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From page 119... ... Common Core State Standards, 101, 102 air behavior activity, 51, 52–59, 68, 73 Crosscutting concepts biodiversity in the schoolyard, 40–46, 47, 48, 49, 73, cause and effect, 7, 8, 102–104 79 coherence with core ideas and practices, 8–10, 12 clicker technology, 81, 82, 83 defined, 7–8, 101 connections among scientific concepts, 5, 7, 15, energy and matter, 8, 33, 34–38, 40, 48, 49, 51, 101–104 52–59, 67, 73, 84–90, 102–104 diversity of students incorporated in, 15, 17–18, 26, gradual understanding, 10, 11 97–98 119 Read the entire page →
From page 120... ... Project, 101–104 for multiple purposes, 79, 89–90, 93 traditional assessment compared, 38–39, 46–48 purpose of assessment and, 21, 29–30 wet corn activity, 1–3, 4, 16, 20 reliability, 26–27, 93 What Is Going on Inside Me? , 33, 34–38, 40, 48, 49, scoring guides, 58–68, 69, 77 73 student understanding of tasks, 30 External assessments, 22, 91, 94 summative, 24, 28–30, 32, 44, 58, 64, 68, 69, 72, 73, 79, 87, 88, 89, 92, 93 F traditional assessment compared, 23, 31, 32, 99 Fair tests, 2 validity/validation, 26–27, 29, 58, 92 Farkash, Lori, 1 n.1 water movement activity, 5, 73, 80–84, 89–90 Disciplinary core ideas H biological evolution, 40–46, 47, 48, 49, 73, 79 How Do Plants and Animals Depend on Each Other? Read the entire page →
From page 121... ... challenges, 22, 92 gradual development of understanding, 5, 10, 11–14, class discussions, 1–3, 54–56, 68 34, 40–46, 47, 49 community resources, 99–100 integrating dimensions, 9–10 cost considerations, 83, 84, 89, 90, 93, 102 key ideas, 10, 14 district and state, 71–73 learning progressions, 12–14, 24, 29, 65, 66, 67, 68 equity and fairness, 15, 17–18, 26, 71, 94, 96–99 scientific and engineering practices, 5, 6–7, 32 familiar activities, 51–58 standards, 32 graphs, charts, and tables, 41–43, 49, 62–63 terminology, scientific, 17, 26, 78, 98 key ideas, 38, 58, 83 three-dimensional approach, 6–10, 32 progress in understanding over time, 36–37, 38, 49 scoring and evaluation, 37, 38, 46, 58–67 M technology, 41, 83–89 Maryland assessment system, 72 three-dimensional learning measured, 35, 38, 40–46 Measuring Silkworms, 51, 58–65, 68 traditional assessment compared, 38–39, 46–48 Michael, Mary Jo, 1 n.1 using results, 57 Monitoring (large-scale) assessments writing tasks, 34, 35, 38, 49, 73, 99 classroom assessments used for, 31, 94 Inquiry Hub, 17 design challenges, 22, 93–94 Instruction (see also Classroom assessment) Read the entire page →
From page 122... ... Next Generation Science Standards core ideas and crosscutting concepts integrated with, assessment targets, 12 6, 9–10, 12 classroom assessment aligned with, 4 and development of understanding, 11 district and state adoption, 71–73 key practices, 6–7 learning progressions, 12–13 and learning, 5, 9–10, 12 performance expectations, 12, 19 mathematics use, 6, 51, 58–65, 68, 102–104 purpose, 5 model development and use, 5, 6, 8, 51, 52-59, 67, three-dimensional framework, 6 n.4, 11, 71 69, 73, 74-79, 80-90, 98 Novak, Michael, 1 n.1 planning and carrying out investigations, 6, 40-46, 47, 48, 49, 51, 58-65, 68, 73, 79, 84-89, 90, P 102-104 Performance expectations Scoring and evaluating work anchoring instruction in a phenomenon and, 16 and design of assessments, 58, 59, 60–61, 69 and classroom assessments, 19, 30 examples of students' responses to tasks used to coherence in, 12–13 design, 60–61, 65–67, 68, 69, 78 examples of students' responses for scoring, 60–61, genetic processes rubric, 65–66, 68 65–67, 68, 69, 78 grouping students into categories and, 68 learning progressions, 12–14, 24, 29, 65, 66, 67, 68 informal criteria, 59, 68, 69 scoring rubrics, 58–59, 60–61, 65–66, 69, 100 language proficiency and, 98 targets for assessment, 12, 19, 60–61, 64, 94, 95 learning progressions and, 37–38, 66 and variation in tasks, 79 for monitoring assessments, 94 Professional development, 11, 23, 25, 29, 92–93, 100– performance expectations as rubrics, 58–59, 101, 109 60–61, 65–66, 69, 100 Purdie-Dyer, Ruth, 1 n.1 red squirrel prediction rubric, 76, 77–78 silkworm measurement activity, 51, 58–65, 68 solar system/seasons example, 66–67, 68 Q systems approach, 94, 95 Queensland system, 94 technology and, 79, 83, 84 validity and reliability, 27 R Severance, Sam, 17 n.7 R+P Collaboratory, 16 n.6 Students Synthesizing Snow data in Natural Reiser, Brian, 1 n.1 Objective Ways (SSSNOW) Project, 101–104 System approach S accountability policies, 5, 17, 18, 20, 22, 91, Science literacy, 5 93–95 Scientific and engineering practices classroom assessments, 21–22, 23–24, 92, 94, analyzing and interpreting data, 6, 40–46, 47, 48, 96 49, 51, 58–65, 68, 69, 73, 74–79, 84–89, 90, 98, collaborating with colleagues, 60, 65, 82, 96, 102–104 99–100, 104 aquatic plants experiment, 7 components of integrated system, 91, 92–93, 94 arguing from evidence, 6, 33, 34–38, 40, 48, 49, 51, diversity considerations in, 26, 92–93, 94 58–65, 68, 73, 101, 103 interdisciplinary connections, 101–104 asking questions, 51, 58–65, 68 International Baccalaureate program, 94 communicating information, 6, 51, 58–65, 68 key ideas, 26, 96 constructing explanations, 5, 6, 33, 34–38, 40–46, for monitoring, 22, 23, 24, 27, 28, 30, 31, 71, 91, 47, 48, 49, 51, 58–65, 68, 73, 79, 80–84, 89–90 92–95, 96, 105 122 Seeing Students Learn Science Read the entire page →
From page 123... ... performance assessment, 94, 95 professional development and service opportunities, 11, 23, 25, 29, 92–93, 100–101 Queensland system, 94 reporting results, 27, 91, 95–96, 104 standardization of information collected, 23–24, 30–31, 92, 94 using results, 22, 23–24, 28–29, 91, 95 working within, 91–96 T Technology applications clickers, 81, 82, 83 handheld GPS, 103 interactive computer modules, 5, 73, 74–79, 83–89, 91, 98 Internet interface, 41, 47 spreadsheets, 27, 103 videoconferencing, 102 Trends in International Mathematics and Science Study (TIMSS) , 91 U Understanding science coherence across disciplines and years, 11–12 gradual development of, 5, 10, 11–14, 34, 36–38 learning progressions and, 12–14 scientific terminology, 17, 26, 78, 98 W Water movement activity, 5, 73, 80–84, 89–90 Wet corn activity, 1–3, 4, 16, 20 What Is Going on Inside Me? Read the entire page →

