LeaPS Learning in Physical Science September 9, 2010 A MSP Grant through KDE and Administered by University of Kentucky PIMSER Math and Science Outreach Welcome!

Project Goals for LeaPS Overall goal: Students will learn targeted physical science concepts (structure and transformation of matter, force & motion) Goal 1: Enhance teacher content and pedagogical knowledge of targeted physical science concepts Goal 2: Improve Teacher Instructional Practices Goal 3: Enhance Administrator Support

Group Norms Stay on schedule; be on time Put cell phones on silent and computers closed Stay present, giving full attention Listen actively as others are speaking Be engaged—Be IN the work Avoid sidebar conversations Keep name tags visible Rule of 2 feet Any others?

Today’s Roadmap Force and Motion Kits STM Teacher Content Test Heat and Temperature Content Building Science Literacy Standards

Force & Motion Kit Update

Let’s Take A Test!

Heat and Temperature pg. 216 CTS We will be working through a topic together. Please use your organizer to record your thoughts. Follow the guiding questions from each section to help you focus in on key points.

Section I ADULT CONTENT What big ideas and major concepts make up this topic? What new content did you learn or improve your understanding of? What examples or contexts were used to explain the ideas? What other new insights about the topic did you gain from the reading?

Section 2 INSTRUCTIONAL IMPLICATIONS What suggestions are provided for effective instruction of the topic? What student learning difficulties, misconceptions, or developmental considerations are mentioned? Does the reading suggest contexts, phenomena, representations, or everyday experiences that are effective in learning the ideas in the topic? What other new insights about the topic did you gain by reading this section?

Get Up and Pair Up! How can what you read help you to improve instruction and student understanding?

Section 3 – Identify Concepts and Specific Ideas Which learning goals align well with the topic? What concepts, specific ideas, or skills make up the learning goals in this topic? How do these goals help you clarify what is important to teach in the topic? How do these goals help you determine what you can eliminate or place less emphasis on? How does the level of sophistication in the learning goals change from one grade span to the next?

Section 4 – Examine Research on Student Learning What specific misconceptions or alternative ideas might a student have about this topic? Are there suggestions about what might contribute to students’ misconceptions or difficulties? Which ideas seem to be the most resistant to change? Is there an age or grade when students are more likely to learn certain ideas in this topic? How does the research draw attention to certain prerequisites?

Section 5 – Examine Coherency and Articulation How does a map help you trace a concept or skill from its simple beginning to a culminating, interconnected, sophisticated idea? What connections can you identify among concepts or skills in the topic? What connections can you identify to different content areas within and outside of science? What prerequisite ideas can you identify for learning the topic at your grade level?

Section 6 – Clarify State Standards and District Curriculum Which suggestions from Sections 2-5 align well with your state or district standards or frameworks? Where do you see gaps that need to be addressed? How does the addition of cognitive performance verbs affect the learning of ideas in the topic? How can the research findings inform the placement of your state or district standards?

Content Building

Is heat different from temperature? How do you know? Decide your position Think back to today’s activities, what evidence to you have to support your position? Use the Writing an Argument Frame to help you develop your answer.

Literacy Standards for Science Learning Targets –I can identify the reading and writing standards for science for my grade level.

What matters most? What does our investment in teaching students mean? What do we want students to walk away with from our schools and classrooms? What should we teach? 19

The Five-Minute University What is Guido Sarducci telling us about 20 th century learning? 20

BP Oil Spill: A Teachable Moment What can we learn about the nature of the challenges our students will face in the 21 st century from this ecological disaster? 21

The challenges and problems our students will face in the 21 st Century are: unpredictable. As in the case of the BP oil spill, we can wake up facing new and significant challenges we didn’t know we had yesterday. ambiguous. We may not have the knowledge we need to solve the problems when they occur and will have to acquire new knowledge as a result. interdependent. No single person or entity can solve the problem of the BP oil spill. 21 st century problems are situated in a global economy in which individuals, organizations, corporations, and governments often have to work together to solve large-scale problems. 22

What is the Common Core State Standard (CCSS) Initiative? State-led initiative, led by the National Governors Association and the Council of Chief School Officers. 48 states, Puerto Rico, District of Columbia, and the U.S. Virgin Islands

What is the Common Core State Standard (CCSS) Initiative? Collaboration based on multiple drafts and feedback from school administrators, teachers, experts, and the public. Interesting fact: There were almost 10,000 responses when the final draft was opened for public review.

What is the Common Core State Standard (CCSS) Initiative? Draws upon the best practices of existing curricular models in the United States, as well as internationally—cognizant of the fact that we are preparing our students to be active participants in a global society and economy. Designed with a focus on coherence and consistency, rigorous content and its application through higher order thinking skills—to best prepare students for college and careers. Emphasis on literacy across the content areas.

How are the Common Core State Standards designed? ELA & Literacy in Science, Social Studies/History, & Technical Subjects Mathematics The CCSS are divided up into 2 categories:

ELA Standards—An Overview K-12 Standards for –Reading –Writing –Speaking and Listening –Language Reading and Writing Standards for History/Social Studies Reading and Writing Standards for Science and Technical Subjects

College and Career Readiness Anchor Standards ELA –4 sets: Reading, Writing, Language, and Speaking and Listening –Social Studies/History, Science, and Technical Subjects—2 sets: Reading and Writing –All of the standards within the grade bands are linked to these anchors with building complexity as the grades increase Strands Within each set, the anchors are divided into strands Grade Bands The ELA anchors are grouped K-5 and 6-12 (6-12 only for Social Studies, History/Science, and Technical Subjects) Standards The standards within grades and grade bands provide further specificity in a developmentally appropriate progression toward meeting the expectation of the anchor Appendices Exemplar texts, performance tasks, student work ELA Standards—Structure This hierarchy describes how to read the CCSS documents for ELA & Literacy in Science, Social Studies/History, Science & Technical Subjects

Strand

Grade Band Standards

Appendices Exemplar texts, performance tasks, student work

Literacy Standards for Science: Writing Examine the College and Career Readiness Anchor Standards for Writing (pg. 63) and the Writing Standards for Literacy in Science (pgs ). What are the 3 types of writing specified in the CAS for science? What are some curricular and instructional implications based on the “Research to Build and Present Knowledge” strand and the “Range of Writing” strand? How is this similar and different from your current practices?

Literacy Standards for Science: Writing Would the notebooking and argument frame we used today help address these writing standards? What evidence can you cite to support your thinking? Examine the Grade 6 and 7 Student Samples of Arguments. What might be some next steps with the argument frame based on these samples? Why would it be important to help students develop this type of thinking and writing in science classes?

Agree/Disagree Read the eight statements concerning assessment literacy and mark whether you agree or disagree with the statement. Place a small post-it under agree or disagree for each question posted. Use your CASL book to find evidence that supports or refutes the statement assigned to your table.

For Next Time Our next meeting will be October 28 Read Ch 1 in Classroom Assessment for Student Learning- please use the reading guide. Complete the Assessment Questionnaire.