Fall Regional Training

Fall Regional TrainingNew Science Frameworks

Assessment for the CCSS

Why Have Science Frameworks ?

The National Governors Association and the Council of Chief State School Officers have developed “Common Core State Standards” in mathematics and english language arts, and to date, 44 states including the District of Columbia and the U.S. Virgin Islands have adopted these standards.

To maintain the momentum, the Carnegie Corporation has commissioned Achieve Inc., a nonpartisan/nonprofit educational reform organization, to lead states in developing new science standards based on the new science frameworks.

Research for Science Frameworks

The new science frameworks were developed by the National Research Council. They synthesized research from several other reports:

Taking Science to SchoolAmerica’s Lab ReportLearning Science in Informal EnvironmentsSystems for State Science AssessmentsEngineering in K-12 EducationBenchmarks for Scientific LiteracyNational Science Education Standards

The Overarching Goal of K-12 Science education frameworks is….All students…..Have some appreciation of the beauty and wonder of

science.Possess sufficient knowledge of science and engineering

to engage in public discussions on related issues.Are careful consumers of scientific and technological

information related to their everyday lives.Are able to continue to learn about science outside

school.Have the skills to enter careers of their choice, including

careers in science, engineering, and technology.

Three Guiding Principles of the Science Frameworks

Children are Born Investigators:

Research shows that children entering Kindergarten have surprisingly sophisticated ways of thinking about the world.

They learn from direct experiences with their environment, everyday activities, pursuing hobbies, watching television, playing with friends.

Research shows that the capacity of young children, from all backgrounds and all socioeconomic levels, to reason in sophisticated ways is much greater than has been long assumed.

Educators can build on what children already know and can do, whether it is a misconception or not.

Implications are for teachers to help students build progressively more sophisticated explanations of natural phenomena in grades K-5, rather than only focusing on factual information in these grades.


Focusing on Core Ideas and Practices:

Determine a limited set of core ideas to avoid coverage of multiple disconnected topics

Allow for deep exploration of important concepts

More Time for students to develop meaningful understanding

To actually practice science and engineering


Understanding Develops Over Time

K-12 Learning Progressions:Describes how students’ understanding matures

over time and the instructional supports and experiences that are needed for this to happen.

Supports increasingly sophisticated learningEach component idea in the frameworks has a

set of grade band “endpoints” by the end of grades 2, 5, 8, and 12.

PS1.A: Structure and Properties of MatterHow do particles combine to form

the variety of substances one observes?

Grade Band Endpoints for PS1.A

By the end of grade 2.

Matter exists as different substances (e.g., wood, metal, water), and many of them can be either solid or liquid, depending on temperature. Substances can be described and classified by their observable properties (e.g., visual, aural, textural), by their uses, and by whether they occur naturally or are manufactured. Different properties are suited to different purposes. A great variety of objects can be built up from a small set of pieces. Objects or samples of a substance can be weighed and their size can be described and measured. (Boundary: volume is introduced only for liquid measure.)


By the end of grade 5.

Matter of any type can be subdivided into particles that are too small to see, but even then the matter still exists and can be detected by other means (e.g., by weighing or by its effects on other objects). For example, a model showing that gases are made from matter particles that are too small to see and are moving freely around in space can explain many observations including: the impacts of gas particles on surfaces (e.g., of a balloon) and on larger particles or objects (e.g., wind, dust suspended in air), and the appearance of visible scale water droplets in condensation, fog, and, by extension, also in clouds or the contrails of a jet. The amount (weight) of matter is conserved when it changes form, even in transitions in which it seems to vanish (e.g., sugar in solution, evaporation in a closed container). Measurements of a variety of properties (e.g., hardness, reflectivity) can be used to identify particular substances. (Boundary: At this grade level, mass and weight are not distinguished, and no attempt is made to define the unseen particles or explain the atomic-scale mechanism of evaporation and condensation).

Grade Band Endpoints for PS1.ABy the end of grade 8.

