1. Secondary Science Workshop August 2009.

2. 2Introductions HISD Secondary Science Curriculum Team: Tisha Sinnette- Secondary Science Manager Tisha Sinnette- Secondary Science Manager Yolanda Evans- Middle School Science Specialist Yolanda Evans- Middle School Science Specialist Morgan McKinley- High School Science Specialist Morgan McKinley- High School Science Specialist Anne Douglas- ATEAMS Manager Anne Douglas- ATEAMS Manager LaKeisha Hamilton Reed- ATEAMS Specialist LaKeisha Hamilton Reed- ATEAMS Specialist Denise Johnson- Supervisor, Hollingsworth Denise Johnson- Supervisor, Hollingsworth

3. Trainer Introduce yourself. Please state your school, name and current teaching position. Introduce yourself. Please state your school, name and current teaching position. Engage participants in some type of icebreaking activity for them to introduce themselves to others. Engage participants in some type of icebreaking activity for them to introduce themselves to others. 3

4. 4 Norms Be constructively engaged. Be constructively engaged. Share your best thinking. Share your best thinking. Listen actively. Assume positive intent. Listen actively. Assume positive intent. Model the attitude of a life-long learner. Model the attitude of a life-long learner. Take care of your needs. Take care of your needs. Enjoy the Day!

5. 5 Today’s Goals - Curriculum Trainers will Trainers will explore critical features and enhancements of the HISD curriculum documents to provide background knowledge for facilitating the August emPOWERing teacher sessions explore critical features and enhancements of the HISD curriculum documents to provide background knowledge for facilitating the August emPOWERing teacher sessions review the HISD curriculum to identify assessment FOR learning opportunities (formative assessments) and discuss effective use in classrooms and at the emPOWERing teacher workshop in August review the HISD curriculum to identify assessment FOR learning opportunities (formative assessments) and discuss effective use in classrooms and at the emPOWERing teacher workshop in August preview One Teacher At a Time to increase understanding of effective instructional planning using the GANAG model preview One Teacher At a Time to increase understanding of effective instructional planning using the GANAG model

6. 6 Graphic Organizer for Personal Goal Setting and Feedback In the pre-assessment column, rate your current level of understanding regarding the purpose and use of HAPG components using 1 – 4 scale: 1.No knowledge of this or its use 2.Heard of it but don’t know much about it 3.Familiar with this and use it from time to time 4.Very familiar with this component and use it frequently for planning and instruction

7. Goal Setting Reflect on the Graphic Organizer Use Think-Pair-Share to share at least one personal strength and one growth opportunity related to the HISD Curriculum. Based on your reflection, write at least one learning goal for your work today. 7

8. Recording Data Category My current understanding of the purpose of this component My understanding at the end of the day of this component Learning Focus Key Concepts/Key Skills ELPS/CSLAEKS LLTW strategies Essential Understandings Guiding Questions Power Objectives Formative Assessments Technology Enhancements and Resources Renzulli Learning 8

9. Critical Features and Enhancements of the HAPGs 9

10. Enhanced Components For 2009-2010 Key Concepts/Key Skills ELPS Formative Assessments Essential Understandings Guiding Questions Literacy Leads the Way Strategies Renzulli Learning 10

11. Key Concepts / Key Skills Concepts share common attributes, and are timeless, universal, abstract, and broad. Skills represent processes that increase the ability to use knowledge effectively and to apply learning in everyday life. 11

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13. 13  English Language Proficiency Standards (ELPS) Purpose Purpose Make content comprehensible by Make content comprehensible by o Pairing content and language objectives o Addressing students’ language levels o Building academic language

14. 14 Student expectations categories Student expectations categories Learning Strategies Learning Strategies Listening, Speaking, Reading, Writing Listening, Speaking, Reading, Writing  English Language Proficiency Standards (ELPS)

15. 15  English Language Proficiency Standards (ELPS) ELPS correlations will be denoted by inserting the ELPS icon immediately underneath the HISD Objective with corresponding ELPS objectives. 15

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17. 17 ELPS Correlation Practice Choose an objective from the HAPG with an ELPS correlation. Choose an objective from the HAPG with an ELPS correlation. Read the instructional considerations and strategies columns. Read the instructional considerations and strategies columns. Using the ELPS handout, identify other ELPS objectives that might connect to this HISD objective. Using the ELPS handout, identify other ELPS objectives that might connect to this HISD objective. Use a Think-Aloud to explain your reasoning. Use a Think-Aloud to explain your reasoning.

18. Formative Assessments Formative assessments represent an ongoing process in which teachers use multiple examples of student work to: monitor and adjust instruction provide feedback for students measure the extent to which students have made progress toward a learning target 18

19. Page 12 Biology HAPG 19

20. 20 Essential Understandings EUs contain two or more concepts stated as a relationship that transfers to other situations, through time and across cultures. EUs reflect the deeper understandings associated with specific factual content. EUs can be tested against and supported by facts.

