Setting Goals in Science

The Living Environment

Gary CarlinLeadership LSOMay 28, 2009

Start with the CurriculumThe Living Environment Core Curriculum

The University of the State of New York

NYS Learning Standards for MST

Standard 1: Analysis, Inquiry & Design

Standard 4: Science:

The Living Environment

Don’t Forget to Look at …• Living Environment Regents Examinations

• LE Resource Guides (Individual & Cooperative Learning Activities)

• LE Required Labs

• NYS Learning Standards

• NYC Performance Standards

• NYC Scope & Sequence

NYC Scope & Sequence 1• 1. Scientific Inquiry 10 days

• 2. Origin of Life 3 days

• 3. Ecology 22 days

• 4. Org & Patterns in Life 20 days

• 5. Homeostasis & Immunity 25 days

NYC Scope & Sequence 2• 6. Reproduction & Devel 15 days

• 7. Genetics & Biotech 25 days

• 8. Evolution 15 days

• 9. Human Inf on the Env 15 days

• 10. Review 10 days

Write an Overarching Course Goal

• Students will internalize a system of scientific inquiry that recognizes the historical development of ideas in science and enables them to explore the world around them, explain natural phenomena in their own words, and apply conceptual understandings and skills necessary to be environmentally literate.

Create a Curriculum Map

Collect Data from Content Assessments

• Initial “Science Content Goals” can be set as overall performance, such as 85% of students passing a Unit Exam or a 5% improvement in student achievement from one unit to the next.

• Content Goals and Data can be easily set/collected from Pre-Tests, Unit Exams, Midterms

Works Best with Unified Exams• Use of questions M/C and Extended

Response (unmodified and modified) from Living Environment Regents examination for unit assessments.

• Unified department Midterms and Finals from Regents test question database.

• Unified Baseline Assessment from Regents test question database.

Reflect Skills in Student Goals

Identify Major Course Skills for Data Collection

• 1. Utilize the Scientific Method and Process Skills to state/create/organize/analyze: observations, inferences, hypotheses, experiments, data

• 2. Interpret and Draw: tables, graphs, charts, dichotomous keys, scientific illustrations, flow charts, concept maps

• 3. Use Scientific Tools to Observe and Measure: ruler, graduated cylinder, microscope, thermometer, balance, dissection tools, chromotography & electrophoresis apparatus,

• 4. Process Text and Visual Information (diagrams) for written Extended Responses

Collect Data on Student Skill-Levelto Support Goal Development

• Procedural Correctness (Sequence)

• Conventions and Norms

• Speed (Fluency)

• Accuracy (correctness, freedom from error)

Skill Rubric

4 3 2 1 0

Procedural Correctness

Investigation is complete with a sequence that is thorough and follows a correct and/or logical sequence.

Investigation is (almost) complete and has an acceptable procedure that could be expanded for greater depth.

Investigation is incomplete and/or procedure is missing steps or has several procedural errors.

Investigation is incomplete and lacks a clear procedure throughout the investigation.

na

Conventions & Norms

All conventions and norms are utilized during investigation and when presenting solution process and answer

One minor errors in use of scientific conventions and norms in use of tools and/or calculations and/or units, etc.

Several minor errors in use of scientific conventions and norms in use of tools and/or calculations and/or units, etc.

Incorrect use of scientific conventions and norms in use of tools and/or calculations and/or units, etc.

na

Speed

Works quickly and efficiently to complete the task and its extension.

Works at consistent speed with planning and thought to finish task.

Works at a moderate speed with a minimal plan.

Works slowly with little planning or thought.

na

Accuracy

All parts of calculations, use of measurement tools, and final answer are correct or within acceptable limits.

Answer close to acceptable value/range or correct calculations set –ups and/or use of measurement tools with a computational or usage error.

Minor errors in calculation set-up and/or use of measurement tools that produces for an incorrect answer.

Significant errors in calculations and use of measurement tools that does not allow for correct answer.

na

Skill Data Collection for PCSA

Skill: MEASUREMENT

Measuring cm/mm with a Metric Ruler

Last Name, First Name P C S ACostello, Lou 4 3 3 3

Fine, Lawrence 3 2 2 2

Howard, Jerome 4 4 4 4

Procedure, Convention, Speed, Accuracy

Initial Goal Setting• Interest Survey

• Pre-Test or Initial Test

• 1 Content Goal

• 3 Skill Goals

Conferencing• 4-5 times/year

• Individual/Group

• Personal/Reports

• Reflection

• Revision

• Evidence

Add Specific Student Goals from:

• Identified Interests

• Content/Skill Assessments

• Surveys

• Conferencing Discussions

• Informal Assessments