“Hands-On” ActivityPlease use the materials (pencils, index cards, tape) and

whatever else you might find helpful, to get a copy of your fingerprint on to the index card. Be sure to label it with your name, hand and finger.

Now, ask your neighbor if you can get a copy of their fingerprint and label it.

Analysis: Examine and compare both fingerprints. You may want to use your hand lens for a closer look!

Findings: Write down what you observe and any conclusions that you come to – share & discuss with your neighbor!

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New York City Department of EducationCluster 6

Networks 609 – Debra Van Nostrand, Network Leader

WELCOME! CFN Network 609

Science   Richard Tudda, Instructional Specialist

Tuesday, November 8th, 2011

CFN 609

Fingerprint Analysis Template

Name:__________________ Date:_________Time:_________ 

 

 

 

 

 

Name:_________________ Name:___________________

Hand:_________________ Hand:___________________

Finger:________________ Finger:__________________

Observations:____________________________________________________________________________________________________________________________________________

 

Findings/Conclusions:_______________________________________________________________________________________________________________________________________________________________________________________________________________

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SCIENCE Tuesday, November 8th, 2011

PS/IS 163K ~ Science Lab8:00 a.m. – 11:00 a.m.

Agenda

Presenters: Richard Tudda, Instructional Specialist

Amanda McBrien & Bob Badders

Breakfast & Fingerprint Activity- 8:00 a.m. – 8:30 a.m.

 Welcome/Introductions /Thank You to: PS/IS 163~Ms. Wasamuth, Ms. McGrath & Ms. Joseph

 Welcome: Amanda McBrien , Asst. Dir. for Instruction DNA Learning Center, Cold Spring Harbor Laboratory

and Bob Badders, Director of the Cleveland Math and Science Partnership (retired)

 Webb’s Depth Of Knowledge (DOK) in Science

CCLS Writing Standards

 DNA Extraction ~ Amanda McBrien

Writing Rigorous Performance Tasks

[Performance Tasks - Charting and Gallery Walk]

Literacy in Science ~ Bob Badders,~ Introducing Seeds of Science-Root of Reading

Feedback Forms - Thanks

Raffle Drawings ~ Good Luck! 

Thank you for your active participation!

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SCIENCE Tuesday, November 8th, 2011

PS/IS 163K ~ Science Lab12:00 – 2:30 p.m.

Agenda

Presenters: Richard Tudda, Instructional Specialist

& Amanda McBrien

Fingerprint Activity

 Welcome/Introductions /Thank You to: PS/IS 163~Ms. Wasamuth, Ms. McGrath & Ms. Joseph

 Welcome: Amanda McBrien , Asst. Dir. for Instruction DNA Learning Center, Cold Spring Harbor Laboratory

 Webb’s Depth Of Knowledge (DOK) in Science

CCLS Writing Standards

 DNA Extraction ~ Amanda McBrien

Writing Rigorous Performance Tasks

[Performance Tasks - Charting and Gallery Walk]

Literacy in Science ~ Bob Badders,~ Introducing Seeds of Science-Root of Reading

Feedback Forms - Thanks

Raffle Drawings ~ Good Luck! 

Thank you for your active participation!

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Overview of Depth of Knowledge What is Depth of Knowledge (DOK)?

> Depth of Knowledge (DOK) is a measure of cognitive demand required by a question, assignment, task, assessment, etc.

How is DOK used?> DOK is made up of four levels that help identify the complexity of

the cognitive demand of what is being asked of students.

