Appendix

B Observation Notes 09.09.13 Seem to sit according to race/ethnic group One female student seen as social butterfly walking around to various groups of students to compare class roster schedules Student: have you seen the budget? Teacher: we need to talk about the budget and changes in the school Teacher assertive: guys I need your attention for like the next 10 minutes Students listen, quiet almost immediately Budget discussion: - recognize its tricky to balance helping/not helping too much because if the teachers take over then we will never get counselors back kind of awkward when students are talking about what other teachers are like in front of their advisory teacher! Students chatter gets really loud when there are 33 students Write something more than 3 words and O and K are not two words! students laugh! Making announcements, students responded to something said and go really loud really fast Hey you guys are being rude stop. The students do quiet down. If youre still working on your survey, thats fine, but if youre done I really need your attention now. I need you to look at me now. Thanks. (stayed quiet) Im kind of disappointed that this is advisory, on the first day of school, and there are 3 people in in class Ive already had to speak to about cell phones. Ive tried to be polite and I got ignored-ignored-ignored and Im not going to do that First thing teacher addresses is the budget changes to school rules Goes to responsibility as leaders of the school (seniors) Speak with them as adults discuss a lot of what we talked about at Professional development Cant believe how quiet the freshmen students are! Even when theyre told to talk together, they whisper, speak so quietly! Not much talking!

* Students names have been changed.

Teacher walks around as students are talking, discussing, eating sees how theyre group work is progressing, gets to know names, talk about favorite ice cream flavors/ice cream shops I know the third question isnt easy, but neither is getting into central! Funny how different students faces are when they walk in smiling, miserable, annoyed, tired, out of breath, confused Bring in topics like food scarcity in other countries eskimos used to not have a lot of food choices so they had cravings for fatty rich foods Observation Notes 09.10.13 ADVISORY: Teacher had to take phone from student she said she didnt want to see them! Student complained: I have to go to work after school! Well, come by before then! Or just dont have it out and you wont have it taken away! PERIOD 1: 1st homework due today will take it late get points off; but not accepting after tomorrow explained how to take notes from video (bullet point some things you notice that related to what we talked about yesterday and what you did in your homework. Understand? I cant understand you so nod like this if yes, or shake your head if no) introducing the video: I randomly got this at nerd thing over the summer and I was like ah this is perfect! Video: The Making of the Fittest chapter: The Birth and Death of Genes (2011) Biointeractive.org Stopped at 1:47 What do you think scales are for? camouflage, protection The scientists observed that the fish had no scales. What can you infer about the fish if it doesnt have scales? Why do you think that would be? (we will be talking about inference tomorrow!) no predators! very little biodiversity in the artic Do you know where the most biodiverse area is on the planet? Tropical rain forest (Same people always answering! She notes this and encourages other students to answer) Uses the film to teach inference and hypothesis making which we will be doing tomorrow Stop to talk about blood what do red blood cells do? What should be happening to the blood? It should freeze! Most blood is not made of cells, its made of water! What would happen if the fish was put in regular ocean water? All students paying attention! Looking engaged Go back to the All were going to do today is going to relate back to ice cream At beginning of class, and once or twice DURING class, teacher reminds students to copy notes Compared genetic information to recipe for chocolate chip cookies! I have to come to class prepared with lesson plans, so I expect you to come prepared with pens and pencils. Im not going to lend out pens or pencils. * Students names have been changed.

