Partnering to Progress K-5 Science Alliance October 28, 2008 Blue Licks State Park Good Morning! Please help yourself to some refreshments and make sure you have signed in.

Group Norms Start and end on time Put cell phones on silent Be respectful of all comments Everyone participates Exercise the rule of “two feet” Come prepared for each meeting Keep side conversations to a minimum

September Review Piloting of Kits Pre-Test Objects and Observation CTS Part 1

Today’s Roadmap CTS House Keeping Thinking Like a Scientist Formative Assessment Observations Building Knowledge

Housekeeping

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Curriculum Topic Study I can complete a curriculum topic study in order to gain a better understanding of a particular topic.

Going Through the Process There are 6 parts to the CTS Today we will do parts 2 and 3 You will need the following resources: –Science Curriculum Topic Study (SCTS) –Benchmarks for Science Literacy –National Science Education Standards –Graphic Organizer for note taking

Properties of Matter Using the guide on page 171 of the SCTS book….. –Complete section II Refer to page 37 for guiding questions –Record your notes, using the CTS organizer, for grades K-8

Section II Debrief What information did you gain from this section? How can the information gained improve your instructional practice? How can the information gained improve understanding for your students? What are some pros and cons of this section?

Properties of Matter Using the guide on page 171 of the SCTS book….. –Complete section III Refer to page 37 for guiding questions –Record your notes, using the CTS organizer, for grades K-8

Section III Debrief What information did you gain from this section? How can the information gained improve your instructional practice? How can the information gained improve understanding for your students? What are some pros and cons of this section?

Homework Debrief Completed Sections IV and V of the CTS. What information did you gain from this section? How can this information improve your instructional practice? How can this information improve the understanding of your students?

Putting it all Together Using the information from section 2 and from section 5, examine the state standards for Structure and Transformation of Matter. What similarities do you notice? What differences?

Ready, Set, Science!

Doing Science Chose the student you most agree with. Be sure to explain your reasoning.

The Final Word Part 1 Highlight 2-3 things from the chapter that either… …changed your thinking about what a science classroom should look like. …you didn’t already know before reading the chapter. …really hit home. …you found compelling.

Part 2 Combine groups to form a group of about 4. The person in your group with the longest hair will go first. The first person chooses one of the items he/she highlighted in the reading and reads it to the group without adding any comments. The person to his/her left makes one comment and you go around until each person in the group adds a comment and the first person gets the final word. Repeat the process until everyone in the group gets to give the final word or until you run out of time.

Draw It! Individually and without discussion, please draw what a scientist looks like.

How about your students? Please chart the ways your students are thinking like scientists, either on their own or facilitated by you.

What does it mean to have kids thinking like scientists?

Of Cookies and Lemonade I can identify if something is a mixture or not by using my senses. I can tell if a mixture is the same throughout or not. I can sort materials using “same throughout” as a rule.

What Happened to the Sugar? Complete the probe on your own. Be sure to explain your reasoning. When finished, please fold your paper in ½ and wait for further instructions.

What is a mixture? How can you tell something is a mixture? Provide examples of mixtures –Examples you are sure of –Examples you are not sure of –Examples you are sure of, but it’s hard to tell Why might it be hard to determine if some things are mixtures but not others?

Looking Cup 1 – water Cup 2 – sugar –Drops on foil; evaporation test Cup 3 – sand Cup 4 – food color Cup 5 – shredded plastic foam

Tasting Cup – water + ice Cup – water + lemon juice Cup – water + lemon juice + sugar Are both cookies the same throughout? Are both mixtures? What’s your evidence?

Sorting Using the rule of “same throughout,” sort the objects in the buckets into two piles –Objects that are the same throughout –Objects that are not Are there some objects that are difficult to sort? Why?

Meaning Making What do we mean by “properties” and “materials?” –Give examples of these in this activity. How can we tell if something is the same or different throughout? When is this hard to do?

Formative Assessment in Science

The Questions Why do we assess students? How do we assess students?

For Homework Read Chapters 1-3 in the Science Formative Assessment book. Complete the reading guide as you read

Classroom Observation Protocol Objectives: Become familiar with the classroom observation protocol instrument.

Classroom Observation Protocol Quickly look over the criteria and descriptors and highlight key words for each criteria (3-12). Work with a partner and identify a few things you would expect to see and/or hear in a classroom if the criteria you were assigned were at a 4 level. Prepare to share these with the whole group.

Classroom Observation Protocol As you view the video clip, write an anecdotal narrative describing the lesson. Complete the instrument after viewing the video, using evidence from the video and your anecdotal notes. For each criteria: –Write the rating on a small post-it for each criteria. –Post your ratings on the chart for each criteria. What feedback would you provide this teacher?

“The most powerful single modification that enhances achievement is feedback. The simplest prescription for improving education must be ‘dollops of feedback.’” John Hattie, educational researcher

Feedback You asked a range of questions and 40% were open-ended. You used a writing frame to help students explain what they had observed. Good job of organizing group work! You are very accepting of student answers. What about the ones who were incorrect? I loved the formative assessment probe you used! Very clever! You focused students on the learning for the day using your posted learning targets and wrapped up the lesson by referring back to them at the end of the lesson. Was there no math connection in this lesson? You had students use drawings, writing, tables and graphs to represent the concept.

Classroom Observation Protocol Objectives: Become familiar with the classroom observation protocol instrument.

Today’s Roadmap CTS House Keeping Thinking Like a Scientist Formative Assessment Observations Building Knowledge

Next Meeting Complete reading for Ch. 1-3 in FACT’S book. November 18 th, Blue Licks