All substances are made from some 100 different types of atoms, which combine with one another in various ways. Atoms form molecules that range in size from two to thousands of atoms. Pure substances are made from a single type of atom or molecule; each pure substance has characteristic physical and chemical properties (for any bulk quantity under given conditions) that can be used to identify it. Gases and liquids are made of molecules or inert atoms that are moving about relative to each other. In a liquid, the molecules are constantly in contact with others; in a gas, they are widely spaced except when they happen to collide. In a solid, atoms are closely spaced and may vibrate in position but do not change relative locations. Solids may be formed from molecules, or they may be extended structures with repeating subunits (e.g., crystals). The changes of state that occur with variations in temperature or pressure can be described and predicted using these models of matter. (Boundary: Predictions here are qualitative, not quantitative.)

Grade Band Endpoints for PS1.ABy the end of grade 12.

Each atom has a charged substructure consisting of a nucleus, which is made of protons and neutrons, surrounded by electrons. The periodic table orders elements horizontally by the number of protons in the atom’s nucleus and places those with similar chemical properties in columns. The repeating patterns of this table reflect patterns of outer electron states. The structure and interactions of matter at the bulk scale are determined by electrical forces within and between atoms. Stable forms of matter are those in which the electric and magnetic field energy is minimized. A stable molecule has less energy, by an amount known as the binding energy, than the same set of atoms separated; one must provide at least this energy in order to take the molecule apart.


What learning progressions did you observe?

How has the learning become more sophisticated from 2nd grade through 12th grade?

8 Practices for K-12 Classrooms

Asking Questions (for science) and defining problems (for engineering)

Developing and Using Models

Planning and Carrying out Investigations

Analyzing and Interpreting Data

8 Practices for K-12 Classrooms

Using Mathematics, information and computer technology, and computational thinking

Constructing Explanations (for science) and designing solutions (for engineering)

Engaging in argument from evidence

Obtaining, evaluating, and communicating information

Practice 1: Asking Questions and Defining Problems

Questions are the engine that drive science and engineering. Science asks What exists and what happens? Why does it happen? How does one know?

Engineering asks: What can be done to address a particular human need or want? How can the need be better specified? What tools and technologies are available, or could be developed, for

addressing this need? Both science and engineering ask:

How does one communicate phenomena, evidence, explanations, and design solutions?

Learning Progression for Asking Questions and Defining Problems

Students at any grade level should be able to ask questions of each other about the texts they read, the features of the phenomena they observe, and conclusions they draw from their models or scientific investigations.

For engineering, they should ask questions to define the problem to be solved and to elicit ideas that lead to the constraints and specifications for its solution.

As they progress across the grades, their questions should become more relevant, focused, and sophisticated.

Learning Progression for Asking Questions and Defining Problems

Facilitating such evolution will require a classroom culture that……

respects and values good questionsoffers students the opportunities to refine their questions

and questioning strategies incorporates the teaching of effective questioning strategies

across all grade levels.

As a result, students will become increasingly proficient….at posing questions that request relevant empirical evidence seeking to refine a model, an explanation or an engineering

problemchallenges the premise of an argument or the suitability of a

design.

Goals for Asking QuestionsBy grade 12 students should be able to:

Ask questions about the natural and human-built worlds—for example: Why are there seasons? What do bees do? Why did that structure collapse? How is electric power generated?

Distinguish a scientific question (e.g., Why do helium balloons rise?) from a nonscientific question (Which of these colored balloons is the prettiest?).

Formulate and refine questions that can be answered empirically in a science classroom and use them to design an inquiry or construct a pragmatic solution.

Ask probing questions that seek to identify the premises of an argument, request further elaboration, refine a research question or engineering problem, or challenge the interpretation of a data set—for example: How do you know? What evidence supports that argument?

Note features, patterns, or contradictions in observations and ask questions about them.

For engineering, ask questions about the need or desire to be met in order to define constraints and specifications for a solution.

The Three Dimensions of the Science Frameworks

1. Scientific and Engineering Practices

Asking questions (for science) and defining problems (forengineering)

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

2. Crosscutting Concepts

Patterns Observed patterns of forms and events guide organization

and classification, and they prompt questions about relationships and the factors that influence them.

Cause and effect: Mechanism and explanation Investigating and explaining causal relationships; testing

these relationships across given contexts and using the results to predict and explain events in new contexts.

