Steve

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Steves IPC Introductory Movie Clip
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Science Course Module Integrated Physics
Chemistry(IPC)

• OVERVIEW TRAINING
• AUSTIN

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INTRODUCTIONS

• Meet the IPC Course Module Production Crew

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Project Directors

• Andrea Foster, PhD, College of Education,
  University of Houston
• Eugene Chiappetta, PhD, College of Education,
  University of Houston
• Stuart Long, PhD, College of Engineering,
  University of Houston

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The Writers Production Crew

• Rima Alexander, M.Ed., Alief ISD
• Lynn Bachellor, Aldine ISD
• Fran Marintsch, M.Ed. Spring Branch ISD
• Gisele Dwyer, M.Ed. University of Houston
• Velvette Manzano-Ramirez, University of Houston

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Script Reviewers

• Dan Felske, Ed.D., Science Specialist, Harris
  County Department of Education
• Lynette Busceme, Science Coordinator, Humble ISD
• Barbara Foots, Science Consultant
• Melissa Matsu, IPC Teacher, Fort Bend ISD
• Xandra Williams-Earlie, Science Coordinator,
  Aldine ISD

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Materials and Props Specialist

• Holly Ahern,
• Sargent-Welch

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Starring FX Science Guy --Steve Wolf!

• I love getting kids excited about learning...
  showing them that school isn't just about
  academics, it's something you can use to create a
  job you'll love!
• Steve Wolf
• www.scienceinthemovies.com

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Whats your TYPE A B C or D?


B
A
C
D
People Patterns, Stephen Montgomery
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People Types
THE RATIONALS Engineers Coordinators THE IDEALISTS Teachers Counselors
THE GUARDIANS Administrators Conservators THE ARTISANS Entertainers Operators
B
A
C
D
People Patterns, Stephen Montgomery
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More Specifically . . .
The RATIONALis highly skilled in STRATEGIC ANALYSIS. Thus their most practiced and developed intelligent operations tend to be marshalling and planning or inventing and configuring. The IDEALIST is most committed to GUIDING OTHERS through the doors of life, or along the pathways of learning and understanding.
The GUARDIAN is CONCRETE in communicating and COOPERATIVE in implementing goals, can become highly skilled in LOGISTICS. Thus their most practiced and developed intelligent operations are often supervising and inspecting. The ARTISAN is highly skilled in TACTICAL VARIATION. Thus their most practiced and developed intelligent operations are usually promoting and operating or displaying and composing .
People Patterns, Stephen Montgomery
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In other words . . .


Highly Intelligent!
Creative and Passionate!
Dependable!
Highly Social! Party Animals!
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Training Goals Objectives

• The purpose of todays gathering is to provide an
  overview of the newly developed Texas IPC Course
  Module.
• To share facilitator materials and training
  suggestions to enhance your efforts to provide
  IPC professional development for science
  teachers.

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OVERVIEW of the DAY

• Welcome Introductions
• Conceptual Framework IPC Module Components
• Popcorn Break
• MOTION UNIT
• BOX LUNCH
• Unpacking the Box
• ENERGY TRANSFORMATIONS UNIT
• Thinking Outside of the Box
• Critics Corner Evaluation

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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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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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TEA Course in the Box 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 Invitation to Teach IPC

• This project is designed to help Texas science
  teachers interest students in the study of
  Integrated Physics and Chemistry (IPC) a high
  school science course. The teacher development
  module includes a unique set of activities that
  IPC teachers can use to draw students into
  thinking and learning about the physics and
  chemistry-based world in which they live. The
  topics addressed in this education program are
  listed below.
• MOTION
• WAVES
• TRANSFORMATION OF ENERGY
• PROPERTIES OF MATTER
• CHANGES OF MATTER
• SOLUTION CHEMISTRY

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Inquiry-Based Science Instruction

• National Science Education Standards (NRC, 1996,
  p. 105) list the following as goals for
  inquiry-based instruction
• Understanding of scientific concepts.
• An appreciation of how we know what we know in
  science.
• Understanding of the nature of science.
• Skills necessary to become independent inquirers
  about the natural world.
• The disposition to use the skills, abilities, and
  attitudes associated with science.

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Five aspects of science that will be brought to
your attention in the IPC Course Module

• a definition of science
• science as a way of thinking
• science as a way of investigating
• science as a body of knowledge and
• the interaction of science, technology, and
  society
• (Chiappetta Koballa, 2002).

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Aspects of Instruction to Promote Inquiry-Based
Teaching
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Meet the Typical IPC Learner

• It is important for IPC teachers to embrace the
  uniqueness of the IPC learner . . . What better
  way to do this than by taking the learner to the
  movies . . .

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These kids love the movies! They are digital
natives!
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MOTION Fast and Furious!
Introduction Five-E Overview Engaging Film
Clip Explorations (INQUIRY LABS) Playing with Toy
Cars Gathering Momentum Crash Test
Dummies Balloon Racer PBL Fast and Furious Car
Race Performance/TAKS Assessment
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CHANGES IN MATTERMission Possible!

