I am hoping to use my unit on weather for Entry 1 on instructional design,
but I am having difficulty focusing on the main concept. Would the water
cycle cover air pressure and relative humidity and wind speed, wind
direction, cloud type, and all that jazz?

Christine

I'd include all that jazz in the instructional sequence.   I don't think
your "Big Idea" has to be real narrow.  Rather than trying to stay in the
bounds of "the water cycle" maybe you could expand your Big idea to "Change"
....atmospheric change.
Susan

-----Original Message-----
From: NBPTS-AdolAdult-Sci@egroups.com <NBPTS-AdolAdult-Sci@egroups.com>
To: NBPTS-AdolAdult-Sci@egroups.com <NBPTS-AdolAdult-Sci@egroups.com>
Date: Tuesday, September 12, 2000 09:57 AM
Subject: [NBPTS-AdolAdult-Sci] Digest Number 49


>
>There is 1 message in this issue.
>
>Topics in this digest:
>
>      1. Big Idea
>           From: Tommy/Christine Lowman <lowman@...>
>
>
>________________________________________________________________________
>________________________________________________________________________
>
>Message: 1
>   Date: Mon, 11 Sep 2000 18:54:44 -0400
>   From: Tommy/Christine Lowman <lowman@...>
>Subject: Big Idea
>
>I am hoping to use my unit on weather for Entry 1 on instructional design,
>but I am having difficulty focusing on the main concept. Would the water
>cycle cover air pressure and relative humidity and wind speed, wind
>direction, cloud type, and all that jazz?
>
>Christine
>
>
>________________________________________________________________________
>________________________________________________________________________
>
>
>

Who can offer some suggestions on how to word the student impact?  It
would greately be appreciated.  Thanks Mr. Mikell

On wording student impact -- tell it as if you are talking to a
non-teacher who has not been in your classroom.  How did this help
all
the students?  Were individuals especially helped?  Name them by
first
name and tell how they especially benefited from what you did and why
the impact was so great on them.  If you're working with another
teaher, perhaps mentoring or sharing a workshop, tell what that
teacher did to impact students with what you shared and get the
teacher to write a letter to you outlining what you did and how
his/her teaching changed to improve the student learning.

Above all, don't be shy and hesitate to brag and don't assume the
assessor already knows you'd do certain things.  This is all about
telling all the good "stuff" you do.  Tell it fully and with
supporting detail.

I'm not sure what you mean by "wording student impact".  But you basically
write specifically how a particular activity, etc. helped your students
learn something.


>From: Robert Mikell <rmikell2@...>
>Reply-To: NBPTS-AdolAdult-Sci@egroups.com
>To: NBPTS-AdolAdult-Sci@egroups.com
>Subject: [NBPTS-AdolAdult-Sci] student impact
>Date: Sat, 30 Sep 2000 14:35:50 -0500
>
>Who can offer some suggestions on how to word the student impact?  It
>would greately be appreciated.  Thanks Mr. Mikell
>

_________________________________________________________________________
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Whatever you are writing state  This accomplishment had a direct impact
upon my students learning by (i.e. attendance improved by 2%, students
checked out more library books, students learned by blah blah blah) You get
the idea? let me knwo
Sheila

I am looking to certify in chemistry this year. I haven't gotten my
box yet. Is there any site to look at examples to know how to get
started on any of the portfolio?
Pat

I went to a National Board Support Group meeting today, and the mentor
there told me that for entry 5 I should describe all of my accomplishments
for each area, THEN give the impact statement. I understand why she told me
that, but it just doesn't seem very effective. Is that really what the
assessors will be looking for?

Christine in NC

YOU HAVE TO PUT THE IMPACT IT HAD UPON STUDENT LEARNING THIS IS USUALLY THE
LAST PARAGRAPH
SHEILA

Address for each what it was you did, why it was significant (important) and
how it affected student learning.  Be very specific how it affected student
learning.  For example, relate to a particular student and how that student
was able to learn something as a result of you doing the activity.  Does
that help?


