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I CAN create student-centered learning activities that are aligned to standards and use digital media to promote critical thinking and active learning.
I CAN use reflective practice and collaboration with colleagues to improve and transform instruction.
I CAN design and host Learning Labs to practice and model effective technology integration using research-based teaching strategies.

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Free DE Courses      https://den.discoveryeducation.com/courses

DE Step by Step guides   https://teachers.discoveryeducation.com/learn-lead/step-by-step-guides/

SOS        https://app.discoveryeducation.com/learn/collections/F402602D-E86E-4F56-88DD-8B253DC72D1C

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Students raise their hands to indicate self evaluation of understanding.Students began with the learning target listed on the board:

I can develop a hierarchical organization of organisms through a card sort and explain my reasoning in the CER.  14.1

Students had 7 cards to line up according to size, small to large.  After their list was corrected by the teacher, students used legal sized paper to  draw and label the parts.

Teacher conducted class control in many forms.

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The ramp was 2 feet long with a dowel rumble strip 6 inches from it's base. Cars were sent down the ramp with a clay "snowman". first trials were without a seat belt. Next students using string tied on the clay "snowmann" to be somewhat of a seat belt. How far the clay figure was thrown from the car was measured and noted

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Students used data to prove whether seat belts were effective.

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Students Rock Stations on Force in Mr Israel's Class

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Students Rock Stations on Force in Mr Israel's Class

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January 30, 2018 Day Review

Chris Israel – (27 students)  Forces with Stations

Bell Ringer - shared a video. Individuals had to interpret the video alone and then work with a partner to discuss it.  What forces are involved in a football hit? Applied force = push; Gravity= pulls down; Normal Force.  Students at each table created a question and a different table tried to answer it. If they were correct they received a point, if incorrect in their answer the table who created the question received the point.

Stations are set up with HARD, HARDER AND HARDEST  sections to help differentiate. Students will begin with the task card and the paper in the Yellow Folder.  Expectation: Respect each other and materials; voice level at 1; read and follow instructions

#1 Station – Reading about force and writing what is learned.

#2 Friction Lab – Hypothesize or Predict first,  There is a bin with a block of wood, spring scale using Newton Numbers, worksheet and instructions.  Students are to have multiple trials, noting the results of dragging the wood block over card board, sand paper and wax paper.

#3 Static Electricity – using balloons to create static electricity.  Students had to follow instructions and fill in the work sheet.

#4 Flip Classroom on the computers.  Mr Israel made a video of himself presenting a short lesson.  Students had to watch the video and then write answers on a worksheet.

Mr Israel created good procedures and gave constant positive reinforcement.

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The class was divided into different groups to work is smaller grops.

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Checking out static electricity.

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Students explore the different surfaces on which they pull a  block of wood. Measurement of force utilized a spring scale and in newtons. They noted the force necessary to move the wood block on different surfaces: wax paper, sand paper and cardboard.

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Mr Israel utilized a point system. Each lab table group keeps track on a white board. At the end of class the tally is shared and highest points rewarded.

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Teacher: Chris Israel

School: Jose de Diego Middle School

Subject: Comprehensive Science 1, Physical Science Honors

Date:January 25, 2018

Teacher Leadership Action Plan
Growth Goal: As a Change Agent I am modeling and sharing practices and relevant educational research. I am collaborating with fellow teachers on application of best practices.

Vision:To create an infectious classroom environment of growth that spreads across content areas and hallways, developing a positive growth-culture not only in students, but also staff.

Steps:Set-up observation station in classroom with feedback form, post activities on door Invite strategic teachers into classroom to informally observe using T.A.G. method (Take Aways, Ask a Question, Give Feedback)Start within science department--Mr. Rennalls (7th period planning), Martin Invite teachers from other content areas Invite other teaches to open up their classrooms for the sharing of best practices.Use whiteboard in teachers lounge to create a Pineapple chart where teachers share their best practices freely and informally with the rest of the staff, allowing any instructional staff to observe their classroom and provide feedback.

https://docs.google.com/document/d/1we1u84bhr3azLF6Zc2wwJAZ1vpGYSS5ukW1zd3Qm4bs/edit?ts=5a69d5d1

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Landing a Rover on Mars Engineering Design Activity

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Landing a Rover on Mars Engineering Design Activity

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Landing A Rover on Mars Engineering Design Challenge

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Four Corners discussion technique
Tug of War debate
6 word stories
A-E-I-O-U
Think-Pair-Share
Rally-Robin
Plickers

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Point system on dry erase boards at tables.
Good behavior is rewarded
Tables have a green square where completed labs and worksheets are placed.
Cold Calll - if students answer correctly, they get a point for the table or pass to a different table

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Force and Motion

https://docs.google.com/document/d/18zY4L1IFk0eCldW0BblBvzMfq6uZJA-sz8zAkvmwk0E/edit?ts=5a54b47a

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Grunge Ball -Review-

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November 30, 2017

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November 30, 2017

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Lesson Plan:   https://docs.google.com/document/d/1cE199_tGIg8Td4HvRFTJ9V_kh9TVBQJzgRhmIPHJu7E/edit

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Projects, Products, Evidence and more!
SCIENCE Grades 6 & 8

http://tinyurl.com/CIsrael1

https://padlet.com/320042/srpmt7k7wg2