PLC 12-20-2018
January 2019
School Expectations
Lewis Structure and Bonding
Parts of a Chemical equation
Bonding and writing chemical equations
Conservation of Matter
Balancing of equations with Skittles
Thursday, December 20, 2018
Tuesday, December 18, 2018
Thursday, December 13, 2018
Tuesday, December 11, 2018
PLC 12/11/19
Attendance: Stevens, Vanegas, and Smith
Final Exam
Cody - 7 multiple choice (new scenario)
Donna - 3 short answer
Pam - 1 ORQ and 2 Short Answer
Done by Thursday 2nd period
PLC moved to Thursday to review Final
Final Exam Study Guide creation during PLC
Final Exam
Cody - 7 multiple choice (new scenario)
Donna - 3 short answer
Pam - 1 ORQ and 2 Short Answer
Done by Thursday 2nd period
PLC moved to Thursday to review Final
Final Exam Study Guide creation during PLC
Tuesday, November 27, 2018
PLC 11/27
Attendance: Smith, Stevens, Vanegas, Roy
Analyzing last year's Final -
Pacing this year has been slower. This year's summative assessment will have to be different from last year. We will have to move some of the material from last year's assessment into the spring.
We will get through Ionic and Covalent Bonding and Reactions... We would like to move conservation of energy and matter into the spring. (Balancing Equations)
CS - Still has students struggling with parts of the atoms. PV suggested a reading. DS suggested HW. Behaviors need to be under control before the content can be taught with fidelity.
If we are going to push Conservation of Energy, we will have time to put the 4 types of reactions back in.
We will teach this from a prediction, assessment, evidence, justification viewpoint... Be intentional about connecting these ideas to many contents areas.
Share with JT when she returns
State testing changes were discussed.
Baker requested input about about Master schedule changes -
PV wants to move Dual Credit Chem to 4th so that it doesn't interfere with AP Calc and AP Eng 4.
Repeater courses are a concern.
We think the freshmen class is smaller than the current sophomore class.
Right now our classes are too full - Biology numbers are going to be a concern for next year.
Analyzing last year's Final -
Pacing this year has been slower. This year's summative assessment will have to be different from last year. We will have to move some of the material from last year's assessment into the spring.
We will get through Ionic and Covalent Bonding and Reactions... We would like to move conservation of energy and matter into the spring. (Balancing Equations)
CS - Still has students struggling with parts of the atoms. PV suggested a reading. DS suggested HW. Behaviors need to be under control before the content can be taught with fidelity.
If we are going to push Conservation of Energy, we will have time to put the 4 types of reactions back in.
We will teach this from a prediction, assessment, evidence, justification viewpoint... Be intentional about connecting these ideas to many contents areas.
Share with JT when she returns
State testing changes were discussed.
Baker requested input about about Master schedule changes -
PV wants to move Dual Credit Chem to 4th so that it doesn't interfere with AP Calc and AP Eng 4.
Repeater courses are a concern.
We think the freshmen class is smaller than the current sophomore class.
Right now our classes are too full - Biology numbers are going to be a concern for next year.
Tuesday, November 20, 2018
Friday, November 16, 2018
PLC 11/16
Thorne and Vanegas
Reviewed topics and pacing to be covered for the final exam.
Conservation of energy and matter unit will be moved to the beginning of next semester.
Reviewed procedures for when Thorne is on medical leave:
Reviewed topics and pacing to be covered for the final exam.
Conservation of energy and matter unit will be moved to the beginning of next semester.
Reviewed procedures for when Thorne is on medical leave:
- Does she have a long term sub?
- How will grading her students' work be done?
- Can the long term science sub do basic labs with students?
- Can the sub use chromecarts or computer labs?
Thorne will have master copies of all assignments in a binder to be given to Vanegas before she leaves. Vanegas will be responsible for making copies and making sure that students are staying on track with lesson plans. Any changes to the curriculum by the PLC while Thorne is out will be taken care of by Vanegas.
