science summer symposium biology day c department of mathematics and science
TRANSCRIPT
Science Summer Symposium
Biology Day C
Department of Mathematics and Science
Session Outcomes
• Participants will:– Identify and describe the major transitions that must occur in order
to experience successful implementation of Common Core State Standards (CCSS),
– Identify a major learning goal for a specific course and integrate CCSS Literacy standards, Mathematical Practices, and applicable benchmarks from other content areas by “chunking” the standards/benchmarks into big ideas,
– Understand how the Literacy Standards and Mathematical Practices in the content areas assist students with depth of understanding of important concepts,
– Participate in a Comprehension Instructional Sequence (CIS)
template/lesson from a student perspective.
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Summer Science Symposium Guidelines
• Symposium Schedule: – 8:30 AM – 3:30 PM (no late arrivals, no early dismissal)– Lunch: 11:15 AM – 12:15 PM
• Stipend and Master Plan points requirements: – 100% attendance for all three days and turn in follow-up– Signature required in the morning and afternoon– Charter school teachers must contact their school administration for
stipend – Part time, hourly, 3100, 3110, and other non-full time teachers are
not eligible for stipend and MPPs
• Daily Reflection and Follow up assignment– Handout of Modeling activity presented by group with questioning
strategies and product expectation
Department of Mathematics and Science3
Norms
• Make sure to be kind to the presenters and give them your full attention, and please be on time
• Don’t be afraid to ask and share, we are all life-long learners
• Care for your profession and be kind to others
• Please remember we are guests at Miami SHS
• Silence your cell phones and turn off your gaming devices Department of Mathematics and Science
Science Summer Symposium – Biology
July 9-11 and July 12-16
Miami Senior High School
Facilitator: Yoly Mcarthy
Session: Increasing the Rigor in Biology through the Use of Common
Core Standards and Inquiry
Agenda
• Pacing Guide Updates• Common Core: What is
it?• Language Arts/Writing
CC Standards• Introduction to the CIS
(Comprehensive Instructional sequence)
• Exemplar CIS Biology Lessons for Language
Arts/Writing• Exemplar Inquiry
Biology Lessons for Mathematics
• Action plan - Develop a CIS Lesson of your own
Department of Mathematics and Science
Pacing Guides
Department of Mathematics and Science
Why Update the Pacing Guides
The Pacing Guides are updated to make sure that:– Changes from the state are being addressed when it
comes to basic curriculum expectations (Course Descriptions)
– Instructional flow is enhanced to improve academic performance of students
– Teachers are provided with the latest instructional strategies and resources available
– To try to keep everybody informed of the expected curriculum in M-DCPS
– ReturnDepartment of Mathematics and Science
Who Updated the Pacing Guides
• The M-DCPS Pacing Guides in Chemistry and Physics were updated through a collaboration with FIU professors, district supervisors, curriculum specialists, and teachers.
• The objective was to make the District curriculum better aligned to the course description determined by the state while still maintaining the integrity of the course expected by content experts.
• Return
Department of Mathematics and Science
Activity 1
• Pacing Guide revision and updates– Why do it? Pacing guide revisions…– Who did it? The revisions were made by…
• Compare the Biology Year at a Glance of 2012-2013 to the updated 2013-2014– What is different? Does it make sense?– How are the Regular and Honors courses different?– Is there a perceived flow to the expected content?
Department of Mathematics and Science
Science Literacy and Common core
Florida’s CCSS Implementation Plan
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Full Implementation Grade K
Begin Implementation of Literacy Standards in ALL Content Areas for Grades 6-12
Begin Implementation of Rich and Complex Text and Informational Text for Grades K-12
Full Implementation Grades K-1
Full Implementation of Literacy Standards in ALL Content Areas for Grades 6-12
Continue Implementation of Rich and Complex Text and Informational Text for Grades K-12
Full Implementation Grades K-2
Implementation of a Blended Curriculum (CCSS and Supplemental NGSSS Aligned to FCAT 2.0 and EOCs) for Grades 3-12
Continue Implementation of Rich and Complex Text and Informational Text for Grades K-12
Full Implementation Grades K-12
PARCC Assessments Aligned to CCSS
Phase 1 (2011-2012)Phase 2 (2012-2013)
Phase 3 (2013-2014)Phase 4 (2014-2015)
Making the Content Connection to Common Core State Standards for Literacy and
Mathematics
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The Need: Why Develop the CCSS?
