Partnering to ProgressK-5 Science Alliance

Partnering to ProgressK-5 Science Alliance

November 13, 2007Blue Licks State Park

Welcome!Please help yourself to some

refreshments and make sure you have signed in.

Group NormsGroup 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

ReviewReview

• Completed CTS on force & motion for K-6• Began learning progressions for K-5• Completed activity on describing motion

– Displacement, distance– Reference point– Relative position

• Practiced notebooking and used compare/contrast scaffold

ReflectionsReflections

• Majority found the CTS useful although there were reservations at first, and it was time-consuming.

• Felt confused about learning progressions– What did you want?

• Thought the activity was for students– How would this work for my students?– Activity should have been chunked.– Not clear what I was suppose to learn from activity.

• Not sure how notebooking should work for younger students

PreviewPreview

• Spiraled activities for motion • Quick vocabulary strategy• Deconstruct standards for

knowledge, reasoning, skills, products

• Further deconstruct primary standards into K, 1, 2, and 3

• Transfer task for describing motion

Learning TargetsLearning Targets

• I can describe motion based on relative position, reference points, displacement, distance, and how objects move.

• I can deconstruct KY standards into knowledge, reasoning, skills, and products in order to inform instruction.

• I can apply what I know about motion by describing an object’s location.

Learning ActivitiesLearning Activities

• I can describe motion based on relative position, reference points, displacement, distance, and how objects move.

• Do the “Simon Says” activity• Complete the organizer for this activity• Meaning making from the activity: Important Book

page on motion.

The important thing about the sun is that it shines.It is the center of the Solar System.It's hot.It sustains life.It gives us light.It gives us a tan.It gives us warmth.But the important thing about the sun is that it shines.

The important thing about a skunk is that it is stinky.People make perfume out of its stench.It smells worse than the toilet.It can sting your skin.It is black and white to warn predators.Its stink can be washed off with tomato juice.You can smell a skunk from far away.But the important thing about a skunk is that it is stinky.

The important thing about my pet hermit crab is that he does not like water.

He likes to crawl through rocks. He eats smelly food like mashed potato chips. Hermit crabs lose their shells. They just pop off because the crabs have grown. Then they have to get a new shell that fits.But the important thing about my pet hermit crab is that he does not like water.

                                                                            

The Important Book, written by Margaret Wise Brown, provides a very specific writing pattern that even the youngest of writers can imitate.  Requiring these types of patterns for writing tasks provides safety for all students, and when students feel safe, they can explore things (like details in writing) with less anxiety.  Students can use The Important Book's simple pattern throughout a school year, applying it to things they've learned in any content area.

Writer & Student Writer Instructions:  The important thing about [the item you're writing about goes here] is that it is [your most important and memorable detail goes here]. 

Between your paragraph's first sentence and the last sentence of your description, try really hard to use memorable and interesting details.  Paint a picture through words of the item or object you are writing about.

The important thing about MOTION is…The important thing about MOTION is…• Work with your partner to begin a ‘page’ for our

Important Book about MOTION. • Use Chart Paper to start your page.

Notebooking ConsiderationsNotebooking Considerations

• Focus question for “Simon says…” activity

• Type of scaffold needed– Observations– Cause and Effect– Comparisons– Reasoning– Data Analysis– Conclusions– Explanations– Other?

Learning ActivitiesLearning Activities

• I can describe motion based on relative position, reference points, displacement, distance, and how objects move.

• Do the “Rollers” activity• Complete the organizer for this activity• Meaning making from the activity: Important Book

page on motion.

The important thing about MOTION is…The important thing about MOTION is…• Work with your partner to continue to develop a

‘page’ for our Important Book about MOTION. • Add to your Chart Paper

Notebooking ConsiderationsNotebooking Considerations

• Focus question for “Rollers” activity

• Type of scaffold needed– Observations– Cause and Effect– Comparisons– Reasoning– Data Analysis– Conclusions– Explanations– Other?

Learning ActivitiesLearning Activities

• I can describe motion based on relative position, reference points, displacement, distance, and how objects move.

