Rigor in the Science Classroom

Gary Carlin, CFN 603917-714-7448, gcarlin@schools.nyc.gov

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Instructional Patterns in ScienceMost science students spend much of their time learning definitions and labels that apply to natural phenomena and scientific processes.

What process is responsible for producing the rounded shape of the particles shown on the stream bottom in the cross section? [1]

Which term is defined as a measure of the average kinetic energy of the particles in a sample?

Rigor is used to describe:

• Educational Expectations

• *Instruction (Content, Skills, Process)

• *Learning Activities/Tasks

• Environment

• Assessments

Difficulty vs. Challenge

• Learning experiences should be sufficiently and “appropriately” challenging for individual students or groups of students, not simply difficult.

• Appropriately rigorous learning experiences motivate students to learn more and learn it more deeply, while also giving them a sense of personal accomplishment when they overcome a learning challenge.

Educational Rigor• Assignments that encourage students to think critically,

creatively, and more flexibly.

• Expectations that are academically, intellectually, and personally challenging

• Environments that are stimulating, engaging, and supportive.

• Lessons that encourage students to question their assumptions and think deeply, rather than simply giving and recalling information.

Rigorous Learning Experiences

• “Help students understand knowledge and concepts that are complex, ambiguous, or contentious, and they help students acquire skills that can be applied in a variety of educational, career, and civic contexts throughout their lives”.

• … Nice idea, what does this look like in your classroom with your students?

More Expansive View of Rigor• Must include Critical-Thinking Skills such as:

• interpreting and analyzing data,

• making and using both primary and secondary sources to support an argument or position,

• arriving at a novel interpretation of an event or

phenomena after conducting extensive research.

Critical Thinking• Formulating and articulating thoughtful, penetrating

questions• Identifying themes or patterns and making abstract

connections across subjects• Developing well-reasoned, persuasive arguments and

evaluating and responding to counterarguments• Examining concepts or situations from multiple

perspectives, including different cultural perspectives• Questioning evidence and assumptions to reach novel

conclusions• Devising imaginative ways to solve problems,

especially unfamiliar or complex problems

Foster Student Questions

• A. Observe, Infer, Explain, Question (OIEQ)

• B. Discrepant Event

• C. Compare & Contrast

• D. Relationships

• E. Look Back (Connect) – Ahead (Predict)

Themes & Patterns

• Unifying or Dominant Idea for a Lesson, each Unit, and the Course

• “Unit Motif” (Wall Paper)

• Arrangement of Repeated Parts, Applications, and/or Sequence

Arguments in Science• Arguments are supported by factual claims.

A fact can also be the primary claim of an argument.

• In our science classes we will be most interested in factual claims reported by others in primary and secondary sources and those that you arrive at yourself – through a laboratory experiment

Creating an ArgumentFind Language …

… would most likely … … would most likely affect …

… will/is most probably …

… most likely (due/describes) …

… likely result … … best illustrates …

… most likely due to … … best describe/supports …

… best explanation …

Multiple Perspectives

• Create Character/Roles as you teach

• Work with Real Locations

• “Story” – Protagonist/Antagonist

• Change – Historical, Discovery, Technology, …

Encourage Novel Conclusions• A. Rule out the expected conclusions or methods to solve a

problem.

• B. Use the expected method/procedure as a basis of comparison for other methods

• C. Provide limitations that prevent and expected conclusion from being reached

• D. Improve … (a design, outcome, structure …)

• E. Create a “real-world” solution for a given situation

Relationships

• What’s the Relationship between … ____________ and ____________?

… Chromosomes and Enzymes?… Temperature and Pressure?

… Potential and Kinetic Energy?… Velocity and Acceleration?

… Index Fossils and Geological Dating?… Work and Power?

… AND Academic Relevance

• Learning experiences that are either directly applicable to the personal aspirations, interests, or cultural experiences of students (personal relevance) or that are connected in some way to real-world issues, problems, and contexts (life relevance).