Tuesday, November 13, 2018
PLC 11-13-2018
Stevens, Smith, and Vanegas
Topics on Summative Assessment:
Lewis Dot Structures
Octet Rule
Review Bohr's Model of Electron (light emission)
Types of Bonds on Electronegativity
Lewis Dot Structures and Bonding
Ionic Bonding Equations
Electronegativity (what is it)
Lessons that address Summative Assessment Topics:
The Phet simulation
Review Patterns of Trends
Open Response Bohr's Models to create Lewis Dot Structures
Showing Bonds
What happens during bonding?
Phet, Ion Tiles, Lewis Dot Structures (cards)
Edit depending of pacing may have to add endo/exo for the final
Stevens, Smith, and Vanegas
Topics on Summative Assessment:
Lewis Dot Structures
Octet Rule
Review Bohr's Model of Electron (light emission)
Types of Bonds on Electronegativity
Lewis Dot Structures and Bonding
Ionic Bonding Equations
Electronegativity (what is it)
Lessons that address Summative Assessment Topics:
The Phet simulation
Review Patterns of Trends
Open Response Bohr's Models to create Lewis Dot Structures
Showing Bonds
What happens during bonding?
Phet, Ion Tiles, Lewis Dot Structures (cards)
Edit depending of pacing may have to add endo/exo for the final
Friday, November 9, 2018
PLC - 11/9/18
Attendance: Stevens, Vanegas, Smith
Intervention List - Send to Vanegas by the end of the day
Planning:
11/12 - A Volatile History and Pop Quiz (Chem Talk for Stevens/Thorne)
11/13 - Through Course Task (Valence Electrons and Ionization Energy Reading for Stevens/Thorne)
11/14&11/15 - Graphing Periodic Trends (Thorne)
11/16 - Graphing Periodic Trends
11/19 - Lewis Structures (Vanegas)
11/20 - Lewis Structures
11/26 - Review Octet Lewis Structures, Orbitals, etc.
11/27 - EN Webquest (Vanegas)
11/28 &11/29 - EN Webquest
11/30 - Ionic Bonding
Intervention List - Send to Vanegas by the end of the day
Planning:
11/12 - A Volatile History and Pop Quiz (Chem Talk for Stevens/Thorne)
11/13 - Through Course Task (Valence Electrons and Ionization Energy Reading for Stevens/Thorne)
11/14&11/15 - Graphing Periodic Trends (Thorne)
11/16 - Graphing Periodic Trends
11/19 - Lewis Structures (Vanegas)
11/20 - Lewis Structures
11/26 - Review Octet Lewis Structures, Orbitals, etc.
11/27 - EN Webquest (Vanegas)
11/28 &11/29 - EN Webquest
11/30 - Ionic Bonding
Monday, November 5, 2018
PLC - 11/5/2018
Attendance: Stevens, Smith, Vanegas
1. Review Materials PBL Project:
Materials PBL Project
2. Evaluate Materials PBL Project based on Gold Standard checklist:
Chemistry Materials PBL Project
3. Review Planning for next few weeks:
1. Review Materials PBL Project:
Materials PBL Project
2. Evaluate Materials PBL Project based on Gold Standard checklist:
Chemistry Materials PBL Project
3. Review Planning for next few weeks:
- Test Corrections
- Through Course Task: A New Element
- Atomic Structure Quiz
- Graphing Periodic Trends
- Lewis Dot Structures
- Ionic Bonding
Friday, November 2, 2018
PLC 11/2/18
Thorne, Stevens, and Vanegas
1. Discussion about test corrections
2. Planned out lessons until Thanksgiving Break
Test Corrections
Through Course Task: A New Element
Atomic Structure Quiz
Graphing Periodic Trends
Lewis Dot Structures
Ionic Bonding
1. Discussion about test corrections
2. Planned out lessons until Thanksgiving Break
Test Corrections
Through Course Task: A New Element
Atomic Structure Quiz
Graphing Periodic Trends
Lewis Dot Structures
Ionic Bonding
Tuesday, October 30, 2018
PLC 10/30 The Big Bang Test Analysis
Attendance Smith, Stevens, Vanegas, Roy, Winter
Data Analysis of The Big Bang Test
Lowest questions 1, 6, 12
1 - Believe that students got confused by expected spectrum and actual spectrum. Perhaps we should re-title actual spectrum with "shifted spectrum". Don't change expected spectrum to anything, just use expectrum more often when teaching.
