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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 – wharris@wcpss.net 431-7432

Cooperating TeacherKate Williams – kwilliams3@wcpss.net 431-7457

Senior Administrator