1. Next Generation Science Cadre Facilitators: Jennifer Spencer Katrina Slone

2. Goals and Objectives Develop a shared understanding of rigorous, congruent, and quality resources, strategies, and practices for teaching biology. Create a network of biology teachers across our region to develop and share quality, rigorous teaching resources. Develop rigorous units of study for each topic in Quality Core Biology Course Outline; to include clear targets, formative assessments, effective teaching strategies, and high level questions.

3. Understanding Rigor and Relevance Write your definition of rigor in your own words. Around the table, each person share their definition. As each person shares, add ideas to your definition. Develop a group definition and write on the large paper and place in center of table.

4. Using the Rigor and Relevance Template Read through the four scenarios at your table. Discuss differences and similarities. Using the Template to Examine Assignments for Rigor and Relevance to determine the rigor of each scenario. Order them from least to most rigorous and be prepared to defend your order using the language of the template.

5. Formative Assessment Strategies and Uses

7. “Students can hit any target they can see that holds still for them.” Rick Stiggins

8. Unit 2 Demystifying the Nature of Science 7 DAYS Primary Course Standards – those that represent the central focus of the unit Explain why scientific explanations must meet certain criteria (e.g., be consistent with experimental/observational evidence about nature, be open to critique and modification, be subject to peer review, use ethical reporting methods and procedures). (A.3.d) Compare the goals and procedures followed in basic science with the goals and procedures of applied science and technology; discuss the important contributions of each and how citizens need to understand the ramifications of funding both endeavors. (A.3.g) Explain how the contributions of basic science drive the potential of applied science (e.g., advantages found in nature can be emulated for our own benefit/product development, such as observations of gecko feet suggesting new adhesives; understanding of basic cell biology leading to cancer treatments). (A.3.h)

9. STANDARD LEARNING TARGETS FOR TEACHERS ASSESSMENTS PLAN INSTRUCTION ASSESSMENTS PLAN INSTRUCTION STUDENT FRIENDLY TARGETS FOR STUDENTS I CAN … I AM LEARNING TO... I CAN … I AM LEARNING TO... SUCCESS CRITERIA SELF-ASSESS

10. Targets should allow educators & students to answer…… Where am I going? Where am I now? How can I close the gap? How will I know I’m getting there? (specific and measurable)

11. What’s the point of clear targets? Clear targets help us to: Develop formative assessments that adequately cover and sample what we taught. Correctly identify what students know/don’t know, and their level of achievement. Give meaningful descriptive feedback to students. Plan the next steps in instruction. Help 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.

12. Types of Learning Targets Knowledge Reasoning Performance/Skills Products Dispositions

13. Knowledge Targets Mastery of substantive subject content where mastery includes both knowing and understanding it. Identifies, knows, describes Reasoning Targets The ability to use knowledge and understanding to figure things out and to solve problems. Apply, compare, analyze Skill Targets The development of proficiency in doing something where the process is most important. Perform, demonstrate Product Targets The ability to create tangible products that meet certain standards of quality and present concrete evidence of academic proficiency. Create, make, model

14. ProductsSkillsReasoningKnowledge

16. Standard: Explain why scientific explanations must meet certain criteria (e.g., be consistent with experimental/observational evidence about nature, be open to critique and modification, be subject to peer review, use ethical reporting methods and procedures). (A.3.d) Type: X Knowledge Reasoning Skill Product KnowledgeReasoningSkillProduct Identify criteria for scientific explanations. Describe acceptable evidence. Explain what it means to critique and modify scientific explanations. Describe peer review. Define ethical reporting methods and procedures.

17. What’s the overall intent of the standard? Compare the goals and procedures followed in basic science with the goals and procedures of applied science and technology; discuss the important contributions of each and how citizens need to understand the ramifications of funding both endeavors. (A.3.g)

18. What knowledge targets will the student need in order to do the things the standard calls for? What reasoning targets will they need in order to reach the intent of the standard? De-

19. Standard: Compare the goals and procedures followed in basic science with the goals and procedures of applied science and technology; discuss the important contributions of each and how citizens need to understand the ramifications of funding both endeavors. (A.3.g) Type: Knowledge X Reasoning Skill Product KnowledgeReasoningSkillProduct Compare basic and applied science by: Goals Procedures Contributions Funding Analyze the ramifications of funding for both basic and applied science. Identify goals of basic and applied science. Identify procedures of basic and applied science. Identify contributions of basic and applied science. Describe funding sources of basic and applied science. Define “basic” science. Define “applied” science.

20. Identify goals of basic and applied science. Identify procedures of basic and applied science. Identify contributions of basic and applied science. Describe funding sources of basic and applied science. Compare basic and applied science by: Goals Procedures Contributions Funding Analyze the ramifications of funding for both basic and applied science.

21. I can describe what might happen if funding to either basic or applied science is generated or cut. I can describe ramifications (what might happen) if funding to either basic or applied science is generated or cut. I can analyze the ramifications of funding for both basic and applied science. This means I can describe what might happen if funding to either basic or applied science is generated or cut.

22. Directions and Design for Developing Units 1.Copy and paste standards 2.Write learning targets 3.Order learning targets 4.Write SA/FA for each learning target (at least one per target) Be specific with FA-not “thumbs up/thumbs down” but the specific question you would ask.

23. Unit Title: Standards: Learning Targets: Day 1 Learning Target(s): ActivityResources Questions: Formative Assessment: Homework: Summative questions on separate page identified by LT # Number LTs to identify on assessment

24. Lunch

25. Unit Development Time

26. De- Questions/comments about process? Questions/comments about product? What other topics, processes, products would you like to see addressed? Evaluations and feedback

27. Next Generation Science Cadre Next Meeting March 26, 9:00-4:00 Purpose and Topics: Finish up unit plans Looking at rigor/relevance of activities you bring Selecting activities, resources, readings Writing/Reading in Science Differentiation Higher Level Questioning Homework Collect Activities Resources Readings