1. Partnering to Progress
Welcome!
Enjoy some breakfast and networking!
January 29, 2008
Blue Licks SRP
Supported by PIMSER and KDE

2. 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

3. Review
Experienced and debriefed position, reference point, and push/pull activities K-5.
Began deconstruction of force and motion standards for each grade level.
Ch. 2 in Shirley Clarke book on Learning Targets
Read Ch. 1 and 2 in Writing in Science.

4. Preview Complete diagnostic quiz Review CTS
Complete deconstruction for each grade level
Practice vocabulary strategy
Participate in grade-band force and motion activities

5. Learning Targets
I can identify critical points from my curriculum topic study that help inform deconstruction and instruction.
I can deconstruct KY standards into knowledge, reasoning, skills, and products in order to inform instruction.
I can apply what I know to cause an object to change its motion.
I can describe an object’s motion using diagrams, charts, and graphs.

6. Review CTS Skim your curriculum topic study of force and motion.
Highlight key points and misconceptions.
Conduct a “standing meeting”
Meet with your grade level group
Share critical points from CTS

7. Learning Targets
I can identify critical points from my curriculum topic study that help inform deconstruction and instruction.
I can deconstruct KY standards into knowledge, reasoning, skills, and products in order to inform instruction.
I can apply what I know to cause an object to change its motion.
I can describe an object’s motion using diagrams, charts, and graphs.

8. Developing Clear Learning Targets

9. 4 Types of Targets Knowledge Skills Reasoning Products
Knowledge/facts/concepts to be learned outright; some to be retrieved using reference materials
Reasoning
Thinking proficiencies-using knowledge to solve a problem, make a decision, etc.
Skills
Demonstrations where the doing is what is important; using knowledge and reasoning
Products
Characteristics of the final product are important; using all 3 of the other target types
Pg. 64, CASL

10. Reviewing Deconstruction
Working in pairs, sort the targets into knowledge, reasoning, skills, and products.
Identify key words that enabled you to do this.

11. Knowledge Reasoning Skills Products
Big Idea: Motion and Forces (Physical Science) Grade: Fourth
Whether observing airplanes, baseballs, planets, or people, the motion of all bodies is governed by the same basic rules. In the elementary years of conceptual development, students need multiple opportunities to experience, observe, and describe (in words and pictures) motion, including factors (e.g., pushing, pulling) that affect motion.
Program of Studies: Understandings
Program of Studies: Skills and Concepts
Related Core Content for Assessment
SC-4-MF-U-1
Students will understand that an object’s motion can be described as its change in position over time and can be represented in a variety of ways.
SC-4-MF-S-1
Students will measure and record changes (using appropriate charts, graphs) in the position and motion of an object to which a force has been applied SC
Students will interpret or represent data related to an object’s straight-line motion in order to make inferences and predictions of changes in position and/or time.
An object’s motion can be described by measuring its change in position over time such as rolling different objects (e.g., spheres, toy cars) down a ramp. Collecting and representing data related to an object’s motion provides the opportunity to make comparisons and draw conclusions.
DOK 3 ,
What are the targets for this grade level?
Knowledge
Reasoning
Skills
Products

12. Overarching Questions about Motion
How can we describe motion?
What causes an object’s motion to change?
How do we know?

13. The Deconstruction Process (Using the KY Combined Document)
Read the Big Idea to gather the overarching meaning.
Read the Understandings to understand the context of the skills and core content.
Sort the information in the SKILLS/CONCEPTS column into the knowledge, reasoning, skills, and products that students will have to demonstrate in order to develop understanding.
Examine the Core Content for Assessment statements for any additional targets.

14. Deconstruction Goals
Deconstruct the primary, 4th and 5th grade standards for force and motion (exclude sound, magnetism, etc.).
Develop learning progressions for K, 1, 2, and 3.
Use CTS materials to assist with this.
Review organizer from activities to inform work.
Consider experiences students would need to know and do the identified things – add to progressions accordingly.

15. Without clear targets, (or, if we don’t know what each item on a test measures,) we can’t…

16. Know if the assessment adequately covers and samples what we taught.
Correctly identify what students know and don’t know and their level of achievement.
Plan next steps in instruction.

17. Give detailed, descriptive feedback to students.
Have students self-assess or set goals likely to help them learn more.
Keep track of student learning target by target or standard by standard.
Complete a standards-based report card.

18. Writing in Science
Review your reading guide and notes from Ch. 1 and 2 in Writing in Science.
Give one – Get one
Stand up, begin to walk around the room, share with the first person with whom you make eye contact
Using your reading guide and/or notes, share one important point from the reading. Then, get one important point/idea from that person.
Share ideas with two other people, then return to your original seat.
Complete this starter about your reading and the subsequent sharing of ideas: The thing is…

19. Writing is the most disciplined form of thinking.
Donald Murray

20. Learning Targets
I can identify critical points from my curriculum topic study that help inform deconstruction and instruction.
I can deconstruct KY standards into knowledge, reasoning, skills, and products in order to inform instruction.
I can apply what I know to cause an object to change its motion.
I can describe an object’s motion using diagrams, charts, and graphs.

21. 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

22. 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”).

23. Overarching Questions about Motion
How can we describe motion?
What causes an object’s motion to change?
How do we know?

24. K-1 Focus Questions K-1 Activity Record observations
Under what conditions do you observe straight-line motion, and when do you observe zig-zag motion?
Under what conditions do you see it moving fast and when do you see it moving slowly?
Record observations
Observation organizer pg. 37
Observations
Cause and effect: When I ___, it ___.
Curiosity Questions: Select a starter

25. 2-3 Focus Questions 2-3 Activity
How does your graph help you understand the Kick Dis in a different way from playing with it?
What did you do in making the object go fast that was different in making it go slowly?
When the object went the same speed on different types of surfaces, what did you do differently?
Record observations and construct graph to describe motion
Observation organizer pg. 37
Observations
Cause and effect: When I ___, it ___.
Other questions to investigate?

26. 4-5 Focus Questions 4-5 Activity
How does your graph help you understand the Kick Dis in a different way from just your observations?
What causes the Kick Dis to move on a sloping ramp?
Can a force always be seen? Explain.
Record observations and construct graph
Data analysis organizer pg. 97
Scientific Conclusion organizer pg. 85
Other questions to investigate?

27. Overarching Questions about Motion
How can we describe motion?
What causes an object’s motion to change?
How do we know?

28. Review
I can identify critical points from my curriculum topic study that help inform deconstruction and instruction.
I can deconstruct KY standards into knowledge, reasoning, skills, and products in order to inform instruction.
I can apply what I know to cause an object to change its motion.
I can describe an object’s motion using diagrams, charts, and graphs.

29. Preview Polish deconstructed standards
Continue to explore force and motion K-5
Read Ch. 3 in Writing in Science and complete reading guide
Next meeting: February 26th