• Choice, Varied Content, Skill Acquisition, Current Event, Practical Context, Career Choice …

Rigor/RelevanceFramework

“Elaborated Communication”• Explain or Justify their thinking or conclusion (reflect, analyze, apply, evaluate, …)

• Applying core academic knowledge, concepts and/or skills in addressing a problem or issue

• Making intra-/inter- discipline connections

• Citing/evaluating sources and referencing/supporting/challenging other student responses and evidence

Answering a Question• A. “Answer”

• B. Explanation (why, process, check)

• C. Strongest Evidence (cite)

• D. Check – or – Additional Evidence (cite)

• E. Why it couldn’t be a Different Answer

Cite Evidence from Text• 1. State the Title of Text• 2. Indicate Paragraph• 3. Sentence Number• 4. … it states that … and this supports my

claim because …• For example: In the text: Artic Meltdown, in

the 2nd paragraph, 3rd sentence, it states “A reduction in ice-covered areas exposes more land surfaces.” and this supports my claim because …

Answer Challenge

• A. Answer you are Challenging• B. Part of Answer being Challenged:

Conclusion, Support Evidence, Check …• C. Counterclaim or Evidence to Refute (cite) or

better support• D. Explanation of why your “answer” and/or

evidence is better or correct• E. Summary Statement of Challenge

“Cycle of Rigor”

• Go beyond what is “easy” (Data: C/S/P)

• Engage in a “challenge” (application, OEQ, new)

• Time to pause, reflect on learning (“restart cycle”)*****

• Introduce a complex text, task, or idea and give “sufficient time” to process it and then re-introduce it (multiple times) until students can independently master it.

What and How we Teach• What “kinds of questions” are you asking/PURPOSE?

• And what is the expectations of the other students who are not answering a specific question? (Capturing information?)

• How are you building to those Pivotal or Open-Ended questions that require use of conceptual understandings, making connections, challenging of ideas, and lead to new questions?

• Are students given “thinking time” in which they “re-process” specific information to answer a question, apply to a real-world application or even a new, unique, or different situation?

• In DISCUSSSIONS are students referencing specific texts, demonstrations, laboratory experiences, classroom tasks and activities, and other student responses ?

Check Understanding

• Application

• Situation (Roles)

• New/Additional Information

• Defend Thinking: Explain why/how …

Application• The application allows the teacher to assess student

understanding and ideally, provides students with the opportunity to “use what they have learned”.

• Students can now explore questions or problems that are “different” (higher level, different format, have something new that students should be able to figure out) from the questions/problems from the developmental section.

• And most importantly, the application connects the ideas/concepts of the lesson to the real world.

“Chunk Summaries” (3-5)

• For each “chunk of a lesson”:

• Stop and ask students to “summarize” main points/ideas ( Think Bullets)

• Create/Modify notes and visuals• Create an Analogy• Ask a Question

Medial Summary

• Provides students with an opportunity to revisit the AIM to see what they have addressed in the lesson at the halfway point AND what they still need to address to complete to “answer the AIM”. (Summarize then Predict: “What’s Next”)

• Helps students focus their thinking, practice summation, and learn ways to re-process information into new formats (ie. a graph, table, diagram, etc.)

Final Summary• Reviews main ideas, essential points, and

highlights of the lesson and describes how they were used to answer the AIM.

• Initiate related, deeper, and/or interesting questions, insights, or issues.

• Intra- and Inter-unit connections and relationships

Examples of a Simple Summaries• Verbal Recap/“Condenses and Connects”• “Process a Visual” to “Put it All Together”• *Filling in a Graphic Organizer/Template• *Writing of an

Explanation/Description/Connection/Summary• Demonstration/Explanation of a final

“Summary Problem(s)”• *Creation of a “process steps chart”, “problem

check steps” or a “skill evaluation rubric”, etc. for future class use

Summary Reflection

• ►How did the summary bring out and connect the highlights of the lesson? Explain.

• ► How did you/students assess the summary of the lesson? Explain.

• ►How/Why did you supplement the student’s summation? Why?

• ►How did the “reprocessing” of the lesson’s content, help students develop greater understanding?

Rigor Start with having …• A detailed, clear syllabus with learning objectives;

curriculum maps, unit plans, performance tasks, grading rubric, pacing calendar, etc.

• Technology to enhance efficiency of content delivery, engage students, and connect to real-world

• Knowledge of your students (contact, interaction, praise, showing interest, meeting w/students)

• In-class small group discussions and report findings (think-pair-share)

And Should Also Include …• Writing (journals, varied levels of writing, writing across the

curriculum, etc.)

• Problem-solving (case studies, group activities, essay exams, etc.)