• Introduction Five-E Overview
• Engaging Film Clip
• Explorations (INQUIRY LABS)
• Chemistry in a Bag
• Reactions
• Chemical Changes
• Lab Stations
• Conservation of Mass
• PBL Chemistry Show
• Performance/TAKS Assessment

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Introduction Five-E Overview Engaging Film
Clip Explorations (INQUIRY LABS) Solar House Heat
and Water Craft Stick Conductivity Convection
Currents Circuits PBL House-in-a-Box Performance
/TAKS Assessment
ENERGY TRANSFORMATIONS Hot Wired!
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SOLUTION CHEMISTRY Crystal Clear
Science! Introduction Five-E Overview Engaging
Film Clip Explorations (INQUIRY LABS) Dissolving
Rate Saturated Solutions Solubility Universal
Solvent PBL Crystal Project Performance/TAKS
Assessment
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• WAVES Catch a Wave!
• Introduction Five-E Overview
• Engaging Film Clip
• Explorations (INQUIRY LABS)
• Amplifying Sound
• Slinky Lab
• Surfing Sound Waves
• Demos
• PBL Building a Musical Instrument
• Performance/TAKS Assessment

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PROPERTIES OF MATTER Extreme Games! Introduction
Five-E Overview Engaging Film
Clip Explorations (INQUIRY LABS) Density Viscosity
Buoyancy Gas Properties Flame Test Labels Gone
Wild Periodic Table PBL Extreme Games of
Matter Performance/TAKS Assessment
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UNIT FORMAT LESSON Templates

• Five E Instructional Model
• Engage
• Explore
• Explain
• Elaborate
• Evaluate

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ENGAGEEngage the Learner

• These activities mentally engage students with an
  event or question. Engagement captures students
  interest and help them to make connections with
  what they know and can do. The teacher provides
  an orientation to the activity and assesses
  students prior understanding of the concepts
  addressed in the lesson.

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EXPLOREExplore the Concept

• Next, students encounter hands-on experience in
  which they explore the concept further.
• They receive little explanation and few terms at
  this point, because they are to define the
  problem or phenomenon in their own words.
• The purpose of this stage is for student to
  acquire a common set of experiences from which
  they can help one another make sense of the
  concept.

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EXPLAINExplain the Concept and Define the
Terms

• Only after students have explored the concept
  does the curriculum and/or teacher provide
  scientific explanation and terms for what they
  are studying.
• The teacher may present the concepts via lecture,
  demonstration, reading, or multimedia.
• Students then use the terms to describe what they
  have experienced, and they begin to examine
  mentally how this explanation fits with what they
  already know.

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ELABORATEElaborate on the Concept

• The next stage of the model serves to help
  student elaborate on their understanding of the
  concept.
• Students are given opportunities to apply the
  concept in unique situations, or they are given
  related ideas to explore and explain using the
  information and experiences they have accumulated
  so far.
• Interaction between the students is essential
  during the elaboration stage. By discussing
  their ideas with others, students can construct a
  deeper understanding of the concepts.

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EVALUATEEvaluate students Understanding of the
Concept

• This final stage of the model has a dual purpose.
  It is designed for the student to continue to
  elaborate on their understanding and to evaluate
  what they know now and what they have yet to
  figure out.
• The teacher determines the extent to which
  students have developed a meaningful
  understanding of the concept.

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SUGGESTED COURSE SYLLABUS

• General Course Objectives
• 1. Study the State of Texass IPC curriculum
  framework to demonstrate knowledge about the
  scope and critical elements of the program.
• 2. Experience, firsthand, a sample of each of the
  six major topics that form the IPC curriculum
  framework.
• 3. Increase understanding of selected ideas and
  principles related to chemistry and physics,
  such as the history of the atom, electricity,
  and force.
• 4. Demonstrate understanding of the nature of
  science and inquiry-based instruction on
  paper-and-pencil tests and in the preparation of
  a unit/module of instruction.
• 5. Organize an instructional unit or module for
  IPC that holds the potential to help students to
  be successful in demonstrating their knowledge
  on the TAKS examination.
• 6. Highlight critical science educational
  curricular elements in IPC instructional units
  to include state standards, instructional
  objectives, teaching science as inquiry,
  reflection on nature of science, and assessment
  of student progress during and after
  instruction.

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CONTENT OUTLINE

• MOTION
• Playing with Toy Cars
• Gathering Momentum
• Crash Test Dummies
• Balloon Racer
• Performance/TAKS Assessment
• PROPERTIES OF MATTER
• Viscosity
• Buoyancy
• Gas Properties
• Flame Test
• Labels Gone Wild
• Periodic Table
• Performance/TAKS Assessment
• ENERGY TRANSFORMATIONS
• Hot Wired!
• Solar House
• Heat and Water
• Craft Stick Conductivity

• CHANGES IN MATTER
• Chemistry in a Bag
• Reactions
• Chemical Changes
• Lab Stations
• Conservation of Mass
• Performance/TAKS Assessment
• WAVES
• Amplifying Sound
• Slinky Lab
• Surfing Sound Waves
• Demos
• Performance/TAKS Assessment
• SOLUTION CHEMISTRY
• Dissolving Rate
• Saturated Solutions
• Solubility
• Universal Solvent
• Performance/TAKS Assessment

