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Supporting Rigorous Science Teaching and Learning Module 3: Engaging in Rigorous Science Lessons Tennessee Department of Education Science © 2013 UNIVERSITY OF PITTSBURGH Goals • Deepen understanding of Common Core State Standards (CCSS)-driven instruction by – engaging in a lesson aligned with the CCSS; – analyzing the lesson; and – understanding the relationship among text, task, talk, and learning. • Reflect on learning. Accountable Talk® is a registered trademark of the University of Pittsburgh. © 2013 UNIVERSITY OF PITTSBURGH 2 Norms for Working Together Keep students at the center. Be present and engaged. Monitor air time and share your voice. Challenge with respect. Stay solutions oriented. Risk productive struggle. Balance urgency and patience. © 2013 UNIVERSITY OF PITTSBURGH 3 Engaging in a Lesson Aligned with the Common Core State Standards (CCSS) © 2013 UNIVERSITY OF PITTSBURGH 4 Working in Two Ways… As a learner – Please engage in the tasks as an adult learner. As a teacher – A few times during the lessons and then again after we finish, we will consider • alignment to the Common Core Content Standards (CCSS); • learning opportunities for all our students; and • what it takes to facilitate and teach rigorous instruction in the classroom. © 2013 UNIVERSITY OF PITTSBURGH 5 Task Sheet 1 Lake Oak Lesson © 2013 UNIVERSITY OF PITTSBURGH 6 Task Sheet 2 Lake Oak Lesson Part I—What is causing Lake Oak to change? 1. The data shows that there have been changes to the lake over the past 20 years. Take 7 minutes to individually, a. b. c. d. review the data; look for patterns or trends in the data; identify factors contributing to the changes; and list questions you have about the data. 2. Be prepared to share your thinking with your group. © 2013 UNIVERSITY OF PITTSBURGH 7 Task Sheet 2 Lake Oak Lesson (continued) Part I—What is causing Lake Oak to change? With your group, share your analysis and questions. Based on your review of the data and considering scientific principles a. Develop an argument (claim, evidence, and reasoning) using one of the argument templates or organize in your own way that answers the question. b. Provide counterclaims if appropriate. c. Use the rubric to guide your argument © 2013 UNIVERSITY OF PITTSBURGH 8 Task Sheet 2 Lake Oak Part II—Individual Reading 1. Individually read your assigned reading. a. All 1s will read Reading #1: Dissolved Oxygen. b. All 2s will read Reading #2: pH. c.All 3s will read Reading #3: Temperature. As you read, -Circle the claim -Number the evidence; and -Underline the reasoning Think about how the additional information informs your analysis and argument. © 2013 UNIVERSITY OF PITTSBURGH 9 Task Sheet 2 Lake Oak Part III—Share and Defend Your Argument What is causing Lake Oak to change? © 2013 UNIVERSITY OF PITTSBURGH 10 Analyzing the Lesson © 2013 UNIVERSITY OF PITTSBURGH Task Sheet Analyzing the Lesson Part I—Changing Emphasis in Science 1. Take about five minutes to individually read Changing Emphasis in Science. 2. Think about how the lesson exemplified the changing emphasis in science. © 2013 UNIVERSITY OF PITTSBURGH 12 Task Sheet Analyzing the Lesson Part II—Whole Group Discussion 1. What insights did you gain from engaging in a Common Core State Standards (CCSS)-driven lesson? 2. How did the lesson exemplify the three CCSS key shifts? 3. How did the lesson exemplify the changing emphasis in science? 4. What do you see as implications for teaching and learning in science? © 2013 UNIVERSITY OF PITTSBURGH 13 Bridge To Practice Assignment Before the next PD session complete a close reading lesson from module 3 with your students. Take notes and reflect on the experience. Think of a reading and writing task to embed into an upcoming unit. Completion of these tasks is vital in understanding what the PARCC assessment has in store for our students. The next module involves analyzing the complexity of various texts along with strategies to help students read and understand more complex texts in science. Thank you for your time! © 2013 UNIVERSITY OF PITTSBURGH 14