• Oral communication (debates w/expert judges, summary presentations, role playing)

• Reading/comprehension (reading and analyzing – ie. in-class discussion, quizzes, summaries, etc)

• Collaborative group activities, tasks, and/or projects

• Socratic method/interactive discussion

Hess’ Cognitive Rigor Matrix & Curricular Examples: Applying Webb’s Depth-of-Knowledge Levels to Bloom’s Cognitive Process Dimensions – M-Sci

Revised Bloom’s Taxonomy Webb’s DOK Level - 4 Extended ThinkingRememberRetrieve knowledge from long-term memory, recognize, recall, locate, identify

NA

UnderstandConstruct meaning, clarify, paraphrase, represent, translate, illustrate, give examples, classify, categorize, summarize, generalize, infer a logical conclusion (such as from examples given), predict, compare/contrast, match like ideas, explain, construct models

Relate mathematical or scientific concepts to other content areas, other domains, or other conceptso Develop generalizations of the results obtained and thestrategies used (from investigation or readings) and apply them to new problem situations

ApplyCarry out or use a procedure in a given situation; carry out (apply to a familiar task), or use (apply) to an unfamiliar task

Select or devise approach among many alternatives to solve a problemo Conduct a project that specifies a problem, identifies solutionpaths, solves the problem, and reports results

AnalyzeBreak into constituent parts, determine how parts relate, differentiate between relevant-irrelevant, distinguish, focus, select, organize, outline, find coherence, deconstruct

Analyze multiple sources of evidenceo analyze complex/abstract themeso Gather, analyze, and evaluate information

EvaluateMake judgments based on criteria, check, detect inconsistencies or fallacies, judge, critique

Gather, analyze, & evaluate information to draw conclusionso Apply understanding in a novel way, provide argument orjustification for the application

CreateReorganize elements into new patterns/structures, generate, hypothesize, design, plan, construct, produce

Synthesize information across multiple sources or textso Design a mathematical model to inform and solve a practicalor abstract situation

Instructional Rigor Rubric (Holistic)4 3 2 1

INSTRUCTION

Instructional delivery of the teacher employs a large canon of research-based advanced instructional strategies and methods within curricular models. Opportunities for understanding the "whys" through scholarly dialogue/discussions are regularly provided and students reflect daily on concepts, complex levels of generalizations and essential questions encountered with rigorous texts. Teacher consistently probes students to deepen meaning and to provide rationale for positions explored.

Instructional delivery of the teacher uses multiple instructional strategies and methods within lessons and sometimes larger curricular models of study to understand complex and sophisticated materials/texts. Opportunities for understanding the "whys" through discussions are frequently provided and students frequently reflect on concepts, generalizations and essential questions encountered with rigorous texts.

Instructional delivery of the teacher uses one or two instructional management strategies (learning and/or interest centers, learning styles, etc.) within lessons to understand complex and sophisticated materials/texts. Opportunities for understanding the "whys," the metacognition of such strategies may or may not be addressed.

Instructional delivery of the teacher assumes students will independently construct meaning from sophisticated materials/texts through appropriate mental models (processes/graphic organizers). Teacher provides little, if any support and is primarily engaged in delivering content and coverage.

Instructional Rigor Rubric (Analytic)Evidence of Rigor Below Standard Developing Proficient Exemplary

Appropriately Challenging Student Work

Student products and/or observable efforts and activities demonstrate depth of content knowledge, connections, and the skills to apply knowledge in meaningful ways.

Student work is not challenging, usually only requiring a single correct answer or is additional practice of previously mastered knowledge and skills.

Student work may require extended time to complete, may occasionally stretch student learning, and may require some use of prior knowledge.

Student work requires use of prior knowledge, frequently shows creative and original applications, and requires students to reflect and revise work to improve quality.

Student work requires extended thinking, critical analysis, creativity, and originality in order to create, design, or adapt a product or task.

Higher Order Thinking

Students are reflective, self-directed and productive learners who are creative & critical thinkers and problem solvers.

Student work requires basic recall and reproduction of knowledge and routine procedures.

Student work requires explanation and understanding of knowledge with limited application. Students occasionally employ higher order thinking skills to analyze information.

Students demonstrate higher order thinking skills, such as analysis, evaluation, synthesis, and creativity. Students reflect on and evaluate their own work and identify steps to improve it.

Students regularly use higher order thinking skills, such as analysis, evaluation, synthesis, and creativity to develop original ideas. Students skillfully reflect on and evaluate their own work and the work of others.

Inquiry & Student Response

Student responses, collaborative conversations, discussions, and presentations provide evidence of analytical skill and creativity combined with a deep knowledge of content.