From page 119...

... Common Core State Standards, 101, 102 air behavior activity, 51, 52–59, 68, 73 Crosscutting concepts biodiversity in the schoolyard, 40–46, 47, 48, 49, 73, cause and effect, 7, 8, 102–104 79 coherence with core ideas and practices, 8–10, 12 clicker technology, 81, 82, 83 defined, 7–8, 101 connections among scientific concepts, 5, 7, 15, energy and matter, 8, 33, 34–38, 40, 48, 49, 51, 101–104 52–59, 67, 73, 84–90, 102–104 diversity of students incorporated in, 15, 17–18, 26, gradual understanding, 10, 11 97–98 119

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From page 120...

... Project, 101–104 for multiple purposes, 79, 89–90, 93 traditional assessment compared, 38–39, 46–48 purpose of assessment and, 21, 29–30 wet corn activity, 1–3, 4, 16, 20 reliability, 26–27, 93 What Is Going on Inside Me? , 33, 34–38, 40, 48, 49, scoring guides, 58–68, 69, 77 73 student understanding of tasks, 30 External assessments, 22, 91, 94 summative, 24, 28–30, 32, 44, 58, 64, 68, 69, 72, 73, 79, 87, 88, 89, 92, 93 F traditional assessment compared, 23, 31, 32, 99 Fair tests, 2 validity/validation, 26–27, 29, 58, 92 Farkash, Lori, 1 n.1 water movement activity, 5, 73, 80–84, 89–90 Disciplinary core ideas H biological evolution, 40–46, 47, 48, 49, 73, 79 How Do Plants and Animals Depend on Each Other?

Read the entire page →

From page 121...

... challenges, 22, 92 gradual development of understanding, 5, 10, 11–14, class discussions, 1–3, 54–56, 68 34, 40–46, 47, 49 community resources, 99–100 integrating dimensions, 9–10 cost considerations, 83, 84, 89, 90, 93, 102 key ideas, 10, 14 district and state, 71–73 learning progressions, 12–14, 24, 29, 65, 66, 67, 68 equity and fairness, 15, 17–18, 26, 71, 94, 96–99 scientific and engineering practices, 5, 6–7, 32 familiar activities, 51–58 standards, 32 graphs, charts, and tables, 41–43, 49, 62–63 terminology, scientific, 17, 26, 78, 98 key ideas, 38, 58, 83 three-dimensional approach, 6–10, 32 progress in understanding over time, 36–37, 38, 49 scoring and evaluation, 37, 38, 46, 58–67 M technology, 41, 83–89 Maryland assessment system, 72 three-dimensional learning measured, 35, 38, 40–46 Measuring Silkworms, 51, 58–65, 68 traditional assessment compared, 38–39, 46–48 Michael, Mary Jo, 1 n.1 using results, 57 Monitoring (large-scale) assessments writing tasks, 34, 35, 38, 49, 73, 99 classroom assessments used for, 31, 94 Inquiry Hub, 17 design challenges, 22, 93–94 Instruction (see also Classroom assessment)

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From page 122...

