2013 - 2014 [HAWAII DOE STUDENT LEARNING OBJECTIVES]
STUDENT LEARNING OBJECTIVE
TEACHER TEMPLATE
Teacher Name:
School: Hokulea Middle School
Complex: Endeavor-Challenger
Ms. Sally Leilani Ride
Grade: 8
Content Area: Earth & Space
Course Name: Earth and Space Science
Period: 5
Science
Student Population:
Total Number of Students ___30__ Males __16___ Females___14__ SPED Inclusion ___3__ SPED Pullout __0___
ELL __5___
GT _____ Any Other _____________ _____
_____________ _____
______________ _____
Additional Information:
SLO
Components
Learning Goal
For a complete description of SLO components and guiding questions, use the “Student Learning
Objective Planning Document” attachment.
Learning Goal: Students will develop a hypothesis (using Earth and Space Science content
standards/benchmarks listed below) that will be based on observations and questions. To test
their hypothesis, students will design and conduct a controlled experiment. They will then
communicate significant components of their experimental design and results, including the link
between evidence and conclusion.
Big idea(s):
a. Through carefully controlled investigations and communicating findings with others, scientific
knowledge advances our understanding of the natural world.
b. Energy is transported through waves and is transferred in many ways.
Standards/Benchmarks:
Scientific Process Standards/Benchmarks
(Hawaii Content and Performance Standards III)
Standard 1: The Scientific Process: SCIENTIFIC INVESTIGATION: Discover, invent, and investigate
using the skills necessary to engage in the scientific process
Topic: Scientific Inquiry
8.1.1: Determine the link(s) between evidence and the conclusion(s) of an investigation.
8.1.2: Communicate the significant components of the experimental design and results of
a scientific investigation.
Earth and Space Science Standards/benchmarks
Standard 6: Physical, Earth, and Space Science: NATURE OF MATTER AND ENERGY: Understand
the nature of matter and energy, forms of energy (including waves) and energy transformations,
and their significance in understanding the structure of the universe
Topic: Waves
8.6.1: Explain the relationship between the color of light and wavelength within the
electromagnetic spectrum
8.6.3: Identify the characteristics and properties of mechanical and electromagnetic waves
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Common Core State Standards
English Language Arts-Literacy
History/Social Studies, Science, and Technical Subjects
Writing Standard 2: Write informative/explanatory texts, including the narration of historical
events, scientific procedures/experiments or technical processes.
Rationale:
The Scientific inquiry process is a school-wide and departmental focus because historical HSA data
has shown that this is an area of need for our students. Over the past 3 years, grade 8 Science HSA
test scores for our students have been lowest in the area of Scientific Inquiry, which includes
Scientific investigation.
Conducting Scientific investigations requires developing a testable question, hypothesizing,
designing a scientific investigation, organizing and analysis of data, reasoning, and extended
thinking. Given the combination of these higher-order thinking skills, this learning goal measures a
high depth of knowledge (DOK) with DOK level 4.
Assessments,
Scoring and
Criteria
Interval of instruction necessary to address goal: _X__ yearlong ___ semester
Planned assessments and criteria used to determine levels of performance:
Student lab reports and presentations will be analyzed for the ability to demonstrate
understanding of the components of the Scientific Inquiry process. Students will safely conduct an
investigation and write a lab report (using a template, or prompts, in the first semester and no
template in the second semester) that will be assessed using this Inquiry Rubric:
(http://www.education.ne.gov/science/Documents/InquiryRubric.pdf)* reflecting the components
of the Scientific Inquiry process applied to Earth and Space Science benchmarks.
*If link does not work, cut and paste link directly into a browser
In the second semester, students will design and carry out independent investigations using their
understanding of Earth and Space Science content standards (8.6.1, 8.6.3) related to waves and
energy transfer.
Monthly, students will be informally assessed on discrete components of the scientific inquiry
process using common formative assessments developed by the 8th-grade science data team.