Students’ oral responses demonstrate basic understanding of knowledge as evidenced by single word responses or recital of facts, ideas, or procedures explicit in texts.

Students’ oral responses demonstrate understanding with basic explanation of information in their own words and occasionally by expressing original ideas/opinions. Students participate in group discussion with peers.

Students’ oral responses demonstrate an ability to extend and refine knowledge automatically, to solve problems routinely, and to create some unique solutions. Students are able to facilitate class discussions and can clarify or extend the responses of other students.

Students’ oral responses demonstrate logical thinking about more complex problems by applying prior knowledge and skills when confronted with perplexing unknowns. Students demonstrate confidence and skill in discussions with peers and adults and are able to extend the responses of other students.

Adapted from International Center for Leadership in Education, CREC 2012 Blended Solutions Instructional Rigor Module

Academic Rigor for Project/Task4 • The project has a clear and well-defined essential question or central issue which when

addressed has consequence beyond the classroom. • Project depth in primary content area and working knowledge of other content areas. • Standards are clearly defined and applied to all student work and the processes of work. • Project design includes specific Articulation of the habits of mind and lifelong learning skills

resulting from the project and are articulated up-front

3 • The essential question or central issue is teacher developed and particular to the project only.

• The project requires the application of knowledge and skills directly related to curriculum. • Standards are clearly articulated and utilized during project work and applied to many work

products. • The project require students to develop habits of mind and lifelong learning skills

2 • The project’s essential question or central problem is ambiguous. • The project work requires broad application of curriculum content without depth. • Student work is tied directly to local, state, or national standards. • Few habits of mind and lifelong learning skills are embedded in the project

1 • The essential question or central issues is too broad and isn’t tied to an authentic problem, issue, challenge or need.

• The project has few explicitly relevant aspects of the curriculum. • Few standards are directly linked to student work. • Habits of mind and lifelong learning skills are not addressed as a result of this project.

CREC: Rigor in the Science Classroom

• CONTENT: Rigorous content is cognitively complex, thought-provoking, challenging and conceptual.

• SKILLS: Rigorous skills foster independent, self-directed and productive learners who are creative and critical thinkers, problem- solvers, and innovators.

• ENVIRONMENT: Rigorous environments ensure students perform at their maximum potential while building their will to persevere.

CREC Science Rigor Rubric: ContentThe lesson is HIGHLY RIGOROUS because…

a. The content is open ended. It engages students in Higher Order Thinking Skills (H.O.T.S.) and requires students to discover and defend concepts. [Students are able to justify a response when more than one answer is possible, cite evidence and develop logical arguments for concepts.] b. Students discover content through inquiry and project based learning which includes collaboration and choice. [Choices are developed based on student interests and/or learning styles. Collaborative process is clearly defined.] c. Student projects are unique and/or individualized to answer student chosen questions. Discovery leads to more questions being asked. Conclusions are defended / explained with student observed evidence. Students show ownership and mastery over content. [Students are asked to devise an approach among several alternatives to solve a problem and apply generalizations to new problems or investigations.]d. Objective spans all levels of Bloom’s to guide and scaffold learning. Specialized vocabulary from previous lessons is appropriately applied to new situations. Objectives are made relevant to students and relate to interdisciplinary / universal themes.

CREC Rigor Rubric: SkillsThe lesson is HIGHLY RIGOROUS because…

a. The students work together without teacher intervention in discovering new knowledge (new to student or science). Students will work outside their comfort zone as needed to grow skills.

b. Students incorporate a variety of appropriate presentation styles / tools / aides to cohesively present findings to an interactive audience. c. Students ask testable questions and develop implementable tests which will provide reliable results.

CREC Rigor Rubric: EnvironmentThe lesson is HIGHLY RIGOROUS because…

a. Students are comfortable with the expectation that they ask and answer complex questions of their peers. Students defend statements with evidence. Students are involved in developing their own workflow when working cooperatively. [Formal structures exist for collaborative learning with high expectations valued by all. Students are able to share and use their learning to advance the work of the group.] b. All students are required to answer. Students are prepared to defend their answer or describe the process to reach their answer and submit their answer to peer review. There is a culture of content immersion in the classroom and trust among peers. c. Students design and critique their own labs (and peers) based on observations / initial questions that they own. Students keep a portfolio / journal for reflection and tracking growth. Extension activities developed by students as “next steps.”{Students are able to conduct a designed investigation and draw conclusions from experimental or observational data and are able to apply generalizations to a new problem, simulation, or investigation.] d. The classroom space / use of time / format fluidly changes to meet the needs of learning and may often be asynchronous – i.e. students may be working differently from each other at any given time.