>From: Tommy/Christine Lowman <lowman@...>
>Reply-To: NBPTS-AdolAdult-Sci@egroups.com
>To: NBPTS-AdolAdult-Sci@egroups.com
>Subject: [NBPTS-AdolAdult-Sci] Entry 5
>Date: Thu, 26 Oct 2000 18:10:55 -0400
>
>I went to a National Board Support Group meeting today, and the mentor
>there told me that for entry 5 I should describe all of my accomplishments
>for each area, THEN give the impact statement. I understand why she told me
>that, but it just doesn't seem very effective. Is that really what the
>assessors will be looking for?
>
>Christine in NC

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>YOU HAVE TO PUT THE IMPACT IT HAD UPON STUDENT LEARNING THIS IS USUALLY THE
>LAST PARAGRAPH
>SHEILA
>
>
>
>

I was told to describe the three things for each entry
1. what was the nature of this activity
2. why was it significant
3.how did it affect student learning.
I was being very general about how it impacted student learning but
someone else told me to be very specific and use names

Tommy/Christine Lowman wrote:
>
> I went to a National Board Support Group meeting today, and the mentor
> there told me that for entry 5 I should describe all of my accomplishments
> for each area, THEN give the impact statement. I understand why she told me
> that, but it just doesn't seem very effective. Is that really what the
> assessors will be looking for?
>
> Christine in NC
>

Hi Pat,
    Yes, you should be specific.  You can use generic names such as "the
education professor at a local university" or "a student that went on to
major in biology," but I don't think you have to use formal (first/last
names).  Your verification forms will have these names and some of your
documentation will too.  The most important thing is show "the three C's"
and to connect the accomplishment/award to students.  Marie
----- Original Message -----
From: <NBPTS-AdolAdult-Sci@egroups.com>
To: <NBPTS-AdolAdult-Sci@egroups.com>
Sent: Saturday, October 28, 2000 11:50 AM
Subject: [NBPTS-AdolAdult-Sci] Digest Number 56


>
> There is 1 message in this issue.
>
> Topics in this digest:
>
>       1. Re: Entry 5
>            From: Patricia Thomas <pathebat@...>
>
>
> ________________________________________________________________________
> ________________________________________________________________________
>
> Message: 1
>    Date: Fri, 27 Oct 2000 22:57:54 -0500
>    From: Patricia Thomas <pathebat@...>
> Subject: Re: Entry 5
>
> I was told to describe the three things for each entry
> 1. what was the nature of this activity
> 2. why was it significant
> 3.how did it affect student learning.
> I was being very general about how it impacted student learning but
> someone else told me to be very specific and use names
>
> Tommy/Christine Lowman wrote:
> >
> > I went to a National Board Support Group meeting today, and the mentor
> > there told me that for entry 5 I should describe all of my
accomplishments
> > for each area, THEN give the impact statement. I understand why she told
me
> > that, but it just doesn't seem very effective. Is that really what the
> > assessors will be looking for?
> >
> > Christine in NC
> >
>
>
> ________________________________________________________________________
> ________________________________________________________________________
>
>
>

When I read the original post, I thought it said to put all the impact
information together at the end after all the descriptions.  If that
is so, it is not efficient.  Describe, then give significance, then
give impact.  Finish one accomplishment, then on to the next.  Now
this is what I did, but I am waiting for scores.  Remember that NB
dictates many things, but writing style is not dictated.  You can
paragraph, bullet, outline, or whatever.  You chose what seems logical
and effective to you.