Each quarter, I will also collect informal data on students’ abilities in understanding different
components of the scientific inquiry process through ongoing observations and conversations with
students. This will also include information from bell work, exit passes, discussions, and miniquizzes. HCPS III rubrics (below) will be used to assess students.
Strand
The Scientific Process
Standard 1: The Scientific Process: SCIENTIFIC INVESTIGATION: Discover, invent, and investigate
using the skills necessary to engage in the scientific process
Topic
Scientific Inquiry
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Benchmark SC.8.1.1
Determine the link(s) between evidence and the conclusion(s) of an
investigation
Sample Performance
Assessment (SPA)
The student: Determines if the conclusion(s) and evidence from an
experiment or other sources are logically linked.
Rubric
Advanced
Proficient
Partially Proficient
Novice
Determine and analyze
the logical link(s)
between evidence and
the conclusion(s) of an
investigation and apply
to the real world
Determine the logical
link(s) between the
evidence and the
conclusion(s) of an
investigation
Identify a link between
evidence and the
conclusion(s) of an
investigation
Recognize a link
between evidence and
the conclusion(s) of an
investigation
Topic
Scientific Inquiry
Benchmark SC.8.1.2
Communicate the significant components of the experimental design
and results of a scientific investigation
Sample Performance
Assessment (SPA)
The student: Presents formal written report and/or gives an oral
presentation that communicates experimental design and results of an
investigation.
Rubric
Advanced
Proficient
Partially Proficient
Novice
Communicate, with
clarity and detail, the
components of the
experimental design
and results of a
scientific investigation
Communicate the
significant components
of the experimental
design and results of
the scientific
investigation
Communicate some
significant details
related to the
experimental design
and results of a
scientific investigation
Communicate few
details related to the
experimental design
and results of a
scientific investigation
Strand
Physical, Earth, and Space Sciences
Standard 6: Physical, Earth, and Space Science: NATURE OF MATTER AND ENERGY: Understand
the nature of matter and energy, forms of energy (including waves) and energy
transformations, and their significance in understanding the structure of the universe
Topic
Waves
Benchmark SC.8.6.1
Explain the relationship between the color of light and wavelength
within the electromagnetic spectrum
Sample Performance
Assessment (SPA)
The student: Diagrams and explains the small band of visible light within
the larger electromagnetic spectrum.
Rubric
Advanced
Proficient
Partially Proficient
Novice
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2013 - 2014 [HAWAII DOE STUDENT LEARNING OBJECTIVES]
Generalize and explain
the relationship
between the color of
light and wavelength
within the
electromagnetic
spectrum
Explain the relationship
between the color of
light and the
wavelength within the
electromagnetic
spectrum
Topic
Waves
Benchmark SC.8.6.3
Identify the characteristics and properties of mechanical and
electromagnetic waves
Sample Performance
Assessment (SPA)
Identify the
relationship between
the color of light and
the wavelength within
the electromagnetic
spectrum
Recognize that there is
a relationship between
the color of light and
the wavelength within
the electromagnetic
spectrum
The student: Identifies the characteristics and properties of mechanical
and electromagnetic waves (e.g., reflection, refraction, absorption,
wavelength).
Rubric
Advanced
Proficient
Partially Proficient
Novice
Explain the key
characteristics and
properties of
mechanical and
electromagnetic waves
and provide real world
examples
Identify the
characteristics and
properties of
mechanical and
electromagnetic
waves
Name some of the
characteristics and
properties of
mechanical and
electromagnetic
waves
Define mechanical and
electromagnetic
waves
Communication of scientific procedures/experiments and results will be assessed using the
Smarter Balanced Informative-Explanatory Writing Rubric (grades 6-11):
(http://www.smarterbalanced.org/wordpress/wpcontent/uploads/2012/05/TaskItemSpecifications/EnglishLanguageArtsLiteracy/ELARubrics.pdf )
[rubric is on pages 10-13 in the PDF]
Expected
Targets
In my Period C class of 30 students, at the beginning of the school year, no student performed at
the “Meets Proficiency” level for all assessed components of the Inquiry Rubric:
(http://www.education.ne.gov/science/Documents/InquiryRubric.pdf). Ten (10) students were
“Progressing”, and 18 were “Beginning”. This data is based on the following:
1) Monthly assessments on discrete components of the scientific inquiry process using common
formative assessments developed by the 8th-grade science data team. Data from the first monthly
assessment was used to evaluate students’ starting points.
