LDC in my classroom Brooke Britt, Science Hobbton High School
LDC in My Everyday
• Cornell Notes • Daily Summaries • Purpose: To reflect on content covered • I include key terms in a list that I expect them to use • I include a # of sentences I expect • Graded for comple5on
LDC in My Everyday
• MIT videos/Khan Academy/CrashCourse/ MinuteEarth/TedTalks • When we watch a short video, we always watch it more than once; we discuss it; SS individually reflect & write
LDC in My Everyday
• Reading environmental text, wriIng the central idea, & wriIng a summary • Literacy Standard: CCSS.ELA-‐Literacy.RST. 9-‐10.10 By the end of grade 10, read & comprehend science/ technical texts in grades 9-‐10 text complexity both independently & proficiently
LDC in My Everyday
• Reading & following lab instrucIons • Analyzing & concluding data collecIon • Common Core Reading Standard 3: Following or Analyzing a Series of Events or Steps in a Process
LDC in My Everyday
• Reading environmental texts, finding & defining key terms used in it & describing their relaIonship
• CCSS.ELA-‐Literacy.RST.9-‐10.4 • Determine the meaning of symbols, key terms, & other domain-‐specific words and phrases as they are used in a specific scien5fic or technical context relevant to grades 9-‐10 texts and topics
LDC in My Everyday
•
The term “barrier island,” as described in the text, is an island that is located offshore lying parallel to the coast. The text states that the lighthouse was located on the barrier island, but it kept moving “inward” due to erosion. Therefore, it can be interpreted that a barrier island is located parallel to the shoreline. It can also be interpreted that a barrier island typically protects against erosion, since the ar5cle states that, “barriers slowed erosion…” in the third paragraph. Another term used in the ar5cle that also refers to a barrier is a “seawall.” Based on the text, a seawall is a structure that is intended to slow down erosion, but cannot stop it. Context clues for this defini5on include “building a massive seawall around the lighthouse” and “eroding coast would eventually move out from under the structure…” (3rd paragraph). Thus, a barrier island and a seawall are structures that a]empt to slow down but cannot en5rely prevent the eroding away of beach sand. Based on the text, erosion is a force that can be caused by breaking waves, which can lead to the deteriora5on of the shoreline. In the ar5cle, the erosion led to the eventual reloca5on of the lighthouse. However, this erosion can be poten5ally halted by natural obstacles, such as barrier islands, as well as manmade structures like seawalls, concrete barriers, and by adding sand.
My Modules & Mini-Tasks:
• History of Atomic Evolution • Ogallala Aquifer Jigsaw Mini-task • Climate & Ozone FRQs
st 1
Attempt – Atomic Evolution
• Physical Science (9-‐10th graders) • Variety of skill levels • Discussed Atomic evolu5on in class & took notes & thinking map • Students created an outline for their paper using an example • Students cra`ed a 2-‐3 page paper using their outline (their product)
“Let me Atom!”
st 1
Attempt – Atomic Evolution
• Example of guided notes my SS & I use to synthesize info. quickly Our focus for this module was the history of atomic evolution
st 1
Attempt – Atomic Evolution TASK
How$has$our$knowledge$of$atomic$structure$ evolved$over$6me?$$A"er%reading%the% informa0onal%texts%on%atomic%evolu0on%provided,% write%a%2;3%page%report%summarizing%each% scien0st's%contribu0on%detailing%how%our%idea%of% the%atom%has%changed%over%0me%in%which%you% analyze%the%evolu0on%of%atomic%structure.%Support% your%discussion%with%evidence%from%the%text/s.%
st 1
Attempt – Atomic Evolution T RANSIT ION T O WRIT ING
• Copy%the%diagram%% Dalton
Thomson
Atom
Democritus
Cloud
Rutherford
Bohr
st 1
Attempt – Atomic Evolution
• Provided students with specific research links • Provided an exemplary outline for students to follow for “set-‐up”
st 1
Attempt – Atomic Evolution
• A student’s outline for his paper • Some were brief • Others were lengthy
st 1
Attempt – Atomic Evolution
• Geeng started seemed like the most difficult piece
st 1
Attempt – Atomic Evolution Obviously, we had a talk about reading & writing in his own words after this...
nd 2
Attempt: Ogallala Jigsaw
• Watched a short video to give background in addi5on to notes & spark interest in the topic
nd 2
Attempt: Ogallala Jigsaw
• Beforehand, we discussed ac5vity reading & different methods of approaching the group reading
Student’s Summaries
nd 2
Attempt: Ogallala Jigsaw
rd 3
Attempt: Climate/Ozone FRQ
• Originally, I planned for students to write a compara5ve analysis of Montreal & Kyoto Protocols • However, I felt it would be more beneficial to my kids if we took our knowledge of the content & applied it to improving our analy5cal & wri5ng skills to be ready for FRQs!
• LDC was really helpful in breaking down what the verbs mean for my kids so that they will know how to answer the ques5on being asked
rd 3
Attempt: Climate/Ozone FRQ
rd 3
Attempt: Climate/Ozone FRQ
rd 3
Attempt: Climate/Ozone FRQ
rd 3
Attempt: Climate/Ozone FRQ
Students graded each other’s with my guidance
rd 3
Attempt: Climate/Ozone FRQ
• Together, we analyzed the verbs & set up our sentences for our individual responses
rd 3
Attempt: Climate/Ozone FRQ
• Grading as an AP reader • Looking for content knowledge • Must also be in complete sentences • Must have complete thought process