DS notices that the verbage of the questions are so long that by the time the question is posed, the students have gotten lost in the "story" of the scenario.
Test corrections will be allowed.
Students are given an accountability exit slip prior to the assessment "How will you prepare for this test... etc." Data shows that students who answer these questions thoughtfully score higher on the assessments.
Utilize Bell Ringers to do reteaching. Discussion time was dedicated to determine how much instruction should be utilized for bell ringers... Answer - it depends.
Data is tracked in Cascade and housed in Chemistry Drive.
2/4 Highest Questions
4 - wording for DS the word "decisive" was problematic.
6 - The question should have been straight forward but the student needed to memorize the life cycle of a small star. We could look back at the open response questions to see if they knew the life cycle and compare.
12. Number 12 was about analyzing Models, not the content of the questions. Students who chose A flipped the responses. Students who chose C likely struggled with vocabulary. Students were being asked to apply a skill (analyzing a model). This question could have been scaffolded by asking 1) what is happening in model 1, how is model 2 different? etc. Students could be asked to draw something that have seen before.
Suggestion is to analyze 1, 6, and 12 as a class and have SGPT about those questions. Let the kids struggle through those questions. Let the kids do the item analysis.
Constructive responses - were either great or terrible. It came down to effort and studying. The study guide prepared them for these questions.
Teachers are going to give students a reflection sheet to make corrections.
Data Analysis of The Big Bang Test
Lowest questions 1, 6, 12
1 - Believe that students got confused by expected spectrum and actual spectrum. Perhaps we should re-title actual spectrum with "shifted spectrum". Don't change expected spectrum to anything, just use expectrum more often when teaching.
DS notices that the verbage of the questions are so long that by the time the question is posed, the students have gotten lost in the "story" of the scenario.
Test corrections will be allowed.
Students are given an accountability exit slip prior to the assessment "How will you prepare for this test... etc." Data shows that students who answer these questions thoughtfully score higher on the assessments.
Utilize Bell Ringers to do reteaching. Discussion time was dedicated to determine how much instruction should be utilized for bell ringers... Answer - it depends.
Data is tracked in Cascade and housed in Chemistry Drive.
2/4 Highest Questions
4 - wording for DS the word "decisive" was problematic.
6 - The question should have been straight forward but the student needed to memorize the life cycle of a small star. We could look back at the open response questions to see if they knew the life cycle and compare.
12. Number 12 was about analyzing Models, not the content of the questions. Students who chose A flipped the responses. Students who chose C likely struggled with vocabulary. Students were being asked to apply a skill (analyzing a model). This question could have been scaffolded by asking 1) what is happening in model 1, how is model 2 different? etc. Students could be asked to draw something that have seen before.
Suggestion is to analyze 1, 6, and 12 as a class and have SGPT about those questions. Let the kids struggle through those questions. Let the kids do the item analysis.
Constructive responses - were either great or terrible. It came down to effort and studying. The study guide prepared them for these questions.
Teachers are going to give students a reflection sheet to make corrections.
Friday, October 26, 2018
Tuesday, October 23, 2018
Tuesday, October 2, 2018
10/2/18 PLC
Intervention Concerns
Proficiency was explained to Cody.
Chemistry team will use the District Proficiency exam as the Midterm.
Test questions were analyzed and modified as needed.
Strategies for Intervention and Re-teaching were shared.
Formative assessed was discussed.
Cody had questions about the grading for Engagement, Progression and Mastery Categories.
Friday, September 28, 2018
Tuesday, September 25, 2018
PLC - Data Analysis of Graphing, Matter and Energy and Big Bang Assessment
9/25/18
Attendance: Stevens, Smith, Thorne, Vanegas, Roy
Analyzing Data from Assessment to determine which students to refer to Intervention.
Determine which content to reteach.
One question was eliminated due to poor wording as it was evident that the students knew this content based on Bell Ringers and the Review. This question will be reworded for the future.