I really could use some suggestions on how to go about beginning
working on Entry 2--Assessing Student Work and Entry 4--Inquiry
Through Investigation.  I am a learner through example and simply
reading a few instructions gets me nowhere.  Any and all collaboration
here would be greatly appreciated!!  Ya'all have a good day now.
Mr. Mikell

HAVE YOU ALREADY DONE ENTRY 1 AND 3?  I HAVE NOT EVEN STARTED 2 AND 4 I AM
STILL WORKING ON 1
SHEILA

For the Inquiry entry, my colleague and I really worked hard on this one.  I
did an osmosis lab with regular Bio I kids and he did a natural pesticide
lab with AP Environmental students.  We both videoed a segment where the
students devised a hypothesis and developed their own procedures.  Then a
section was videotaped when the students actually carried out the activity
in the lab.  A separate segment was videoed as the students analyzed their
data and discussed any possible problems with their work.  My students got
some "screwy" results so that section was a good discussion about how we
could have done things differently. My video covered 3 separate STRESSFUL
days.  My artifacts included some photos of the students holding posters of
their hypothesis and procedures..they developed these in small groups as
well as a students formal lab report.  Of course neither of us have heard
our scores yet so you might want to take all of this with a grain of salt.
For the assessment entry, just be sure you use a variety of assessments.  I
included a  writing assignment and a poster-type project.  Can't remember
what else I did, but I don't want to open up my stuff because I'll start
second-guessing myself!!  Good luck!!!!
-----Original Message-----
From: rmikell2@... <rmikell2@...>
To: NBPTS-AdolAdult-Sci@egroups.com <NBPTS-AdolAdult-Sci@egroups.com>
Date: Thursday, November 02, 2000 9:00 PM
Subject: [NBPTS-AdolAdult-Sci] Early Adolescence Grade 7


>I really could use some suggestions on how to go about beginning
>working on Entry 2--Assessing Student Work and Entry 4--Inquiry
>Through Investigation.  I am a learner through example and simply
>reading a few instructions gets me nowhere.  Any and all collaboration
>here would be greatly appreciated!!  Ya'all have a good day now.
>Mr. Mikell
>
>
>
>
>
>

I need some feedback to help me make decisions for some of my entries.

1.  I am trying to choose between using my chemistry unit for entry 2
(assessment) or for entry 4 (videotape of inquiry through investigation).

Here is what I have for assessment:
The students took a vocabulary quiz.
They made models of an atom.
They took a test.
I am going to have them do a performance assessment on elements, compounds,
and mixtures.

Here is what I have for the video:
Our discussion of a half-life lab using the flipping of pennies to
represent the half-life of a radioactive element. We talked about the
vocabulary words, how our experiment was the same as the real thing, how it
was different from the real thing, and what you had to know to determine
how long it would take for a radioactive sample to decay.

Which one do you think would be the best use of this unit?

2) I am trying to decide whether to use my weather unit for entry 2
(assessment) or for entry 3 (video of probing student understanding).

Here is what I have for assessment:
The students collected weather data for a week and used it to make their
own predictions.
The students reflected on various weather proverbs as we studied weather
factors to see if they thought there was any truth to the proverbs or not.
We did a scorecard activity with the vocabulary words where I called out a
definition and they wrote what the word was on a "scorecard". Then at my
signal, they all held up their scorecards for me to see if they had it right.
I have conferenced with them over their science journals for organinzation
skills.

Here's what I have for probing student understanding:
We discussed evaporation and condensation. I asked them to give me examples
of each and we discussed them. They had a lot of understanding of the
topic. Then I issued them the challenge to find out about evaporated and
condensed milk. (None of them rose to the challenge!)

Which one do you think would be the best way to use this unit?

