Year 9 rubric eg
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This document is a rubric for assessing a Year 9 student's assignment. It outlines the key areas that students should demonstrate by the end of Year 9, including explaining chemical processes and natural radioactivity in terms of atoms and energy transfers. Students should be able to design investigation questions, control variables, collect data, and analyze their methods and results. The rubric also provides examples of what a student has achieved and not achieved in describing important chemical reactions.
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Assignment the climate debate (achievement standard)jennifer_lawrence
油
This document outlines an assignment for Year 10 Science students. Students are asked to find two recent media articles, one agreeing and one disagreeing with the occurrence of climate change. They must evaluate two claims from each article based on scientific evidence. Students must also discuss the media debate around climate change, including stakeholders on each side and how the public is informed. The report should include an introduction to the articles, evaluation of claims, discussion of the media debate, bibliography, and copies of the articles. Students will be marked based on their analysis of interactions between Earth's spheres, consideration of science and models in identifying climate change, evaluation of media reports, construction of evidence-based arguments, and communication of science ideas.Assignment (altered) the climate debate
Assignment (altered) the climate debatejennifer_lawrence
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1) The document provides instructions for a school assignment evaluating claims made in media articles about climate change. Students are asked to find one article agreeing and one disagreeing with climate change and analyze a scientific claim from each.
2) They must also discuss the media debate around climate change - why there is controversy, who the stakeholders are on each side, and how the public learns about the issue.
3) The report should include an introduction to the articles, evaluation of the claims referring to climate science, analysis of the media debate, bibliography, and copies of the articles. The assignment will be graded based on choice of articles, summaries, analyses, references, and presentation.Assignment the climate debate
Assignment the climate debatejennifer_lawrence
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The document provides instructions for a school assignment evaluating claims made in media articles about climate change. Students are asked to find one article agreeing that climate change is occurring and one disagreeing, then analyze two claims from each. They must also discuss the media debate around climate change, stakeholders on each side, and how the public learns about the issue. The report should introduce the articles, evaluate the four claims in relation to climate science evidence, analyze the media debate, include a bibliography, and attach copies of the articles. The assignment will be graded based on choice of articles, summaries, claim evaluation, analysis of the debate, bibliography, writing quality, and presentation.Observation script
Observation scriptjennifer_lawrence
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The document outlines the structure and process for conducting an observation feedback conference with a teacher. It includes:
1) Setting the stage by introducing the purpose and process of the conference.
2) Allowing the teacher to share their impressions of the lesson first before providing feedback.
3) Giving specific, evidence-based feedback to the teacher about the skills and behaviors observed, focusing on what went well.
4) Closing the conference by asking the teacher to identify any areas for future focus and setting goals for the next observation.Lesson feedback form 1 and 2
Lesson feedback form 1 and 2jennifer_lawrence
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The document is a lesson feedback form that is used to evaluate a mentee's lesson performance. It contains sections to rate the mentee on preparation for the lesson, elements of the lesson, classroom management, communication skills, and questioning techniques. The mentor provides comments on strengths observed, recommendations, and the mentee reflects on their teaching experience.Lesson observation 10 essential skills
Lesson observation 10 essential skillsjennifer_lawrence
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This document outlines skills for teachers to establish expectations, redirect students to learning, and respond to inappropriate behaviors during classroom observations. It lists skills like establishing expectations, selective attending, giving instructions, and following through. The teacher is observed to see how they articulate behaviors, prompt students respectfully, acknowledge appropriate conduct, and use body language to encourage focus while monitoring the classroom.Year 8 elective choice form 2014
Year 8 elective choice form 2014jennifer_lawrence
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Year 8 students at the school will study six core subjects and choose two electives, one from the Arts and one from Technology. The elective choice form asks students to number their preferences for Arts electives (Art, Drama, Digital Photography, Music, Dance) and Technology electives (Design and Technology, Food Studies, Information Technology, Textiles, LEX@S Intro to Engineering, Horticulture). Students are asked to discuss elective options with executive teachers, sign the form with their parent, have their TEAM teacher also sign, and return it to the front office by November 4th.2014 year 9 elective choice form
2014 year 9 elective choice formjennifer_lawrence
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This document is a form for current year 8 students to select their elective choices for year 9. It explains that students will complete 5 elective units over the year, with 2 units per semester plus an additional humanities elective. Students are asked to rank their top 6 preferences for elective units from a list. Their first 6 ranked preferences will be used to determine their elective schedule, but preferences 7-10 may be used if needed. Students also must rank their top 3 preferences for humanities units. The form requires signatures from the student, parent, and teacher before it is due by September 9th.Year 9 assignment.imaginative literary transformation
Year 9 assignment.imaginative literary transformationjennifer_lawrence
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The document outlines an assignment for Year 9 students that requires them to choose a global issue, collect related news articles with different perspectives, and write a poetry anthology expressing the topic and views. Students will present their anthology and discuss their process. The assignment aims to improve students' understanding of global issues and expressing information through poetry.Assignment classifying reactions report
Assignment classifying reactions reportjennifer_lawrence
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This document provides instructions for a Year 9 science assignment on classifying chemical reactions. Students must choose a chemical reaction from a list, conduct the reaction experiment, and write a scientific report identifying the products and classifying the reaction type. The report should include an aim, hypothesis, method, results, discussion identifying the reaction type based on evidence from tests, conclusion, and bibliography. Students have access to computers on April 2nd and 3rd to work on their assignment, which is due on April 4th and will be graded based on several criteria.Outcomes based rubric
Outcomes based rubricjennifer_lawrence
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This document outlines an outcomes-based rubric for assessing science practical reports. The rubric includes achievement standards related to selecting appropriate investigation methods and equipment to collect reliable data. It also covers analyzing patterns in data, drawing consistent conclusions based on evidence, evaluating conclusions by identifying sources of uncertainty, and communicating scientific ideas for a particular purpose using evidence-based arguments. Achievement is assessed on a scale of A to E.Assessment policy annotated
Assessment policy annotatedjennifer_lawrence
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The document discusses changes to the national curriculum grading system in Australia. Grades will now be determined holistically based on multiple pieces of evidence, rather than calculated percentages. Students' grades cannot be penalized for late work or plagiarism if they can demonstrate achieving learning outcomes. Grades A through E describe different levels of achievement, and students in a personalized program will receive a P grade. Schools no longer have the option to award a consideration grade and must assess students holistically from A to E based on achievement evidence.Assessement policy complete
Assessement policy completejennifer_lawrence
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1. The document outlines Stromlo High School's assessment and reporting policy for years 6-10. It details how student achievement will be assessed and reported against the Australian Curriculum Achievement Standards.
