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th 7 Grade MSP November 2015 Learning Targets By the end of the session, we will be able to: • Know how to deconstruct our focus standard(s) to plan for instruction. • Understand how to use scaffolding activities and math tasks aligned to focus standard(s). • Be able to integrate STEM to reinforce understanding of focus standard(s). Housekeeping • • • • Bathrooms Lunch 11:00 -12:15 Future of MSP Trainings Materials Norms Be an active participant. Be mindful of air time. Be mindful of sidebar conversations. Use technology at appropriate times. Agenda • Vertical Alignment & Deconstruction • MICA, MIST, OnTrac • Scaffolding Instruction with Manipulatives using Instructional Math Tasks • MIST Practice Test Math Task (Instructional) • Math and Science Integrated Activity leading into a STEM Challenge • Closing MSP Wikispace • http://msptennessee.wikispaces.com Focus Standards Math • 7.SP.C.7 Develop a probability model and use it to find probabilities of events. Compare probabilities from a model to observed frequencies; if the agreement is not good, explain possible sources of the discrepancy. • 7.SP.C.8 Find probabilities of compound events using organized lists, tables, tree diagrams, and simulation. • 7.SP.C.8a Understand that, just as with simple events, the probability of a compound event is the fraction of outcomes in the sample space for which the compound event occurs. Science • • • • GLE 0707.4.2 Demonstrate an understanding of sexual reproduction in flowering plants. SPI 0707.4.2 Match flower parts with their reproductive functions. GLE 0707.4.4 Predict the probable appearance of offspring based on the genetic characteristics of the parents. SPI 0707.4.4 Interpret a Punnett square to predict possible genetic combinations passed from parents to offspring during sexual reproduction. Vertical Alignment • Use the Vertical Progression Guide to identify the vertical alignment of the focus standards. • Identify the implications across the grade levels. • Identify common student misconceptions. • Each group will be given a part of the standard to consider what students should Know, Understand, and Be Able to Do. Deconstruction/Collaboration • 7.SP.C.7 Develop a probability model and use it to find probabilities of events. Compare probabilities from a model to observed frequencies; if the agreement is not good, explain possible sources of the discrepancy. • 7.SP.C.8 Find probabilities of compound events using organized lists, tables, tree diagrams, and simulation. – a. Understand that, just as with simple events, the probability of a compound event is the fraction of outcomes in the sample space for which the compound event occurs. • Identify key components. • What will the students need to Know, Understand, and Be Able to Do in order to master the standard? • What are possible misconceptions? MS Scaffolding Document Standards for Mathematical Practice Mathematically Proficient Students… Reflection Private Think Time: Why is it important to deconstruct standards? Shoulder Partner: Share MICA • Computer Time! – Log in to MICA and work through all the 7.SP.C. problems as a student would. – Look at answers. MICA • Activity: Bowtie –Vocabulary –Pre-Requisite Knowledge –Possible Misconceptions MIST • Navigating the MIST site • Problems on Practice Tests • Be the Change Agent! Your Turn: Using OnTrac • Item types • Depth of questions • Create a formative assessment! Be ready to start back at 12:15! Conceptual Understanding of Focus Standards • Use manipulatives to work through activities. • How could you support struggling learners? • How could you extend advanced learners? Integration of Focus Standards Consider ways to integrate 7.SP into… 7.NS.A Apply and extend previous understandings of operations with fractions to add, subtract, multiply, and divide rational numbers 7.EE.A Use properties of operations to generate equivalent expressions 7.EE.B Solve real-life and mathematical problems using numerical and algebraic expressions and equations Differences in Tasks • • • • • INSTRUCTIONAL TASKS Similar to discovery learning or inquiry-based learning Used to teach new concepts/build on prior knowledge Must have multiple entry points/solution paths Involves students in math practices Uncovers students’ misconceptions • • • • • ASSESSMENT TASKS Often referred to PBA or CRA Used to assess what students know Should be objective with fewer solution paths Correct solutions will require one or more math practices Uncovers students’ misconceptions Planning Process for Instructional Task • • • • • • What are your mathematical goals for the lesson? How do you think students will solve it? What misconceptions do you think they will have? What resources or tools does the student need? How will the students record their work? What questions will you ask to help the students access prior knowledge and work through the task? Practice Test 1: TASK • Break apart the task. • Discuss the rubric. • How do we promote success? Challenge Breeders and farmers have looked for ways to improve the quality of their crops and herds for many years. Selective breeding (also called artificial selection) is the process by which humans use animal breeding and plant breeding to selectively develop particular