Scale, proportion, and quantity Changes in scale, proportion, or quantity affect a system’s

structure and performance

2. Crosscutting Concepts(continued)

Systems and system models Defining the system under study and making a model of that

system provides tools for understanding and testing ideas.Energy and matter: Flows, cycles, and conservation

Tracking fluxes of energy and matter into, out of, and within systems helps one understand the systems’ possibilities and limitations.

Structure and function How an object or living thing is shaped and its substructure

determine many of its properties and functions.Stability and change

Conditions of stability and determinants of rates of change or evolution or a system are critical elements of study.

3. Disciplinary Core Ideas

Physical Sciences PS 1: Matter and its interactions PS 2: Motion and stability: Forces and interactions PS 3: Energy PS 4: Waves and their applications in technologies for information

transfer

Life Sciences LS 1: From molecules to organisms: Structures and processes LS 2: Ecosystems: Interactions, energy, and dynamics LS 3: Heredity: Inheritance and variation of traits LS 4: Biological evolution: Unity and diversity

Earth and Space Sciences ESS 1: Earth’s place in the universe ESS 2: Earth’s systems ESS 3: Earth and human activity

Engineering, Technology, and the Applications of Science ETS 1: Engineering design ETS 2: Links among engineering, technology, science, and society

Core and Component Ideas in the Physical Sciences

Core Idea PS1: Matter and Its Interaction PS1.A: Structure and Properties of Matter PS1.B: Chemical Reactions PS1.C: Nuclear Processes

Core Idea PS2: Motion and Stability: Forces and Interactions PS2.A: Forces and Motion PS2.B: Types of Interactions PS2.C: Stability and Instability in Physical Systems

Core Idea PS3: Energy PS3.A: Definitions of Energy PS3.B: Conservation of Energy and Energy Transfer PS3.C: Relationship Between Energy and Forces PS3.D: Energy in Chemical Processes and Everyday Life

Core Idea PS4: Waves and Their Applications in Technologies for Information Transfer PS4.A: Wave Properties PS4.B: Electromagnetic Radiation PS4.C: Information Technologies and Instrumentation.

Sample Performance Expectations in Life Sciences

By the end of 2nd grade

Classify animals into two groups based on what they eat, and give three or more different examples of animals in each group.

How evaluated: Students should identify at least two of the three groups of animals (Plant eaters, those that eat other animals, and those that eat both) Students should be asked to offer evidence that supports their claim that these animals belong in the groups they have placed them in.

2nd Grade Practices

Presenting information (e.g., orally, visually by sorting pictures of animals into groups, or by writing labels or simple sentences that describe why animals are in different groups). Argument from evidence: supporting placement of animals in group.


By the End of Grade 5

Explain how animals use food and provide examples and evidence that support each type of use.

How Evaluated: A full explanation should be supported by diagrams and argument from evidence. It should include and support the claims that food provides materials for building body tissue and that it is the fuel used to produce energy for driving life processes. An example of building materials should include reference to growth and repair.

5th Grade Practices

Argumentation: supporting claims with evidence.


By the End of Grade 8

Construct an explanation for why the air a human breathes out contains a lower proportion of oxygen than the air he or she breathed in. The explanation should address where in the body the oxygen was used, how it was used, and how it was transported there.

How Evaluated: A full explanation should contain a claim that oxygen’s use in all cells of the body is part of the chemical reaction that releases energy from food. The claim should be supported with reasoning about (1) the role of oxygen in chemical reactions’ release of energy and (2) how the oxygen and food substances are transported to the cells through the body’s respiratory and circulatory systems.

8th Grade Practices

Constructing explanations. Argument (Supporting proposed explanation with arguments from evidence).


By the end of 12th grade

Construct a model that describes the aerobic chemical processes that enable human cells to obtain and transfer energy to meet their needs.

How evaluated: Model should include diagrams and text to indicate that various compounds-including complex macromolecules (sugars, proteins, fats) react with oxygen and either release energy for cell’s needs or store it in other chemical changes.

12th Grade Practices

Modeling. Presenting information (using labeled diagrams and text to present and create a model that describes and explains the process in question).