Thank you for your help!
Christine in NC

I think the weather unit sounds the best!!  Also the performance based
assessment for chemistry sounds good along with the making of models. My
inquiry video was more of designing an experiment but I don't know if that's
what they wanted...that's how a colleague and I interpreted it.  We won't
know for several weeks whether we were on the right track or not. Donna in
NC
-----Original Message-----
From: Tommy/Christine Lowman <lowman@...>
To: NBPTS-AdolAdult-Sci@egroups.com <NBPTS-AdolAdult-Sci@egroups.com>
Date: Saturday, November 04, 2000 5:38 PM
Subject: [NBPTS-AdolAdult-Sci] Feedback


>I need some feedback to help me make decisions for some of my entries.
>
>1.  I am trying to choose between using my chemistry unit for entry 2
>(assessment) or for entry 4 (videotape of inquiry through investigation).
>
>Here is what I have for assessment:
>The students took a vocabulary quiz.
>They made models of an atom.
>They took a test.
>I am going to have them do a performance assessment on elements, compounds,
>and mixtures.
>
>Here is what I have for the video:
>Our discussion of a half-life lab using the flipping of pennies to
>represent the half-life of a radioactive element. We talked about the
>vocabulary words, how our experiment was the same as the real thing, how it
>was different from the real thing, and what you had to know to determine
>how long it would take for a radioactive sample to decay.
>
>Which one do you think would be the best use of this unit?
>
>2) I am trying to decide whether to use my weather unit for entry 2
>(assessment) or for entry 3 (video of probing student understanding).
>
>Here is what I have for assessment:
>The students collected weather data for a week and used it to make their
>own predictions.
>The students reflected on various weather proverbs as we studied weather
>factors to see if they thought there was any truth to the proverbs or not.
>We did a scorecard activity with the vocabulary words where I called out a
>definition and they wrote what the word was on a "scorecard". Then at my
>signal, they all held up their scorecards for me to see if they had it
right.
>I have conferenced with them over their science journals for organinzation
>skills.
>
>Here's what I have for probing student understanding:
>We discussed evaporation and condensation. I asked them to give me examples
>of each and we discussed them. They had a lot of understanding of the
>topic. Then I issued them the challenge to find out about evaporated and
>condensed milk. (None of them rose to the challenge!)
>
>Which one do you think would be the best way to use this unit?
>
>Thank you for your help!
>Christine in NC
>
>
>
>
>

It sounds to me as if you may be able to use your chemistry unit in
both the ways you describe.  The video activity sounds focused on
radioactivity, which does include isotopes, but does not have to be
part of the chemistry unit.  It is also taught in physics and biology
and can be a stand-alone unit.

On the weather, it may come down to just how good the video is
compared to the assessment.  For me, the assessment was the hardest,
and your assessments sound very good.  It is early in the year.  Try
to decide what you'd feel best about getting done first.

On entry 2 I did an ellaborate unit on the skeletal
system. I used a pre-test type evaluation and their
final evaluation I used the actual bones of a frog in
a comparative anatomy type test. If I have to do it
all over I would do something a little less involved -
but you must show what they know before, a middle
activity, and a post activity or evaluation tool. A
friend of mine used a lab sheet that showed the
variables in a plant growth unit - she had them
identify the variables in the pre and post test that
were the almost the same and she had them do the
lab/activity as the middle.  For my entry four do a
simple lab that takes only one lab period. I think my
entry four was probably fairly good. I did a density
lab using  mini-candy bars. I used snickers and 3
musketeers. The musket. floats and the snickers sinks.
I put the students in small lab groups and had another
student follow me around as I went from group to
group. I tape the whole hour but used the best 20 min.
Think simple concepts that can be covered in 20 mins.
Of course density isn't that easy for junior high -
but this lab seemed to help my students grasp the
concept. Start one of these entries and just jot down
ideas for the other. I would do the video first - I
thought it was easier. I scanned the web for labs and
put them in a folder and just thought about them for a
day or two. Good luck and when you pick a topic let me
know and maybe I can help you more, I haven't
certified but I have gone through this already. What
are you doing for entry one? Do you have someone
locally helping you?
GOOD LUCK!  Vickie   :O)


--- rmikell2@... wrote:
> I really could use some suggestions on how to go
> about beginning
> working on Entry 2--Assessing Student Work and Entry
> 4--Inquiry
> Through Investigation.  I am a learner through
> example and simply
> reading a few instructions gets me nowhere.  Any and
> all collaboration
> here would be greatly appreciated!!  Ya'all have a
> good day now.
> Mr. Mikell
>
>


__________________________________________________
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http://shopping.yahoo.com/

Thank you for all the "votes" on my possible entries! I will sit down with
them again this weekend and try to make some decisions!