PERIOD 2: PREP started grading homework PERIOD 3: explained how to take notes from video (bullet point some things you notice that related to what we talked about yesterday and what you did in your homework. Understand? I cant understand you so nod like this if yes, or shake your head if no) introducing the video: got it from the Smithsonian institute, watched it over the summer (teachers are nerds! We watch documentaries all summer!) Video: The Making of the Fittest chapter: The Birth and Death of Genes (2011) Biointeractive.org Stop 1: What did you notice was different about this fish? It has no scales What do you think scales are for? Temperature insulation (maybe, probably the fat layer is more important for this), protection, Stop 2: What do you think are making the gills red? Anyone know what the gills used for? Blood what does it do? Carry oxygen Do you think the cold water has more or less oxygen? (talk about warm vs. cold soda) Stop 3: What is your blood mostly made up of? Water If the fish are always in really cold water though what prevents their blood from freezing? ICE STRUCTURING PROTEIN! The scientists observed that the fish had no scales. What can you infer about the fish if it doesnt have scales? Why do you think that would be? (we will be talking about inference tomorrow!) no predators! very little biodiversity in the artic Do you know where the most biodiverse area is on the planet? Tropical rain forest (Same people always answering! She notes this and encourages other students to answer) Uses the film to teach inference and hypothesis making which we will be doing tomorrow Stop to talk about blood what do red blood cells do? What should be happening to the blood? It should freeze! Most blood is not made of cells, its made of water! What would happen if the fish was put in regular ocean water? All students paying attention! Looking engaged Go back to the All were going to do today is going to relate back to ice cream At beginning of class, and once or twice DURING class, teacher reminds students to copy notes Compared genetic information to recipe for chocolate chip cookies! I have to come to class prepared with lesson plans, so I expect you to come prepared with pens and pencils. Im not going to lend out pens or pencils. PERIOD 4: keep asking yourself: what does this have to do with yesterday? 2 things special about this fish no scales, translucent what do most fish use scales for? * Students names have been changed.

Each class, students come up with same but also different ideas! Warm liquids dont hold onto gases! Really cold water will hold lots of oxygen! Scale-less fish observe oxygen through skin! PERIOD 5: Environmental science AP/IB Cosmopolitan quiz: Planetary management stewardship worldview environmental wisdom worldview 18 pts 12 pts 6 pts histogram: ask students what they got; made a histogram on the board worldviews: (on promethean board) antro(po)centric/technocentric human at center and in charge we are earths most important species there will always be more resources (humans will always come up with what they need) human intelligence is center; we can solve all pollution and resource issues cornucopians stewards always more theres a role for government free market ecocentric humans are dependent on nature species have intrinsic rights nature is too complex for us to fully understand **Concept Webs** PERIOD 6: PREP PERIOD 7: Some side chatter happening when she is talking turns to them and says hey guys Chatter happens again (same group of boys) she stops in front of them and addresses the issue: Are you guys going to be able to sit together? You seem like friends; I hear a lot of chatter happening already. Observation Notes 09.11.13 Students come in, sit down usually do a warm up Today take out your homework planners I dont know what your system is, but what I like to do is feel like 4th period is always the best!! (3rd times a charm!) Start with homework description On your commute today (define commute for the students), record 10 qualitative, 10 quantitative observations * Students names have been changed.

By the end of class we want you to be comfortable with knowing what biologists study What makes an observation good? What is the difference between qual and quant? NOTES FOR CLASS: BIO | LOGY Life the study of Living organisms Their parts Their interactions Specialties: Zoologist study animals Botanist study plants Geneticists study heredity Biochemists (Noted that Nadir* knew the word BIOCHEMISTRY but didnt raise hand L) MAJOR SCIENTIFIC DISCOVERIES Development of antibiotics (penicillin) Against bacteria Vaccines disease prevention Atomic fission (split) bombs, nuclear power When people think of what makes a good scientist - inquisitive/curious/ask lots of questions - resilient - objective (not biased) - observant (notice details) - creative Observation - science starts with observation - using one or more senses to gather information (data) o sight, hearing, smell, taste, hear o tools (when sense reach their limits) microscope telescope sensors thermometer - Obervations come in two flavors: o Quantitative things you can measure Count (ex: number of students) * Students names have been changed.