2) Pre-assessment in the first month--Given a teacher-team agreed-upon content topic (for this
SLO: Density and Convection Currents, benchmark 8.8.6), students are given a teacher-guided lab
experiment to perform. They are then asked to communicate the significant components of the
experimental design and results, and the link between evidence and conclusion (through a written
lab report or other means of communication such as electronic media).
3) Informal data on students’ abilities in understanding different components of the scientific
inquiry process through ongoing observations and conversations with students each quarter. This
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2013 - 2014 [HAWAII DOE STUDENT LEARNING OBJECTIVES]
also includes information from bell work, exit passes, discussions, and mini-quizzes.
The assessment results will be used to establish students’ starting points for placement into
performance-level groups (determined by Gr. 8 science data team). Student groupings will be
adjusted based on additional data (formal and informal) collected each month.
Target for each level of performance.
By the end of the year, all students will move up at least one level on the Inquiry rubric for
proficiency. (http://www.education.ne.gov/science/Documents/InquiryRubric.pdf)
Any students reaching “Exemplary” on the rubric will be asked to apply their learning to an issue
(to be determined by students) in the community that can be investigated using the Scientific
Inquiry process.
Instructional
Strategies
Instructional strategies for each level of performance:
Key Instructional Strategies (for ALL students):
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Learning targets will be deconstructed and made clear to students at the beginning and
end of each lesson
Students will be shown strong and weak examples of scientific investigations to help them
understand different levels of proficiency
Students will be shown real-world examples and laboratory-based instruction to develop
skills and processes of science such as: generating scientific questions, formulating a
working hypothesis, and designing a controlled investigation
Use non-linguistic representations of new vocabulary words
Both students and teacher will provide descriptive feedback when assessing student lab
reports
Flex grouping to provide differentiation to address varying levels of student needs
Provide students with individual and small group targeted/scaffolded instruction to
specifically address needs in skills and processes as well as content
Use of graphic organizers and thinking maps to help students organize and generalize
information
Direct instruction and modeling of the scientific investigation process
Student participation in a teacher-led investigation activity
For “Beginning” levels of students, I will use direct instruction with small groups to address specific
needs/components. Scaffolding will occur using partially-completed examples, sentence stems,
and templates. Students will be given the opportunity to show what they have learned with
alternative assessments such as videos, cartoons, dance, and songs (or other methods discussed
and agreed upon by student and teacher).
Resources for creating a Science SLO can be found at:
http://www.livebinders.com/play/play/931189
To assess the Student Learning Objective, use the “Rubric for Rating the Quality of Student Learning Objectives”
attachment
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2013 - 2014 [HAWAII DOE STUDENT LEARNING OBJECTIVES]
Results
SLO Rating Scale
Teacher should attach the class record for students assessed. Teacher should also have available accompanying
student assessments and scored rubrics.
Rating rubric for teachers with a class of 5 or more students.
☐ Highly Effective
☐ Effective
At least 90-100% of
students met or exceeded
expected target.
At least 75-89% of students
met or exceeded expected
target.
Rating rubric for teachers with a class of 4 or less students.
☐ Highly Effective
☐ Effective
Based on individual growth
outcomes, all students met
expected targets and some
exceeded the targets.
Based on individual growth
outcomes, all students met
expected targets.
☐ Developing
At least 60-74% of students
met or exceeded expected
target.
☐ Ineffective
Fewer than 60% of
students met or exceeded
expected target.
☐ Developing
☐ Ineffective
Based on individual growth
outcomes, some students
met or exceeded expected
targets.
Based on individual growth
outcomes, no students met
expected targets.
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