Happy Tuesday!

1. Happy Tuesday! Read "What is Formative Assessment?"  Complete the Formative Assessment Consensogram Post your responses using the appropriately colored sticky notes

2. Agenda • Opening Activity • Debrief Homework • Video "Ahas" using EQUIP Protocol • Share-out of Standards for Integrated Unit: Support Teams • Create Integrated Work Sample Prompt Draft • Engage in CTS-Process for Integrated Unit • Closing • Exit Reflection and Homework

3. What is formative assessment? • Read the quotes from “What is formative assessment?” and highlight important ideas.  • Draft ideas for a definition of formative assessment.

4. What is formative assessment?

5. Consensogram: Formative Assessment Private Think Time • Please respond to the Consensogram questions on a scale from 0-50 in increments of 10 (0 is lowest and 50  highest). • Record your responses on colored sticky-notes • Please do not discuss your ratings with your colleagues yet.

6. 3-Phase Data-Driven Dialogue Predictions • Surfacing perspectives, beliefs, assumptions, predictions, possibilities, questions, and expectations Observations (facts only) • Noticing the facts – information, patterns, trends, surprises, and new questions that “pop out”  Inferences • Generating hypotheses, explanations, and conclusions. Defining actions or data that are needed. Building ownership for decisions.

7. Predictions • What do you predict the data will “look like?” • How will the results for the questions vary/be the same? • What is your reasoning?

8. Observations • What are the data? • What are trends/patterns that you see in the data? • What surprises you?

9. Inferences • Based on your observations of the data – • What do you infer? • What might be the reasons for the results? • What are your conjectures? • What actions are needed?

10. Debriefing Homework • Video "Ahas" • EQUIP Protocol • Reflect on one aspect of your own teaching that you would like to work on to move yourself along the pathway to inquiry based teaching.

11. Learner.org Video Clips This is the second segment of The Learning Classroom by Linda Darling Hammond.  It is a free video . http://www.learner.org/resources/series172.html?pop=yes&pid=1859# While you watch make check marks next to traits you see on the EQUIP Protocol.

12. Which math and science standards are you integrating? Do you have a integrated work sample prompt in mind?

13. Commit and Toss On a piece of paper, answer the following question.  Write a reason/justification for your response.  Then crumple up the paper. What is the difference between math problem-solving tasks done during my unit versus the open-ended problem solving work sample. a. The work sample should have higher cognitive demand than the problem solving during my unit instruction. b. The work sample is a summative assessment; the during unit problem-solving work is formative. c. The work sample assesses process skills;  during unit problem-solving tasks focus on content. d. The work sample asks students to do all components of the scoring guide; during my unit, I would assess only parts for any given task. e. Students choose how they solve the open-ended prompt; during the unit each task should teach a specific problem solving strategy.

15. Sample Unit: 3rd Grade Sample Design Interdisciplinary unit of polygon shapes for math and engineering a windmill blade design for science.The end of unit culminating task, that would elicit a scored work sample for both subjects, could be an engineering task that has the kids create blade designs for a windmill hub that lifts a bucket with weights when put before a fan. 6 triangular blades; made out of card stock; attached to popsicle sticks sticks; placed at a 45 degree angle

16. 3rd Grade Unit Idea Specifics The students would be instructed on exploring polygon shapes in their math unit and, principles of force and motion and engineering design as part of their science work. The culminating science work sample task could be: Your wind turbine company has been hired to design wind turbine blades that will generate more electricity by turning more efficiently in lighter winds. We Challenge You To: design and build a set of wind turbine blades that can lift a maximum load. A successful wind turbine blade design is measured by the maximum load lifted 12 inches. The corresponding math task could be: You have designed a windmill blade hub made with 4 rectangular cardstock blades measuring 4 cm by 6 cm. You are wondering whether blades of a different shape would catch the wind more easily. You want to make blades with the same perimeter as the rectangle blades. What shapes can you make that have similar perimeter to the rectangle blade?