2. Assessment will occur twice yearly to identify students' progress towards expected year level achievement. End of year reports will provide a summative assessment of the student's achievement. Teacher judgement will be made based on student work samples.
3. The policy also addresses grading, appeals, plagiarism, late work, homework guidelines, and certification requirements for years 7-10 and at the completion of year 10.
Di assessment m4-reading_using_data_to_di
Di assessment m4-reading_using_data_to_dijennifer_lawrence
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1) A 5th grade teacher named Ms. Martez uses ongoing assessment to differentiate math instruction on greatest common factor for her students. She has students self-assess as "clear as glass", "buggy", or "muddy" to group them into appropriate activities.
2) Ms. Martez collects assessment data in three dimensions - prior understanding, response to challenges, and outcomes against goals. She uses various pre, formative, and summative assessments.
3) By differentiating instruction based on ongoing assessment, Ms. Martez saw test score gains of 5-32 percentage points in her students over the previous year. She attributes this success to targeting instruction to individual student needsCommunities online policy 190813
Communities online policy 190813jennifer_lawrence
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This document outlines an acceptable use policy for ICT resources in ACT public schools. It defines parameters for appropriate student and parent use of technologies like computers, networks, and online services both on and off school grounds. The policy addresses issues like filtering inappropriate content, monitoring usage, and reporting misuse. Schools are responsible for informing their communities about the policy and ensuring ethical and safe technology use.Unit plan outline printable
Unit plan outline printablejennifer_lawrence
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This unit plan is divided into 4 parts, each focusing on a different concept statement and lasting several weeks. Each part includes pretests to assess student understanding of national curriculum outcomes, outlines of content to be covered using various resources, practical activities for students, and formative or summative assessments. The overarching focus question and unit concept are also presented at the beginning.Year 9 rubric eg
- 1. Year 9 Rubric Assignment Name:__________________________________________________ Assignment Grade: _________ By the end of Year 9, students explain chemical processes and natural radioactivity in terms of atoms and energy transfers and describe examples of important chemical reactions. They describe models of energy transfer and apply these to explain phenomena. They explain global features and events in terms of geological processes and timescales. They analyse how biological systems function and respond to external changes with reference to interdependencies, energy transfers and flows of matter. They describe social and technological factors that have influenced scientific developments and predict how future applications of science and technology may affect peoples lives. Students design questions that can be investigated using a range of inquiry skills. They design methods that include the control and accurate measurement of variables and systematic collection of data and describe how they considered ethics and safety. They analyse trends in data, identify relationships between variables and reveal inconsistencies in results. They analyse their methods and the quality of their data, and explain specific actions to improve the quality of their evidence. They evaluate others methods and explanations from a scientific perspective and use appropriate language and representations when communicating their findings and ideas to specific audiences. A B C Achieving at year level D E Describe examples of important chemical reactions Addressed additional understanding in: identifying reactants and products in chemical reactions modelling chemical reactions in terms of rearrangement of atoms describing observed reactions using word equations considering the role of energy in chemical reactions recognising that the conservation of mass in a chemical reaction can be demonstrated by simple chemical equationsinvestigating how chemistry identifying reactants and products in chemical reactions modelling chemical reactions in terms of rearrangement of atoms describing observed reactions using word equations considering the role of energy in chemical reactions recognising that the conservation of mass in a chemical reaction can be demonstrated by simple chemical equations did not: identifying reactants and products in chemical reactions modelling chemical reactions in terms of rearrangement of atoms describing observed reactions using word equations considering the role of energy in chemical reactions recognising that the conservation of mass in a chemical reaction can be demonstrated by simple chemical equations
- 2. can be used to produce a range of useful substances such as fuels, metals and pharmaceuticals using word or symbol equations to represent chemical reactions Design questions that can be investigated using a range of inquiry skills Design methods that include the control and accurate measurement of variables Systematically collect data Analyse their methods and the quality of their data Further Comments: