New Haven Public Schools
Professional Development Day Science
Think before we get started…..
what use is science to our students?
What use is science to our society?
K-12 SCIENCE SUPERVISOR
-online, quarterly assessments, curriculum
update, grants, etc…
Questions ?? Go ONLINE
-6 mc on content, 4 mc on lab task, 4
open ended on lab task.
-given by Nov 9, scantron scored
Teachers correct open ended using
Scantrons returned by Nov 15.
-future assessments similar plus STS
Using science embedded tasks, teachers will
-examine learning goals for sts tasks.
-review common vocabulary and methods
-conduct instruction in STS embedded task
-design embedded task follow-up assessments
-be able to use holistic rubrics to score student
work on embedded task follow ups.
WHY USE SCIENCE?
Science/Technology/Society is the
Science and Technology in Society – How do
science and technology affect the quality of
apply science process skills
read and write science-related texts
search scientific databases
use mathematics to make sense out of data
pose and evaluate arguments based on evidence
apply logical conclusions from such arguments
OUR MOTTO FOR OUR KIDS:
“language arts and
expectations are included in
the framework as integral
components of science
Scientific inquiry is a thoughtful and coordinated attempt to
search out, describe, explain and predict natural phenomena.
Scientific inquiry progresses through a continuous process of
questioning, data collection, analysis and interpretation.
Scientific inquiry requires the sharing of findings and ideas for
critical review by colleagues and other scientists.
Scientific literacy includes the ability to read, write, discuss and
present coherent ideas about science.
Scientific literacy includes the ability to search for and assess
the relevance and credibility of scientific information found in
various print and electronic media.
Scientific numeracy includes the ability to use mathematical
operations and procedures to calculate, analyze and present
scientific data and ideas.
WHAT DOES THIS MEAN?:
Classroom activities and lessons need
to include the USE of science and the
discussion of its impact:
ASSESSMENT of students on these skills.
INQ2 Read, interpret and examine the credibility
and validity of scientific claims in different sources
INQ9 Articulate conclusions and explanations
based on the results of the research, and assess
their validity based on the design of the
INQ10 Communicate about science in different
formats, using relevant science vocabulary, supporting
evidence and clear logic.
Evaluation of Sources
What makes a source credible?
-good experiment (control group, valid,
IMPACT OF SCIENCE AND
X-Y Line Graph (Scatter Plot) In Excel
Graph use and misuse!
Visualization of Data to gain meaning or
MAKING DECISIONS/ FORMING OPINIONS
Yes/No --- IN BETWEEN - OPEN ENDED
What is the effect of fossil fuel use on global temperatures?
Why do we use fossil fuels for energy? (science, economics)
What is the effect of fossil fuel use on the environment? on
society? (science, social)
What alternatives are there to fossil fuels?
What are the risks/benefits or the advantages/disadvantages
to using fossil fuels for energy?
What are the credible, reliable sources on using fossil fuels
Should we keep using fossil fuels? (Yes/No)
Yes, but…… NO, and use this instead….
What should we do about fossil fuels? Why? How?
AUTHENTIC, and REALISTIC:
Evaluate a web site:
Have a debate:
Write an essay:
Have a FORUM:
(assign a role to each group, they investigate,
present, discuss, a town council decides)
WRITING of Argument/Explanation
Whole Class Oral discussion ---> Group
Oral Discussion---> Group Discussion with
recorder----> Pair/Share with recorder ---->
Individual with recorder ----> Independent
GENERAL RUBRIC (writing) 1-6
Taking a clear stand or position
Supporting position with accurate and
Organizing ideas logically and effectively
Expressing ideas with clarity and fluency
SCORE 3 This response is an excellent answer to the question. It is correct,
complete, and appropriate and contains elaboration, extension, and/or evidence of higher-
order thinking and relevant prior knowledge. There is no evidence of misconceptions.
Minor errors will not necessarily lower the score.
SCORE 2 This response is a proficient answer to the question. It is generally correct,
complete, and appropriate although minor inaccuracies may appear. There may be limited
evidence of elaboration, extension, higher-order thinking, and relevant prior knowledge,
or there may be significant evidence of these traits but other flaws (e.g., inaccuracies,
omissions, and inappropriateness) may be more than minor.
SCORE 1 This response is a marginal answer to the question. While it may contain some
elements of a proficient response, it is inaccurate, incomplete, and/or inappropriate. There
is little if any evidence of elaboration, extension, higher-order thinking or relevant prior
knowledge. There may be evidence of significant misconceptions.