17. 3rd Grade Standards Addressed:Science Teachers would create a standards based unit to lead students to the skills necessary for both content areas. The science standards addressed by this standard would be the 3rd grade Interaction and Change standard of "Describe how forces cause changes in an object's position, motion, and speed." The engineering design standards of "Identify a problem that can be addressed through engineering design, propose a potential solution, and design a prototype" and "Describe how recent inventions have significantly changed the way people live.” Teachers would unwrap the standard into specific learning targets such as: The push of air on a windmill's blades rotates the axle which moves other parts of a machine. Windmills use the energy of wind to do useful work. Explain how the technology in windmills have improved how energy is harnessed, transferred and put to use.

18. 3rd Grade Standards Addressed:Math The windmill task has several math standards which could be incorporated into an interdisciplinary unit looking at blade shape and the angle in the hub such as: "Identify right angles in two-dimensional shapes and determine if angles are greater than or less than a right angle (obtuse and acute)". "Identify, describe, compare, analyze and informally classify triangles by their sides, and angles." "Identify, describe, compare, analyze and informally classify quadrilaterals by their sides, and angles." "Identify, describe and compare pentagons, hexagons, and octagons by the number of sides or angles.” Specific instructional lessons leading up to the culminating task would be built around the unwrapped math learning targets: Name the angle at which the blades of a windmill are placed in relationship to the axle. Identify the type of triangle created by blades that are 3 sides. Create and label windmill blades which are quadrilaterals.Identify teams with blade designs that are pentagons, hexagons or octagons.

19. 3rd Grade Curriculum Materials for Supporting an Interdisciplinary Windmill Unit Investigations Exploring Solids and Boxes: Triangles, Quadrilaterals, and Angles EveryDay Math: Unit 3 Measurement and Area Unit 6 Polygons and Quadrangles FOSS kits such as Force and Motion

20. Integrating Other Content Areas into Science and Math • Writing skills for science inquiry procedures and analysis • Procedure writing is a form of expository text • Data analysis section has students doing summary paragraph writing • Oral speaking skills when students share experiment results • Technology Skills and Critical Thinking • Vernier Go Motion • Windmill and Wind Turbine Simulations

21. 4th Grade: Example Task: How Mountains Are Formed: Viscosity of Lava Flow Does the Viscosity of Lava (flour and water mixtue or baking soda and vinegar mixture) affect the height and base area of a volcano? From Science Perspective: Landforms and Scientific Inquiry 4.2E.1 Compare and contrast the changes in the surface of Earth that are due to slow and rapid processes 4.3S.1 Based on observations identify testable questions, design a scientific investigation, and collect and record data consistent with a planned scientific investigation. 4.3S.2 Summarize the results from a scientific investigation and use the results to respond to the question being tested

22. From Math Perspective: Area  (of Lava Flow) 4.3.1 Recognize area as an attribute of two-dimensional regions. 4.3.2 Determine area by finding the total number of same-sized units of area that cover a shape without gaps or overlaps. 4.3.3 Recognize a square that is one unit on a side as the standard unit for measuring area. 4.3.4 Determine the appropriate units, strategies, and tools to solving problems that involve estimating or measuring area. 4.3.5 Connect area measure to the area model used to represent multiplication and use this to justify the formula for area of a rectangle. 4.3.6 Find the areas of complex shapes that can be subdivided into rectangles.

23. Open-ended Math problem: Lava flow area:  A volcano has erupted 3 different times. Geologists are concerned about the amount of habitat that was affected during each eruption. Using the diagrams below, find out which eruption had the greatest area of lava flow.

25. Doing Math/Science Do math/science* [3i] (Chris) - pennies and paper bridges function as related engineering design

26. Engaging in CTS-Process for Integrated Unit • Share-out of Standards for Integrated Unit: Support Teams • Create Integrated Work Sample Prompt Draft

27. Closing Exit Reflection • Something that I am excited about is... • Something that I am worried about it... • A resource (people or materials) that would support me is... Homework • Read Science and Mathematics: A Natural Connection and Mathematics and Science: A Natural Connection • Find two examples of lessons (online or in curriculum resources) that align with the standards for integrated unit