NAF 2010 ConferenceSession: Performance Mapping – Building a Foundation for Standards-Based Curriculum IntegrationPresente...
What levels of integration are currently in use within your program area or discipline?</li></ul>BASIC INTERMEDIATE ...
What elements may need some work?
How would you assure the principals, teachers, and concerned parents that integrated activities and projects are adequatel...
Naf 1020 teachers packet rev 7.6.10
Naf 1020 teachers packet rev 7.6.10
Naf 1020 teachers packet rev 7.6.10
Naf 1020 teachers packet rev 7.6.10
Naf 1020 teachers packet rev 7.6.10
Naf 1020 teachers packet rev 7.6.10
Naf 1020 teachers packet rev 7.6.10
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Naf 1020 teachers packet rev 7.6.10

Published on: Mar 3, 2016
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Transcripts - Naf 1020 teachers packet rev 7.6.10

  • 1. NAF 2010 ConferenceSession: Performance Mapping – Building a Foundation for Standards-Based Curriculum IntegrationPresenters: Penni Hudis, Ph.D., Kathleen Harris M.A. Rob Atterbury M.A. www.connectedcalifornia.org<br />Integrated Lesson and Project Quality Criteria<br />Lesson/project title:<br />Level of integration [single course, two courses, or multiple courses] _______________________________________ <br /> <br />Quality CriteriaThis integrated lesson or project…YesNoNot sureCommentsAddresses key performance standards in participating academic subjectsAddresses key career-technical performance standardsEngage students through connections to their environment or interestsIs based on a well-framed essential question derived from an authentic contextRequires a product, performance , service or solution realistic to career areaEmbeds SCANS or 21st Century skillsRequires investment of student and teacher time that is proportional to the standards and performances addressedDemonstrates appropriate level of mastery of the embedded performances Exposes students to authentic situations, environments and requirements of the workplaceEngages adult professionals in design, delivery, and/or student assessmentOverall ranking (circle)ModelGoodNeeds work<br />Concept: Alignment/ComplianceSAMPLE PROJECT #1EAST BAY HIGH SCHOOLENVIRONMENTAL SCIENCE ACADEMYGIBSONTON, FL-371475-447675 <br /><ul><li>PROJECT DESCRIPTION: Students will take one of two authentic roles, a court appointed investigator determining liability in food fish poisoning law suit or an EPA agent investigating environment law compliance in relationship to a fungal epidemic plaguing tropical fish farms. Both will require research of state and national Department of Agriculture and Consumer Services’ Division of Aquaculture regulations and application of these regulations to an investigative report that proposes compliance or noncompliance consistent with current industry standards for the client identified in the scenario chosen.Biology:1. Identify specific cells as a prokaryotic, eukaryotic, or a virus2. Determine the conditions required to sustain each type of cells.3. Determine conditions that will inhibit growth of, or destroy each type of cell.Language Arts:Locate specific technical information and restate the meaning of the text.Read and summarize technical information in writing.Write and outline for an informational report.Write an informational report citing technical information resources and representing the information accurately.Algebra II1. Use variables and appropriate operations to write an equation, or a system of equations by creating and applying an equation to calculate amounts in relationship to size.2. Plot the values of quantities whose ratios change by graphing exponential rates of increase Aquaculture Foundations:Research and describe aquaculture regulatory agencies and their role in public safety and environmental protection.Distinguish among regulations required for raising food fish and tropical fish.American Government:Identify specific governmental regulatory agency and describe roll it plays in safety or providing for the common good.Apply specific regulation from the identified agency by identifying noncompliance issues and the consequence involved. ESSENTIAL QUESTION: How do state and national aquaculture industry regulations protect the “common good”?STUDENT PERFORMANCES</li></ul>PERSONALIZATION OPTIONS<br />Project options:Court ordered investigate food fish farm regulation compliance following a food poisoning incident. (CSI)EPA agent investigating possible environment regulation breech contributing to sudden change in water quality. <br />Project activities and time lines<br />ActivityStaff responsibleTimelineProduct/resultDetermine option and establish project activities and timelinesResearch regulations related to chosen scenario.Review with teacher advisor.Secure sample of report written to industry standardDetermine field study protocolConduct field study and verify validity of findings with science teacherDraft reportCulminating Activity: Present report to industry mentors and defend during panel review. <br />AMER GOV’TSTUDENT PERFORMANCEABOVE STANDARD4AT STANDARD3BELOW STANDARD1SCOREIdentify specific governmental regulatory roles.Student identifies and understands the function of a variety (more than three) of federal state, and local regulatory agencies.Student identifies and understands the function of several, at least three, regulatory agencies at each level of government: federal state, & local.Student identifies and understands the function of at least three regulatory agencies.Apply aquaculture-related regulations (identified in Aquaculture Foundations course) to identify non-compliance issues related in the Profile.Student identifies all appropriate regulations pertaining to all noncompliance issues described in the T. Lapia Farm Profile.Student identifies most (60%) of the appropriate regulations pertaining to most of the non-compliance issues described in the Profile.Student identifies appropriate regulations pertaining to some (at least 50%) non-compliance issues described in the Profile.AQUACULTURE FOUNDATIONSSTUDENT PERFORMANCEABOVE STANDARD4AT STANDARD3BELOW STANDARD1SCOREIdentify appropriate aquaculture business regulatory agencies.Student identifies and understands the function and role of federal, state, and local regulatory agencies that regulate local aquaculture businesses.Student identifies and understands the function and role of federal, state, and local regulatory agencies that regulate local aquaculture businesses.Student identifies some of the regulatory agencies that regulate