IPT- Science_Grade5

ScienceG R A D E 5

INSTRUCTIONAL PLANNING TOOL

STAAR™

Copyright©2011 Education Service Center Region XIII3

Instructional Planning Tool User Guide

Overview This tool is designed to support teachers in instructional planning, by providing a means to process the sampling of assessed standards on the released STAAR items. Using this process, educators will:

review historical assessment data; read and solve sample STAAR items; analyze assessment prompts in order to consider the multiple steps required to generate a response; anticipate varying approaches and steps students might take; and reflect on his or her current classroom instruction.

The goal of this tool is to guide effective planning, including probing questions, and monitoring of student progress, which support student success. The Instructional Planning Tool is organized by the learning standards assessed on STAAR. Each standard is labeled as Readiness, Supporting, or Process.

As you work through the tool, keep in mind that the intent is to help think through the instructional implications of each standard. This tool provides an option to work through this thought process and can be customized to fit the needs of each campus.

Contents Each booklet contains:

all learning standards assessed on STAAR for a grade and content area; table to insert state, region, district, and grade TAKS performance data; sample STAAR items; example solution steps; reflection questions to assist educators in increasing the rigor of classroom instruction.

READINESS STANDARDS: SUPPORTING STANDARDS: PROCESS STANDARDS: are essential for success in the

current grade or course; are important for preparedness for

the next grade or course; support college and career

readiness; necessitate in‐depth instruction; address broad and deep ideas.

may be emphasized in a subsequent year (although introduced in the current grade or course);

may be emphasized in a previous year (although introduced in the current grade or course);

play a role in preparing students for the next grade or course but not a central role;

address more narrowly defined ideas.

will be assessed in context, not in isolation in the content areas of Social Studies, Science, and Math;

will allow for a more integrated and authentic assessment.

Copyright©2011 Education Service Center Region XIII 4

Instructional Planning Tool Grade 5 Science

Copyright©2011 Education Service Center Region XIII

Read: Student Expectation (SE): Highlight the verb(s) and concept(s).

4.8C: The student is expected to collect and analyze data to identify sequences and predict patterns of change in shadows, tides, seasons and the observable appearance of the moon over time. [Supporting Standard; Reporting Category 3]

5.2C: The student is expected to collect information by detailed observations and accurate measuring.

[Processing Standard; Reporting Category 3]

Read:

Think/Analyze:

State* Region* District* Grade* 70% 69% 73% 70% *Reminder: Use previous year’s spring administration data

What is the question?

If the student observed a full moon on day 10, when will the student next observe a full moon? How long is the approximate cycle from full moon to full moon?

What part of the standard is being assessed?

(4.8c) collect and analyze data to identify sequences and predict patterns of change…in the observable appearance of the moon

(5.2c) collect information by detailed observations and accurate measuring

How else might this SE be assessed?

Student may be shown photos or diagrams of different phases of the moon with varying numbers of days and asked to determine which phase is next / before missing or will occur in a certain amount of time. This could also occur in table form. There is not necessarily a “beginning” and “end”; students must be able to take the information from any point in the cycle to determine the answer.

SAMPLE



Apply: Correct answer choice = * Answer Choice Explanation

A Students must know the cycle takes approximately 30 days. Students may have subtracted 10 days from 30 days rather than beginning the 30 day count at day 10 when the moon was full.

B Students may know the cycle from full moon to full moon is approximately 30 days so chose “30” as the answer rather than beginning on Day 10, when the full moon was sited.

C* Students understand the cycle is approximately 30 days as well as identifying the need to add 30 days to day 10 as this is when the full moon was cited.

D Students must know the cycle takes approximately 30 days. Students choosing D did not apply 30 by itself or using day 10 and more than likely guessed at the time frame.

Instructional Considerations: What prior knowledge is being built upon? Students in Grades K and 1 observe and identify patterns including objects in the sky. Grade 2 more specifically focuses on the patterns of the moon. Grade 4 then identifies the sequences and predicts patterns in the observable appearance of the moon. How do I currently teach this SE concept/content? Our grade level shares full page photos of the main phases of the moon so that the students see the pattern from beginning to end. I also found a “real−time” website and I can choose any day of any year to see what the phase of the moon was on that day. How do I need to adjust my instruction based on this analysis? I need to remember not to phrase the cycle as having a “beginning” and an “end,” use and have students create multiple examples and ways of showing this data, focus on the major phases and length of time for the entire process from phase to phase, vary the “order” in which we identify the phases so that students can recognize when one is missing, etc. What formative assessment will I use to be sure it’s working? create a digital representation of the phases indicating the pattern of change, time from phase to phase, create a flow chart to indicate the order of the phases indicating the time between phases (as a whole and from one phase to the next like phase), notebook / creative writing: students adopt “the moon” as their persona and through their writing indicates what “life is like” for the moon over the course of a month (or compare to what life is like over the same time frame for the Sun or the Earth)

What are some probing questions to use with students?

How does the moon change over the course of approximately 30 days? Can this only be determined, or counted, from new moon to new moon?

What is the amount of time that spans between each of the phases and the next time we observe the same phase?

What other skills do you need to use in order to answer this question? Extension‐Write another question on a separate sheet of paper that addresses a different part

(different content) of the standard.

SAMPLE

Copyright©2011 Education Service Center Region XIII 6

Instructional Planning Tool Grade 5 Science


Read: Student Expectation (SE): Highlight the verb(s) and concept(s).

4.8C: The student is expected to collect and analyze data to identify sequences and predict patterns of change in shadows, tides, seasons and the observable appearance of the moon over time. [Supporting Standard; Reporting Category 3]

5.2C: The student is expected to collect information by detailed observations and accurate measuring.

[Processing Standard; Reporting Category 3]

Read:

Think/Analyze:

State* Region* District* Grade* *Reminder: Use previous year’s spring administration data

What is the question?

What part of the standard is being assessed?

How else might this SE be assessed?



Apply: Correct answer choice = *

Answer Choice Explanation

A Students must know the cycle takes approximately 30 days. Students may have subtracted 10 days from 30 days rather than beginning the 30 day count at day 10 when the moon was full.

B Students may know the cycle from full moon to full moon is approximately 30 days so chose “30” as the answer rather than beginning on Day 10, when the full moon was sited.

C* Students understand the cycle is approximately 30 days as well as identifying the need to add 30 days to day 10 as this is when the full moon was cited.

D Students must know the cycle takes approximately 30 days. Students choosing D did not apply 30 by itself or using day 10 and more than likely guessed at the time frame.

Instructional Considerations: What prior knowledge is being built upon? Students in Grades K and 1 observe and identify patterns including objects in the sky. Grade 2 more specifically focuses on the patterns of the moon. Grade 4 then identifies the sequences and predicts patterns in the observable appearance of the moon.

How do I currently teach this SE concept/content?

How do I need to adjust my instruction based on this analysis?

What formative assessment will I use to be sure it’s working?

What are some probing questions to use with students?

Extension‐Write another question on a separate sheet of paper that addresses a different part

(different content) of the standard.

Documents

IPT- Science_Grade5