Why should we consider using it?• DOK is based on the research of Norman Webb, University of

Wisconsin Center for Education Research and the National Institute for Science Education

• Has been widely used to guide assessment development for classroom, school, state, and national assessments (e.g., NAEP)

• Can refine our understanding of what we mean by a more “rigorous task” and/or “cognitively demanding” task

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1956 2001Knowledge -- Define, duplicate, label, list, name, order, recognize, relate, recall

Remember -- Retrieve knowledge from long-term memory, recognize, recall, locate, identify

Comprehension -- Classify, describe, discuss, explain, express, identify, indicate, locate, recognize, report, review, select, translate

Understand -- Construct meaning, clarify, paraphrase, represent, translate, illustrate, give examples, classify, categorize, summarize, generalize, predict…

Application -- Apply, choose, demonstrate, dramatize, employ, illustrate, interpret, practice, write

Apply -- Carry out or use a procedure in a given situation; carry out or use /apply to an unfamiliar task

Analysis -- Analyze, appraise, explain calculate, categorize, compare, criticize, discriminate, examine

Analyze -- Break into constituent parts, determine how parts relate

Synthesis -- Rearrange, assemble, collect, compose, create, design, develop, formulate, manage, write

Evaluate -- Make judgments based on criteria, check, detect inconsistencies/fallacies, critique

Evaluation -- Appraise, argue, assess, choose, compare, defend, estimate, explain, judge, predict, rate, core, select, support, value

Create -- Put elements together to form a coherent whole, reorganize elements into new patterns/ structures

Bloom – 1956 to 2001

Webb’s Depth-of-Knowledge Levels

DOK-1 – Recall & Reproduction - Recall of a fact, term, principle, concept, or perform a routine procedure

DOK-2 - Basic Application of Skills/Concepts - Use of information, conceptual knowledge, select appropriate procedures for a task, two or more steps with decision points along the way, routine problems, organize/display data, interpret/use simple graphs

DOK-3 - Strategic Thinking - Requires reasoning, developing a plan or sequence of steps to approach problem; requires some decision making and justification; abstract, complex, or non-routine; often more than one possible answer

DOK- 4 - Extended Thinking - An investigation or application to real world; requires time to research, problem solve, and process multiple conditions of the problem or task; non-routine manipulations, across disciplines/content areas/multiple sources

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Depth of Knowledge: Science

Level 1 — Identify the tree.

Level 2 — Explain the function of the leaves.

Level 3 — Explain how a drought might affect the growth of the tree.

Level 4 — Design an investigation of seedling growth to determine the best fertilizer for this type of tree.

Science Depth of Knowledge Levels Interpreting and assigning depth-of-knowledge levels to

objectives both within standards and assessment items is an essential requirement of alignment analysis.

Four levels of depth of knowledge are used for this analysis. Because the highest (fourth) DOK level is rare or even absent in most standardized assessments, reviewers usually will be making distinctions among DOK levels 1, 2 and 3.

Please note that in science, “knowledge” can refer both to content knowledge and knowledge of science processes.

- Norman L. Webb March 28, 2002

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VERB LEVEL 1 LEVEL 2 LEVEL 3 LEVEL 4

List

List three properties that can be used to classify objects.

List three groups in which a wooden object could be classified.

List three unique objects and the physical properties that would prevent each of the objects from sharing a category with any of the others.

List the design steps (including the controlled variables) you would take to investigate the best material for a specific purpose. Provide evidence from your investigation to support your conclusions.

Describe

Describe characteristics of metamorphic rocks.

Describe the differences between metamorphic and igneous rocks.

Describe a model that you might use to represent the relationships that exist within the rock cycle.

Describe the approach you would take to ensure that the rock samples you collect are truly representative of the geologic diversity of Kentucky.

Examples of Increasing Cognitive Complexity

Cognitive Rigor Matrix

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Depth + thinking

Level 1Recall & Reproduction

Level 2Skills & Concepts/Basic Reasoning

Level 3Strategic Thinking/Reasoning

Level 4 Extended Thinking

Remember •Recall, locate basic facts, details, events

Understand •Select appropriate words to use when intended meaning is clearly evident

•Specify, explain relationships•Summarize•Identify main idea

•Explain, generalize, or connect ideas using supporting evidence (quote, example)

•Explain how concepts or ideas specifically related to other domains or concepts

Apply •Use language structure (pre/suffix) or word relationships (syn/ant) to determine meaning

•Use context to identify meaning of word•Obtain and interpret information using text features

•Use concepts to solve non-routine problems

•Devise an approach among many alternative to research a novel problem

Analyze •Identify whether information is contained in a graph, table, etc.