CCSS and the Literacy Standards

There are no CCSS for Science or Social Studies, but we have Literacy Standards for both of them.

The K-5 standards include expectations for reading, writing, speaking, listening, and language applicable to a range of subjects, including ELA. Science and Social Studies are integrated into the K-5 Reading Standards.

Grades 6-12 standards are divided into two sections, one for ELA and the other for History/Social Studies, Science, and other technical subjects. Handout

Shared Responsibility for Literacy

Part of the motivation behind the interdisciplinary approach to literacy is extensive research establishing the need for college and career ready students to be proficient in reading complex informational text independently.

The 2009 reading framework of the NAEP requires a high and increasing proportion of informational text on its assessment as students advance through the grades.

Distribution of Literary and Informational Passages by Grade in the

2009 NAEP Reading Framework

Grade Literary Informational

4 50% 50%

8 45% 55%

12 30% 70%Source: National Assessment Governing

Board. (2008).

Distribution of Communicative Purposes by Grade in the 2011 NAEP Writing Framework

Grade Persuade Explain Convey Experience

4 30% 35% 35%

8 35% 35% 30%

12 40% 40% 20%Source: National Assessment Governing Board. (2007).

Writing framework for the 2011 National

Assessment of Educational Progress, pre-publication edition. Iowa City, IA: ACT, Inc.

Why Have Literacy Standards?

In history/social studies, for example, students need to be able to analyze, evaluate, and differentiate primary and secondary sources.

When reading scientific and technical texts, students need to be able to gain knowledge from challenging texts that often make extensive use of elaborate diagrams and data to convey information and illustrate concepts.

Students must be able to read complex informational texts in these fields with independence and confidence because the vast majority of reading in college and workforce training programs will be sophisticated nonfiction.

What does deep understanding look like instructionally?

Teachers must go from just…..

Explaining conceptsProviding definitions and answersStating conclusionsProviding closureOnly Lecturing

When a teacher focuses on deeper levels of understanding he or she…..

Observes students as they apply new concepts and skills.

Assesses students’ knowledge and skills throughout their learning both formally and informally.

Looks for evidence that students have changed their thinking or behaviors.

Allows students to assess their own learning.Asks open-ended questions such as “Why do you

think….: What evidence do you have? What do you know about …? How would you explain….?”

When students are involved in the assessment process—they are required to think about their own learning, articulate what they understand and what they still need to learn—achievement improves.

--Black & Wiliam, 1998; Sternberg, 1996; Young, 2000

What happens to student thinking when teachers focus on deeper understanding?

Answer open-ended questions by using observations, evidence, and previously accepted explanations.

Demonstrate understanding or knowledge of concept or skill through application.

Evaluate his or her own progress and knowledgeAsk related questions that would encourage

future investigations

Reading Standards for Literacy 6–12

By the end of the year, read and comprehend literary nonfiction at the high end of the grades 9-10 text complexity band independently and proficiently.

Science: Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.

Social Studies: Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.

Definition of a Reading Comprehension Strategy:

An intentional plan that readers use to help themselves make sense of their reading. Strategies are flexible and can be adapted to the reading task. Good readers use many strategies.

What are the key words or phrases?

Reading Comprehension Strategies

Activate background knowledge and make connections between new and known information.

Question the text in order to clarify meaning and to deepen understanding.

Determine importance to identify key ideas and themes.

Draw inferences to interpret the meaning of the text.

PEBC

Reading Comprehension Strategies

Synthesize information to understand more clearly and to extend thinking.

Use sensory images to visualize the text and to create unique interpretations.

Monitor meaning and comprehension to identify confusing ideas and themes to repair confusion.

Employ fix-up strategies to problem solve reading difficulties.

PEBC

Four Elements of Effective Curriculum

ObjectiveMeasureable, limited number

AssessmentEvidence of understanding, target of instruction

Learning ActivitiesPractice for assessment, engage students

Instructional MethodsBest strategy for learning concept, focus on

application

Double Entry Diaries

Access tool that students use to “hold their thinking.”

Helps them to slow down as they read and begin to track their thinking.Ask students to fold a piece of paper lengthwiseOn left side students choose what they copy

from the text.On the right hand side students share their

thinking about their text selection.