 Calculate (ex: area) Measure (distance, time, temp) o Qualitative characteristics that cannot be easily measured or counted Color Texture Shape Smell Sound Taste Heat Speed Priestly burned candle in room with plants and without; measured time flame lasted Did observation with jicama candle observations (qual, quant) vs. inference (see picture) Inference inference logical interpretation of data based on prior knowledge and experience (assumption/inference/guess) need to just move on when you mess up! But I tried to recover by explaining why its taking so long to dry the water on the board Want to be more comfortable with the students does that come with experience?! I noted that more students raise their hands when cm teaches than when I do L Its not a big copy fest, were gunna talk. We were running late (I moved too slow) cm definitely was able to adjust on the spot! Look over objectives every night! Ask yourself can I answer this without looking at my notes? Whether or you like it or not, you guys are intelligent, so youre making observations all the time! Got names of students incorrect jokes about it Im making up Ja names now! the student she named incorrectly laughed! As did a few others =) Calls on students who havent been speaking Observation Notes 09.12.13 Expectations set well - my classroom mentor gives out a one paged worksheet containing all information students need * Students names have been changed.

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Observation Notes 09.13.13 Warm up 1) indepdent variable 2) dependent variable 3) controlled variable 4) control group Go over homework Lecture for class 4 did not go very well will retry in 7th period Good that CM reviewed just very basic vocabulary when I was finished I didnt think I explained the notes as clearly as I could have, plus they did not do well on the warm-up Like that we use the seating chart and try to call on students who we havent heard from/who we think arent paying attention but how do you get the student to answer if theyre not paying attention? How do you work with their answer if its totally off the wall? Observation Notes 09.16.13 CM can go from being approachable and friendly, to strict and business (gradual-not jarring way). Pretty much like we do this everyday, you guys have important stuff to get done and so do I and the more you talk the longer it takes for both of us. if I have to ask one more person today to quiet down today, I'm going to have to see you after school. this discipline strategy worked Free breakfast for all students? President makes announcements every morning "Yo she butchered her name, thats not cool" So this example is pretty cool its a true story! Explain: draw petri dishes are filled with a substance called agar Obs: bacteria dont grow/live where mold is Problem/question: is the mold killing the bacteria? * Students names have been changed.

course expectations include: bring paper and at least 2 pens/pencils I dont give out spare ones I come prepared and spend a lot of time planning lessons and I expect you to be prepare das well also: dont cut class for the same reasons o first she says that she worries about them and their time management and that theyre overwhelmed o then she says its disrespectable

Hypothesis: Want to go over the homework to make sure you have a great understanding of the scientific method, especially since you have a quiz tomorrow! If you find that you get two or more wrong, I strongly suggest you come to tutoring after school today What questions do you ask? (IV and DV) Theory lots of data to back up Living things cannot come from non-living things Explain explanation IV = whats changed = whether the jar is covered or not DV = what depends on whether or not the jars are covered/what does he measure = + or of maggots EG = CV = type of food, jar type, jar opening, location, time John* gives this cool story about pouring soda on meat and you see maggots talked about dads restaurant Go to results from 1st experiment but you didnt have any data to support! What I want you to do now is take out your reports from yesterday Lets see if we can find some data form your experiments you did yesterday to support your original results(kind of what happens at conferences) Infographics (graphs with icons, organize graphs on a page in a cool way) Observation Notes 09.17.13 warm up - totally student centered! "Eagles & Eating Habits" use NPR story about research study looking at losing teams/cities/eating habits "imagine you wanted to know whether the Monday eating habits of Eagles fans change depending on whether they win or lose on Sunday." noted that in 4th period Abram* and Ferdinand* both raised hands to answer! (they don't usually do that) sports fans? Homework check - I'm getting better at telling students they need to do it and do it completely; no excuse for incomplete or missing its on the website!! Review for test go over Chapter 1 assessment/objectives (homework for today) 10 multiple choice questions important concepts that will be on the exam 4th period very talkative - kept having to say "Shh," "theres too much talking!" - very distracting to me!

* Students names have been changed.