Where Does it Start?

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Roadblock to Literacy

• Existing accountability systems create incentives to drill students in simple, formulaic kinds of writing at the expense of time they might otherwise spend teaching them to write thoughtful, independent and varied kinds of papers in science

Typical Science Regents Writing• LE:67 A farmer planted two corn varieties, one of which

was very tasty but had small ears, and the other one had large ears but did not taste nearly as good. The pollen from one variety was used to fertilize the other variety of corn. State one biological advantage this method of reproduction has over cloning. [1]

• ES:85 State one advantage of using solar energy instead of burning fossil fuels to produce thermal energy for your home. [1]

• Chem: 74 Explain, in terms of charge distribution, why a molecule of the 2-propanol is a polar molecule. [1]

• Physics: 69 Explain what is meant by an atom being in its ground state. [1]

Identify Major Writing SkillsStudents will develop writing skills to: • 1. Describe, explain, and predict natural phenomena in their own

words.

• 2. Identify and describe reasons, outcomes, relationships, connections, and analogies in scientific processes and phenomena.

• 3. Pose and evaluate arguments, design and interpret scientific experiments, and apply conclusions to persuade, expand, or modify scientific understandings

• 4. Construct a written response that demonstrates conceptual understanding from multiple sources of information: text, diagrams, tables, graphs, charts, pictures, graphic organizers, etc

1. Describe, explain, and predict natural phenomena in their own words

Description Possible Writing Goals

4 Thoroughly describe and explain natural phenomena in their words and make accurate predictions based on the information/data provided. And can pose additional questions that reflect a level beyond conceptual understanding.

a. Create their own written analogies for natural phenomenab. Expand higher level vocabularyc. Write responses using a specific audience or purpose

3 Adequate ability to describe and explain and natural phenomena and make reasonable predictions based on the information provided. And can pose additional questions that reflect conceptual understanding

a. Improving observational skills to include “fine details”b. Creating questions that provide further insights into the “content”c. Build on providing indepth explanations

2 Minimal ability to describe and explain natural phenomena with a limited attempt to put ideas in their own words. And one to two extremely general questions.

a. Improving observational skillsb. Establishing relevant information to provide explanationsc. Working on writing in their own words

1 Limited ability to describe and explain natural phenomena. No attempt to put in their own words or ask additional questions

a. Developing basic observational skillsb. Identifying relevant information to “explain”c. Organization of response to question

2. Identify and describe reasons, outcomes, relationships, connections, and analogies in scientific processes and phenomena

Description Possible Writing Goals

4 Thoroughly identify and describe reasons, outcomes, relationships, make connections and analogies about scientific processes and phenomena

a. Created inter-unit connectionsb. Connect content to course themec. Connect to a specific situation

3 Adequate identification and description of examples, reasons and outcomes. And basic connections and analogies are identified and/or created.

a. Establish connections of contentb. Expand existing analogiesc. Provide greater depth in written descriptions

2 Minimal identification and description of examples, reasons and outcomes. And weak connections and analogies are identified and/or created.

a. Develop identification of required contentb. Use of Pre-writing tools to begin writingc. Clearly identification or restatement of what the question is asking to “state”

1 Limited identification and description of examples, reasons and outcomes. And no connections and analogies are identified and/or created.

a. Pre-writing tools to process question text for written responseb. Connect two ideas/concepts presentedc. Improve or elaborate on descriptions

3. Pose and evaluate arguments, design and interpret scientific experiments, and apply conclusions to persuade, expand, or modify scientific understandings

Description Possible Writing Goals

4 Well developed and thorough arguments and scientific experiments are presented. And conclusions can be used to persuade, expand, or increase/modify scientific understandings.

a. Referencing of additional support materialsb. Incorporating diagrams into textc. Balancing reference statements to explanation

3 Adequate arguments and scientific experiments are presented. And conclusions allow for predictions beyond the scope of the information/data and improve basic scientific understandings of concepts addressed.

a. Develop thorough arguments for an environmental scenariob. Expand the explanation and application of the conclusionc. Logically present a case for an argument

2 Minimal arguments and poorly designed scientific experiments are presented. And conclusions are used in a limited way for predictions beyond the scope of the information/data.