Reading Standards for Literacy in

Science and Technical Subjects 6–12Follow precisely a complex multistep

procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text.

ScienceK-12 ApproachFocus on a Deeper

Understanding of Science Concepts

STEP ONE:

Make Observations to Identify the Problem or

form a Question.

STEP TWO: Form a Hypothesis

STEP THREE:

Test the Hypothesis/Experiment.

STEP FOUR:

Observe, Record,

Analyze the Data.

STEP FIVE:

Draw

Conclusions.

STEP SIX:

Further

Experimentation.

Determine what You already know.

Collect Information/

Research

If…Then… Collect data

ExperimentDesign

Identify and Control Variables

Tables&

Charts

Summarize Results:Tables, Charts,

PowerPoint, Paragraphs

Identify if Hypothesis was

Supported by dataExplain why or why not.

New Valid

Experiment

K-12 Approach to the Scientific Method

Work in groups to develop the approach to the Scientific Method that your district will use.Share samples from other districtsK-5, 6-8, 9-12Share out your ideas for Scientific Method.Reach consensus on K-12 ApproachCreate a chart to be posted in every classroom.

Reading Standards for Literacy in History/Social Studies 6–12

Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.

Sample Performance Tasks for Informational Texts: History/Social Studies & Science,

Students describe how Russell Freedman in his book Freedom Walkers: The Story of the Montgomery Bus Boycott integrates and presents information both sequentially and causally to explain how the civil rights movement began. [RH.6–8.5]

The code: Reading, History, Grades 6-8, Standard 5

Reading Standards for Literacy 6–12

Determine the meaning of symbols, key terms, and other domain-specific words and phrases…Science: as they are used in a specific scientific or

technical context relevant to grades 9-10 texts and topics.

Social Studies: including vocabulary describing political, social, or economic aspects of history/social studies.

Analyze the structure of the relationships among concepts in a text, including relationships among key terms (force, friction), (economics, society, politics).

CCSS Vocabulary

Tier 1 words are common everyday speech.

Tier 2 words are general academic words for a grade level. (measure, compare), (laws, family)

Tier 3 words are Domain specific for that content area. (polygon, mean, rational numbers), (congress, preamble, constitution)

Share Vocabulary Resources

Handout Examples30-15-10 ListContext PlusPredict MeaningPossible SentencesConcept CirclesWord Questioning

Key Science Inquiry Terms

Develop a list of K-12 key science termsWork in groups: K-5, 6-8, 9-12Each group will share their list of terms

and definitions.Reach consensus on the meanings of

science terms and develop a district science vocab.

Post the list in every classroom

Key Science TermsProblem:

an unanswered, testable questionHypothesis:

A possible answer based on known factsEducated prediction that can be tested

Experiment:A controlled procedure for testing a hypothesis/prediction

Variable:A factor that changes

Independent Variable: A factor that is changed by the scientist before the experiment starts(I change)Manipulated or tested variable(It changes)

Dependent Variable: A factor that changes because of the experimentWhat is measuredData

Constant:Variable that stays the same in every experiment

Control:Standard for comparisonThe norm/reference

Conclusion: Statements that connect all the relationships of

How does a K-12 approach to teaching math concepts help students gain deeper math understandings?

Must be a district approach to teaching math concepts.

Focus on K-12 math vocabularyWhat are key math terms that kids struggle with K-12.

Vertical math team needs to develop K-12 common assessments that are used by all teachers in a grade level/course or by all teachers across grade spans.

Review local assessment data in vertical team meetings to discover breakdowns in learning math concepts.

Mathematics College Level Entry Competencies

Thinking conceptually and not just procedurally about mathematics. Mathematics is a way of understanding, a thinking process, and not a collection of detached procedures to be learned and applied separately.

Using logical reasoning and common sense to work on problems in order to find solutions. Successful students can explain their processes and can check their solutions to see whether their findings make sense.

Using experimental thinking and a willingness to investigate the steps used to reach a solution, and recognizing that there are often multiple approaches to solving a problem.

Taking risks and accepting that a first or second attempt may result in a wrong answer, but that each attempt is an opportunity to try new approaches toward solving the problem.