Jacob* sitting on desk - not in his seat - nothing said? Is this something to make a big deal out of? Not really I guess, we're just reviewing, having class discussion, and not taking notes Definitely not all direct instruction - but there is some! This is the most disinterested that I have seen this period! L many students come early to class! hang out - help with class needs - play games Observation Notes 09.23.13 Book slips hand out textbooks Handed out popsicle sticks (?) Hand back quizzes How are students handing-in group lab reports? John asks why! That is exactly what we want as science teachers!! Conversation about parent interview: immigrants come to get a leg up but also keep a legacy going not just a mill to turn out bright student who leave and go elsewhere Observation Notes 09.24.13 Characteristics of Life (from cicada activity) Grow Reproduce React Metabolism (in O2 energy, out waste CO2) Interdependence Made of cells Cells not the same! Plant and animal cells different (plant cells are rigid, cell wall, chlorophyll; animal cells more round, fluid, no chlorophyll) Unicellular vs. multicellular Pick an animal can find different cells in the body (Einstein example) - neuron (brain cell) - fat cells (white, large, vacuole to store molecules) Reproduction production of new organisms a) sexual reproduction the combining of cells from two different parents to produce a new organism; the offspring is similar, but not identical to either parent (sperm, egg) Advantages diversity = new ways to solve problems Disadvantage hard to find another mate

* Students names have been changed.

b) asexual reproduction certain of a new organisms from a single parent; offspring identical to parent - yeast (a type of fungus), hydra (animal related to jellyfish) Advantage no mate required! Disadvantage all the same! Genetic code Growth and development - each type of organism has a distinctive life cycle - cells increase in number and also become different (differentiate) different stages of development, look very different (humans not so much) ex: cicada eg: Asian shore crab invasive species! (different parts of life cycle) metabolism: use of materials to produce energy (and production of waste) autotrophs organisms that are able to make energy-containing molecules (sugars, starches) from inorganic raw material by using basic energy sources such as sunlight - plants use the sun for photosynthesis - algae take in CO2, put out O2 chemotrophs use chemical compounds to provide the energy for making food molecules heterotrophs organisms that cannot make their own food, but must consume other organisms to obtain energy food energy carbon dioxide materials energy waste use energy to: grow, reproduce, move (sometimes) Response to the environment - organisms must make internal and external adjustments to the changes in temperature, light, food availability, moisture etc. - photo tropism (positive, negative) light move homeostasis maintaining internal balance organisms need to maintain their internal environment (temperature, energy level, salt concentration, water level) failure to maintain homeostasis illness, death Evolution (not a single organism, population over a long time) change in the inherited characteristics of a species over generations species a group of genetically similar organisms that can produce fertile offspring ** good at connecting what we are talking about now (characteristics of life cicada activity yesterday, yeast and asexual reproduction first activity with ice cream protein)

* Students names have been changed.

use things that relate to students lives and/or teacher lives (eg: cicadas from summer, triplet example for CM when talking about genetic code) sometimes class takes too long because we discuss a lot which is good for students to get participation and interest What do I think about students chatting, if its not interrupting my teaching? I froze got nervous wanted CM to take over! I need to push through next time! Why do I care what the students think about me? Ran all of 7th period!! I did awesome! I want to be more engaging kind of lost some of the students (looked bored, put head down, etc.) it was last class! Need to work on calling on more students! Always same students answering Need to sound more excited? Need to work on flow of lecture/discussion? *Need to move around more??* Need to work on being more comfortable/at ease in front of the students more authoritative Observation Notes 09.25.13 Noticed student sleeping went back to wake her up Asked her if she was feeling ok she nodded (but she did ask for a cough drop at the beginning of class not feeling well?) Sat up for a few minutes then put her head back down; stopped taking notes eventually, only did mediocre on the work sheet Layout of our lesson - warm up - discussion of warm up (review of life characteristics) - finish up characteristics of life notes from yesterday - lecture on metric system o background explain that its not the normal system we in the US use for measurements in everyday life but it IS the standard in the world of science o use examples of tools for measurement inform them we will be using them for a scavenger hunt hold up Observation Notes 10.03.13 Class period 3 Students come into class and are chatting, take seats and continue conversation with people around them When second bell rings, teacher puts up warm-up, walks around to chat with students * Students names have been changed.