•Compare literary elements, terms, facts, events•Analyze format, organization, & text structures

•Analyze or interpret author’s craft (literary devices, viewpoint, or potential bias) to critique a text

•Analyze multiple sources•Analyze complex/abstract themes

Evaluate •Cite evidence and develop a logical argument for conjectures

•Evaluate relevancy, accuracy, & completeness of information

Create •Brainstorm ideas about a topic

•Generate conjectures based on observations or prior knowledge

•Synthesize information within one source or text

•Synthesize information across multiple sources or texts

Writing Performance Tasks Using the CCSS and Webb’s Depth of Knowledge

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Webb’s Depth of Knowledge can be used along with the CCLS to raise the level of complexity and rigor of performance tasks.

DOK is also highly useful in the design of rigorous, standards-based assessments that measure cognitive complexity.

Tasks and instruction at the appropriate DOL Levels enable students to truly capture cognitive complexity and become comfortable with the demand for thinking at a higher level.

It’s Your Turn To Try……

Introducing Ananda McBrien who will take us through a DNA extraction….

As we experience this investigation, kindly think about how you would formulate a DOK Level 4 Performance Task for your students and how their writing must meet/exceed the CCLS Writing standard for their grade.

Please Note: Teachers of Grades K-2 can choose to write a Performance Task based on the Fingerprint Activity.

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It’s Your Turn To Try……(distrib. chart paper)

Using Webb’s Depth of Knowledge and Cognitive Rigor Matrix, based on both the DNA Extraction and the Fingerprint Activity, work with a partner on the following:

Develop two Performance Tasks that will the meet or exceed high-level cognitive demands of a DOK Level 4 –and- the CCLS in Writing for a grade level of your choice.

Your Performance Task….. DOK- 4 - Extended Thinking - An investigation or application to real world;

requires time to research, problem solve, and process multiple conditions of the problem or task; non-routine manipulations, across disciplines/content areas/multiple sources

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Performance Task Writing

&

Gallery Walk

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Introducing…..all the way from Cleveland…

Bob Badders,

Director of the Cleveland Math and Science Partnership (retired)

Introducing Seeds of Science-Roots of Reading

(Grades 2-5)

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Thank your for your participation!

RAFFLE DRAWING ~ GOOD LUCK!

Resources:

New York City Department of Education, Cluster Six ~ Children’s First Network Institute, February 2011

Richard Tudda, Network Support Specialist, Cluster 6 ~ Network 604/609

Webb’s Depth of Knowledge, Norman L. Webb March 28, 2002

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Middle School: Adding Rigor To Journal & Lab Report Writing

Writing Standard for Literacy in History/SS, Science and Technical Subjects: Standard #2 Grades (6-8); page 65

Hands-On Investigation: Based on the DNA Extraction investigation conducted by Amanda McBrien, illustrate the strand(s) of DNA. Label your diagram.

Look at the following bullets from Writing Standard # 2 for Grades (6-8); page 65 and be prepared to share out your noticings.

  

Writing Task: Based on the criteria as delineated in the CCLS, write a draft Lab Report or Science Journal entry which would meet or exceed the standard.

Ask Yourself: What can we do in our practice to add RIGOR to our students’ lab reports and journal entries to substantiate that they are using precise language, domain specific vocabulary and using concluding statement related to the information or explanation presented?

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College and Career Readiness Strand: “Text Types and Purposes” 

College and Career Readiness Standard 2: Write informative/explanatory texts including the narration of historical events, scientific procedures/experiments, or technical processes.

d. Use precise language and domain specific vocabulary to inform about or explain the topic 

e. Establish and maintain a formal style objective tone. 

f. Provide a concluding statement or section that follows from and supports the information or explanation presented.