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Science Teacher Leader
MeetingWalter Harris & Kate Williams
January 23, 2013
Expected Outcomes Understand Formative Assessment Probes Understand a Framework for K-12 Science
Education Understand how Essential Standards, A
Framework for K-12 Science Education and Formative Assessment Probes together can promote student learning
Increase content knowledge in the area of physical science
Access to science resources
Under ConstructionFramework of a house = Framework for K-12 Science Education
Addition of walls, roof, plumbing = Standards/Next Generation
Science Standards (NGSS)
Under Construction
Finished house with furniture
and landscaping =
Curriculum
Uncovering Student Ideas in Science - p.163 Orange Book
Predict and Discuss:Student Responses
Where Did the Water Come From?Latisha took a sealed, plastic container of ice cubes out of the freezer. The outside of the container was dry when she took it out of the freezer. She set the container on the counter. She did not open the container. Half an hour later she noticed the ice had melted inside the container. The container was full of water. A small puddle of water had formed on the kitchen countertop, around the outside of the container. Which best describes where the puddle of water came from?
A A gas in the airB Melted ice inside the containerC Cole on the outside of the containerD Condensation from water inside the containerE Water that evaporated from inside the containerF Cold changed hydrogen and oxygen atoms to water
Describe your thinking about where the water came from. Provide an explanation for your answer.
Why Use Formative Assessment Probes? Assessment for learning not assessment
of learning
Reveal the types of ideas your students have about common science concepts
Examine student thinking for the purpose of informing teaching and learning
Formative Assessment Probes NSTA Publications Formative assessment
probes were developed using the Curriculum Topic Study (CTS) process.
Link key ideas in the standards to common misconceptions cited in research.
Predict and Discuss:Student responses
Study your card
Consider how you might or might not respond in a similar fashion.
Share your ideas about your card with your group.
Consider the following…How would you plan to teach the concept addressed in the probe, given your group discussion about student responses?
The Teacher NotesHow would you plan to teach the concept addressed in the probe now that you have read the teacher notes for it?
What caught your attention in the teacher notes?
Did anything change your ideas about how to teach the concept addressed in the probe?
Charting Changes in ThinkingUsing the chart paper provided to your group -
Create a before/after chart highlighting your ideas about how to teach the concepts in the probe and how they changed with exposure to the materials in the Teacher Notes.
Teacher Evaluation Connection Standard III: Teachers know
the content they teach (CTS document)
Standard IV: Teachers facilitate learning for their students (Formative Assessment Probes)
Disciplinary Core Ideas – DCI’sPhysical Sciences
PS1: Matter and its interactions
PS2: Motion and stability: forces and interaction
PS3: Energy
PS4: Waves and their applications in technologies for information transfer
Crosscutting Concepts1. Patterns2. Cause and effect: mechanism and
explanation3. Scale, proportion, and quantity4. Systems and system models5. Energy and matter: flows, cycles, and
conservation6. Structure and function7. Stability and change
K-12 Scientific and Engineering Practices
1. Asking questions (for science) and defining problems (for engineering)
2. Developing and using models3. Planning and carrying out investigations4. Analyzing and interpreting data5. Using mathematics and computational thinking6. Constructing explanations (for science) and
designing solutions (for engineering)7. Engaging in argument from evidence8. Obtaining, evaluating, and communicating
information
The Dimensions of the Framework
Scientific and Engineering Practices
Crosscutting Concepts
Disciplinary Core Ideas
A Framework for K-12 Science Education
A recently completed conceptual framework for K-12 science education that is being used to guide the development of Next Generation Standards in Science.
Probes and the Framework Integrating across the three dimensions
in the Framework document is challenging.
Formative assessment probes support learning across the three dimensions of A Framework for K-12 Science Education.
Activity: Folder Sharing
Exploring the Dimensions1. Choose a recorder2. Study the Physical Science Strand map
(current essential standards)
3. Record your group responses to the Key Questions in the front of the folder
4. Move to the Disciplinary Core Ideas and repeat
5. When you arrive at the last of the two papers complete your responses, then consolidate all of the group responses to present the highlights to the whole group using chart paper.
Break here for Science Fun for Everyone
Integrating the Dimensions
Tasks Criteria
Integrating the Dimensions Tasks
Criteria
Disciplinary Ideas
Practices
Crosscutting Concepts
Resource: NCDPI Science Livebinder
LIVE BINDER!Resources organized by teaching standard
ClosureEvaluation & Contact
https://docs.google.com/spreadsheet/embeddedform?formkey=dEotTkhjWnhGdDk4cFRFYUd2MGtUS3c6MQ
Need something? Walter Harris – [email protected] 431-7432
Cooperating TeacherKate Williams – [email protected] 431-7457
Senior Administrator