TIPC Ratings

Teacher: Approaching 4: Students had to research for the introduction part of the formal lab. They were to locate information on the catalase reaction that breaks down hydrogen peroxide, the benefit of hydrogen peroxide to living things and its toxicity to organisms. Then they had to write two to three paragraphs using the researched information.
Student: Developing 3: The students researched as I have modeled and we have spoken about confirming information found at one web site by checking another site. I have also showed them how to do an advance search, using only .edu or .gov sites.

This lesson is Approaching. Students engaged in meaningful communication and purposeful collaboration through the use of the Google doc. This was the most appropriate digital tool for collaboration. Most students used Excel to create graphs, while some stayed in Google docs. This data was shared and collected across three different classes.

This lesson is approaching. Students were able to respond to questions concerning data and justify their answers. They were able to explain why certain data entered from other groups was invalid. I designed instruction where students had to think critically to answer questions concerning their data. Students analyzed the data in the Excel spreadsheet and their graph to answer questions and create their own questions.

This lesson is developing. This lesson created opportunities for students to synthesize data, communicate and collaborate both within and with other classes, and apply critical thinking skills to address the action of catalase. Students had to analyze trends in the data to create accurate graphs. The graphs were original works but they seemed to stay within excel or the google spreadsheet, limiting their aspects of personal choice.

TIPC Ratings

The TIPC scores for this lesson will change dramatically depending on the content and context in which this lesson is used. The scores given to this lesson relate to the particular science lesson for which it was created. Although this particular lesson currently includes several strands of the TIPC that are “not observed,” this activity could be added onto an existing lesson or project to help it reach approaching or ideal in these same categories. The purpose of this activity is to have students reflect on their practice and their learning. This skill is not only referenced frequently in the higher ends of the TIPC, but is also a skill that students will need as to practice throughout the rest of their lives.

0 – Not Observed
Research and Information fluency are not a focus of this particular lesson.

4 – Approaching
In this lesson, the students use ActivEngage and GoogleDocs to facilitate collaboration. Using the information gathered with these tools, the students help each other further their understanding of the content, and develop necessary skills for students and life-long learners.

6 – Ideal/Target
In this lesson, students use ActivEngage responses and a GoogleSpread sheet to generate purposeful questions that will further their understanding of the content. In the discussions that occur around these questions, students will be required to justify their decision making and reflect on their roles as critical thinkers and problem solvers.

0 – Not Observed
Creativity and Innovation are not a focus of this particular lesson

TIPC Ratings

This lesson reaches Ideal/Target. Students are asked to evaluate, assemble, and synthesize information to address authentic tasks. Students utilize a variety of digital tools to display and interact with information related to severe weather events.

This lesson scores a four on the communication and collaboration strand. Students begin to branch out on independent collaboration with the teacher as the facilitator. They are provided with several communication methods including chat, file sharing, and collaboration on documents. The only thing that this lesson does not include from this strand is involvement beyond the classroom. The inclusion of this piece would increase the rating for this category.

Students generate questions to guide research as they work to understand the nature of the problem of their specific weather event. They are tasked with the creation of a compelling visual presentation and website. In the project, they are asked to evaluate the impacts of the weather event, but they do not propose a solution to solve the problems associated with severe weather. This would increase the rating for this category.

In this lesson, the teacher is pushing into several different uses of technology (Google Docs) and modeling strategic risk taking. This lesson provides opportunities for students to synthesize research, communicate/collaborate, and apply critical thinking skills as they create an innovative website and multimedia presentation. Students are questioning and summarizing through research. They reflect on the creative process once they have completed the lesson and set new goals.

TIPC Ratings

In this lesson students are required to acquire, evaluate, and apply information researched on a specific invasive species in order to create the Public Service Announcement. They will review search strategies, site authenticity, and citations with the school Librarian during the course of the lesson to help strengthen their information fluency skills. In addition, students will construct their own questions to guide the research using the KWL chart.

In this lesson students will use a variety of resources for communication. They will utilize Google Docs as a class to generate a list of characteristics for invasive species as well as a list of invasive species that they can research. In small groups students will use Google Docs to create and complete a KWL chart on their selected topic. Those small groups will then select a digital tool to use for the presentation of that information in a PSA.

Students will be required to generate, research, and answer their own questions using the KWL chart (in google docs) on the invasive species they have selected.

Students were instructed to create a PSA using the presentation tool of their choice. At the end of the lesson students had created their presentations using MovieMaker, GoAnimate, and Prezi. They synthesized their research and created an original work.

TIPC Ratings

This area is not the focus of this lesson.

This area is not the focus of this lesson.

This area is not the focus of this lesson.

Use of digital camera and laptops/promethean board to document understanding of force and motion. Creation of toy cars and airplanes that can be used to demonstrate force and motion. Use of discovery science, promethean flipcharts and textbook to generate knowledge. For reflection, teacher will lead question and answer sessions each during and after activity. These questions will include: What problems did you come across and how could you solve them? What would you do differently? What type of motion is being created? How can we make objects go further and faster?