a. Identification of both sides and appropriate support for of an argumentb. Design and explanation of a controlled experimentc. Statement and explanation of a conclusion

1 Limited arguments and faulty scientific experiments are presented.

a. Use of Pre-writing tools for to collect information for two sides of an argumentb. List steps in the experimental designc. Statement of a hypothesis and conclusion

4. Construct a written response that demonstrates conceptual understanding from multiple sources of information

Description Possible Writing Goals

4 Thoroughly and completely use multiple sources of information to construct a written response that thoroughly demonstrates conceptual understanding of a scientific concept or application.

a. Identify minor inconsistencies in info sourcesb. Create “own categories of organization”c. Support responses with prior information, predictions or additional sources of information

3 Adequately use multiple sources of information to construct a written response that sufficiently demonstrates conceptual understanding of a scientific concept or application.

a. Maximum use of information sourcesb. Greater connection to conceptual understandingc. Greater focus in selection and use of information

2 Minimal use multiple sources of information to construct a written response that poorly demonstrates conceptual understanding of a scientific concept or application.

a. Increase use of information sourcesb. Sequencing of information sources to build a casec. Utilizing information to cover all aspects of question

1 Limited use multiple sources of information to construct a written response that fails to demonstrate conceptual understanding of a scientific concept or application.

a. Identification of appropriate informationb. Sequencing of informationc. Description of scientific concept or application

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It Starts With the Teacher

• Best teachers of discipline-based literacy practices are themselves able to :

-read, write, and think like a scientist.

-aware of the specific challenges that people tend to face when learning to read and write in these ways for the first time.

Start with “FACTS”

• Conclusion/Inference/Different if …• Reason(s)/Possible/Leads to …• Explanation (Explain why …)/Based on …• Relationship/Directly related to …• Evidence (Best Supports)• Impact/Concern/Increase-Decrease• Demonstrates (Situation, Example, etc.)

More “Which Statements”

• Is (best) supported by …

• (Best/Most accurately) Explains why …

• Provides the best reason …

• Indicates (one) difference(s)

• Compares …

LE Facts (MC Starters)

• The conclusion that ______ is based on _____• A likely reason for _____ is ______• The event/ process/change of ______ would

most likely ______• The best explanation for ______ is ______• A situation in which ____ demonstrates ____• _____ is/are possible because _____

Earth Science Facts (MC Starters)• Explain why _____ is not/cannot ______ .• Evidence that __ is best be supported by ___• The _____ is evidence that _____• Compared to the ____, the _____is ___• _____ are due primarily to _____• Explain why _____ could/is not _____• Describe the most likely _____ due to _____• Explain how _____ indicate(s) _____• _____ develop as a result of _____• _____ is classified as _____ because _____

Chemistry Facts (MC Starters)• Compared to ___, a ___ has/is ___• _____ is classified as _____• _____ is/not determined by _____• What is the ______ to _____• _____ is an example of _____• Which _____ represents a _____• When ___ increase/decreases the _____• Which _____ will/not react with _____• Which _____ have same/different _____• According to ____, the ____ acts/is _____• Every _____ has _____• What is the mostly likely _____ for _____• As a result of _____ it _____• The _____ are arranged in _____

Physics Facts (MC Starters)• _____ is classified as/produced _____• _____ cause _____ to _____• It is not/ possible for _____ to be ____• If _____ the maximum/minimum ____ is ____• The _____ required to ______ is _____• As a result of _____, the ______• Compared to _____, the _____ is/has _____• The amount of ______ depends on _____• The _____ needed to _____ is _____• _____ is to _____ as _____• How much ______ produce when _____• Which ______ has the smallest _____• What is the ______ in/on/of/due to/required to _____• Which _____ has the least _____• After/When _____ the _____ will most likely _____• If _____ is increased then _____ will _____

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Build Towards… • Drawing inferences from academic

texts.

• Synthesizing information from various sources.

• Following complicated directions.

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Students Need to …

• Read and comprehend textbooks.

• Have exposure to additional sophisticated, high level science reading materials.

• Write up lab notes using appropriate format, style, and vocabulary.

• Have frequent opportunities to read, write, and think in these ways.

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Science Instruction should include:

• Sustained reading

• Primary reading sources

• Real-world materials

• Discussions of what was read

• Instruction on How to Write, How to Interpret, Analyze &Response to text

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Analytical Reading• Teaches the art and science of reading aloud.