Reminds students to take out warm up sheets 5 minutes into class time, some students still chatting Teacher: I feel like Ive said this 12 times already! Take out your warm-up sheet. OK I see many of you have, so Im not sure what everyone else is doing Students have 4 minutes to finish warm up when timer goes off, students roll big dice to determine whether or not the warm up will be collected (they do not roll doubles) One student asks about their exam grades I did grade every single one of your essays from the test Stops talking and walks over to one of the students and takes the warm up sheet of their desk Student was talking to someone across the room stops talking and looks confused Im grading yours why? because Id like to get started but your yelling to the back of the room! OK. Ive graded all the essays they looked very, very excellent Start lecture Response to student: Yea, Right! Student realized he was wrong! Everyone laughed together (including student!) were all humans in the room wait, and theres plants my bad! This IS a community! Response to student: True Sure Yea, right! Youre increasing the abiotic factors Response to student: Yea, increasing the temperature in the room Response to student: Uh huh What were doing today and for the next few days Were going into a new unit so you should fold paper to separate units Ecology unit its like 4 chapters long The review packet I am giving you is ongoing today just do 13.1 Keystones have lots of ecology on them so were doing that chapter first, even though thats not the order of the book This is the first time Im doing this activity youre the guinny pigs give me feedback! Response to student: True, but what else are the species doing with each other? competing Yea! Response to student: What are they competing for? - Mm hmm - repeats what student says to confirm Student response to question: space Teacher prods: space and? Student responds again: Water? Response to student: Yea! space and water Calls mostly on students who have hands raised sometimes will respond to students who speak up in a low voice (the students who dont usually answer) As soon as you copy this, I will explain to you what were going to do, and well head outside Other times, ignores students who yell out (seem to be the students who do it disruptively) Response to student: Excellent! Response to student: Yea Response to student: Yea * Students names have been changed.

Response to student: You might, yea Students go outside to start portfolio assignment all seem on task, group leaders reading directions aloud, some groups move faster along with following the directions than others Teacher circulates to each group during the 15 minute period outdoors Class period 4: One student playing with orangutan puppet (class prop, sits on ledge behind him) during warm up review and short lecture time Teacher doesnt seem to notice or care about student playing with puppet Class reviews warm up Teacher begins to give directions for portfolio assignment and related outdoor activity for today Guys dont start talking yet you have the whole walk down to do this I will wait a sec you dont have to pack up yet Walks around during class (review of warm up, lecture as well) I dont know what all this squirming is about all I said was to fold over a page in your notebook for the new unit! Thanks. As I walked around, saw a student playing video game on phone. Didnt tell him to put it away asked if he had downloaded the apps he needed for todays lesson, he said no he cant use the internet on his phone so I told him that he could show the game to his friend later but right now were doing the warm up does he have it done? He said yes and showed/read it to me I asked him what else is happening in our ecosystem? Not only are we interacting with the environment, what else do we react to? other organisms? yea! Like each other! Ohhh! (hastily scribbles that down) he shared his information during the warm-up review and mentioned that I helped him! =) Every time you guys stop packing up I have to stop and wait. Students go outside to start portfolio assignment all seem on task, group leaders reading directions aloud, some groups move faster along with following the directions than others Teacher circulates to each group during the 15 minute period outdoors (very similar to previous period) Observation Notes 10.10.13 Warm-Up What is the difference between a trophic cascade and a bottom-up effect? (called on Evan* - heard him say something, but didnt raise hand, but he had correct answer!) Where do they start? What are the causes? - trophic cascade (starts at the top) o what level does this start at? o Starts at 3o 4o consumers (predators) o What happened to the predators in the jelly study? overfished o What else could happen? disease * Students names have been changed.

bottom-up effect (starts at the bottom) o what level does this start at? o Disruption that starts at bottom-level food chain o Primary producers! o What else could happen? disease, light or water limitation, bad soil/temperature

Change in planners Yellowstone video! Then, pass out article and worksheet, but FIRST: HOMEWORK REVIEW Remind students - Dont forget 1o producers! - Didnt use vocab in homework! - Food Chain vs. Food Web Take some time to read it, work on worksheet in PAIRS

* Students names have been changed.