phenotypic traits (characteristics) by choosing which animal or plant males and females will sexually reproduce and have offspring together. Following the discovery of DNA structure in 1953, geneticists know more about where genes for traits are located on chromosomes and the inheritance patterns. Use your knowledge in genetics, probability, and compound events to prepare a display for the Adventure Science Museum explaining selective breeding ways to produce an offspring with desired traits without tampering with its original DNA. Plan and display all possible genetic combinations for your chosen trait(s) and propose a plan that will most likely result in offspring with the desired trait without manipulating its gene makeup. Focus Standards Math • 7.SP.C.7 Develop a probability model and use it to find probabilities of events. Compare probabilities from a model to observed frequencies; if the agreement is not good, explain possible sources of the discrepancy. • 7.SP.C.8 Find probabilities of compound events using organized lists, tables, tree diagrams, and simulation. • 7.SP.C.8a Understand that, just as with simple events, the probability of a compound event is the fraction of outcomes in the sample space for which the compound event occurs. Science • • • • GLE 0707.4.2 Demonstrate an understanding of sexual reproduction in flowering plants. SPI 0707.4.2 Match flower parts with their reproductive functions. GLE 0707.4.4 Predict the probable appearance of offspring based on the genetic characteristics of the parents. SPI 0707.4.4 Interpret a Punnett square to predict possible genetic combinations passed from parents to offspring during sexual reproduction. How are traits passed from parents to the offspring? Are all plants the same? What is the probability of landing heads or tails? Math Possible Pathways: • Organized list • Tree diagram • Table A Punnett square is a tool used to predict the possible genotypes and phenotypes for the offspring of two known parents. PARENT’S GENES In Science, we use: PUNNETT SQUARES! PARENT’S GENES PUNNETT SQUARE The parents’ alleles go on the OUTSIDE of the square. RR · rr r r R R PUNNETT SQUARE The parents’ sex alleles go on the OUTSIDE of the square. XY · XX X X X Y How are these genetic crosses different? Mendel’s Studies Probability of a Compound Event • A compound event consists of two or more simple events. • The probability of a compound event can be calculated if its outcomes are equally likely to occur. Probability of a Compound Event or Dihybrid Cross (Two Traits) • A dihybrid cross involves a study of inheritance patterns for organisms differing in two traits. Mendel used a dihybrid cross to determine if different traits of pea plants, such as flower color and seed shape, were inherited independently. Dihybrid Cross Monohybrid Cross with Color Chips Scenario 1 A polled Herford is a variety of Herford cattle that lack horns. The polled allele is dominant to the horned allele. Cattle producers like the polled trait for safety reasons. The breeder crossed two polled cattle. After several years, they have produced 8 calves: 6 are polled and 2 have horns. • What are the genotypes of the parents? Determine the phenotypic and genotypic ratios of this cross. What is the probability that a calf from this cross will have horns? Compound Event with Color Chips Scenario 2 Y chromosome X chromosome P- Polled allele (dominant trait) p- Horned allele (recessive trait) A breeder bought a bull with horns at an auction for a great price. To ensure that the next generation of female cattle are polled, what does he need to do? 1. What are the possible female genotypic combinations to be crossed with the bull with horns? _______ x horned bull _______ x ppXY 2. What is the probability of producing a female polled offspring? Show your work by using an organized list, tree diagram and/or table (Punnett Square) for each possible cross. Scenario 3 The skin of a tomato can be smooth or fuzzy like a peach. This trait is controlled by one gene with two alleles, with the smooth allele being dominant. The flesh color of tomato fruit can be yellow or red. This trait is controlled by one gene with two alleles, with red being dominant over yellow. A farmer takes the pollen from a plant that makes tomatoes with peach fuzzy skin and yellow flesh and crosses it with a plant that makes smooth skin tomatoes with red flesh. Assume this second plant is heterozygous for both genes. • Can smooth skin with yellow flesh tomato plant be produced from this cross? What is the phenotypic ratio? What is the genotypic ratio? Dihybrid Cross and Compound Event Practice with Color Chips S- smooth skin Smooth skin and red flesh- both heterozygous X Fuzzy peach skin and yellow flesh SR s- fuzzy skin R- red flesh sr r-yellow flesh Sr sR sr Reflection • What is the purpose of applying math to science content? • How will you share this material with your science teachers? Three W’s • What did I learn today and how do I plan to share with others my learning of today? • So What? (relevancy, importance, usefulness) • Now What? (how does this fit into what students are expected to do, does it affect our thinking, can we predict where we are going) http://www.mediacollege.com/downloa ds/sound-effects/starwars/obiwan/obiwan_theforce.wav