Understanding that formulas and algorithms in computation, while important and crucial, are only part of the analytical process.

How people learn

A major goal of schooling is to prepare students forflexible adaptation to new problems and settings.

The ability of students to transfer provides animportant index of learning that can help teachersevaluate and improve their instruction.

Students develop flexible understanding of when,where, why, and how to use their knowledge tosolve new problems if they learn how to extractunderlying principles and themes from their learningexercises.

- How People Learn, Natl Academy of Sciences

Irony: that’s what the difficultproblems on state exams are -

TRANSFER problems

Unfamiliar reading passages and writing prompts

Unfamiliar-looking versions of math and science problems

No obvious prompts or ‘clues’ as to which ‘content’ applies (since there is no teacher or textbook ‘heads-up’ available as to what this is about)

NAEP 4th Grade Math

There will be 58 people at breakfast andeach person will eat 2 eggs. There are 12eggs in each carton. How many cartons ofeggs will be needed for the breakfast?(calculator available)A. 9B. 10C. 72D. 116

NAEP 4th Grade Math

What research says on teaching for transferHalpern and Hakel, in Change

“The single most important variable in promoting long-term retention and transfer is "practice at retrieval." This principle means that learners need to generate responses, with minimal cues, repeatedly over time, with varied applications so that recall becomes fluent

and is more likely to occur across different contexts and content domains.”

Writing Standards for Literacy in history/Social Studies, Science and Technical Subjects 9-10

. Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Title of Lab: Problem: (What questions are you trying to answer) Hypothesis: (make sure it is a testable prediction; If, Then statement) Materials: (Include as many as needed) 1. 2. 3. 4. Procedure: (Explain step by step) 1. 2. 3. 4. Variables: Independent Variable (I changed it) Dependent Variable (it changed) Control (reference, blanks) Constants (Keep the same) Perform Experiment (Take notes, record results and observations) Analyze Results (Make a table, graph, and/ or chart of your results on a separate sheet of

paper) Draw Conclusions (Was your hypothesis proven correct or incorrect? Explain in complete

sentences using your data to support your answer. Would you change anything in your experiment?)

New Question (What else do you need or want to know that relates to this la

History/Social Studies Writing Performance Task for

Informational Texts

Students evaluate Jim Murphy’s The Great Fire to identify which aspects of the text (e.g., loaded language and the inclusion of particular facts) reveal his purpose; presenting Chicago as a city that was “ready to burn.”

[RH.6–8.6]

What does deeper understanding look like in assessment?

Depth of Knowledge Levels of objectives and assessments are critical.

Its not just the words in the objective/assessment, the focus is on the mental processes students are trying to master.

The goal is for students to transfer learning and understanding to “cold questions” and to “retrieve knowledge” as appropriate.

Assessment

The word assessment comes from the Latin word “Assidere” which means “to sit with”….

Assessment is all about student thinking. Teacher becomes an observer and an evidence gatherer.

Handout on multiple choice assessment—student thinking

Formative and Summative Assessments

Conceptual Understanding vs Procedural Understanding

How would you solve 1 ¾ divided by ½?What would you say would be a good story or model

for 1 ¾ divided by ½?Measurement Model Finding out how many half

foot lengths are in 1 ¾ feetPartitive Model If half a length is 1 ¾ feet. How

long is the whole?Decimal Model 1.75 divided by .51 ¾ divided by ½ = 7 divided by 1 7

4 divided by 2 = 23 ½

Objective: Add and subtract (DOK1)fractions without a common denominator.

Assessment: Students will demonstrate mastery by solving (DOK1) fraction problems without a common denominator.

Deeper Understanding…..

Students will create(DOK2) and solve(DOK1) fractions problems without common denominators.

Students will orally explain (DOK2) the process they went through to create and to solve their problems.

Improved Objective:Students will create (DOK2) fraction problems

without common denominators and explain their thinking (DOK2) as they add and subtract them.

Objective: Identify(DOK 1) and analyze(DOK 2) the sequence of stages that animals progress through their life cycles (ie. butterfly, frog, chicken, snake, dog)

Assessment:When provided with pictures of the stages

of the life cycle of various animals, students will identify(DOK1) each stage and put them in the appropriate sequence(DOK2).

