Earth Systems and Changes: Models and Explanations for Effect of Ocean Currents on Climate
In the second module for Educational Service District 123's Clime Time Elementary Earth Systems and Changes teachers think about ways to use classroom tasks such as claims, evidence and reasoning charts or models and explanations formatively to guide their instruction and student learning. Through an adult immersion experience they 1) develop initial models, 2) explore how ocean currents affect climate and weather, 3) engage in research on both ocean and air currents and, 4) create a final model and explanation with their team. In this module they delve more deeply into the two dimensions of Science and Engineering Practices and Crosscutting Concepts and revisit the idea of place-based phenomena in preparation for beginning to design their own formative classroom tasks.
Thinking about Formative Assessment Practices
Classroom tasks can be effectively used for formative purposes allowing teachers to analyze student thinking and make necessary shifts in the learning experiences they provide. In this section find a quick review of the 5 Key Elements of Formative Assessment and read and discuss descriptions of each element.
5 Key Elements of Formative Assessment
Jigsaw Reading Cards form Educational Leadership Article Minute by Minute, Day to Day by Siobhan Leahy, Christine Lyon, Marnie Thompson and Dylan Wiliam
Understanding the Dimensions of the Next Generation Science Standards
Read through the Science and Engineering Practices from the NSTA SEP Matrix and the NSTA Crosscutting Concept Matrix . Work in groups to each study one of the Science and Engineering Practices for your grade band. On the Science and Engineering Recording Tool record key ideas for your Science and Engineering Practice. Then record the key ideas that others share for their Science and Engineering Practice then watch the Teaching Channel video of Becky Cope's classroom to try and spot Science and Engineering Practices at work.
Everyone read the entire Crosscutting Concepts Matrix for your grade band. Then watch the Deer Migration video to identify crosscutting concepts that could be focused on in this type of phenomena.
Science and Engineering Practices
Review Arguing from Evidence
Use the Evidence Based Writing document to review Claims, Evidence and Reasoning and to look at a sample rubric for formatively assessing this type of writing in science. The examine the second sample Claims, Evidence and Reasoning rubric. Think about how you would develop a rubric for CER writing in science.
Evidence Based Writing in Science
Another sample Rubric
Models and Explanations: Why are Ocean Currents Important to Weather and Climate
Think about Each of the Four Corners Statements and decide which you feel is most accurate and why. Develop your initial model and explanation about the question "Why are Ocean Currents Important to Weather and Climate". Then engage in the currents investigation, view the resources and finally develop a final model with the Gotta Have It Checklist in mind.
Four Corners Formative Assessment
Drought Explanation Video from Climate Central
Convection Current Investigation
Gotta Have It Checklist for Final Model
NASA Earth Science The Ocean a Driving Force for Weather and Climate
Developing Formative Assessment Classroom Tasks
Watch the Teaching Channel Video to review some key ideas about how phenomena are used in NGSS focused teaching. Then dig into the Planning for Classroom Formative Tasks Document to begin to develop a classroom task that is 1) aligned with the Next Generation Science Standards, 2) can be embedded in your current science classroom learning experiences, 3) is earth science or climate science related, 4) uses an anchoring phenomena that is relevant and local.
Planning Tool for Formative Assessment Classroom Tasks
Use the Table of Contents to go on to Clime Time Earth Systems and Changes Professional Learning Module #3