Elementary Science Update Teaching and Learning Science and Science Assessment April 30,

Welcome Introductions Goals for the webinar Assessment Updates Review 5 th grade assessment data Preview assessment templates and resources Next Generation Science Activities in your region Science Notebooks 2

Big Ideas in Science Standards EALRs 1-3 Crosscutting Concepts and Abilities EALR 4 Domains of Science EALR 1 SystemsPhysical Science …is a way of thinking that makes it possible to analyze and understand complex phenomena. Force and Motion Matter: Properties and Change Energy: Transfer, Transformation and Conservation EALR 2 InquiryEarth and Space Science …is a process of asking and answering questions about the natural world that forms the bedrock of science. Earth and Space Earth Systems, Structures and Processes Earth History EALR 3 ApplicationLife Science …is about the interaction between science and technology, and how both can help solve real-world problems. Structures & Functions of Living Systems Ecosystems Biological Evolution 3

Scenarios and Items Scenarios provide context for a set of items Systems, Inquiry, and Application Physical, Earth & Space, and Life Science Items associated with a scenario cover a range of standards & range of cognitive complexity Items not connected to a scenario are called “stand alone” items, and are clearly marked for students 4

What is a “scenario”?  Text describing a scientific situation  Establishes the context for a set of items that follows  One or two pages long  Includes a diagram and/or a table 5

Types of scenarios SystemsInquiryApplication Describe systematic observations, models, or open- ended explorations of a system. Diagram of a system and some text about a specific system. Describe either controlled experiments or field studies and model age- appropriate investigations. Data table with the variables and results. Describe a technological design process student used to solve a problem. A problem or challenge is presented. Results from testing the solution. 6

Examples of systems PhysicalEarth & SpaceLife Object on a ramp Boiling water on a stove Electrical circuit Earth, Moon, and Sun Water moving through the land Landforms A single plant or animal An ecosystem— garden, field, schoolyard—with plants, animals, and nonliving parts 7

Example with an animal SystemsInquiryApplication Labeled diagram of the animal and some information about the animal’s role in the ecosystem. Controlled experiment about the effect of types of food on the weight of the animal. Data table with results of the experiment. Documentation of man-made changes to an ecosystem to attract the animal to the area. Table with data indicating animal visits to the area. 8

Test and Item Specifications Document 9

Test Specifications grades 5 & 8 The test “map” designates the following proportions of points:  At least 20% Systems (with connected EALR 4 content)  30% Inquiry  20% Application (which will apply EALR 4 content)  At most 30% EALR 4 domain knowledge that is not associated with a cross-cutting concept or ability* *EALR 4 content may be assessed in questions that only assess EALR 4, or in questions that cut across both EALR 4 and a cross-cutting concept or ability (Systems, Inquiry, Application). 10

Number and Types of Items Item TypeGrade 5Grade 8 Multiple Choice Completion1-6 Short Answer45 Total Items3035 Total Points3440 Pilot Items55 11

Grade 5: Students at each performance level Below Basic Basic Proficient Advanced 15,761 18,06624,27218, Percent of Students Who Took Test (number of students) 12

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Lessons Learned…. 14

Science Assessment Resources 15

Short Answer Item Templates 16

Assessment Updates 17

Short Answer Formats 18

Field Study Questions 19

External Resources for Field Studies 20

Questions/Comments  Assessment Contacts  Cinda Parton – Director of Assessment Development  Linda Cabe Smith – Science Assessment Specialist  Kara Monroe – Science Assessment Specialist  Science Assessment 21

K-5 Systems Handbook /2012/01/08/k-5-systems-standards-a-handbook/ 22

K-5 Application Handbook -5-application-design-handbook/ 23

5th Grade Science MSP Prep Kit th-grade-science-msp-prep-kit-washington-state 24

MSP Practice Kit Thanks to OSPI: Scenarios, Rubrics, Student Samples Our desire: Detailed plans + tools for teachers & students Presented by: Tom Hathorn Science and Mathematics Specialist Bethel School District 25

MSP Practice Kit: Main Elements  Planning & Organizing 1.Calendar 2.Lesson Plans  Do, Talk, Improve work  “Strategy Sessions” 3.Tracking Tools 26

MSP Practice Kit: Main Elements  Planning & Organizing 1.Calendar 2.Lesson Plans  Do, Talk, Improve work  “Strategy Sessions” 3.Tracking Tools 27

MSP Practice Kit: Main Elements  Planning & Organizing 1.Calendar 2.Lesson Plans  Do, Talk, Improve work  “Strategy Sessions” 3.Tracking Tools 28