• Preparation: Prepare students with the knowledge and skills they need to succeed in postsecondary endeavors , including the use and application of technology to demonstrate learning
• Competition: Ensure our students are globally competitive through the emphasis of application, integration, critical thinking, and problem solving
• Equity: Set consistent expectations for all--and not dependent on a student’s zip code
• Collaboration: Create a foundation to work collaboratively across states and districts, pooling resources and expertise
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An Integrated System – at All Levels
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State
ClassroomStude
nt Subgro
upStudent
Florida’s State Board of EducationStrategic Plan
Approved October 2012
• Strategic Goals • Section 1008.31, Florida Statute, establishes four goals for
Florida’s education system. Each of these goals will be measured through the accountability system and progress will be documented through the performance indicators included in this Strategic Plan.
– Highest Student Achievement– Seamless Articulation and Maximum Access– Skilled Workforce and Economic Development– Quality Efficient Services
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http://www.fldoe.org/strategic_plan/
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Statutory Goals (1008.31)Goal 1:
Highest Student AchievementGoal 2:
Seamless Articulation/Maximum Access
Goal 3:Skilled Workforce/
Economic DevelopmentPreKStudents
Improve kindergarten readiness
K-12 Students
Increase the percentage of students performing at grade level
Increase high school graduation rates
Expand STEM-related educational opportunities in high-demand areas
Increase student participation and performance in accelerated course options
Improve college readiness Expand digital education
Increase career and technical education opportunities
Improve adult education programs in school districts
Teachers & Leaders
Increase the percentage of effective and highly-effective principals
Increase the percentage of effective and highly-effective teachers
Increase the percentage of effective and highly-effective teachers at high-minority, high-poverty and low-performing schools
Reduce the number of out-of-field teachers
Reduce the number of out-of-field teachers at high-minority, high-poverty and low-performing schools
Florida Transitions toCommon Core State Standards
Standards-based instruction• Instructional Materials and Test
item specifications guide development of curriculum maps
• FOCUS mini-assessments aligned to individual benchmarks are used to monitor student progress
• Teaching benchmarks in isolation results in long lists of tasks to master
Current Way of Work
Common Core Way of Work• Standards-based instruction
facilitated by learning goals• Big ideas and learning goals guide
the development of curriculum maps
• Learning progressions or scales describe expectations for student progress in attaining the learning goals
• Assessments used to monitor student progress are aligned directly to the learning progressions or scales
• Teaching big ideas narrows the focus and allows students to delve deeper for a greater depth of understanding
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Common Core Curriculum Changes in Florida
• New Standards/Benchmarks for ALL English Language Arts and Mathematics courses – ALL grade levels
• Inclusion of applicable Common Core State Standards for English Language Arts & Literacy in History, Social Studies, Science and Technical Subjects (all other courses) and the Mathematical Practices
• Implementation Timeline
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Florida’s Common Core State Standards Implementation Timeline
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Year/Grade Level K 1 2 3-8 9-12
2011-2012 FL L L L L
2012-2013 F L F L L L L
2013-2014CCSS fully implemented
F L F L F L B L B L
2014-2015CCSS fully implemented and
assessed
F L F L F L F L F L
F - full implementation of CCSS for all content areasL – begin full implementation of content area literacy standards including: (1) use of
informational text, text complexity, quality and range in all grades (K-12), and (2) CCSS Literacy Standards in History/Social Studies, Science, and Technical Subjects (6-12)
B - blended instruction of CCSS with Next Generation Sunshine State Standards (NGSSS); last year of NGSSS assessed on FCAT 2.0
http://www.fldoe.org/bii/pdf/CCSS-ImplementationTimeline.pdf
23A-Z
What are the CCSS?
Consist of the English Language Arts Standards, Mathematics Standards,
and Literacy Standards for History, Science and Technical Subjects
The CCSS:• Are aligned with college and work expectations;• Are clear, understandable and consistent;• Include rigorous content and application of knowledge through high-order skills;• Build upon strengths and lessons of current state standards;• Are informed by other top performing countries, so that all students are
prepared to succeed in our global economy and society; and• Are evidence-based.• Are state led and coordinated by NGA and CCSSO,• Are internationally benchmarked so that all students are prepared to succeed in
our global economy and society, and• Define the vision of what it means to be a literate person in the twenty-first
century.24
Embrace the Implementation of the Common Core!
