Secondary Science
POINTS OF EMPHASIS
Developing Vocabulary
-The 8th Science and Biology STAAR tests are heavy with vocabulary
and reading
-A growing LEP population
-A goal is to have more students be successful on AP tests
-Science book Lexiles are rigorous
8th science text -990
Average 8th grader reads 805-1100
Biology text-----1170
Average 9th grader reads 855-1165
Word Wall
Place them where students can see them easily
-Large enough to read from their seats
-Refer to them often
-Examples
-
Vocabulary Instruction
Vocabulary Development in an
Assessment
Vocabulary
AutotrophUse the prefix-suffix-root word sheet that you have to come up with
the meaning of the word. Write your answer on your white board.
Vocabulary
AutotrophLysosome-
Vocabulary
AutotrophLysosome-
Omnivore-
Vocabulary Through Technology
Padlet - an online space to create a collaborative, digital
word wall. Getting a leg up on the more traditional word
wall, Padlet allows users to create sticky notes that can
include text, images, links and videos. Teachers can embed
this into a classroom website or blog which makes it a go-to
collaborative space for students.
Vocabulary Development
-Each
teacher should have a plan for vocabulary development
-There
should be clear evidence of vocabulary instruction on walkthroughs
-Remind your teachers in meetings of vocabulary development
-Helps all students
Special Group Instruction
The emphasis is:
-to make sure we are providing the appropriate instruction
to our sub populations
-to make sure they are taking the correct assessment
-to make sure we have a cohesive, successful co-teach or
inclusion program
SPED Instruction
DATA
Test
Number of SPED Students
Passing Percent
8th Science STAAR
44
45.45
8th Science STAAR A
108
18.52
Biology STAAR
81
67.9
Biology STAAR A
72
45.83
504 Instruction
Test
Number of 504 Students
Passing Percent
8th Science STAAR
133
57.89
8th Science STAAR A
27
62.96
Biology STAAR
107
91.59
Biology STAAR A
10
90
LEP Instruction
Test
Number of LEP Students
Passing Percent
8th Science STAAR
116
48.28
8th Science STAAR A
21
23.81
Biology STAAR
123
73.17
Biology STAAR A
14
28.57
Special Group Instruction
Suggestions
-Work with the inclusion teacher on being active in the learning
-Look at unit assessment data
-Look for positive results in data (things that are working)
-STAAR A kids need a lot of practice with online module
-Record unit assessments for oral administration
-It will be better this year as we know more about the testing
Technology Options for Oral
Administration
-Powerpoint
-Audacity
-Movenote
Assessments
“ The shift involves thinking a great deal, first, about the specific learning sought, and evidence of
such learnings, before thinking about what we, as the teacher, will do or provide in teaching and
learning activities.”
-Grant Wiggins and Jay McTighe
Understanding by Design
Assessments
Formative assessments-----”For Learning”
CFAs----Unit assessment, a bundle of SEs assessed together
Unit Checks---- Formative assessments throughout a unit of study
Assessment Evaluation
-The questions match the verb and rigor of the SE
-The question levels match the past STAAR assessments
-Readiness to Supporting Standards ratio
Question Alignment
7.6(B) distinguish between physical and chemical changes in matter in the digestive system
Many processes occur in the digestive system. Which process is best classified as a physical
change?
F
Saliva converting the starch molecules in crackers into simple sugars
G
Digestive enzymes breaking down proteins into smaller fragments
H
Bacteria converting lactose into simple sugars in the intestines
J
Teeth grinding an almond into smaller pieces in the mouth
Question Levels
Level of Questions
Grades 6-8 Biology
Level 1: Recall at the Concept Level
5%
10%
Level 1M: Recall Concept with Model
5%
5%
Level 2: Real-Life Application with Concept
20%
15%
Level 2M: Real-Life Application with
Concept with Model
20%
15%
Level 3: Integration of Graphs, Charts,
Tablets, and Calculations
20%
15%
Level 4: Performance Assessment of Lab
Experiment or Investigation
15%
20%
Level 4I: Integration of a Science Content
and Scientific Process TEKS/SE with Dual
Coding for Performance Assessment
15%
20%
Ratio of Questions
-The basic rule for the tested subjects is a 2 to 1 ratio of
Readiness to Supporting Standards
-In non tested subjects the rule is 2 to 1 ratio of Supporting
Standards to non tested standards
-There are a few exceptions on the non-tested subjects and
that is low areas of chemistry, physics and earth science get
more attention.
Formative Unit Checks
Some examples of Formative Unit Checks
-Group responses-White Boards
-Group responses-Technology options
-Quiz
-Open Ended Responses
-Acrostic
-Summarizing/Reflective Activity- ex. 3 or 5 words
Unit Check
White Board Response
This is our formula for density--- d=m/v
Manipulate the formula to show the formula for finding
mass (get m on a side by itself)
Write the answer on your white board.
Write ??????? Only if you have no idea.
Unit Check
Group Technology Response---Plickers
What is the most basic difference between autotrophs and heterotrophs?
A.
Heterotrophs respond to their surroundings, while autotrophs do not.
B.
Heterotrophs remain in one place, while autotrophs make their own food.
C.
Heterotrophs get nutrition by eating, while autotrophs make their own
food.
D.
Heterotrophs excrete waste products, while autotrophs do not.
Unit Check
Acrostic
-to be used after working through a concept to check for
understanding
Unit Check
3 to 5 Words
On the basis of what we have talked about this morning,
make a sentence using the following words:
Vocabulary
Assessment
Learning
Questions or Comments
What questions do you have?
Please leave the sheets in your chair with your white board.
Resources
https://www.smore.com/z95ex-ilt-9-30-15