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22. 22 Literacy Leads the Way 10 Best Practice Strategies Same across all content areas for student mastery Same across all content areas for student mastery Aligned to Marzano’s categories Aligned to Marzano’s categories Linked to Literacy Leads the Way flipchart with ELL accommodations Linked to Literacy Leads the Way flipchart with ELL accommodations

23. 23 Literacy Leads the Way 10 Best Practice Strategies KWL Think-Pair-Share Frayer Model Summary Frames Two-Column Notes Rubrics Think-Aloud RAFT Anticipation Guide Graphic Organizers

24. 24 Literacy Leads the Way (LLTW)

25. LLTW Strategies with ELL Accommodations 25

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27. 27 Resources See Page 6 of Biology 1 st 6wks HAPG document See Page 6 of Biology 1 st 6wks HAPG document Adopted text Adopted text Supporting documents Supporting documents Technology enhancements and links Technology enhancements and links Other resources Other resources

28. Renzulli http://renzullilearning.com http://renzullilearning.com 28

29. Review Enhanced Components Using Two-Column Notes Key Concepts/Key Skills ELPS Formative Assessments Essential Understandings Guiding Questions Literacy Leads the Way Strategies Renzulli Learning 29

30. Assessment Assessment FOR Learning Assessment OF Learning 30

31. 31 Define “Assessment” Using Frayer Models

32. Research behind Formative Assessments: Research indicates that formative assess- ment can significantly improve student learning. Yet this same research shows that the features of formative assessment that affect student achievement are missing from many classrooms (Black et al., 2003). Black, P., C. Harrison, C. Lee, B. Marshall, and D. Wiliam. Assessment for Learning. New York: Open Univ. Press, 2003. 32

33. 33 Formative Assessment Why is an emphasis on formative assessment and feedback critical for student success? Why is an emphasis on formative assessment and feedback critical for student success? See content specific Formative Assessments. See content specific Formative Assessments.

34. 34 Summary Frame The purpose of Formative Assessment (Assessment FOR Learning) is to _______. The purpose of Summative Assessment (Assessment OF Learning) is to _______. The purpose of Formative Assessment (Assessment FOR Learning) is to _______. The purpose of Summative Assessment (Assessment OF Learning) is to _______. Formative and Summative Assessment are alike in that they both _______. Formative and Summative Assessment are alike in that they both _______.

35. Commercial: Handouts in Bag $25,000 Secondary Science 5E KBR Award!!! $25,000 Secondary Science 5E KBR Award!!! Secondary Science Calendar!!!!! We need a science representative from each school at each of the following meetings : Secondary Science Collaborative meetings, Science Fair meetings, and CBA reviews. Secondary Science Calendar!!!!! We need a science representative from each school at each of the following meetings : Secondary Science Collaborative meetings, Science Fair meetings, and CBA reviews. We strongly encourage ALL teachers to do Science Fair this year. We strongly encourage ALL teachers to do Science Fair this year. 35

36. Instruction Using the HAPG for Effective Lesson Planning 36

37. 37 Schema for Lesson Planning Using a Think Aloud Strategy G oal G oal A ccess prior knowledge A ccess prior knowledge N ew information N ew information A pply Knowledge A pply Knowledge G eneralize G eneralize

38. Big Picture 38 GA NAG Math Science ELA SS 5E Model

39. Candy What is the name of the Candy in the zip lock bag on your table? What is the name of the Candy in the zip lock bag on your table? Why do you think it has this name? or What is the significance of the name? Or, What is the connection to the name and the candy? Why do you think it has this name? or What is the significance of the name? Or, What is the connection to the name and the candy? What food group does this candy belong to? What food group does this candy belong to? 39

40. Candy Choose your favorite flavor or color life saver candy. Choose your favorite flavor or color life saver candy. On the note pages provided in your booklet, write down observations to describe how your choice of the candy looks, feels, and smells. On the note pages provided in your booklet, write down observations to describe how your choice of the candy looks, feels, and smells. Open the candy and place it in your mouth, on the note pages write down how it taste. Does it taste bitter, sour, salty or sweet? How can you describe its texture, form and shape in your mouth? Open the candy and place it in your mouth, on the note pages write down how it taste. Does it taste bitter, sour, salty or sweet? How can you describe its texture, form and shape in your mouth? Share, compare and discuss your findings with a partner. Share, compare and discuss your findings with a partner. 40

41. Candy Who ate the watermelon life saver? How did it taste? Bitter, sour, salty or sweet? Who ate the watermelon life saver? How did it taste? Bitter, sour, salty or sweet? Who ate the orange life saver? How did it taste? Bitter, sour, salty or sweet? Who ate the orange life saver? How did it taste? Bitter, sour, salty or sweet? What organ do you taste food with? What organ do you taste food with? What system is this organ connected to? What system is this organ connected to? 41

42. Candy In conclusion, one organ, the tongue can be used to taste different tastes? Why? How? one organ, the tongue can be used to taste different tastes? Why? How? Do all life savers taste the same? Why or Why not? Do all life savers taste the same? Why or Why not? What other taste does the tongue help you taste? What other taste does the tongue help you taste? Besides the tongue what other organ helps you detect taste? Besides the tongue what other organ helps you detect taste? What system does that organ belong to? What system does that organ belong to? 42

43. The Tongue Teach Connections to the: Nervous System Nervous System Digestive System Digestive System Excretory System Excretory System What taste similar to the life saver but is more nutritious? Why is a life saver not nutritious? What other system not mentioned above can this be connected to? Why and How? What taste similar to the life saver but is more nutritious? Why is a life saver not nutritious? What other system not mentioned above can this be connected to? Why and How? 43

44. Trace the path of the more nutritious food alternative from the tongue through the following systems: digestive, excretory, nervous, circulatory, and integumentary (skin). Trace the path of the more nutritious food alternative from the tongue through the following systems: digestive, excretory, nervous, circulatory, and integumentary (skin). Draw a graphic representation showing and labeling all relevant information above. Draw a graphic representation showing and labeling all relevant information above. I am aware that we did not learn about the Circulatory system and Skin, look at diagrams of these systems and make the connection. I am aware that we did not learn about the Circulatory system and Skin, look at diagrams of these systems and make the connection. 44

45. Candy Create a label which has the following nutritional guidelines: Create a label which has the following nutritional guidelines: Calories 50 Calories from Fat 0 Calories 50 Calories from Fat 0 Protein, Carbohydrates and Fiber: Protein, Carbohydrates and Fiber: more than 23g each more than 23g each Also write up a 12-step report on what someone who eats life savers regularly should do to combat the long-term effects of eating them. Remember to mention all the body systems that you learned about. Also write up a 12-step report on what someone who eats life savers regularly should do to combat the long-term effects of eating them. Remember to mention all the body systems that you learned about. 45

46. 5E Summary Take a minute to read the brief summary table of the 5E article included in your handouts. Take a minute to read the brief summary table of the 5E article included in your handouts. Lets take a look at the parts of the lesson we just did. Which part of the lesson matches with which part of the 5E Model? Lets take a look at the parts of the lesson we just did. Which part of the lesson matches with which part of the 5E Model? 46

47. 47 5 E Instructional Model: All Handouts in Book Review of 5E Model Review of 5E Model GANAG and 5E comparison GANAG and 5E comparison 5 Steps to a 5E HAPG Lesson Plan 5 Steps to a 5E HAPG Lesson Plan 5E lesson planning template 5E lesson planning template Importance of Quality Questioning Importance of Quality Questioning Analysis of 5E lesson Analysis of 5E lesson 5E lesson Samples 5E lesson Samples

48. Plan your own lesson Form grade level or subject area groups Form grade level or subject area groups You will need: You will need: Your 1 st 6wk HAPG document, 5 Steps to 5E document, Blank 5E template, and a Sample 5E lesson Your 1 st 6wk HAPG document, 5 Steps to 5E document, Blank 5E template, and a Sample 5E lesson Plan a lesson together Plan a lesson together Present lessons Present lessons 48

49. 49 Graphic Organizer for Personal Goal Setting and Feedback In the Post-assessment column, rate your current level of understanding regarding the purpose and use of HAPG components using a 1 – 4 scale: 1.No knowledge of this or its use 2.Heard of it but don’t know much about it 3.Familiar with this and use it from time to time 4.Very familiar with this component and use it frequently for planning and instruction

50. Links to Department Websites www.houstonisd.org/portal/site/Curriculum District CBA information; TAKS Literacy Commitments and LLTW website Curriculum Documents; Power Objectives; Links to TEA 50

51. Feedback in CLEAR Online HAPG Feedback Form Complete and submit 51

52. Calendar We look forward to seeing you or another Science Teacher representative from your school at our first Secondary Science Collaborative meeting on September 8 th from 4:45-6:45 in the HISD Administration Building. We look forward to seeing you or another Science Teacher representative from your school at our first Secondary Science Collaborative meeting on September 8 th from 4:45-6:45 in the HISD Administration Building. Remember our new TEKS will be implemented in 2010-2011. New HAPGs are available August 2009. Remember our new TEKS will be implemented in 2010-2011. New HAPGs are available August 2009. Please sign-up for Science Fair trainings. Please sign-up for Science Fair trainings. 52

53. Complete Evaluation Forms If you need additional information, please contact: Tisha Sinnette Yolanda Evans Morgan McKinley Anne Douglas LaKeisha Hamilton-Reed Denise Johnson CIA Department: 713-556-6823 Complete Evaluation Forms If you need additional information, please contact: Tisha Sinnette Yolanda Evans Morgan McKinley Anne Douglas LaKeisha Hamilton-Reed Denise Johnson CIA Department: 713-556-6823 53