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Course Topics

• An Invitation to Teach IPC
• Characteristics of an IPC Learner
• Teaching Tips
• Project Based Learning (PBL)
• Pre/Post Assessments
• Science Content
• Pedagogy
• Nature of Science
• Misconception Research
• Mentoring the Mentor

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TIME FOR A BREAK
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MOTION Fast and Furious!
Introduction Five-E Overview Engaging Film
Clip Explorations (INQUIRY LABS) Playing with Toy
Cars Gathering Momentum Crash Test
Dummies Balloon Racer PBL Fast and Furious Car
Race Performance/TAKS Assessment
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CRASH TEST DUMMIES
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TIME FOR LUNCH

• LUNCH IN A BOX

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INTEGRATING Physics Chemistry

• Real World Contexts
• PULLEYS Steves Clip

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Making a Case for Project Based Learning

• PBL

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Is this a familiar scenario in schools today?
Zits, January 6. 2003
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What do we know about schools today?

• Virtual absence of intellectual conversation
• Implies listening and interacting
• Celebrate achievement over inquiry
• The real game is in the journey and learning
  where the resources are.
• Lack intellectual dispositions
• This involves an appetite to be engaged
• We dont have enough romance in our schools!
• Students learn how to do school in order to get
  through it.
• We should be about getting kids into it!
• (Eisner, 2001)

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What do Good Schools look like?

• Teachers know their students well.
• Curriculum is intellectually challenging and
  engaging.
• A students voice is encouraged.
• Students have opportunities for real-world
  learning.
• Students have an emotional support system.
• The school forges close ties with parents.
• The school provides a safe and respectful
  environment.

Wagner (2002) Making the Grade Reinventing
Americas Schools
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What is Project-Based Learning?

• An innovative model for teaching and learning
• Focuses on central concepts and principles of a
  discipline
• Involves students in problem-solving
  investigations and other meaningful tasks
• Allows students to work autonomously to construct
  their own knowledge
• Culminates in realistic projects

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The PBL VISION

• Project-based learning emerges from a vision of
  education in which students take greater
  responsibility for their own learning, and
  graduate from school prepared to use the skills
  and knowledge they have attained to lead
  successful lives.

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Why is PBL important?

• John Dewey tells us learning is enhanced when it
  is experiential, child-initiated, and
  child-oriented. It makes more sense when it
  happens in a real-world context.
• Retention increases when students feel learning
  has a purpose and have a sense of ownership for
  it.

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Also . . .

• Brain research is helping us understand that PBL
  also works by helping students move beyond
  surface learning, beyond learning held in
  short-term memory, learned for the test and then
  forgotten.

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The Power of PBL

• PBL provides learning that has deep meaning,
  processed into long-term memory, because the
  learner has a chance to do something they want to
  do, something real, something exciting.

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The Power of PBL

• Classroom walls expand to the community at large
  and self-esteem soars as students work harder
  than ever before on relevant, real-world
  challenges.

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Defining Features of PBL

• CONTENT
• Compelling Ideas
• ACTIVITIES
• Investigative and Engaging
• CONDITIONS
• Support Student Autonomy
• RESULTS
• Real-world products

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Student Benefits

• Evokes active, deep, generative processing that
  keeps kids interested
• Allows students to construct their own knowledge
  thereby improving learning (better transfer,
  retention)
• Helps students become better problem solvers.
• Offers multiple ways for students to participate
• Accommodates different intelligences

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• Expands student capabilities to display and
  manipulate information
• Shifts students away from what they normally do
  giving students a richer, more authentic
  learning experience.
• Widens students interests and career options
• Multiplies the ways students can contribute to
  project work.

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BUILDING A COMMUNITY OF LEARNERS IN AN IPC
CLASSROOM
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IPC COURSE MODULE PROJECTS

• Project Overviews Final Exhibition of Mastery
• PBL Fast and Furious Car Race
• PBL Extreme Games of Matter
• PBL House-in-a-Box
• PBL Chemistry Show
• PBL Building a Musical Instrument
• PBL Crystal Project
• FINAL EXHIBITION OF MASTERY
• Production of a 10-Minute IPC Video that brings
  all learning experiences together AND success
  (passing score) on the TAKS test!

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ENERGY TRANSFORMATIONS
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Introduction Five-E Overview Engaging Film
Clip Explorations (INQUIRY LABS) Solar House Heat
and Water Craft Stick Conductivity Convection
Currents Circuits PBL House-in-a-Box Performance
/TAKS Assessment
ENERGY TRANSFORMATIONS Hot Wired!
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CONDUCTIVITY TESTER
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THINKING OUTSIDE OF THE BOX
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TYPE B Teacher Quality Grant Discussion

• http//www.thecb.state.tx.us/TeacherQuality/RFP/De
  fault.htm

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MATERIALS INFORMATION
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C in the Box

• A Story about a Spring

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IPC COURSE MODULE WEBSITE

• http//www.coe.uh.edu/texasipc/

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The teacher is the most important variable that
leads to the success of all students.
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