local aquaculture businesses.Identify possible non-compliance issues based on T. Lapia Farm Profile description.Student identifies all non-compliance issues presented in the T. Lapia Farm Profile.Student identifies most of the noncompliance issues.Student identifies some of the noncompliance issues.Analyze and apply the compliance regulations.Student creates an action plan for T. Lapia Farms citing all appropriate federal, state, and local regulations for all of the noncompliance issues and provides steps to be taken in order to reach compliance.Student creates an action plan appropriately citing federal, state, and local regulations for most of the noncompliance issues and provides steps to be taken in order to reach compliance.Student creates an action plan based on regulations for some of the noncompliance issues and provides steps to be taken in order to reach compliance.ENGLISH LANGUAGE ARTSSTUDENT PERFORMANCEABOVE STANDARD4AT STANDARD3BELOW STANDARD1SCORECite regulatory agency documents.Student uses proper quotation, citation, and bibliography format to precisely cite regulatory documents.Student uses proper citation format to cite regulatory documents.Student correctly cites regulatory documents most of the time.Research, read, and summarize regulatory documents.Student demonstrates ability to efficiently use research tools to locate regulations. Student is able to accurately summarize regulations based on careful reading.Student demonstrates ability to use research tools. Student accurately summarizes regulations.Student demonstrates use of research tools. Student summarizes regulations.Write an outline for a business report.Student produces an organized outline for a written business report containing clearly identified noncompliance issues linked to cited and summarized regulations that must be met, as well as recommendations for actions to be taken to meet all compliance issues.Student produces an organized outline for a written business report containing identified noncompliance issues linked to regulations that must be met and a recommendations of steps to be taken to meet all compliance issues.Student produces an outline for a written business report containing some noncompliance issues linked to regulations that must be met but lacks the recommendation of steps to be taken to meet all compliance issues.Write a business recommendation report.Student produces an organized written business report containing clearly identified noncompliance issues linked to cited and summarized regulations that must be met, as well as recommendations for actions to be taken to meet all compliance issues.Student produces an organized written business report containing identified noncompliance issues linked to regulations and a recommendation of steps to be taken to meet compliance issues.Student produces a written business report containing some noncompliance issues but regulations identified and the recommendation suggested are incomplete or incorrect. Biology STUDENT PERFORMANCEABOVE STANDARD4AT STANDARD3BELOW STANDARD1ScoreIdentify whether specific cells are prokaryotic, eukaryotic or a virus. Correctly identified every regulation regarding sanitation and water treatment designed to prevent contamination, determined which pathogenic organisms pose the biggest threat and the type of cell that comprise each organism. Correctly identified some regulations regarding sanitation and water treatment designed to prevent contamination, determined the type of pathogenic organism that poses a threat and identified the type of cell that comprise the organismMight relate how regulations are aimed at preventing disease in fish and humans by controlling he growth and spread of microorganisms but not able to identify cell type Determine the conditions required to sustain each type of cells.Determined the ideal conditions required for growth based the type of cell and clearly identified how the regulation/s address the danger and what measures must be taken to determine possible contamination Determined conditions required for growth based the type of cell and stated how the regulation/s are aimed at preventing determine possible contaminationIdentified organism but unable to connect the type of cell to the conditions for survivalDetermine conditions that will inhibit growth of, or destroy each type of cell.Researched the industry standards and governmental regulations aimed at preventing micro-organism contamination and identified how compliance can be determined. Rated possible strategies used in relationship to effectiveness and costLocated the industry standards and governmental regulations aimed at preventing contamination from micro-organisms and identified how compliance can be determined. Key regulations not identified or if identified did not determine how compliance would be determined Algebra IISTUDENT PERFORMANCEABOVE STANDARD4AT STANDARD3BELOW STANDARD1STUDENT PERFORMANCECreate the equation to calculate amounts in relationship to sizeAccurately adjusted the amount of daily food and/or medication that should be administered to the fish population given the amount of pollution over the regulatory limit. State the adjustment as a change in pounds, gallons, or liters. Graph how the food and medication requirements of the population change as related to the average weight of each fish and appropriately adapt the dosage over time as fish gain size and weightAccurately adjusted the amount of daily food and/or medication that should be administered to the fish population given the amount of pollution over theregulatory limit. State the adjustment as a change in pounds, gallons, or liters. Graph how the food and medication requirements of the population change as related to the average weight of each fish as they grow.Amounts calculated were not accurate and risked water Graph exponential rates or increaseAdjust the graph to reflect a medication interventionAccurately graph the exponential growth rate of pathogens and solve for quantity in a given time<br />Performance Based Integrated Curriculum<br />Reflection Question 1<br />What does a quality integrated project look like? <br /><ul><li>Identify levels of integrations
  • 2. What levels of integration are currently in use within your program area or discipline?</li></ul>BASIC INTERMEDIATE COMPLEXSingle SubjectParallel (Paired)InterrelatedConceptual<br />Reflect on the quality of your current work(using the rubric on page 3)<br /><ul><li>Of the integrated activities or projects that you currently use, what elements are in place?