It is not changing WHAT we teach…
…it’s changing HOW we teach!
More emphasis on …
…Literacy and Mathematical Practices
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Emphasis on Literacy Standards and Mathematical Practices
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What does implementation of Common Core Standards for Literacy and Mathematics look like in the content-area classrooms?
27http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf
HandoutHandout
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HandoutHandout
Small Group Activity – Unpacking
• Review the Literacy Standards (RST/WHST) for Biology and discuss the following points below in a small group.
• Highlight/Underline: – Declarative learning goals: The student will understand “x”– Procedural learning goals: The student will be able to “y”– Complex tasks: The student will understand “x” and be able to “y”
• Reflect on how the practices will:– impact instruction– appear in the classroom– help inform professional development needs
• How do standards build on pre/post grade level standards?• Prepare to give examples and share out with group.
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Use appropriate tools strategically
5
Attend to precision6
Look for and make sense of structure
7
Look for and express regularity in repeated reasoning
8
Make sense of problems and persevere in solving them
1
Reason abstractly and quantitatively
2
Construct viable arguments and critique the reasoning of others
3
Model with mathematics4
Common Core State Standards for Mathematical Practices
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Common Core Benchmarks in the Science Curriculum
Course Requirements and StandardsUsing the Common Core State Standards document and/or the course description the participants will identify the critical areas of focus or big ideas for the course
Instructional Design in Layers
“Chunks” or Big Ideas
1.Always begin with the course requirements defined by the standards in the course description.
2. “Chunk” the course content standards and/or benchmarks contained in the course description based upon these major areas of focus and identify the “big ideas”.
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Major Learning Goals• Step 1: make a distinction between learning
goals and learning activities or assignments.
• A learning goal is a statement of what students will know or be able to do.
• Students will understand _____ and be able to ______.
Progression Scales for Major Learning Goals• Step 2: Write a rubric or scale for each
learning goal.
• Step 3: Have students identify their own learning goals
Progress Monitoring Assessments
Instructional Design
• Course requirements are defined by course descriptions/frameworks approved by the State Board.
• Districts determine the scope and sequence through curriculum maps and “Chunk” the major units of focus or “Big Ideas”– Common Core Way of Work:
• Identify Major Learning Goals that are MEASURABLE!– Essential Questions (target specific learning goals)– Engaging Activities– Progression Scales
» Formative Assessments» Interim Assessments
– Not driven by TEXTBOOKS or Test Item Specifications!– Differentiated for ESE, ELL, and RtI
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Course: Biology 1 Sample Lesson PlanLearning Goal: Predict the impact of individuals on environmental systems and examine how human lifestyles affect
sustainability. AA Cognitive Complexity: Level 3: Strategic Thinking & Complex Reasoning
Integrated Concepts:
• Discuss the need for adequate monitoring of environmental parameters when making policy decisions. (Life Science) SC.912.L.17.20
• Analyze methods used to obtain information in different fields of science (Nature of Science)
Objective(s): • To bring world relevance to text reading, establish a purpose for reading, model fluent reading, provide opportunities for students to become interactive with the text, and think critically about information in the text.
• To provide students with a demonstration of question generation and the opportunity for them to interact with the text by generating questions to further deepen their comprehension.
• To provide opportunities for students to interact with the text and with their peers to:• identify text information most significant to the final/essential question.• facilitate complex thinking and deep comprehension of text.
Essential Question: Do all human activities cause damage to the environment?
Engaging Activity and Discussion Questions:
Predictive Written Response to Complex Text-Based Question: Do all human activities cause damage to the environment? Describes your reasons for your answer and examples?Guiding Question: Using evidence from the text, why is it important to consider different possible causes of impacts on the environment before agreeing on a solution? Refer to the discussion on legislation as well as the possible acts of humans that caused the problems in the first place.
Formative Assessment Task:
Final Written Response to Complex Text-Based Question: According to the text and extended text discussion, which factor is most likely the primary concern when conducting scientific research to find solutions to different environmental issues?
