Teacher Quality Grant IPC Module

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Teacher Quality GrantIPC Module

• Design Team Meeting
• February 22-23, 2004
• University of Houston
• Room 315

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Welcome Introductions

• UNIVERSITY OF HOUSTON
• Dr. Andrea Foster, Project Director
• Dr. Gene Chiappetta, Co-Project Director
• Dr. Stuart Long, Co-Project Director
• Dr. Phil Ruthstrom, Project Manager
• Rima Alexander, Research Assistant, EDUC
• Gisele Dwyer, Research Assistant, EDUC
• Moon Park, Graduate Student, IT
• Grace Lin, Graduate Student, IT

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Welcome Introductions

• SCHOOL DISTRICT PARTNERS
• Dr. Guy Sconzo, Superintendent Humble ISD
• Lynette Busceme, Science Specialist Humble ISD
• Lynn Bachelor, IPC Teacher/Department Chair,
  Aldine 9th Grade Campus, Aldine ISD
• Fran Marintsch, IPC Teacher, Spring Branch ISD
• Rima Alexander, IPC Teacher, Alief ISD

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Welcome Introductions

• CREATIVE CONSULTANTS
• Dr. Dan Felske, Science Specialist, Harris County
  Department of Education
• Dr. Barbara Foots, Consultant
• Dr. Toli Lerios, Computer Engineer, Stanford
  University
• And . . . Steve Wolf, Stunt Coordinator Science
  Guy Extraordinaire, Austin, TX

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Todays Agenda Sunday300 600

• Welcome Introductions
• Project Overview TEA/HECB Report
• Envisioning the Module Moving Toward a Shared
  Vision
• Identifying Existing IPC Resources Notebook
• Science in the Movies as a Context
• Defining our Charge
• Coming Together Dinner at ERICs Restaurant at
  the UH Hilton Hotel

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Mondays Agenda900 200

• Engage Continental Breakfast Food for Thought
• Explore Project Ideas What do we want this
  IPC Professional Development Module to look like?
  And who will do what?
• Explain Talk about and develop our ideas
• Jasons Deli Box Lunch
• Elaborate An Action Plan
• Evaluate Our commitment to the project

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Project Overview

• The TEA SBOE Story NCLB
• The Issue of Highly Qualified Teachers
• Trends in Science Course Enrollment
• IPC Issues
• TAKS
• Resources
• Teacher Quality Grants
• The Teams
• Goals Objectives
• Course in a Box
• The Compass Book
• Recommendations

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The No Child Left Behind Act of 2001 states that
any teacher hired after the first day of the
2002-2003 school year to teach in a Title I, Part
A program must be "highly qualified."
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• In addition, the law requires all local
  educational agencies (LEAs) to have a plan to
  ensure that all teachers teaching in core
  academic subjects are "highly qualified" by the
  end of the 2005-2006 school year.  

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Highly Qualified Teachers?

• Teacher Certification Changes
• Educators in 8-12 grades may obtain a teaching
  certificate without having enrolled in an
  educator preparation program.
• Educators must have a BA or Advanced Degree from
  an accredited institutions of higher education
  with an academic major.
• Must pass the TExES
• Must pass a criminal history background check.

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Our Mission

• Develop an Integrated Physics and Chemistry
  course module and professional development
  experience that will be used by colleges,
  universities, and school districts to prepare
  highly qualified IPC teachers in Texas.
• We have 3 months to produce this module.
• We will deliver the module via 3 training events
  
• May 12th 1 day in Houston (Advisory Group)
• May 24th 1 day in Austin (Type B/Service
  Center)
• June 3 days in Houston (Mentor Training)

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EXCET TExES College Credit
UH
Online Course CD Rom
Teacher Quality TAKS
IPC in a BOX
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UH IPC Module Design Team

• Graduate Students CI/Engineering
• Rima Alexander, IPC Teacher, Alief
• Gisele Dwyer, Administrative Duties
• Moon and Grace, IT Grad Students
• IPC Teachers/School District Partners
• Lynn Bachelor, Aldine ISD, Humble 9th Grade
  Campus
• Fran Marintsch, Spring Branch ISD
• Lynette Buceme, Humble ISD
• Tim Sears, South Palm Gardens High School
• Tom Capsey, Harlandale ISD in San Antonio
• Creative Consultants
• Steve Wolf
• Toli Lerios
• Barbara Foots
• University Faculty
• Andrea Foster (PI)
• Gene Chiappetta (CoPI)
• Stuart Long (CoPi)
• Ruthstrum, Project Manager

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IPC Course

• IPC is appropriate for grades 9 10
• IPC is an entry level applied science course for
  students who have received little or no
  instruction in physics or chemistry concepts.
• IPC is best designed for students who need
  additional instruction in the physics or
  chemistry concepts identified in TEKS grades 4-8.
• In Texas approximately 200,000 students are
  enrolled in IPC.

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Whats in the IPC Module?