  • 3. What elements may need some work?
  • 4. How would you assure the principals, teachers, and concerned parents that integrated activities and projects are adequately preparing students for standardized test and post secondary options?</li></ul>Performance Map TemplateSubjectWeekWeekWeekWeekWeek<br />Weekly Performance Map: One Month SampleSubjectWEEK: NOV 2-6WEEK: NOV 8-12WEEK: NOV 15-19WEEK: NOV 21-25WEEK: NOV28- DEC 2BIOLOGYUse the fluid mosaic model to illustrate and explain the structure and function of the cell membrane.Predict the movement of different types of molecules across semi-permeable membranes.Distinguish between active and passive transport along concentration gradients.Analyze the structural differences between viruses and bacteria.Compare and contrast prokaryotic cells and eukaryotic cells.Explain the role of ER, Golgi apparatus, and secretory vesicles in protein synthesis and transport.Differentiate between the functions of smooth ER and rough ER.Illustrate how the cytoskeleton or cell wall gives shape and internal organization to the eukaryotic cell.Describe the structure and function of microtubules, flagella, and cytoskeletonDetermine the relationship of cell structure with function.Differentiate among multiple cells types an functionsLANGUAGE ARTSResearch a topic using a minimum of five different text and multimedia resources.Evaluate the credibility and reliability of resources. Summarize research on to note cards, one thought, fact, or quote per card.Paraphrase research into one’s own words.Formulate a preliminary thesis statement to reveal the specific point of a paper. Using note cards, prepare a working outline. Draft a final thesis statement Use internal citations after learning MLA format.Correctly apply MLA format to the citations.Prepare a formal outline using proper outlining form. Write rough draft of a research paper. Peer edit another’s draft with comments.Review peer feedback on the rough draft and make adjustmentsWrite the final project in proper MLA format.Prepare a Works Cited page using proper MLA citations Prepare a Table of ContentsALGEBRASolve a linear equation systematically using addition and subtraction. Solve problems, including word problems, involving linear equations in one variable.Isolate the variable and solve equations using inverse operations.Solve linear equations using multiplication and division.Define the term “reciprocal.”Find the solution to multi-step equations.Use two or more steps to solve a linear equation. Using variables on both sides of the equation, find the answer.Produce the answer to math questions using decimal equationsApply a formula to an algebraic equation that relates two or more quantities. Use a formula to solve a temperature conversion problem. Use ratios and rates to solve real-life problemsDescribe unit rates, such as 60 miles per gallonFind a unit rate (such as comparing miles and kms).Apply unit analysis, such as converting dollars into pesos. Solve percent problems using percents and base numbers.Solve multi-step problems, including word problems, involving linear equations in one variable. Solve percent problems by reading tables and graphs.HEALTH SCIENCE FOUNDATIONSDistinguish between pathogenic and non -pathogenic organisms.Describe how various organisms manifest symptoms in human hostsDetermine common modes of transmission for bacteria, viruses and fungi. Define vector, fomite, and verminResearch modes of transmission for a list of common pathogenic organismDetermine appropriate precautions for specific organisms.Distinguish between sterilization and disinfection.Differentiate between aseptic and sterile techniqueDemonstrate aseptic hand washing techniqueUtilize appropriate aseptic and/or isolation techniques according to posted precautionsDefine, endemic, pandemic and epidemic.Determine common risk behaviors shared among endemic infectious diseases.Utilizes proper sterile technique when assisting with, or performing, sterile procedures.Safely and correctly operate disinfection and sterilizing equipment and machinesEmploy appropriate protective equipment and apparel according to organism identified.Locate public health warnings and advisories for a list of infective diseases Clinical assignments<br /> <br />SUBJECT:SUBJECT:SUBJECT:SUBJECT:SUBJECT:CONCEPT, IDEA, OR SKILL:PROJECT DESCRIPTIONS:STUDENT PERFORMANCES<br /><ul><li>ESSENTIAL QUESTION:

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