Christine in NC

Can anyone out there aid me in strengthening my STUDENT IMPACTs on
Entry 5?  Does this simply have to be student impact or can it
include teacher impact as well?  I pray everyone out there is working
diligently to get everything done.  Thanks for any and all help!!!
Mr. Mikell

Tell us more.  Just what are you having trouble doing - stating the
impact, deciding what evidence to use, helping others as they verify
for you?  Teacher impact does count, especially when you tie it to
student impact in those classes.

There are three parts to entries five and six; description, student
impact, and significance to teaching.  Significance to teaching does
include the impact on teaching.  I am a mentor to new candidates and I
am an AYA candidate in waiting.  The trainers at my group always say to
be specific.  Mention the names of a student or students who
demonstrated more enthusiasm or understanding because of a certain
event.  Talk about the classes as a whole and how they changed because
of your activity.  Hope this helps.

Michelle Applewhite

"MR. MIKELL" wrote:
>
> Can anyone out there aid me in strengthening my STUDENT IMPACTs on
> Entry 5?  Does this simply have to be student impact or can it
> include teacher impact as well?  I pray everyone out there is working
> diligently to get everything done.  Thanks for any and all help!!!
> Mr. Mikell
>

Looking for advice on relating the National Science Standards to Zoology.  I
am mentoring a candidate that teaches the subject and she is having
difficulty relating her subject to the standards for inclusion in her
entries.


>From: "Michelle R. Applewhite" <283love@...>
>Reply-To: NBPTS-AdolAdult-Sci@egroups.com
>To: NBPTS-AdolAdult-Sci@egroups.com
>Subject: Re: [NBPTS-AdolAdult-Sci] Student Impact
>Date: Tue, 14 Nov 2000 17:28:05 -0600
>
>There are three parts to entries five and six; description, student
>impact, and significance to teaching.  Significance to teaching does
>include the impact on teaching.  I am a mentor to new candidates and I
>am an AYA candidate in waiting.  The trainers at my group always say to
>be specific.  Mention the names of a student or students who
>demonstrated more enthusiasm or understanding because of a certain
>event.  Talk about the classes as a whole and how they changed because
>of your activity.  Hope this helps.
>
>Michelle Applewhite
>
>"MR. MIKELL" wrote:
> >
> > Can anyone out there aid me in strengthening my STUDENT IMPACTs on
> > Entry 5?  Does this simply have to be student impact or can it
> > include teacher impact as well?  I pray everyone out there is working
> > diligently to get everything done.  Thanks for any and all help!!!
> > Mr. Mikell
> >

_________________________________________________________________________
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In the planning section of entry three where I'm asked to give the goals
for the instructional sequence, isn't that for the unit from which the
videoed lesson is taken and not just for the lesson being presented?

Also, do you think it is acceptable to include quotes from our state's
standard course of study in referring to the goals?

Christine in NC

Catherine,
What standards is your candidate having trouble with?  Is that the only
subject she teaches?  What about current events or tying in
environmental impact on animals?  Going to the zoo?  Scavenger hunt?
Nature or discovery shows?  Students develop a habitat where a specific
animal can survive based on the animal's characteristics.  What entries
are a problem?