• Everything a course instructor and/or a
  professional developer would need to teach IPC
  effectively to teachers.
• A CD Rom and/or Interactive DVD
• Training Notebook
• Slide Masters
• Workshop Materials List
• Compass Book

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The IPC Compass Book

• A book to be included in the box
• Intended to give direction and provide teachers
  with everything they need to teach IPC
• Contents
• Introduction
• TEKS for the Course
• TAKS Information
• Content Outline
• Suggested Syllabus for Course
• Suggested Lab/Field Experiences
• Needed Course Materials, Supplies, Equipment
• Sample TAKS Questions
• Resources for the Course
• Contacts for the Course

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TEA Course in the Box Recommendations

• Optimum Facilities Recommendations
• Use of Five E Instructional Model
• Use of Technology
• Suggestions for Storage Maintenance
• Community Partners
• Community Based Learning Suggestions
• Pilot to include digital photos of
  implementation
• Equity
• Modifications for Special Education, 504,
  bilingual, and struggling learners
• Safety, Class Size Recommendations

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An Example Physics Module Components (UT)

• The DVD
• An interactive DVD disk containing lessons,
  animations, simulations, and other instructional
  material. This DVD disk will be used by the
  teacher for his/her learning and also provide
  classroom implementation and support material
  what the teacher learned can be directly
  translated into more effective learning and
  achievement for students.
• Module notes written by Tom Hsu Four volumes of
  bound paperback books coordinated to the DVD.
  Four titles to the set Mechanics, Waves,
  Electricity Magnatism Matter, Energy, and the
  Atom.
• CD Rom providing module notes in PDF format
• Signature Labs, which are fundamental to the
  understanding of key concepts. The labs are
  written so as to follow each conceptual theme in
  the TEKS specified for grades 9-12 and subject to
  testing on the TAKS as of April 1st 2004.

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Envisioning the Module

• Our thinking so far . . .

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IPC Resources

• Science in the Movies
• www.scienceinthemovies.com
• Mary Budd Rowe Science Helper Series
• http//learningteam.org/htmls/sciencehelp.html
• Integrated Physics and Chemistry Tom Hsu
• http//www.cpo.com/
• EXPLORE Lyondell Chemical Company
• http//www.lyondell.com/html/social/explore_experi
  ment.shtml
• TEXTEAMS
• http//www.tenet.edu/teks/science/

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TEKS-BASED IPC COURSE CONTENT

• Performance Descriptors

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Motion (4)

• Calculate speed, momentum, work, power
• Investigate and describe Newtons Laws
• Analyze the effects of changing force or distance
  in simple machines
• Investigate and demonstrate mechanical advantage
  and efficiency of machines

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Waves (5)

• Demonstrate wave types and their characteristics
• Demonstrate wave interactions
• Identify uses of electromagnetic waves
• Demonstrate the application of acoustic
  principles

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Energy Transformations (6)

• Describe the law of conservation of energy
• Investigate and demonstrate the movement of heat
  through matter
• Analyze the efficiency of energy conservations
• Investigate and compare economic and
  environmental impact of energy sources
• Measure the thermal and electrical conductivity
  of various materials and explain results
• Analyze the relationship between and electric
  current and the strength of its magnetic field
  using simple electromagnets
• Analyze the effects of heating and cooling
  processes in systems

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Properties of Matter (7)

• Identify and investigate properties of fluids
  including density, viscosity, and buoyancy
• Research and describe historical developments of
  atomic theory
• Analyze constituents of various materials
  (fireworks displays, stars, light sources, metal
  salts) using spectral-analysis techniques
• Relate the chemical behavior of an element
  (bonding) to its placement on the periodic table
• Classify samples of matter elements, compounds,
  mixtures

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Changes in Matter (8)

• Distinguish physical or chemical changes in
  matter
• Analyze energy changes that accompany chemical
  reactions and classify them as endergonic or
  exorgonic reactions
• Investigate and identify the law of conservation
  of mass
• Describe type of nuclear reactions such as
  fission or fusion
• Research and describe environmental impact of
  end-products of chemical reactions

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Solution Chemistry (9)

• Relate the structure of water to its function as
  a the universal solvent
• Simulate the effects of acid rain on soil,
  statues, buildings, or micro-organisms
• Demonstrate how various factors influence
  solubility
• Demonstrate how factors such as particle size
  influence the rate of dissolving

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Thinking Out of the Box

• Our charge is to create an IPC Course in a Box to
  prepare highly qualified science teachers to
  teach IPC well.
• How shall we proceed?
• What can you contribute?
• What are your ideas?

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Action Plan -- UH

• Create a Online Needs Assessment for IPC teachers
  to communicate their IPC hot topics.
• What are the most important IPC TAKS objectives
  kids must know?
• Which topics do kids struggle with?
• Which topics do you struggle with?
• Set up a URL to create a home for Texas IPC
  (Michael Phil) and an eventual domain name.

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Action Plan -- Steve

• Two main phases
• Write a Script March/Research Writing
• Steve will send us the Script in Progress
• Superscript One hour show
• Subscript Smaller clips
• Word Bag List
• Production April Shooting
• Revisit/Edit

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IPC Teachers

• Look over Steves scripts provide review and
  suggestions
• Make suggestions for Steves word bag
• Identify possible companion/signature labs to
  support Steves lessons
• Think through the integration piece

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IT Guys

• Set up basic web site for surveys and branding it
  with domain name -- TexasIPC.org
• Create a collaborative environment common page
  newsgroup/message group (eClassrooms)
• Work with Steve to work with Authorware to start
  create his interactive simulations
• Push the boundary of the technology . . . Take it
  to the next level . . . Common online medium . .
  . Interactive game . . . Community
  IPC/X-Box!!!!!
• How to take this material from a CD Rom and
  present online . . . i.e. streaming video, audio,
  survey,

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Topic Templates Motion (4)

• Engage Exciting Movie Clip (Video)
• Explore Guiding Questions How did they do
  this? How would you do this?
• Steves Demonstration (Video)
• Explain Steves Explanation (Video)
• Elaborate Problem Solving (On-line Interactive
  Experience and/or Hands-on Inquiry/Signature Lab)
• Evaluation What did you learn about . . .
  (Authentic -- Performance Assessment)