... Next Generation Science Standards core ideas and crosscutting concepts integrated with, assessment targets, 12 6, 9–10, 12 classroom assessment aligned with, 4 and development of understanding, 11 district and state adoption, 71–73 key practices, 6–7 learning progressions, 12–13 and learning, 5, 9–10, 12 performance expectations, 12, 19 mathematics use, 6, 51, 58–65, 68, 102–104 purpose, 5 model development and use, 5, 6, 8, 51, 52-59, 67, three-dimensional framework, 6 n.4, 11, 71 69, 73, 74-79, 80-90, 98 Novak, Michael, 1 n.1 planning and carrying out investigations, 6, 40-46, 47, 48, 49, 51, 58-65, 68, 73, 79, 84-89, 90, P 102-104 Performance expectations Scoring and evaluating work anchoring instruction in a phenomenon and, 16 and design of assessments, 58, 59, 60–61, 69 and classroom assessments, 19, 30 examples of students' responses to tasks used to coherence in, 12–13 design, 60–61, 65–67, 68, 69, 78 examples of students' responses for scoring, 60–61, genetic processes rubric, 65–66, 68 65–67, 68, 69, 78 grouping students into categories and, 68 learning progressions, 12–14, 24, 29, 65, 66, 67, 68 informal criteria, 59, 68, 69 scoring rubrics, 58–59, 60–61, 65–66, 69, 100 language proficiency and, 98 targets for assessment, 12, 19, 60–61, 64, 94, 95 learning progressions and, 37–38, 66 and variation in tasks, 79 for monitoring assessments, 94 Professional development, 11, 23, 25, 29, 92–93, 100– performance expectations as rubrics, 58–59, 101, 109 60–61, 65–66, 69, 100 Purdie-Dyer, Ruth, 1 n.1 red squirrel prediction rubric, 76, 77–78 silkworm measurement activity, 51, 58–65, 68 solar system/seasons example, 66–67, 68 Q systems approach, 94, 95 Queensland system, 94 technology and, 79, 83, 84 validity and reliability, 27 R Severance, Sam, 17 n.7 R+P Collaboratory, 16 n.6 Students Synthesizing Snow data in Natural Reiser, Brian, 1 n.1 Objective Ways (SSSNOW) Project, 101–104 System approach S accountability policies, 5, 17, 18, 20, 22, 91, Science literacy, 5 93–95 Scientific and engineering practices classroom assessments, 21–22, 23–24, 92, 94, analyzing and interpreting data, 6, 40–46, 47, 48, 96 49, 51, 58–65, 68, 69, 73, 74–79, 84–89, 90, 98, collaborating with colleagues, 60, 65, 82, 96, 102–104 99–100, 104 aquatic plants experiment, 7 components of integrated system, 91, 92–93, 94 arguing from evidence, 6, 33, 34–38, 40, 48, 49, 51, diversity considerations in, 26, 92–93, 94 58–65, 68, 73, 101, 103 interdisciplinary connections, 101–104 asking questions, 51, 58–65, 68 International Baccalaureate program, 94 communicating information, 6, 51, 58–65, 68 key ideas, 26, 96 constructing explanations, 5, 6, 33, 34–38, 40–46, for monitoring, 22, 23, 24, 27, 28, 30, 31, 71, 91, 47, 48, 49, 51, 58–65, 68, 73, 79, 80–84, 89–90 92–95, 96, 105 122 Seeing Students Learn Science

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From page 123...

... performance assessment, 94, 95 professional development and service opportunities, 11, 23, 25, 29, 92–93, 100–101 Queensland system, 94 reporting results, 27, 91, 95–96, 104 standardization of information collected, 23–24, 30–31, 92, 94 using results, 22, 23–24, 28–29, 91, 95 working within, 91–96 T Technology applications clickers, 81, 82, 83 handheld GPS, 103 interactive computer modules, 5, 73, 74–79, 83–89, 91, 98 Internet interface, 41, 47 spreadsheets, 27, 103 videoconferencing, 102 Trends in International Mathematics and Science Study (TIMSS) , 91 U Understanding science coherence across disciplines and years, 11–12 gradual development of, 5, 10, 11–14, 34, 36–38 learning progressions and, 12–14 scientific terminology, 17, 26, 78, 98 W Water movement activity, 5, 73, 80–84, 89–90 Wet corn activity, 1–3, 4, 16, 20 What Is Going on Inside Me?

Read the entire page →

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Index Pages 119-123

Index
Pages 119-123