Michelle in MS

Catherine Ratliff wrote:
>
> Looking for advice on relating the National Science Standards to Zoology.  I
> am mentoring a candidate that teaches the subject and she is having
> difficulty relating her subject to the standards for inclusion in her
> entries.
>
> >From: "Michelle R. Applewhite" <283love@...>
> >Reply-To: NBPTS-AdolAdult-Sci@egroups.com
> >To: NBPTS-AdolAdult-Sci@egroups.com
> >Subject: Re: [NBPTS-AdolAdult-Sci] Student Impact
> >Date: Tue, 14 Nov 2000 17:28:05 -0600
> >
> >There are three parts to entries five and six; description, student
> >impact, and significance to teaching.  Significance to teaching does
> >include the impact on teaching.  I am a mentor to new candidates and I
> >am an AYA candidate in waiting.  The trainers at my group always say to
> >be specific.  Mention the names of a student or students who
> >demonstrated more enthusiasm or understanding because of a certain
> >event.  Talk about the classes as a whole and how they changed because
> >of your activity.  Hope this helps.
> >
> >Michelle Applewhite
> >
> >"MR. MIKELL" wrote:
> > >
> > > Can anyone out there aid me in strengthening my STUDENT IMPACTs on
> > > Entry 5?  Does this simply have to be student impact or can it
> > > include teacher impact as well?  I pray everyone out there is working
> > > diligently to get everything done.  Thanks for any and all help!!!
> > > Mr. Mikell
> > >
>
> _________________________________________________________________________
> Get Your Private, Free E-mail from MSN Hotmail at http://www.hotmail.com.
>
> Share information about yourself, create your own public profile at
> http://profiles.msn.com.
>

Michelle in MS  Thanks for the tips on that one.

>From: "Michelle R. Applewhite" <283love@...>
>Reply-To: NBPTS-AdolAdult-Sci@egroups.com
>To: NBPTS-AdolAdult-Sci@egroups.com
>Subject: Re: [NBPTS-AdolAdult-Sci] Student Impact
>Date: Sat, 18 Nov 2000 20:58:19 -0600
>
>Catherine,
>What standards is your candidate having trouble with?  Is that the only
>subject she teaches?  What about current events or tying in
>environmental impact on animals?  Going to the zoo?  Scavenger hunt?
>Nature or discovery shows?  Students develop a habitat where a specific
>animal can survive based on the animal's characteristics.  What entries
>are a problem?
>
>Michelle in MS
>
>Catherine Ratliff wrote:
> >
> > Looking for advice on relating the National Science Standards to
>Zoology.  I
> > am mentoring a candidate that teaches the subject and she is having
> > difficulty relating her subject to the standards for inclusion in her
> > entries.
> >
> > >From: "Michelle R. Applewhite" <283love@...>
> > >Reply-To: NBPTS-AdolAdult-Sci@egroups.com
> > >To: NBPTS-AdolAdult-Sci@egroups.com
> > >Subject: Re: [NBPTS-AdolAdult-Sci] Student Impact
> > >Date: Tue, 14 Nov 2000 17:28:05 -0600
> > >
> > >There are three parts to entries five and six; description, student
> > >impact, and significance to teaching.  Significance to teaching does
> > >include the impact on teaching.  I am a mentor to new candidates and I
> > >am an AYA candidate in waiting.  The trainers at my group always say to
> > >be specific.  Mention the names of a student or students who
> > >demonstrated more enthusiasm or understanding because of a certain
> > >event.  Talk about the classes as a whole and how they changed because
> > >of your activity.  Hope this helps.
> > >
> > >Michelle Applewhite
> > >
> > >"MR. MIKELL" wrote:
> > > >
> > > > Can anyone out there aid me in strengthening my STUDENT IMPACTs on
> > > > Entry 5?  Does this simply have to be student impact or can it
> > > > include teacher impact as well?  I pray everyone out there is
>working
> > > > diligently to get everything done.  Thanks for any and all help!!!
> > > > Mr. Mikell
> > > >
> >
> >
>_________________________________________________________________________
> > Get Your Private, Free E-mail from MSN Hotmail at
>http://www.hotmail.com.
> >
> > Share information about yourself, create your own public profile at
> > http://profiles.msn.com.
> >

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Hi,
Just wondering if there are any new adol/adult science people trying
for certification this year(2000-2001). I teach 9th earth science and
12th physics in upstate ny.
thanks,
rmg