Packing list

1. Clicker
2. Chart paper
3. Markers
4. Printed handouts ()
5. Speakers/projector/pc
6. Post it notes
7. Name tags

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Print list
1. Agenda
2. Name tags

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Science and Literacy with LDC

Battelle Education

Why Science and Literacy?

Common questions and concerns

How do I group students and hold them accountable?
This looks like it could be a lot of grading
Should we be working with our ELA teachers to support this process? What teachers
do I need to team up with to ensure success for students?
How important is it to work as a teaching team with other science teachers on the
module?
More right before lunch post additional question you have.

What are the top THREE

skills you would like your
students to develop in
your class to prepare
them for the future?
1. Critical Thinking
2. Problem solving
3. Perseverance /
Preparing students for
college and career

Dont let the perfect be the enemy

of the good.
Or from the Greats:
Voltaire: The best is the enemy of the good.
Confucius: "Better a diamond with a flaw than a pebble
without.

Goals

1.
2.
3.

Why this work is important

Deepen our understanding of literacy with in
design
Collaborate to develop strong science and literacy
modules

Deepening Understanding:
The Design Report & Technical Writing
8:15-8:30

Business Sensitive

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Sample student work

Skim sample student work and identify:
3 things that stand out
2 things that impress you
1 question you have

(10 minutes)

Sample student work

Group comment (10 minutes)

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The LDC Design Rubric

6-8
9-12

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14

LDC rubric elements

Controlling Idea
Selection & Citation of Evidence
Development / Explanation of Sources
Organization
Conventions
Additional Task Demands
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LDC Science Rubric Options

Disciplinary Content Understanding

Define Problems
Plan the Design
Design Solutions

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LDC rubric performance levels

Meets
Expectations

Emerging

Approaches
Expectations

17

Advanced

Scoring Paper
Controlling Idea
Development/Use of Sources
(Disciplinary Core Ideas)
Science practice elements
Define problems
Plan the design
Design solutions

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Controlling idea
if no

if yes

?
Scoring
Elements

Controlling
Idea

19

Approaches
Expectations

Emerging

Attempts to
address the
prompt and
make a claim,
but it is unclear
or unfocused.

1.5

Addresses the
prompt
appropriately
and makes a
claim, with an
uneven focus.

Meets Expectations
2.5

Addresses all
aspects of the
prompt
appropriately
and
establishes
and maintains
a clear claim.

Advanced
3.5

Addresses all
aspects of the
prompt
appropriately
and establishes
and maintains a
clear, generally
convincing
claim..

Rubrics
Calibrate (10 min)
Score (individually first) on post its notes (10 min)
Calibrate by posting on whiteboards (10 min)
Discuss major differences ADJUDICATE (10 min)

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Development/Use of Sources
Scoring
Elements

Approaches
Expectations

Emerging
1

Develop
ment/
Use of
Sources Refers to details
from sources,
with irrelevant,
incomplete, or
inaccurate
elements.

1.5

Meets Expectations

2.5

Includes
relevant details,
examples,
and/or
quotations from
sources to
support and
develop the
argument, with
minimal
explanation or
minor errors in
explanation.

if no
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Accurately
explains
relevant
details,
examples,
and/or
quotations from
sources to
support and
develop the
argument.

Advanced
4

3.5

Thoroughly and
accurately
explains
well-chosen and
relevant details,
examples,
and/or
quotations from
sources to
effectively
support and
develop the
argument.

if yes

BREAK!
Break!

Can all students design?

Mini- task work time

Focus on writing mini-tasks for the design report.
Coaches here to support you!
Group Q&A at the end of lunch.

Lunch

Common questions and concerns

How do I hook students and get them excited?
How should we model science/engineering teams for our students in meeting the
expectations on the RFP?
Need support with the RFP
Others from question wall.

INSTRUCTIONS BETWEEN NOW

TH
AND DECEMBER 9

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Business Sensitive

Before Implementation
Title - help us remember what your module is!!!
Standards/ Content identified
Teaching Task
- has this changed as your idea has evolved, is it still align
to template
- before you implement, have a coach give you final
feedback
Request for Proposal (RFP)
Texts (background research)
Final report rubric
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Before Implementation (contd)

Skills + Instruction (Section 2 & 3)
- Select skills you will teach based on teaching task
- What products students will produce in mini-task
- Example - what is the product for testing critical design
components? Is it lab notes? a table? a paragraph?

- What it looks like to be successful on mini-task

- Which mini-tasks you will use to really check in on
student progress
- Research notes
- Design matrix with evidence
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- Data tables

During Implementation
- Further flesh out mini-tasks (clarify your instruction)
- Take notes! Post comments/reflections off to the
side or in the reflection area as you are
implementing. (What would you change, how did
you modify)
- Save at least 3-4 student products from key
mini-tasks (upload them in your module)
- Save final papers save 6 to 8 different pieces of
student work (upload them to your module)

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Preparing for December 9th

What should I save and be prepared to share?
Final papers save 6 to 8 different pieces of student work
Mini-task products: Identify mini-tasks that will allow you to assess

student progress. Save a handful of products from these

mini-tasks.
You can upload these directly in the module and mini-tasks (in

CoreTools).

Ongoing coaching:
Battelle virtual check in / HSTW onsite support
ALSO - PLEASE REACH OUT when you need support or have

questions!

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Between now and December 9th

What should I save and be prepared to share?
Final papers save 6 to 8 different pieces of student work
Mini-task products: Identify mini-tasks that will allow you to assess

student progress. Save a handful of products from these

mini-tasks.
You can upload these directly in the module and mini-tasks (in

CoreTools).

Take notes! Post comments/reflections off to the side or

in the reflection area as you are implementing.

Ongoing coaching:
Battelle virtual check in / HSTW onsite support
Reach out when you need support or have questions!
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Deepening Understanding:
What is in an RFP & technical reading
12:00-12:15

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34

RFP for students

As a student, what are your:

1. Objectives
2. Constraints
3. Questions

RFP and technical reading

HS/MS example analysis (15 min)
Technical reading MT debrief (10 min)
DOROTHY will lead HS group
CLAIRE will lead MS group

RFP writing time / Technical Reading MT writing

time (50 min)

Open work time

What do you most need time on?
What questions do you need answered.

EVALUATIONS
2:30-2:40PM

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Start date/End date

http://bit.ly/2epgx0T

40

CLOSING
Please be sure to clean up your work space and
leave it cleaner than we found it for Mrs Hines!
Start date/end date: http://bit.ly/2epgx0T

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Thank you
Peter DeWitt

peter.dewitt@gmail.com

Dorothy Sutton
Claire Hampel

sutton@themetroschool.org
hampel@themetroschool.org

Kelly Gaier Evans

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Business Sensitive

Gaierk@Battelle.org

Thank you!!!

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PROJECT SCOPE AND TIMELINE

Fall Timeline

Spring Timeline