SCORE 0 The response, although may be on topic, is an unsatisfactory answer to the
question. It may fail to address the question, or it may address the question in a very
limited way. There may be no evidence of elaboration, extension, higher-order thinking,
or relevant prior knowledge. There may be evidence of serious misconceptions
PRACTICE STS TASKS…..
DISCUSS WAYS TO USE THEM IN UNIT
PRODUCE QUESTION IDEAS FOR
QUARTERLY ASSESSMENTS (revisited in CIA
Continue Practicing Embedded Tasks
9th Energy and Power Technologies (9.3), Polymers (9.6),
Human Environmental Impacts (9.8, 9.9)
Plastics: (DINQ 2, 9, 10)
Evaluate the credibility of sources of information on plastics web sites: (Kind of site,
authority of author, point of view, date, reliability of information)
CT Brownfield Site: (DINQ 2, 9, 10) (DINQ 1, 4, 5)
Find a CT Brownfield site near New Haven. Investigate a contaminant. Formulate a
scientific investigation about the site. (IV, DV, procedures, data table, control group)
Energy Uses in Connecticut: (DINQ 2, 9, 10)
Make a line graph from energy sources spreadsheet.
Choose one of the fuel sources to research the advantages and disadvantages, and support
Connecticut’s initiatives to decrease use of non renewable resources.
Living with MicroOrganisms (10.2), BioTechnology (10.3),
Human Population Growth (10.6)
BioEngineered Food: (DINQ 2, 9, 10)
Using websites students design a persuasive pamphlet (risks/benefits) in support of or in opposition to
genetically engineered food based on scientific evidence. Use several sources to support stance, and
consider credibility of sources in defending position.
Human Population Dynamics: (DINQ 2, 9, 10)
Compare and contrast shape of two country (one developed, one undeveloped) population graphs from
2005. Compare changes in populations of both countries projected to 2025.
Research and describe three factors that affect changes in human population for one country. Explain
how one technological advance might affect population to 2025. Is technology a positive or negative
influence, explain evidence.
Chemicals in Our Lives: (DINQ 2, 9, 10)
Using web sites, investigate an issue around a common chemical. Example: adding fluorine to
drinking water, or the use of pesticides. Using websites students design a persuasive pamphlet
(risks/benefits) in support of or in opposition based on scientific evidence. Use several sources to
support stance, and consider credibility of sources in defending position.
Science and Technology in Society – How do science and
technology affect the quality of our lives?
7.4 Technology allows us to improve food production and
preservation, thus improving our ability to meet the
nutritional needs of growing populations.
Methods have been developed to prevent food spoilage
caused by bacteria.
Science and Technology in Society – How do science and
Technology affect the quality of our lives?
8.4 In the design of structures there is a need to
consider factors such as function, materials, safety, cost
9:00 – 11:00 Break out by grade. Practice STS,
seventh grade: A101 (SJ)
eighth grade: A102 (MC)
9:00-11:00, 1pm - 3pm
high school (Cross)( 9+11 gr)pm
high school (Hillhouse) (10+12 gr) pm
MIDDLE SCHOOL lab tasks 12:15-3
7th grade:(SJ) A309 (switch?)
8th grade:(MC) A313
7 Feel The Beat Heartbeat CMT Embedded Task Students design
experiment to investigate factors that affect heart beat, and
communicate conclusions and findings.
8: Shipping and Sliding CMT Embedded Task. Students design
experiment to investigate how surfaces/mass/area affect friction forces
of a sliding box, and communicate conclusions and findings.
KEY ESSENTIAL QUESTIONS
HOW ________ AFFECTS __________
-How would we help students be able to construct their
hypothesis as cause/effect.
-What are the key parts to this experiment?
-After doing the experiment:
What scaffolding do students need? (Prior
What skills do they need?
Which inquiry/numeracy/literacy standards for our
grade does this address?
What extensions can we make?
-What are the key elements of a good lab report?
Rubric for scoring lab?
KEY ESSENTIAL QUESTIONS PM
How would we assess students on the skills we
By critiquing another experiment, what are
Examine sample questions:
Devise 5-10 other open ended questions/ multiple
choice questions that address the
Examine the open ended rubric.
What does a 0, 1, 2, 3 look like for each question?
How do we assess students?