MSP Practice Kit: Main Elements  Scenario Materials  Selected scenarios  “Main” set (4)  “Extra Practice” set (5)  Student rubrics  Selected student work 29

MSP Practice Kit: Main Elements  Scenario Materials  Selected scenarios  “Main” set (4)  “Extra Practice” set (5)  Student rubrics  Selected student work 30

MSP Practice Kit: Formative Assessment & Metacognition Encourage a “growth” mindset (effort + improvement) 1.In Lesson Plans:  Student sense-making talk  Feedback/improvement with rubric help 2.In Strategy Sessions, think about...  Parts of a scenario  My strengths  What I want-to-improve 3.In Tracking + Extra Practice  Teacher tools  Differentiated extra practice  “Confidence Line”  self-confidence & reasons for it 31

MSP Practice Kit: Typical Lesson Plan Day Focus 1 Simulate testing conditions  talk about conditions, not answers 2 MC  Public notes of students’ reasons for answers How do we know? How can we test our ideas? Praise effort & contribution, but not ability or correct answers. 3 Make sense of SA rubric  student talk to clarify reasons for answers Student Pairs score samples of student work. Public discussion of rubric-based reasons for scores What’s missing in this one? What’s not clear to you? Students improve their SA responses (regardless of initial quality) 4 Repeat Day 3 with next Short Answer item Plans for working with one assessment scenario: 32

MSP Practice Kit: Student Rubric 1pg, adapted from OSPI rubric pages Used Page Keeley’s: C-E-R framework for scientific explanations 33

MSP Practice Kit: “ Packetized” for Students  (white) Four scenarios in main set  1 scenario packet for each student  (yellow) Seven SA student rubrics  (blue) 3-4 student samples for seven SA items  1 rubric & student samples for every 2 students 34

MSP Practice Kit: Packaged for Teachers  MSP Practice Kit binder (plans, tools + masters)  Student packets (class sets)  Kit rotation in 5 th grade ( ):  2 Science Kits  MSP Practice Kit (Feb., late in 2 nd rotation )  Earlier next year? 35

Questions/Comments  Contacts  Tom Hathorn – Science and Mathematics Specialist Bethel School District  Kirk Robbins – Science Director Kent School District 36

Next Generation Science Standards (NGSS) Update 37

Opportunities in your region  Contact your ESD science coordinator or your district science coordinator  Download a copy of the K12 Framework for Science Education framework.jpg  Watch OSPI Teaching and Learning website for survey link  Complete survey before the end of May 38

Science Notebooks 39

Science Inquiry Standards Literacy Grades 4-5 Inquiry Standard  Scientific explanations emphasize evidence, have logically consistent arguments, and use known scientific principles, models, and theories.  Scientists communicate the results of their investigations verbally and in writing. They review and ask questions about the results of other scientists’ work. Related Performance Expectations  Generate a conclusion from a scientific investigation and show how the conclusion is supported by evidence and other scientific principles.  Display the findings of an investigation using tables, graphs, or other visual means to represent the data accurately and meaningfully.  Communicate to peers the purpose, procedure, results, and conclusions of an investigation.  Respond non-defensively to comments and questions about their investigation.  Discuss differences in findings and conclusions reported by other students. 40

Why discuss literacy? Researchers have found that students learn science better when they write about their thinking and that the act of writing may force integration of new ideas and relationships with prior knowledge. (Thier and Daviss, 2002) Mark Watrin emphasized this idea with us during our February webinar: Elements of Effective Science Instruction. This process of writing and reflectively thinking is key to sense- making. 41

Science and language are interdependent. Their processes are mirrored in each other.  Students at all levels should be able to:  Note details  Compare and contrast  Predict  Sequence events  Link cause and effect  Distinguish fact from opinion  Link words with precise meanings  Make inferences  Draw conclusions From Thier and Daviss,

Strategies to improve literacy in science. Use prompts to uncover ideas.  Predicting: What does the topic title reveal?  Reflective questioning before reading: What does this topic mean to me?  Reflective questioning after reading: What questions do I still have about this topic?  Evaluating: What it is the main idea of this reading?  Paraphrasing: Turn and talk with a classmate about the reading.  Summarizing: How many key ideas can I identify?  Identifying words and meanings: Do I understand the meaning of the reading?  Reflecting on the overall reading: If I reread this topic, what areas would I focus on? 43

Many Resources 44 Writing in Science

Questions/Comments  Contact Ellen Ebert – Director Teaching and Learning Science Thank you for joining in today! 45