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Dr. Kitty Rutherford

Go Science!

Europe East

New Teacher Professional Learning

Sept. 2023

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Welcome

Dr. Kitty Rutherford

Europe East Science ISS

Go Science!

Glad you’re here!

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Goals: Build a better understanding of Europe East Science Expectations

CCRS for Science
Science Investigation
Assessments
Review/Reflection & Next Steps
Questions & Reminders

Today’s Session

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Successes with Science Instruction

Challenges with Science Instruction

Reflection:

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Successes with Science Instruction

Challenges with Science Instruction

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Europe East Science Expectations

Celebrating Successes & Overcoming Challenges

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Intro

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DoDEA’s CCRS for Science

CCRSS consists of four parts:

Science & Engineering Practices (Instruction)
Crosscutting Concepts (Instruction)
Disciplinary Core Ideas (Instruction)
Student Performance Expectations (Assessment)

DoDEA’s College and Career Ready Standards consists of four parts. Three parts guide instruction, Science & Engineering Practices, Crosscutting Concepts, and Disciplinary Core Ideas. Together these three dimensions give students learning experiences that are reflective of how scientists and engineers conduct their work (SEP), how they think and connect concepts (CCC), and what content they need to know in their work (DCI). Students need to experience the use of the SEP & CCC in multiple contexts in order to develop the capacity to wield them flexibly and effectively in new problem contexts. Three-dimensional learning develops both scientifically literate citizens and students prepared for careers in science and engineering.

The fourth part, Performance Expectations, integrates the three dimensions together to guide assessment by stating a performance we would expect students to be able to perform at the end of instruction. Each performance expectation asks students to use a specific practice, and perhaps also a crosscutting concept, in the context of a disciplinary core idea. Across the set of expectations for a given grade level, each practice and each crosscutting idea appears in multiple standards. Assessment developers use the the performance expectations to guide their work when creating assessment items.

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CCRSS: Three Dimensional Learning

Science and Engineering Practices

Asking questions for science and defining problems for engineering
Developing and using models
Planning and carrying out investigations
Analyzing and interpreting data
Using mathematics and computational thinking
Constructing explanations for science and designing solutions for engineering
Engaging in argument from evidence
Obtaining, evaluating, and communicating information

Crosscutting Concepts

Patterns
Cause and effect
Scale, proportion, and quantity
Systems and system models
Energy and matter: flows, cycles, and conservations
Structure and function
Stability and change

Disciplinary Core Ideas

Physical Sciences
Life Sciences
Earth and Space Science
Engineering, Technology, and Applications of Science

On Your Table

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Performance Expectation Example

Make observations and/or measurements of an objects motion to provide evidence that a pattern can be used to predict future motion.

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An Analogy Between CCRSS and Cooking

Kitchen Tools & Techniques�(Science & Engineering Practices)

Basic Ingredients

(Disciplinary Core Ideas)

Herbs, Spices, & Seasonings

(Crosscutting Concepts)

Preparing a Meal

(Performance Expectation)

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What questions do you have about

Science Standards?

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Life Science: Solids and Liquids:

Investigation 1: Solids

FOSS Focus Questions:

How can solids objects be described?
What are solid objects made of?
Can two or more objects have the same proprty?
What are the properties of successful towers?
Are there solid objects utdoors?

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Everything on Earth is made of matter that is either a solid, liquid, or gas.

Part 1

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Focus Question: How can solid objects be described?

We describe objects by how they look or feel. These are the object's properties.

Part 1

Pull these 4 objects out of your baggie.

With your partner describe the properties of these objects.

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Focus Question: How can solid objects be described?

Part 1

Look at the other objects in your baggie.

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When we look at something carefully and use our senses to find out more about it, we observe.

All of the objects we observed are solids.

Things we know about objects by looking and feeling are properties.

Objects that are bendy or smooshy are flexible.

An object that doesn't bend is rigid.

An object that has no bumps or ridges is smooth.

The opposite of smooth is rough.

Focus Question: How can solid objects be described?

Part 1

Building and reviewing vocabulary

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Part 1

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Focus Question: What are solid objects made of?

Part 2

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Part 2

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Part 2

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Focus Question: What are solid objects made of?

Part 2

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Part 2

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What are solid objects made of?

Part 2

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Sense-Making Discussion

Listen and Check for Understandings and Misunderstandings of Concept.

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Part 2

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Part 3

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Part 3

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Part 3

Answer this Focus question in your science notebook.