• It is based on the conversational principles and patterns that we use in everyday speech.

• It helps the reader see through the words to the writer's meaning and imparts the skills that enable each of us to read aloud naturally and with confidence.

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Connecting to the Known

• Build from unfamiliar to the familiar

• Everyday lives to the unknown areas of academic and scientific participation

Rube Goldberg Machine

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Create Problem Situations• Provide motivation for concepts by establishing

a need to know.

• Provide opportunities to read, write, discuss, and explore scientific ideas.

• Provide opportunities to make conjectures, test, and build arguments about a conjecture’s validity.

Do you Really Understand?

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Open-Ended Writing• Explain why Halley’s Comet is considered to be part of our

solar system. [1]

• Are all comets we observe, part of our solar system, explain?

• Explain why the densities of these terrestrial planets are greater than the densities of the Jovian planets. [1]

• Is density the most important factor in classifying planets?

• Explain how the weather conditions shown on the station models suggest that Utica had the greatest chance of precipitation. [1]

• Which weather condition change would make another city have the greatest chance of precipitation than Utica, why?

Open-Ended Writing (cont’d)• Explain why carbon-14 can not be used to find

the geologic age of these index fossils. [1]

• Why can’t all fossils use the same half-life material to determine their, geologic age?

• State what happens to the internal energy of the crate as it slides along the incline. [1]

• What would affect the internal energy of a crate the most as it slides along an incline, increasing its mass or lubricating the incline, why?

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Scoring Rubrics

• Shift away from formulaic, one-size-fits-all writing.

• Reward writers for adapting their prose to a given purpose and audience.

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What Works

• Teach comprehension strategies, text structures, and word-level strategies while students are engaged in reading challenging, content-rich texts.

• Learn skills best when there is a compelling reason(s) – such as the desire to make sense of interesting materials and use them.

Science Process Skills: Basic

1. Observing• 5 senses (see, hear, touch, smell, taste) to find

out about objects and events

– Characteristics– Properties– Differences– Similarities– Changes

2. Classifying:• Grouping or ordering objects or events

according to similarities or differences in properties : Lists, tables, or charts are generated.

3. Measuring• Comparing an unknown quantity

with a known (metric units, time, student- generated frames of reference)

• Observations are quantified using proper measuring devices and techniques

• Measurements are to be recorded in an orderly and systematic fashion with labeled units of measure.

• Charts, graphs, or tables can be generated manually or with computer software.

4. Inferring:

• Interpreting or explaining observations More than one inference may be presented to explain an observation.

5. Predicting:• Forming an idea of an expected

result - not a guess - but a belief of what will occur based upon present knowledge and understandings, observations and inferences

• A prediction should be followed by a written or oral explanation to clarify ideas and reveal any misconceptions or missing information.

6. Communicating:• Using the written and

spoken work, graphs, demonstrations, drawings, diagrams, or tables to transmit information and ideas to others

• To reflect the true nature of science, ideas must be shared.

• This allows ideas to be challenged, tested further, and built upon!

7. Using Number Relationships:

• Applying numbers and their mathematical relationships to make decisions

• Numbers are basic to science - mathematical knowledge is applied.

• Math is the language of science

Integrated Process Skills

Making Models:• Constructing mental, verbal, or physical

representations of ideas, objects, or events to clarify explanations or demonstrate relationships.

• Constructing models helps clarify ideas.

Defining Operationally

• Creating a definition by describing what is done and observed – It is in the language of

the students. – Definitions are in context

of students' experiences - not from the glossary, not to be memorized.

Collecting DataGathering and recording information about observations and measurements in a systematic way

Interpreting DataOrganizing, analyzing, and synthesizing data using tables, graphs, and diagrams to locate patterns that lead to the construction of inferences, predictions, or hypotheses.

Identifying and Controlling Variables• Manipulating one factor to investigate the

outcome of an event while other factors are held constant.

• Young children become confused with multiple variables.

• Students need practice in identifying variables that affect outcomes.

Formulating Hypotheses

• (Hypothesizing)

• Making educated guesses based on evidence that can be tested through experimentation.

Experimenting• Designing one's own experiment to test a hypothesis

using procedures to obtain reliable data – All basic and integrated skills to formulate a problem, collect data, and

pose a solution are used. – Doing a teacher-orchestrated science activity is NOT experimenting. – Student demonstrates understanding and application of scientific

method though inquiry, research and self-design of experiment to test a hypothesis.