Differentiated Instruction Strategies:
Tiered assignments; Four Corners; Vocabulary Instruction/front-loading; Use lower level examples for some students, use graphic representations. Display common prefixes, roots, and suffixes around the room. Group work.
Determining Text Complexity
• A Four-step Process:
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QuantitativeQual
itativ
e
Reader and Task
4. Recommend placement in the appropriate text complexity band.
3. Reflect upon the reader and task considerations.
2. Analyze the qualitative measures of the text.
1. Determine the quantitative measures of the text.
The Common Core Standards' three equally important components of text complexity.
Comprehension instructional sequence
The New “Look and Feel” of Instruction with Common Core
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Activate Prior Knowledge!
• Hook Question: Have humans caused disruptions in the food chain or food webs in the environment?
• Predictive Written Response to Complex Text-Based Question: Do all human activities cause damage to the environment?
• Vocabulary Front-Loading• Text Marking (Reading #1):
– An active reading strategy that helps students focus and isolate essential information in a text, improving their comprehension and retention of reading material.
• Directed Note-Taking (Reading #2)• First draft written response to essential question
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HandoutHandout
Independently, identify/highlight/underlin
e words that are unfamiliar to you.
Vocabulary Front-loading
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Choosing Content: Readability of Articles
In “Word”• Click the File tab, and then click Options.• Click Proofing.• Under When correcting spelling and grammar in Word,
make sure the Check grammar with spelling check box is selected.
• Select Show readability statistics.• After you enable this feature, open a file that you want to
check, and check the spelling. When Outlook or Word finishes checking the spelling and grammar, it displays information about the reading level of the document.
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Choosing Content: Readability of Articles
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Vocabulary Front-loading
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Vocabulary Instruction• Direct students to locate words introduced in
the text by paragraph number. • Model for students how to derive word
meaning(s) from word parts (prefix, root, suffix) and/or context.
• Record meanings of word parts and words on word wall, journal, etc.
Vocabulary Front-loading
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Text Marking
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P – this section of text shows a problemS – this section of text shows a solution
P
S
Directed Note-Taking
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Present a guiding question to direct student thinking while taking notes. Teacher models note-taking with some examples from the text, and selects the category or categories that the statement supports. Students complete note-taking collaboratively or independently.
HandoutHandout
Directed Note-Taking
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Present a guiding question to direct student thinking while taking notes. Teacher models note-taking with some examples from the text, and selects the category or categories that the statement supports. Students complete note-taking collaboratively or independently.
HandoutHandout
Question Generation
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Purpose: To provide students with a demonstration of question generation and the opportunity for them to interact with the text by generating questions to further deepen their comprehension.
Generate questions unanswered from your first text reading. Record your questions on your Student Question Generation paper as you work in pairs or small groups. In your groups, select one question and place on grid at front of room in appropriate category.
Comparison of Texts CIS Lesson Development: “Mercury Rising” Article
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1. Read the article together. Use a reading strategy you have used before.
2. In small groups develop questions for this article to fill the template out with.
3. Present your collaboration with the group. HandoutHandout
In small groups, take positions and discuss which factor is most significant/impactful (based on the
article “Mercury Rising”), and come to consensus.
Group Consensus
Individual Vote #1
Individual Vote #2
Positive ImpactNegative ImpactProblemSolution
1) Count number of groups that selected each category.2) Count number of individuals that selected each category.
3) After hearing discussion and text-based evidence, did you change your mind? New independent vote! (Modification - Four Corners)
Directed Note taking with Video
First Draft Written Response to Essential Question• Using evidence from the video, why is it
important to consider positive and negative impacts on the environment of human activities?
In small groups, take positions and discuss which factor is most significant/impactful (based on the
video clip from NBC Learn), and come to consensus.
Group Consensus
Individual Vote #1
Individual Vote #2
Positive ImpactNegative ImpactProblemSolution
1) Count number of groups that selected each category.2) Count number of individuals that selected each category.
3) After hearing discussion and text-based evidence, did you change your mind? New independent vote! (Modification - Four Corners)
Final Response After Rereading and Extended Text Discussion
Purpose: To provide opportunities for students to interact with the texts and with their peers to:
– identify text information most significant to the final/essential question.