Don’t forget to provide evidence to support you claim.

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Part 3

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Part 4

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Part 4

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Part 4

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Part 4

Focus Question: What are the properties of successful towers?

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Focus Question: What are the properties of successful towers?

Part 4

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Part 4

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Part 5

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Intro

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Intro

Unit 1

Unit 2

Unit 3

Unit 4

Unit 5

Unit 6

CCRSS: Three Dimensional Learning

Science and Engineering Practices

Asking questions for science and defining problems for engineering
Developing and using models
Planning and carrying out investigations
Analyzing and interpreting data
Using mathematics and computational thinking
Constructing explanations for science and designing solutions for engineering
Engaging in argument from evidence
Obtaining, evaluating, and communicating information

Crosscutting Concepts

Patterns
Cause and effect
Scale, proportion, and quantity
Systems and system models
Energy and matter: flows, cycles, and conservations
Structure and function
Stability and change

Disciplinary Core Ideas

Physical Sciences
Life Sciences
Earth and Space Science
Engineering, Technology, and Applications of Science

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2^nd Grade Science Standards

(Student Performance Expectations)

Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties. (2-PS1-1)

Analyze data obtained from testing different materials to determine which materials have the properties that are best suited for an intended purpose. (2-PS1-2)

Make observations to construct an evidence-based account of how an object made of a small set of pieces can be disassembled and made into a new object. (2-PS1-3)

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Layout of the book

Investigation Guide Structure

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Components of an Investigation

Active Science Investigation
Science Notebooks
Word Wall
Sense-making Discussions
Reading Informational Text
Integrated Technology
Real-World Application (FOSS Outdoors)
Formative assessment

Icons can be very helpful!

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Investigation Online Components

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What questions do you have about

Science Investigations?

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Why assessments?

Data-informed Instruction

Designed to inform instructional decisions.

Progress Monitoring

Provide information on the progress students are making towards end of year expectations & end of grade band expectations.

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Many data points to consider…

Instructional decisions and student progress monitoring should be made by analyzing multiple data points:

Science notebook entries
Performance assessment checklists (observational data collected during the active investigation)
Engagement in sense-making discussions
I-Checks

Assessment opportunities are embedded as steps in the instructional process.

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The use of FOSS I-Checks

It’s a great resource to guide instruction.

Admin and ETs have access the schools I-Checks information

Europe East Life Science Online Usage of FOSS I-Check Data

This is the Item Analysis by Standard report (if teachers have computers have them log on PAN 5 to review this report live)

The first column represents the standard.

The next column is the question ID – This will show how many questions that aligned to the standard.

The 3^rd column are the amount of points a students can possibly earn - 0 or 1 are always an option, some questions will have a 2,3, and/or 4.

The 4^th column shows the percentage of students that earned the points in the same row – and if the students are clicked – which students in each group

The 5^th column allows us to view an item.

Based on the data – Which standards show students’ strengths? Which standards show areas that still need support? (provide teachers time to reflect and write)

Based on additional classroom data (I-Checks, science notebooks, observations, sense-making discussions) are the conclusions drawn about strengths and weaknesses validated by other data points?

If teachers are struggling with selecting strengths and weaknesses –you can ask questions similar to below:

Objective: (Facts)

How many questions are related to this standard?

Which questions did at least half of the class (50%+) of the students earn the full amount of points possible?

What other data points can be used to triangulate the data from the interims?

Reflective: (Feelings)

What did you like/dislike about the interim?

How did the students feel when taking the assessment?

As you look at the data displays, what concerns/pleases you?

What was exciting, surprising, or frustrating about the data?

Interpretive: (patterns, insights)

Is there a common standard that most students are struggling with?

Which questions were most of the students successful with?

Did the three dimensional learning students experienced impact results on these performance expectations? [See Module Matrix in Overview Chapter]

Decisional: (moving forward)

Which standard(s) should be the focus for improvement and next steps?

As a team discuss which 2 standards you would like to discuss at today’s meeting.

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Intro

Unit 1

Unit 2

Unit 3

Unit 4

Unit 5

Unit 6

FOSS I-Check Data

It’s a great resource to guide instruction.

Check out the I-Check Data Example

Europe East Life Science Online Usage of FOSS I-Check Data

This is the Item Analysis by Standard report (if teachers have computers have them log on PAN 5 to review this report live)

The first column represents the standard.

The next column is the question ID – This will show how many questions that aligned to the standard.