Students will also draw and label the sequence(DOK 2) of the stages of either a butterfly, a frog, chicken, snake, or dog.

Deeper Understanding…..

Students will choose two of the animal life cycles and compare/contrast themDOK2 noting the similarities and the differences using a comparison/contrast chart.

Students will then create a written summary(DOK3) of their findings from the comparison chart and share these results with the class.

Improved Objective:Analyze(DOK 2) and Summarize(DOK 3) the

sequence of stages that animals progress through their life cycles. (i.e. butterfly, frog, chicken, snake, and dog)

Very simple Science example

Objective:Students will identify(DOK 1) the parts of a plant.

Assessment: Provided a picture of a plant, students will identify and label (DOK 1)each part appropriately.

How could we make that deeper understanding?Change both the objective and assessment to focus on:

After you label the parts of the plant, pick one part and pretend that you can take it away. Explain how that would affect (DOK 2)each of the other parts and tell why(DOK 2 or 3).

New Objective: Students will identify and explain how the parts of a plant are interrelated and affected by each other.

Another Science ExampleFourth graders normally study the rock cycle. Typical

objective: Identify(DOK 1) and explain(DOK 2) the rock cycle.

Typically that would be assessed by drawing a picture of the rock cycle or labeling a picture provided by the teacher.

Deeper Understanding assessment: Fourth Graders will create a teaching poster to share with 3rd grade students.

Include in your poster an example of a rock cycle, a simple definition of igneous, metamorphic, and sedimentary rocks…

3 interesting facts that you discovered, and 3 questions that might provoke curiosity in the 3rd

graders.

Sample Math Performance Task from CCSS

Students learn about fractal geometry by reading Ivars Peterson and Nancy Henderson’s Math Trek: Adventures in the Math Zone and then generate their own fractal geometric structure by following the multistep procedure for creating a Koch’s curve. [RST.6–8.3]

Reading, Science and Technical, Grades 6-8, Standard 3

Sample Social Studies Performance Task from CCSS

Students analyze the governmental structure of the United States and support their analysis by citing specific textual evidence from primary sources such as the Preamble and First Amendment of the U.S. Constitution as well as secondary sources such as Linda R. Monk’s Words We Live By: Your Annotated Guide to the Constitution. [RH.6–8.1]

Grade 11Traditional Writing Prompt:Persuade a friend that taking a risk can be good or

bad. Writer’s Checklist

My paper flows smoothly from one idea to another. My paper has an effective beginning, middle, and end. My paper includes effective use of paragraphing. My paper stays on the topic. My paper includes specific and relevant details, reasons, and

examples. My paper contains a strong controlling idea. My paper uses precise and vivid language My paper includes correct grammar/usage, punctuation,

capitalization, and spelling. My paper contains sentences that are clear and varied in

structure.

Common Core:CC.11-12.W.1 -- Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

Extended descripton: Introduce precise, knowledgeable claim(s), establish the significance

of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.

Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience's knowledge level, concerns, values, and possible biases.

Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

Provide a concluding statement or section that follows from and supports the argument presented.

Grade 4Traditional Writing Prompt:

Write a story about a job that you would like to havesome day, and explain why you would want it.

Scoring Guide: (would align to 3rd Grade State Writing Scoring Guide)

4 Points The paper: has an effective beginning, middle, and end. contains a clear controlling idea. clearly addresses the topic and provides specific and relevant

details/examples. contains words that are specific, accurate, and suited to the

topic. consistently uses complete sentences. clearly shows an awareness of audience and purpose. contains few errors in grammar/usage, punctuation,

capitalization, and/or spelling.

Common Core:CC.4.W.1 (4.5.2) Write opinion pieces on topics or texts

supporting a point of view with reasons and information.Extended Description:Introduce a topic or text clearly, state an opinion,

and create an organizational structure in which related ideas are grouped to support the writer's purpose.

Provide reasons that are supported by facts and details.

Link opinion and reasons using words and phrases (e.g., for instance, in order to, in addition).

Provide a concluding statement or section related to the opinion presented.

Documents

Fall Regional Training