coordination of instructions between teachers of Biology

 

08-09

Goal:Create curriculum map for Statistics.

             First as a projection map for this year, and then to be updated

                           as a diary map throughout the year.

             Use the map to inform and reflect upon instruction.

             Create a reference for other teachers who:

                            may teach the course in the future.

                            may wish to integrate/incorporate topics.

             Improve student understanding and achievement.

 

J Perry

 

Process

             Create projection map by topic.  Including essential questions, content, skills  (enduring understanding), and assessments.

             Adjust time frame, essential questions, content, skills, and

assessments as year progressed.

Blackboard Users Group

To have the opportunity to work on our Blackboard sites, and share best practices with each other by discussing novel ways that we use Blackboard, especially using the features of Blackboard that are unique to this system; ultimately, to find ways to improve instruction and student learning through use of the blackboard system in each of our specific settings, and to share strategies and ideas across subjects, levels and curriculum areas.

S. Slusar,  P. Renders, A. Schnoover, K. Gigante, C. Bender, S. Willimott, J. Ball, H. Lampman, L. Marino, J. Cozza

Every member in group has received training from NERIC.

Showcasing of existing sites

Research for other teachers’ Bb sites.

Web research for finding resources to include in our Bb sites.

Conversion of teacher resources into digital files to upload into Bb.

Sharing “best Practices” with each other.

Filling out lots of these forms.

 

Continuation of work from previous sessions.  Possible NERIC workshops in future. 

08-09

Goal of the group:  To have the opportunity to work on our Blackboard sites, and share best practices with each other by discussing novel ways that we use Blackboard, especially using the features of Blackboard that are unique to this system; ultimately, to find ways to improve instruction and student learning through use of the blackboard system in each of our specific settings, and to share strategies and ideas across subjects, levels and curriculum areas.

 

A Wein, C Ruecker, D Geurin , E Whitney (leave), H Lampman, J Herchenroder, J Cozza,, J Ball, J Mapstone, J McWay, K Gigante, L Lilly, M Golden, R Arnold, S Slusar, W Vititow

 

Accomplishments:

Every member in group has received training from NERIC.

Showcasing of existing sites

Research for other teachers’ Bb sites.

Web research for finding resources to include in our Bb sites.

Conversion of teacher resources into digital files to upload into Bb.

Sharing “best Practices” with each other.

“Round-table” discussions of “what we like/don’t like”, wish list for our Bb sites, what did we do that was “new to us” this year, etc…

 

Impact on student learning: Students have greater access to curriculum and curriculum materials.  In some cases, parents do, too.  Teachers are better able to help students who are absent to stay current with classwork.  For some, the relative relationship between the teacher and student around the coursework can change:  the teacher is not the “keeper” and “dispenser” of the work because the work is “out there,”  allowing more of a “team” approach with the teacher as “coach” or guide.  Further, there are benefits in long-term development and maintenance  of curriculum framework and materials.