When lab content is tested, students who were absent during the lab are provided with opportunities to learn the material during class time and are not tested over specific lab details, just lab ideas. D. Smith shows videos to her all of her students not only to catch the absent students but to reinforce the material to all students.
Stevens had some students with formatting issues of the bubble sheet to be discussed with students.
Essential standards were discussed and tracking documents will be provided. Culturally Responsive teaching was discussed for future assessment analysis.
Attendance: Stevens, Smith, Thorne, Vanegas, Roy
Analyzing Data from Assessment to determine which students to refer to Intervention.
Determine which content to reteach.
One question was eliminated due to poor wording as it was evident that the students knew this content based on Bell Ringers and the Review. This question will be reworded for the future.
When lab content is tested, students who were absent during the lab are provided with opportunities to learn the material during class time and are not tested over specific lab details, just lab ideas. D. Smith shows videos to her all of her students not only to catch the absent students but to reinforce the material to all students.
Stevens had some students with formatting issues of the bubble sheet to be discussed with students.
Essential standards were discussed and tracking documents will be provided. Culturally Responsive teaching was discussed for future assessment analysis.
Monday, September 24, 2018
Tuesday, September 11, 2018
Friday, September 7, 2018
PLC September 7, 2018
Members in attendance: Donna Smith, Cody Stevens, and Pamela Vanegas
I. Review PLC Student Focus Goal
II. Planning
9/10 - Finish BBT Posters
9/11 - Red Shift; Reading, Frayer Model, Doppler Ball, Video
9/12 and 9/13 - Light Spectrum and Elemental Composition
9/14 - Composition of Universe Reading
III. Professional Growth Plan Work Time
I. Review PLC Student Focus Goal
II. Planning
9/10 - Finish BBT Posters
9/11 - Red Shift; Reading, Frayer Model, Doppler Ball, Video
9/12 and 9/13 - Light Spectrum and Elemental Composition
9/14 - Composition of Universe Reading
III. Professional Growth Plan Work Time
Tuesday, September 4, 2018
PLC 9/4
Attendance - Roy, Smith, Stevens, Vanegas
Today, we wrote our Student Learning Focus Goals.
Our Goal focuses on effective communication, is cross curricular (with ELA) and will generate multiply opportunities for students to add artifacts to their Backpack of Skills.
See a copy here
Next meeting Friday: 9/7 2nd period, agenda - Backward Planning with test.
Today, we wrote our Student Learning Focus Goals.
Our Goal focuses on effective communication, is cross curricular (with ELA) and will generate multiply opportunities for students to add artifacts to their Backpack of Skills.
See a copy here
Next meeting Friday: 9/7 2nd period, agenda - Backward Planning with test.
Friday, August 31, 2018
Friday, August 24, 2018
Tuesday, August 21, 2018
PLC 8/21
PLC Meeting: Roy, Stevens, Vanegas, Smith, Winters
Schedule Time Tuesday 2nd period.
Insure whats happening in Science (evaluating, assessments, analyzing, ect...)
Look at first quiz (Graphing , Matter, and Big Bang)
Focuse on Energy Transfer when planning and modify #7 to differentiate
Continue to meet in room 252 to review Test and Planning Matches
Schedule Time Tuesday 2nd period.
Insure whats happening in Science (evaluating, assessments, analyzing, ect...)
Look at first quiz (Graphing , Matter, and Big Bang)
Focuse on Energy Transfer when planning and modify #7 to differentiate
Continue to meet in room 252 to review Test and Planning Matches
Minutes from 8/17/18
Monday 20th- Finish lab safety/ notebooks
Tuesday 21st-Lab Safety Test/ Graphing
Wed 22nd-Finish Graphing/data
Thursday 23rd-Start Cheetos Prelab
Friday 24th-Cheetos Lab
PLC-Tuesday 21-Look at Big Bang Test (Review and modify)
24th Thursday (planning and pacing)
Drasdon/Sadako-Juli 29th
Time Line-Pam 29th-30th
30th alternate schedule (Suicide Training)
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