Partnering to Progress K-5 October 23, 2007 Blue Licks State Park Welcome! Please help yourself to some refreshments and make sure you have signed in.

Group Norms Start and end on time Put cell phones on silent Be respectful of all comments Everyone participates Exercise the rule of “two feet” Come prepared for each meeting Keep side conversations to a minimum

Goals Enhance physical science content knowledge of K-5 teachers Enhance instruction to lead to effective learning in the physical sciences Enhance/develop administrators’ knowledge and skills to provide effective instructional feedback and support high quality science teaching and learning

Review Overview of grant Pretest of content knowledge of F & M –Results Science notebooks –Writing in Science background and model –Writing conclusions Bowling ball activity –Modeling motion –Interpreting evidence Curriculum Topic Study –Parts III and IV

3 Pluses and 1 Wish 3 Pluses New knowledge of content Free stuff!! Learning about misconceptions Notebooking strategies; word bank Modeling the meaning making with the data Food Adult interaction; no small children 1 Wish Specific lesson plans Media materials come quickly Grade level specific ways to teach content Diet Coke Differentiate for special needs students

Roadmap for the Day

Curriculum Topic Study (CTS) “ Helping educators make the bridge between national standards and research and their local efforts to achieve high standards.”

What is a Curriculum Topic Study? A systematic study of readings from a core set of professional science education resources. Helps improve content background. Helps improve understanding of pedagogical implications of particular content. Helps teachers translate formal course content into a context that is appropriate for students.

Going Through the Process There are 6 parts to the CTS You have done parts 3 and 4 You will need the following resources: –Science Curriculum Topic Study (SCTS) –Benchmarks for Science Literacy –National Science Education Standards –Making Sense of Secondary Science –KY POS and CCA (Combined Document) –Graphic Organizer for note taking

Going Through the Process Used the organizer and the guiding questions on pages 38 in the SCTS book, do section III of the CTS “Describing Position and Motion” pg At this time, you will only be concerned with material K-8. Disregarded the following pages: –National Standards—pg Added the following pages: –Benchmarks—pg

Section III Debrief What information did you gain from this section? How can the information gained improve your instructional practice? How can the information gained improve understanding for your students? What are some pros and cons of this section?

Going Through The Process Did section IV of the CTS on page 207. Use the guiding questions on page 38 of your SCTS book. Added the following pages: –Making Sense of Secondary Science pp and

Section IV Debrief What information did you gain from this section? How can the information gained improve your instructional practice? How can the information gained improve understanding for your students? What are some pros and cons of this section?

Homework Completed sections II and V. Focused your reading around K-8 th grade. Used your current organizer to record your thoughts. Referred to pg. 37 and 39 for guiding questions.

Section II Debrief What information did you gain from this section? How can the information gained improve your instructional practice? How can the information gained improve understanding for your students? What are some pros and cons of this section?

Section V Debrief What information did you gain from this section? How can the information gained improve your instructional practice? How can the information gained improve understanding for your students? What are some pros and cons of this section?

Going Through the Process Continue the CTS, by completing section I and VI on pg Use the KY Combined Document for this section and the guiding questions on SCTS page 39. Focus your reading around Primary-8 th grade.

Section I and VI Debrief What information did you gain from this section? How can the information gained improve your instructional practice? How can the information gained improve understanding for your students? What are some pros and cons of this section?

Reflections Complete the CTS section on your reflection sheet Share important considerations

Education is what survives when what has been learned has been forgotten. –B. F. Skinner, psychologist, inventor and author

Roadmap for the Day

Grade Level Learning Progressions Re-group into grade alike groups Examine model of learning progressions for matter from Taking Science to School Use CTS and PoS/CCA to assist in drafting learning progressions for force and motion Chart for your grade

Reflections Complete the Grade Level Learning Progressions section on your reflection sheet Share important considerations

Roadmap for the Day

Motion: Push and Pull, Fast and Slow What is a key consideration for describing motion that is implied but never stated in the text? Did you notice any inaccuracies in the text?

Writing in Science: How to Scaffold Instruction to Support Learning Science Session Engagement –Date and Focus Question Active Investigation –Record data, take notes, make illustrations or diagrams Shared Reflection Application Writing Session Shared Review –Questions about shared reflection of conclusions based on focus question Shared Writing –Model structure Scaffolding Independent Writing –Use scaffolding to complete notebook entries

Science Notebook “Rules” Date, in numerals, the first page of the entry. Write a focus or investigative question for each lesson. Write something about each science session. Write legibly (not necessarily their “best handwriting”).

Focus Questions How are displacement and distance traveled different? How is an instant of time or a clock reading like a position measurement while a time interval measurement is like a displacement measurement?

Compare and Contrast Start with how things are similar. –(The) ___ and (the) ___ are similar because they both ___. In addition, they ___. Add more as needed. Explain how they are different. You can compare the same property or characteristic in the same sentence. Use and, but, or whereas to set up the contrast. –They are different because (the) ___, but (the) ___. Also, (the) ___, whereas ___. Add more as needed.

Reflections Complete the Mr. O activity and the notebooking section on your reflection sheet Share important considerations

Roadmap for the Day

Concept Cartoon Examine the concept cartoon entitled “Fast Plane.” With which student do you agree? Stand in the “corner” where that student is colored in on the cartoon. What needs to be considered to determine journey time? How could we determine which student is correct?

Reflections Complete the Concept Cartoon section on your reflection sheet Share important considerations

Take Home Messages Understanding the “big ideas” and enduring understandings of the standards as well as areas of learning difficulty is essential for developing effective learning experiences for students. An object’s motion can be described as its change in position over time and can be represented in a variety of ways.

Wrap-up, review, preview Completed CTS for F & M Drafted learning progressions K-5 Deepened understanding of position and time in describing motion Begin grade level lesson development on November 13th