• Do the “Push Pull Meter” activity• Complete the organizer for this activity• Meaning making from the activity: Important Book

page on motion.

The important thing about MOTION is…The important thing about MOTION is…• Work with your partner to complete your ‘page’ for

our Important Book about MOTION. • Complete your Chart Paper and hang.

Notebooking ConsiderationsNotebooking Considerations

• Focus question for “Push Pull Meter” activity

• Type of scaffold needed– Observations– Cause and Effect– Comparisons– Reasoning– Data Analysis– Conclusions– Explanations– Other?

Deconstructing StandardsDeconstructing Standards

• Individually, draw the front and back of a penny.

• Include as many details as you can without looking at one.

• Often feel so familiar with PoS and CCA that we are not examining them closely for instructional implications.

• “There’s a whopping difference between content standards that are simply sought and content standards that are truly taught.”– James Popham, Test Better, Teach Better

Developing Clear Learning TargetsDeveloping Clear Learning Targets

4 Types of Targets4 Types of Targets

• Knowledge– Knowledge/facts/concepts to

be learned outright; some to be retrieved using reference materials

• Reasoning– Thinking proficiencies-using

knowledge to solve a problem, make a decision, etc.

• Skills– Demonstrations where the

doing is what is important; using knowledge and reasoning

• Products– Characteristics of the final

product are important; using all 3 of the other target types

• Pg. 64, CASL

What are the targets for this grade level?

ProductsSkillsReasoningKnowledge

,

Big Idea: Motion and Forces (Physical Science) Grade: Fourth Whether observing airplanes, baseballs, planets, or people, the motion of all bodies is governed by the same basic rules. In the elementary years of conceptual development, students need multiple opportunities to experience, observe, and describe (in words and pictures) motion, including factors (e.g., pushing, pulling) that affect motion.

Program of Studies: Understandings Program of Studies: Skills and Concepts Related Core Content for Assessment

SC-4-MF-U-1

Students will understand that an object’s motion can be described as its change in position over time and can be represented in a variety of ways.

SC-4-MF-S-1

Students will measure and record changes (using appropriate charts, graphs) in the position and motion of an object to which a force has been applied

SC-04-1.2.1

Students will interpret or represent data related to an object’s straight-line motion in order to make inferences and predictions of changes in position and/or time.An object’s motion can be described by measuring its change in position over time such as rolling different objects (e.g., spheres, toy cars) down a ramp. Collecting and representing data related to an object’s motion provides the opportunity to make comparisons and draw conclusions.

DOK 3

Overarching Questions about MotionOverarching Questions about Motion

• How can we describe motion?• What causes an object’s motion to change?• How do we know?

The Deconstruction Process(Using the KY Combined Document)

The Deconstruction Process(Using the KY Combined Document)

• Read the Big Idea to gather the overarching meaning.

• Read the Understandings to understand the context of the skills and core content.

• Sort the information in the SKILLS/CONCEPTS column into the knowledge, reasoning, skills, and products that students will have to demonstrate in order to develop understanding.

• Examine the Core Content for Assessment statements for any additional targets.

Deconstruction GoalsDeconstruction Goals

• Deconstruct the primary, 4th and 5th grade standards for force and motion (exclude sound, magnetism, etc.).

• Develop learning progressions for K, 1, 2, and 3.• Use CTS materials to assist with this.• Review organizer from the morning activities to

inform work.• Consider experiences students would need to know

and do the identified things – add to progressions accordingly.

Transfer TaskTransfer Task

• Find a partner.• Select an object to serve as your

“treasure.”• Construct a map that would help

another pair determine the location of your “treasure.”

• Swap maps with another pair and find their “treasure.”

Learning TargetsLearning Targets

• I can describe motion based on relative position, reference points, displacement, distance, and how objects move.

• I can deconstruct KY standards into knowledge, reasoning, skills, and products in order to inform instruction.

• I can apply what I know about motion by describing an object’s location.

Wrap-up, review, previewWrap-up, review, preview

• Drafted learning progressions from deconstructions

• Continue work on learning progressions and focus on 4th and 5th activities

• Read Ch. 1 and 2 in Writing in Science book; complete reading guide.