– facilitate complex thinking and deep comprehension of text.– After the final discussion, answer the following question on your
handout:
• According to the texts, video and extended text discussion, which factor is most likely the primary concern when identifying causes and solutions to different environmental issues?
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RELATED STANDARDS/BENCHMARKS
• Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks [attending to special cases or exceptions defined in the text].
• Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context.
• Integrate [Translate] quantitative or technical information expressed in words in a text with a version of that information expressed visually [into visual form and translate information expressed visually or mathematically into words].
• Write informative/explanatory texts, including scientific procedures, experiments, or technical processes.
• Draw evidence from informational texts to support analysis reflection, and research.
• Use units as a way to understand problems and to guide the solution of multi-step problems.
• Describe qualitatively the functional relationship between two quantities by analyzing a graph.
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Key Ideas & Details: LACC.68.RST.1.3[LACC.910.RST.1.3 ]
Craft & Structure: LACC.68/910.RST.2.4
Integration of Knowledge & Ideas: LACC.68.RST.3.7LACC.910.RST.3.7
Text Types & Purposes: LACC.68/910.WHST.1.2
Research : LACC.68.WHST.3.9
Functions: MACC.8.F.2
Quantities: MACC.912.N-Q.1.1
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“Chunking” Big IdeasSC.912.L.17.11 Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests. Cognitive Complexity: Level 3: Strategic Thinking & Complex ReasoningSC.912.L.17.13 Discuss the need for adequate monitoring of environmental parameters when making policy decisions. Cognitive Complexity: Level 3: Strategic Thinking & Complex Reasoning
SC.912.L.17.20 Predict the impact of individuals on environmental systems and examine how human lifestyles affect sustainability. AA Cognitive Complexity: Level 3: Strategic Thinking & Complex Reasoning
LACC.68.RST.1.1 Cite specific textual evidence to support analysis of science andtechnical texts, attending to the precise details of explanations or descriptions.LACC.68.WHST.3.9 Draw evidence from informational texts to support analysis,reflection, and research.MACC.K12.MP.1: Make sense of problems and persevere in solving them.MACC.K12.MP.2: Reason abstractly and quantitatively.MACC.K12.MP.3: Construct viable arguments and critique the reasoning of others.MACC.K12.MP.7: Look for and make use of structure.MACC.K12.MP.8: Look for and express regularity in repeated reasoning.
The CIS lesson covered (chunked) several benchmarks and was an example of one activity that demonstrated the inclusion of the Literacy Standards with the NGSSS.
Comprehension Instructional Sequence (CIS)
• Facilitates students…• Using background knowledge, i.e., predicting, inferring• Identifying key ideas from text• Learning and using text structures• Monitoring comprehension and employing fix-up strategies• Using a variety of reading strategies effectively• Paraphrasing, explaining, and summarizing information to
construct conclusions• Engaging in question generation• Extended text discussion and writing
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CIS Brochure from Just Read, Florida!
Resources: NBC Learn
• NBC learn formed about 6 years ago; committee came together to compile video archives and create educational platform for education
• collection of about 15,000 primary sources for engaging/high quality videos for real world connections. Also has original content series
• Will align resources to our pacing guide• Topics aligned to NGSS, Common Core (by grade
level and content are)
Resources: How to access
• Once you log on with District access then we access an apps page. Look for the NBC Learn link.
• No further sign in needed. All students and teachers can access with their own log in.
• Can be accessed by any computer, mobile device or laptop. No extra program needed to be installed
• Search: by topic, keyword, grade level, common core standards, etc. Homepage same for teacher and student. Content carousel updated regularly.
• Newsletters sent out on regular basis.
Resources: NBC Learn
Reflections and Feedback
• Parking Lot – on a sticky-note, pick at least one to answer• How do you see the Literacy Standards and Mathematical
Practices supporting and enhancing your curriculum?• What concerns you the most about the transition to
implementation of CCSS Literacy Standards and Mathematical Practices?
• How can these concerns be addressed?
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Lunch Time Exit slip - on separate sticky-notes, please complete • I used to think….• But, now I know…
Lunch time….
