Science Breakout New Teacher Meeting 6, Year 2 March 31, 2011.

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Science Breakout

New Teacher

Meeting 6, Year 2

March 31, 2011

Carrying On…..

• Examine the deconstructed standards you brought.

• Work with a partner to share your deconstruction and to clarify any questions you may have. – Is the deconstruction congruent to the

standards?– Is the deconstruction complete or are there

Standards: STRUCTURE AND TRANSFORMATION OF MATTER (7TH)

Knowledge Reasoning Skill Product

SC-7-STM-U-2 Students will understand that there are only 92 naturally occurring elements and all matter is made of some combination of them (compounds).

SC-7-STM-S-2 S Students will distinguish

between elements and compounds and classify them according to their properties

SC-07-1.1.1 Students will: classify substances according to their chemical/reactive properties; infer real life applications for substances based on chemical/reactive properties. In chemical reactions, the total mass is conserved. Substances are often classified into groups if they react in similar ways. The patterns which allow classification can be used to infer or understand real life applications for those substances. DOK 3

Type: K R S P TyTypes: K R S P K R S P

Type: K R S P

SC-7-STM-U-2 Students will understand that there are only 92 naturally occurring elements and all matter is made of some combination of them (compounds).

SC-7-STM-S-2 S Students will distinguish

between elements and compounds and classify them according to their properties

Type: K R S P TyTypes: K R S P K R S P Type: K R S P

List properties of elements.

List properties of compounds.

Use properties to identify elements, compounds.

Recognize that groups of elements have similar properties, including highly reactive metals, less-reactive metals, highly reactive non-metals, and some completely non-reactive gases.

Identify patterns in classification

distinguish between elements and compounds

distinguish physical properties from chemical properties

classify them according to their properties

classify substances according to their chemical/reactive properties

sort materials as an element or compound; metal or nonmetal using properties (boiling point, melting point, density, solubility, ductility, malleability, conductivity)

infer real life applications for substances based on chemical/reactive

. SC-7-STM-U-2 Students will understand that there are only 92 naturally occurring elements and all matter is made of some combination of them (compounds).

SC-7-STM-S-2 S Students will distinguish between elements and compounds

and classify them according to their properties

Type: K R S P TyTypes: K R S P K R S P Type: K R S P

Don’t forgetP 64 in CASL

• In a learning situation, the principle of congruency means to achieve an exact match or agreement between the standards, the learning goal, and the chosen activity.

But what if my learning target is still unclear for students?

Student Friendly Learning Target Example

• Standard: SC-07-4.6.2 Students will: – describe the transfer and/or

transformations of energy which occur in examples that involve several different forms of energy (e.g., heat, electrical, light, motion of objects and chemical).

– Explain, qualitatively or quantitatively, that heat lost by hot object equals the heat gained by cold object.

Student Friendly Learning Target Example

1. I can identify examples of energy.

2. I can describe and give examples of energy transfer. That means when energy is moved from one object to another.

3. I can describe energy transformations. That means when energy is changed from one form to another form.

4. I can describe the exchange of energy between hot objects and cold objects.

Clear, Student-friendly Targets

• Turn knowledge, skill, reasoning, and product pieces into “I can” target statements.

• Targets should use student-friendly language. – Are there any words that might cause students trouble? – Example: Summarize or Prediction. Do students

understand these terms?

• Rewrite the definition as an “I can” statement, in terms that your students will understand.

• Try it out on students or a colleague and refine.• Have students try this process for subsequent

learning goals

The Process in Action

• SUMMARIZE TEXT– Word to be defined: Summarize

• Summarize: To give a brief statement of the main ideas and significant details.

– Student Friendly Language• I can summarize text. This means I can make a

short statement of the main ideas and most important details from a passage I have read.

Your Turn….

• Pair up

• Follow the process to convert to student friendly language

• The Word: INFER– Definition?– Student Friendly Language?

On Your Own

• Now repeat the process using the word “hypothesize”, but this time work alone.

• Pair again and share your target.

• Refine your target as needed.

Your Turn

• Create learning targets from your deconstruction. A.K.A.—I can statements

• Are they student friendly? Do any need further clarification for students?

Using Learning Targets to…

• ….Select congruent assessment items!

• Examine the assessment items you brought for this unit.

• Select items that are a match for particular targets.

• What are the considerations for these selections?

Reading Literacy Standards

• Learning Goal:– To understand college

and career readiness (CCR) implications and connections to Educational Planning and Assessment System (EPAS).

Three Formats

• Data representation (graphs, tables, and other schematic forms)

• Research summaries (descriptions of one or more related experiments)

• Conflicting viewpoints (expressions of several related hypotheses or views that are inconsistent with one another)

P12 Math Science Outreach 20

Sample1

Sample 3

What are the Instructional Implications?

• What are we doing currently to help students meet the rigor of this kind of assessment?

• In order to improve student performance, what types of instructional and assessment experiences do we need to provide?

• Work at your table to generate a list of recommendations.

So What? Now What?

• Form grade band groups (E, M, H).• Swap text selections with two others.• Discuss:

– Science standard(s) addressed, literacy standard(s) addressed

• Provide feedback concerning use of each person’s text selection.

Why Text Complexity Matters?

• Read the first 4 paragraphs of page 1 of Appendix A.

• What’s the gist of the study conducted by ACT concerning text complexity?

How can the Literacy Standards help your students to improve on EPAS?

• Examine the 6-12 CCR Anchor Standards for Reading.

• What are some implications for the use of text in your classroom?

How can the Literacy Standards help your students to improve on EPAS?

• Number 1 – 9 at your table.

• Read the CCR Anchor Standard for Reading and Reading Standard that corresponds to your number.

• Share expectations from your standard with your table.

• Compare these expectations with your list generated earlier.

• Will meeting these standards help students be more CCR? Improve their EPA score?

The bottom line is#10

• Independently and proficiently are key goals.

• What skill set are students going to need to meet the requirement of #10?

• What are the implications for curriculum and instruction?

Text Complexity Considerations

• Qualitative evaluation of the text– Levels of meaning, structure, language conventionality and clarity, and

knowledge demands

• Quantitative evaluation of the text– Readability measures and other scores of text complexity

• Matching reader to text and task– Reader variables (such as motivation, knowledge, and experiences) and

task variables (such as purpose and the complexity generated by the task assigned and the questions posed)

What about Grade Levels?

• Examine the grade level band you are currently teaching. What is the gist of each standard?

• How does each standard change as you progress through the grades?

GradeBand

CurrentLexile Band

"Stretch"Lexile Band

K–1 N/A N/A

2–3 450L–725L 450L–790L

4–5 645L–845L 770L–980L

6–8 860L–1010L 955L–1155L

9-10 960L–1115L 1080L–1305L

11–CCR 1070L–1220L 1215L–1355L

Text Complexity and the Common Core State Standards

Determining Lexile Levels

www.lexile.com

Next Steps

• For the piece of reading you brought today, determine the Lexile Level.

Reading Literacy Standards

• Learning Goal:– To understand college

and career readiness (CCR) implications and connections to EPAS.

Take Home Messages

• The science portion of the ACT requires students to:

– recognize and understand the basic features of, and concepts related to, the provided information.

– examine critically the relationship between the information provided and the conclusions drawn or hypotheses developed.

– generalize from given information and draw conclusions, gain new information, or make predictions.

• The Literacy Standards are designed to have students CCR upon graduation.

• By effectively implementing the Literacy Standards for Reading, students will be more prepared for the EXPLORE, PLAN, and ACT.

Science Breakout New Teacher Meeting 6, Year 2 March 31, 2011.

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