Test Stats-Anatomy and Physiology Flip Lesson

I have my anatomy students do a bone practicum when we study the skeletal system.  Instead of going over each bone in class, I made four videos that point them out.  Then, I use the class time to have them do a disarticulated skeleton lab where they examine each bone and figure out what it is, where it goes, and what it does.

I could not get the videos to load directly to the site, so here is the link to the videos.
Bone Practicum

I am getting test results from the classes that used the same test and activity but did not have access to the videos.  These grades do not include any extra credit, scaling, etc.

The students were asked if they watched the videos (the answers corresponded with the view counter).

Average score for those that did NOT watch videos: ~70%

Average score for those that did watch videos:  98.8% 

STEM Concept Videos from MIT

MIT has posted some STEM concept videos that have come to my attention and I believe are worth viewing. I am less concerned about the content of the videos for our purposes but rather the organization.

Each video is 12-15 minutes in length, perhaps a little long for most K-12 students but appropriate for MIT students. The videos start with an interest sequence to draw the viewer in. Then the goals are stated and the explanations begin accompanied by visuals and examples. The review at the end brings it all together back to the stated goals. I also appreciate that the videos are accompanied by a through yet concise teachers’ guide. This can be a good model for our lessons.

The videography is a lot more slick that we need to be concerned with but the way the MIT professors organize their lessons is a good design model for us.

http://tll.mit.edu/help/stem-concept-videos

Some Recent Test Stats

I finished up my unit on the Body. I separate that unit into 3 sections: Skin, Skeletal, and Muscular. I gave the students a pre-test on the unit as a whole, then taught each sub section with a test for each. Last, I gave a post-test on the whole unit.
From the pre-test to the post-test, my scores went up 10%.

More interestingly were my sub unit tests scores compared with the type of video I created.

First, the video on skin was a quick "reminder" type video without much instruction. My students average score was an 89%.

I did not do a video on the skeletal system. The average score was 83%.

My video on the muscular system was more of an informative video. The average score was 98%.

The three tests were set up similar to each other, the content was of the same complexity, and none of it was previously taught by me prior to this unit. I also shared a video for each section from www.kidshealth.org.


Here are my links to the videos:
Skin: https://www.youtube.com/watch?v=hkSnveFVnW4
Muscular System: http://youtu.be/j7Ir1kiH2uk

Sound Inquiry Labs Instructions Video

This is the video that I made to introduce the students to the inquiry labs for sound waves. We will be doing this end of January.
https://www.youtube.com/watch?v=jLu1bTwDuZ0

Muscular System Sub Unit

This is what my lesson plan looked like for the muscular system, a sub section from our unit on the body. I know that some things may not make sense, but wanted you to be able to see what I was doing. The students were required to watch the video that I created at  https://www.youtube.com/watch?v=j7Ir1kiH2uk

I gave them an "assignment" in this video, plus they had to answer a question on the test from the video. Other than copying and pasting the assignments, I don't have any way to link them to you. All of my assignments and resources are uploaded to Edline for student use. If anyone wants anything that I do, I will be happy to email the lessons, assignments, resources to you.

Date	Daily Learning Targets			Grouping		Modifications Specific for this Lesson	Differentiation
11/12-11/18	Students will be able to explain how the muscular system works in the human body to perform life processes.			4 Small Groups—Directional		Peer helpers Modified Lab Reports Modified Muscle sheets	Anchor Activities Stations Flexible Grouping Graphic Organizers Journal Writing
CSOs Addressed for Science 7
SC.0.7.2.03		SC.0.7.3.01
Instructional Sequence
*****Period 5 only is working on #4. After the blinking lab, they will finish up their previous assignments. We will start grading the skeletal system stations. Students will be placed into 4 groups based on their directional inventory done at the beginning of year. Each group will rotate stations every day 1.       Notes on the muscular system. Note taking guides are in the file folder. Students are to write on these and staple them into their journals. Muscle Mania Lab: Students will need a bowl of warm water and a bowl of ice water and towels. Instructions are in file folder and on flash drive. Grade the groups quickwrites, Microscope Bone drawing, Skeleton Sheets, and Lab. 2.       Work on the Sec 2 Muscular System Sheet and Muscular system reinforcement worksheet. Both sheets are in the file folder. Answers go in the students’ journals. 3.       Students need to choose a topic and begin working on their RAFT. The options and rubric for the RAFT are in the file folder and on flash drive. This needs to be written in their journals. 4.       Blinking Lab. Students in this group will need to pair up. Instructions are in the file folder. Give each pair one set of instructions. They need to make a chart and answer the questions in their journals. Next they will do the online muscle activities. Use one computer per pair. The list of activities are in the file folder and on flash drive. When students are finished with their day’s work, they must first look at the muscles in the microscope (by printer) and draw what they see in their journals. Next, they can work on one of the “dessert” options on the board: Science world, Skeleton Games online, Muscle Activities online, Muscular Wordsearch Video for Homework: https://www.youtube.com/watch?v=j7Ir1kiH2uk
Comments/Reflection:

Brainstorm

I have stumbled across this library of videos. I really like them, and they are great for me to use when I don't make a video for the subject. You may want to check them out. You can make a free account, or you can view videos without making one.
www.brightstorm.com

Saturday's meeting

So MU is hosting the championship at noon on the 6th. We have a meeting the 6th (right?)  I am clueless when it comes to football games.... is this going to seriously impact parking?

Schoology

I have been setting up my class with the use of Schoology, in my opinion it's by far the best resource for an online classroom. I know for myself, I was looking for a way to be able to use the Examview test questions or another resource so that I didn't have to individually type each question. Below is a video on how you can do this with your class.

There is also a way to randomize questions, example being that if you have a quiz that's 15 questions, the questions can be randomized and selected from a bank of questions. I have posted a video down below.

As soon as I am able to completely understand the process, I will try to make a simplified video on how to do this.

Screenr

Has anyone seen Screenr? Looks like free screencast site...

www.screenr.com

Scientific Method Unit

Flipped Video on Scientific Method. This served as a reminder for the students after we had already done work in class (they did this lab in groups). Their assignment was to correct their lab report with the information on the video.

http://www.youtube.com/watch?v=h02XxdPMs7A

Here is a sample of one day on my lesson plans for this unit. Every day the activities rotate groups.

Group 1 needs to finish the vocabulary assignment from yesterday. (writing the words and definitions and then a short story using the key words)

Group 2 will be watching mythbusters on the computers (3 desktops with headphones and 1 laptop). They need to go to http://www.dailymotion.com/video/x1d5zj2_mythbusters-2013-the-walking-dead-zombie-special-discovery-science-technology-documentary_tv

And watch the show. They must answer the scientific method questions in their journal. 

Group 3 will be working on the paper towel lab. Supplies are in the storage area. They need to write the lab out in their journals following the lab sheet guidelines. Students must check their hypothesis with me first before continuing on with the lab.

Group 4 will be working on the observation and inferences sheet. First, talk to the students to explain the difference between the two. Then have the students complete the sheets. They must show me that they have mastered this concept. I will be meeting with each one individually as they finish.

Group 5 will be finishing the observation and inferences sheet. Next, they need to take notes on the scientific method and the four parts of an experiment.

Group 6 will be quizzing on measurements and conversions. When this group is finished, they need to pick up a scientific method vocabulary sheet.

When a group is finished with their work , they can use a laptop to start working on the zombie questions using the CDC website.

Video used as a pre-activity:
http://studyjams.scholastic.com/studyjams/jams/science/scientific-inquiry/scientific-methods.htm