TIPC Ratings

This lesson is ideal/target for research and information fluency.  Students used OneSearch and advanced searches to find credible information.  Students determine accuracy of information and use the information they deem appropriate.  This lesson facilitates an authentic task that will be assessed through the compilation of information on the presentation.

This lesson is approaching in communication and collaboration. Students from each period are creating one google presentation to then show within their class and to other classes. Students work in groups with established norms and are addressing the authentic task of genetic engineering. Students are using the google presentation to collaborate during class time and after school hours.

This lesson is approaching in critical thinking and problem solving. Students are required to generate and find answers to the questions surrounding the topic they chose. During the presentation, students are able to justify their research when they are questioned. Additionally, they are thinking critically about this high level topic and recording their research and thoughts in the presentation.

This lesson is approaching in creativity and innovation. Students are given the opportunity to synthesize their research, collaborate, and apply critical thinking skills to address and present on their topic. Students look at the trends and information, analyze it, then create an original google presentation that will become a part of the larger project.

TIPC Ratings

Students use advanced Internet search strategies to locate information regarding the definition and history of recycling. Students discover the origin of recycling and the catalyst that prompted this nation-wide process. Their research includes finding out if there was a major event in history or a movement that caused people to become aware of the need to recycle. They determine if there was a specific group of people or just one person who is credited with initiating recycling, the first items to be recycled, what items we use on a daily basis that come from recycled materials, and what company is the leader in manufacturing products from recycled goods. In-depth research also answers the question as to whether there is a global problem of excess non-biodegradable items in landfills and, if so, the cost economically and environmentally. Through their research, student groups identify current problems with not recycling. They create a list of questions to ask others in the school community to determine the need for recycling at Hermitage High School. Blogs with students at other schools contribute to each student’s information gathering process. Various digital tools, such as School Space, blogs, powerpoints, video and music editing sites are used to display and share the information with classmates and others outside the school.

Students network within the school and community to find community groups who can facilitate recycling at HHS. Students share research papers via School Space with classes at their school. In addition, Hermitage High School students collaborate with students at other schools using a teacher facilitated blog format to determine the way in which other schools recycle. Students exchange ideas on how and what can be recycled and communicate their research findings through the ongoing blog. In groups, they present possible solutions digitally through graphic art, video, powerpoints, art, music, or dramatic skits. Students evaluate their peers for communications skills and promote feedback for future improvements via the blog.

Students answer essential questions provided by the teacher and generate their own questions to guide the research phase of this project. Using the information provided by the research, and monitoring the blog site for information gathered collaboratively, students determine the problem of excess non-biodegradable items in landfills and the potential cost. Students look at the problems at Hermitage High School, in their community and then throughout the world. They determine the initial item to recycle, hypothesize on future problems and predict possible solutions. Students network and find school clubs, local companies and community organizations who can help with recycling at HHS. Logistics of the recycling project and the use of rebates are determined. Current and future recycling goals are set. (For example, at HHS students suggested that the science club has a separate task of recycling for the school. Members are responsible to for picking up recycled items weekly and placing them in the bin for the company “We Recycle It” to pick up. Hermitage High School will receive a rebate from the recycled items to benefit the recycling efforts at Hermitage; plastics, aluminum and cardboard are now being recycled. Students also determined that water to be used for watering plants can be recycled fairly easily with rain barrels. They set a goal to help recycle grey water throughout the school in 4-5 years..

Students groups create digital products consisting of either infomercials or 100% recycled products common items which would normally be thrown away in order to teach others the importance of recycling. One student designs a t-shirt to promote the recycling effort. Creativity is emphasized in the final products which are made available to other students for information and research. The students can choose to use graphic art, music, video, dramatic skits, power points or songs. Humor is encouraged as a means of informing and instructing. The students set a goal to have these products as advertisements on Herm TV, channel 99 and possible local network channels, to inform, teach, and inspire people to recycle! They also select a name for their Recycling program. Students meet regularly to reflect on the progress of their recycling efforts and to plan strategies for getting more teachers and students involved in this effort.

TIPC Ratings

Students were required to research different techniques to keep an apple from turning brown with teacher provided resources. Since this was not the focus of the lesson the teacher facilitated the process through discussion with student groups as they worked through setting up their experiment.

Although this was not the focus of the lesson students communicated within the class through the creation process developing collaborative strategies to accomplish the experiment they created. Students also utilized edmodo as a communication tool to organize themselves outside of the classroom environment.

Target: Students applied critical thinking and problem solving strategies to solve an authentic task. When you cut apples, they turn brown, so students had to think of ways to prevent this real world problem from happening. The students themselves participated in quality decision making to solve this problem by conducting research, planning and implementing an investigation via an experiment to answer their questions. Because the nature of this lesson is to apply what they have learned, students are acting as scientists, and this demonstrates the highest level of critical thinking and problem solving.

Some students took risks by selecting products which had not been introduced as a standard “fruit fresh” agent but based on the knowledge of the product thought it would a successful trial. Although the end product did not focus on creating an original product the experiment stretched students to create new ideas based on prior knowledge.