Good Science Instruction
• Effective Planning (with the end in mind)– Knowing the objective of each lesson(course
description)– Plan together with teachers of the same subject area
• Implement a routine of inquiry based, hands-on activities relevant to the objectives of the topic– Applying models to formulate solutions to questions– Discovering answers through systematic observations
Department of Mathematics and Science
Good Science Instruction (Cont…)
• Implement Higher-Order Questioning Strategies using Explicit-Reflective instruction to enhance student thinking– Asking questions about our surroundings
• Facilitate, encourage, and expect Higher Order Thinking (HOT) from your students– Make connections between content learned to real-world
events and examples
• Encourage students to communicate verbally and in writing
Department of Mathematics and Science
Inquiry and Rigor in Science
Objectives:
• To understand the importance of inquiry in the science classroom
• To practice the process of true inquiry (open and direct) in the classroom
• Recognize how different it is to do inquiry in the classroom
• Analyze activities according to its rigor and depth of content
Pre-Assessment:
• On the paper provided in your groups:
• Write, draw, and explain everything you know about you know about inquiry in the science classroom. Present to the rest of your colleagues.
What is Inquiry?
Inquiry is a multifaceted activity that involves:– making observations; – posing questions; – examining books and other sources of information to see what is
already known; – planning investigations;– reviewing what is already known in light of experimental evidence;– using tools to gather, analyze,– and interpret data; proposing answers, explanations, and
predictions; and communicating the results.
Inquiry requires identification of assumptions, use of critical and logical thinking, and consideration of alternative explanations. (NRC, 1996, p 23)
Inquiry-based learning in practice:
• …it is not a program of study, not a scheme of work, or a curriculum model. What learning through inquiry means in practice can vary from the month-long series of activities, which develop into a year-long engagement of students in studying a vernal pond, described by Rankin (1999), to short investigations that might fit into the span of one or two lessons. Different modes of implementation ‘are not only inevitable but also desirable because they will paint a rich picture of meaningful learning in diverse situations. (link to differentiated instruction)
• Multiple modes of inquiry teaching and learning will invite teachers to engage in participating in inquiry in ways that match their own beliefs and teaching styles’.
(Keys and Bryan, 2001, 632)
What inquiry looks like in a classroom:
HandoutHandout
Group Activity:
• In your groups discuss these questions and complete the activity:
• Which activities are being done on a regular basis?
• Which activities are not being done?• Take one of the activities and DRAW or
WRITE a symbol, picture, or metaphor of what it looks like in the classroom?
Why do we want children to learn in this way?
• Learning through inquiry accords with modern views of the psychology of learning, which sees learners having an active role in their learning. (Skinner 1974)
• Much of science teaching in schools conveys a dated view of science, as being value-free, a succession of facts to be learned and reflecting ‘truths’ that somehow exist to be discovered by those clever enough to do so. By contrast, science is viewed today (eg Hawking, 1988) as a product of human thinking, yielding theories that are accepted as long as they fit the evidence available.
• It enables us to take account of the ideas that students have already formed. The considerable volume of research revealing students’ own ideas in science testifies to the way that children strive to make sense of the world around them, whether or not they are taught science.
Pre-assessment: (Before every unit. Need to know what they know)
HandoutHandout
Group Activity 2 :Example of Inquiry Process (Observation first) SC.912.L.15.8
Group Activity 2:Example of Inquiry Process (Steps)
As groups write your answers on your chart paper:• Take five minutes and draw and list at least 15 observations from the
set up.• Write three questions you have as a group about the experiment you
are observing.• Choose one of the questions listed, make sure it is testable and turn it
into a problem statement.• Develop a hypothesis for your problem statement based on your
observations and/or research• Identify the different variables in your experiment • Identify and list the constants needed in your experiment• Based on this problem statement write a procedure detailing how you
would test your hypothesis(ses).
Questions to consider: (to be included in the conclusion)
• In which glass did water droplets form?• Why did we need the set of glasses in Sketch B?• Where did water droplets come from?• What kind of leaves would give off most water?• What variables would influence the amount of
water transpired?• Would a whole plant covered in the same manner
give off water too? Why?
Is it enough to do the activity to fulfill the benchmark?
• Find the item specifications and refer to the content clarifications and limits for the first activity. Answer these questions with a partner.
• THINK-PAIR-SHARE• “How does this activity tie into the content
required?”• “Does this activity only hit benchmark?”• “Create at least two questions that would assess
this activity for in depth understanding for the benchmarks identified”
Group Activity 3: Inquiry Lesson -The Puzzle Theory SC.912.L.15.8
What is Rigor?