The 3^rd column are the amount of points a students can possibly earn - 0 or 1 are always an option, some questions will have a 2,3, and/or 4.

The 4^th column shows the percentage of students that earned the points in the same row – and if the students are clicked – which students in each group

The 5^th column allows us to view an item.

Based on the data – Which standards show students’ strengths? Which standards show areas that still need support? (provide teachers time to reflect and write)

Based on additional classroom data (I-Checks, science notebooks, observations, sense-making discussions) are the conclusions drawn about strengths and weaknesses validated by other data points?

If teachers are struggling with selecting strengths and weaknesses –you can ask questions similar to below:

Objective: (Facts)

How many questions are related to this standard?

Which questions did at least half of the class (50%+) of the students earn the full amount of points possible?

What other data points can be used to triangulate the data from the interims?

Reflective: (Feelings)

What did you like/dislike about the interim?

How did the students feel when taking the assessment?

As you look at the data displays, what concerns/pleases you?

What was exciting, surprising, or frustrating about the data?

Interpretive: (patterns, insights)

Is there a common standard that most students are struggling with?

Which questions were most of the students successful with?

Did the three dimensional learning students experienced impact results on these performance expectations? [See Module Matrix in Overview Chapter]

Decisional: (moving forward)

Which standard(s) should be the focus for improvement and next steps?

As a team discuss which 2 standards you would like to discuss at today’s meeting.

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Every grade level plays a critical role in developing students’ college and career readiness in science.

Science Notebooks

Science Vocabulary

Sense-Making Discussion

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Intro

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Unit 6

What questions do you have about

Science Assessments?

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Review/Reflection…Next Steps

CCRS for Science

Science & Engineering Practices (Instruction)
Crosscutting Concepts (Instruction)
Disciplinary Core Ideas (Instruction)
Student Performance Expectations (Assessments)

Components of FOSS Investigations

Active Science Investigation
Science Notebooks
Word Wall
Reading Informational Text
Integrated Technology
Real-World Application (FOSS Outdoors)
Formative assessment

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Intro

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Europe East Elementary Science Site

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Science Notebooks in Grades K-2

Science Notebooks in Grades 3-5

FOSS Science Notebooks

Europe East Elementary Science Site

A science notebook is…

a detailed record of a student’s engagement with a natural phenomenon.
a personal representation of experiences, observations, and thinking.
an integral part of the process of doing scientific work.
A continuously updated history of the development of scientific knowledge and reasoning. FOSS

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The claim is a statement that provides an answer to the investigation focus question.

Evidence is data (quantitative or qualitative) gathered throughout the investigation. It must support the claim and be relevant.

Reasoning links the claim and evidence, serving as a means of justification of why the student came to the claim, ideally linking the idea to the bigger picture.

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This book can be found in your Information Center.

This is a meaningful way to apply reading, writing, speaking, listening, and reasoning skills

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Europe East Elementary Science Site

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2. Sense-Making Discussion

Europe East Elementary Science Site

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3. Word Walls

Word walls are effective and worthwhile for students to develop and reinforce content area vocabulary. The words introduced in FOSS investigations represent or relate to fundamental science concepts and should be taught in the context of the investigation. By using a word wall, the teacher increases access to domain-specific text and can refer the students to it often. Students interact with the word wall to help develop concepts and demonstrate content mastery. Word walls can take many forms: integrated word wall, science specific word wall. Personal word walls the students possess, etc…

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Europe East Elementary Science Site

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What questions do you have about your

Next Steps?

Record in your Science Notebook

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Sustainability of FOSS Kits

Consumables are replaced every three years.

Refill shipment arrives in the Spring of 2023

What is being done to ensure the integrity of the science kits?

At least 3 more years
New FOSS kit approximately $3,000

How can you support the sustainability of the FOSS Program?

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Organism Reminders

Every school must have an Organism Disposal Plan in place.
Every teacher should have signed the Organism Protocol Document from Mr. Sanchez.
No organisms can be released into the environment or go home with students.
In the spring, consider ordering items needed for the fall such as oatmeal and soil.

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Dr. Kitty Rutherford

Europe East Elementary Science Instructional System Specialist

kitty.rutherford@dodea.edu

Go Science!

How can I best support you?

Recap of Todays Session

Goals: Build a better understanding of Europe East Science Expectations

CCRS for Science
Science Investigation
Assessments
Review/Reflection & Next Steps
Questions & Reminders

Don’t forget about your School Science Leader(s)!

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Thank You

Go Science