As a group:• Come up with at least 20 words that are
synonymous to rigor or is associated with it.• Give one example of what would be a “rigorous”
assignment in a science classroom.
Rigor (Depths of cognitive complexity)
• Is Rigor Appropriate for Everyone? • CRESST study on quality of classroom
assignments, including 10thgrade students. • Students with more intellectually challenging
assignments had higher standardized reading scores (even after other factors were taken into consideration).
Rigor is….
•Part of quality instruction.
•Part of a quality schooling experience.
Rigor is not….
•Something extra you have to do on top of everything else.
•More.
–More pages ≠ rigor
–More of the same math problems ≠ rigor
–More homework ≠ rigor
Rigor in the Classroom
Instruction:
–Activities that engage students in higher order thinking
–“Elaborated communication”
Assessment:
–Aligned to higher order goals
–Contain higher order thinking, engage with academic content, and require extended, elaborated responses
Look for Misconceptions
• Need to be aware of common student misconceptions in regards to content being taught.
• Use data as well as other pre-assessment activities in order to determine these misconceptions.
• Research information on the common misconceptions that have already been researched.
• Example: See article “Avoid Misconceptions When teaching About Plants”
How rigorous is this assignment?
– Design a controlled experiment investigating bacterial growth
– Develop a question– Develop a hypothesis– Design and carry out the experiment to test the
hypothesis (changing only one variable at a time)– Write up the experiment and results – Use the rubric to evaluate your report before turning it in
Examples of Rigorous Assignments
• Think Tac Toe• Tiered Assignments• Research activities• Journal writing using a rubric• Using multiple intelligences• Science Fair• Original writings• RAFT assignments
Rigor Quick Check List Content: • Is the content part of the state standards? • Does it include basic skills and important concepts? • Does the content require students to apply core academic knowledge to problems or
issues?
Instruction: • Does the instruction require students to engage in higher order thinking skills? • Are students required to engage in elaborated communication? • Do they have to explain or justify their conclusions or thinking?
Assessment: • Is the assessment aligned to the lesson goals? • Does the assessment measure SCOS content? • Do students have to use higher order thinking skills on the assessment? • Do students have to explain or justify their conclusions or thinking?
Adapted from: http://www.serve.org/uploads/files/Defining%20Rigor.pdf
Create a rigorous inquiry lesson
Take away-• In your groups create a rigorous lesson that uses
inquiry process as the central instructional strategy.• Use the rigor check list to ensure rigor in the
activity.• Use the item specification for a topic from the third
nine weeks. (Circulatory, Immune, or Reproductive)• Present to the group and turn in for a take away
Exit Slip
What items in the professional development session were useful to your instructional practice?
What information would you like to see in future professional development?
How could this professional development be modified to address your specific needs?
Additional question(s) or comment(s)
Please leave your reflections on the table
Department of Mathematics and Science
Session Outcomes
• Participants will be able to:– Develop a CIS or inquiry Biology Lesson that aligns to
Common Core standards and addresses the item specifications using existing resources
– Address CCSS in Math and Language Arts throughout the lesson
– Present CIS or inquiry Biology Lesson idea
Department of Mathematics and Science
Science Department
Dr. Ava Rosales, Executive Director
Elementary Middle School High School
Dr. Millard LightburnDistrict Supervisor
Yoly McCarthy,Instructional Supervisor
Mr. Sebastian Oddone, District Supervisor
Ms. Mary Tweedy, Curriculum Support
Specialist
Mr. Kirk Nieveen, Curriculum Support
Specialist
Ms. Keisha Kidd, Curriculum Support
Specialist
Ms. Mildred Farber District Administrative Assistant
Phone: 305- 995-1939
SAVE the Date: October 24 -26, 2013
Florida Association of Science Teachers Conference 2013
DoubleTree by Hilton HotelMiami Airport Convention Center
October 24-26, 2013
Join the magical experience of learning new science curriculum and methods while gaining new resources and skills
that will spark magic in your teaching.
Go to https://sites.google.com/site/dcstaonline/stem-conference Presenters Needed
The presenter application is available at: http://form.jotform.us/form/31128863541150
