Session Objectives Focus on 2014 GED Content The Wonderful World of Science Review content and context of the 2014 GED Science Module Explore essential science practices Presenters: Bonnie Goonen bv73008@aol.com Review the science writing samples Susan Pittman skptvs@aol.com Discuss beginning strategies for integrating science content and practices Science Content Areas EXPLORING THE 2014 GED TEST SCIENCE MODULE CONTENT PRACTICES THEMES Content Areas Life Science 40% Physical Science 40% Earth and Space Science 20% Item Types Short Answer Technology-Enhanced Items Multiple choice Fill-in-the-blank items Hot-spot items Drag-and-drop items Bonnie Goonen and Susan Pittman 1
Three Dimensions Physical Science (40%) Content-based core ideas Science practices Crosscutting themes Core Ideas Practices Themes Conservation, transformation, and flow of energy Work, motion, and forces Chemical properties and reactions related to living systems NSTA Next Generation Science Standards (NGSS) Life Science (40%) Human body and health Relationship between life functions and energy intake Energy flows in ecologic networks (ecosystems) Organization of life Molecular basis for heredity Evolution transmission of disease/pathogens effects of disease or pathogens on populations disease prevention methods Earth and Space Science (20%) Interactions between Earth s system and living things Earth and its system components and interactions Structures and organization of the cosmos Bonnie Goonen and Susan Pittman 2
Focusing Themes 10/2013 What s new in Science? Climb to Alignment Items aligned to a science practice and a content area Content topics pertain to a focusing theme Human health and living systems Energy related systems Assessment targets broken down into subtopics Technology-enhanced items and short answer Focusing Themes Building on a Theme Human Health and Living Systems Energy and Related Systems Life Science (40%) Human body and health Organization of life Molecular basis for heredity Evolution Relationships between life functions and energy intake Energy flows in ecologic networks (ecosystems) Science Content Topics Physical Science (40%) Earth & Space Science (20%) Chemical properties Interactions and reactions related between Earth s to human systems systems and living things Conservation, transformation, and flow of energy Work, motion, and forces Earth and its system components Structure and organization of the cosmos Infectious Diseases An Outbreak of Measles 161 cases of measles in the U.S. this year (January to August) Last highest year was 2011, when there were 222 cases Nearly two-thirds of cases happened in communities where many people don't vaccinate Nearly 40% of children under the age of five who get measles have to be hospitalized Bonnie Goonen and Susan Pittman 3
Building on a Theme Villain or Victim? How do you know that a disease is infectious? Do you think cancer is an infectious disease? Does being exposed to an infectious agent prove that the agent has caused your disease? http://www.pbs.org/wgbh/nova/typhoid/ Scientific Practices How do vaccines work? http://www.historyofvaccines.org/ Bonnie Goonen and Susan Pittman 4
Infectious Disease and our Earth Don t Forget Graphics http://www.windows2u niverse.org/teacher_res ources/infectious_disea se.html Disease Detective What strategies do you use when reading? http://www.pbs.org/wgbh/nova/body/diseasedetective.html Bonnie Goonen and Susan Pittman 5
Integrating Timed Readings Let s Start with Reading Questions: What is secondhand smoke? Why is it harmful? http://www.marshalladulteducation.org/re ading-skills-for-todays-adult What is close reading? Close reading is... close sustained reading of grade-level appropriate complex texts to examine their meaning thoroughly and methodically, ultimately arriving at an understanding of the text as a whole. Close reading is NOT Skimming for answers Surface processing Reading and forgetting Bonnie Goonen and Susan Pittman 6
Benefits Close reading... Strengthens student critical thinking skills. Enhances student content understanding through relevant applications. Engages students with exciting new perspectives. Helps students develop ability to read complex text independently. Skills for Close Reading Tapping one s prior knowledge related to informational text structure. Topical and vocabulary knowledge. Setting a purpose for reading. Self-monitoring for meaning. Determining what is important. Synthesizing. (p. 10) Sunday Cummins PhD. Close Reading of Information Texts: Assessment Driven Instruction. Guilford Press, 2012. Life Science Application Untangling the Roots of Cancer As you read the article, identify one or two text-dependent questions that you would use in your Science classroom to ensure that students have completed a close reading. Questions for Understanding Text-dependent questions How is the recent evidence about cancer cell formation different from earlier evidence? What is the author s prediction about the cause of cancer? Application questions How does the author explain the root cause of cancer? Inquiry questions Based on what you have learned from this reading, if you were a cancer research scientist, what would you focus on next? Use evidence to explain why you would choose this research direction? Bonnie Goonen and Susan Pittman 7
Integrating Writing and Reading Science Short Answers Short Answer Scoring Rubric Because each item will have its own rules for scoring, scoring guides will be developed alongside the item itself. GEDTS Assessment Guide for Educators 3.3. Teach constructed response 1. Read the passage and question 2. Unpack the prompt (identify key words) 3. Rewrite the question in your own words and turn the question into a topic sentence/ thesis statement 4. Collect relevant details from passage 5. Organize details into a logical order 6. Draft your answer 7. Re-read and edit/revise your answer making sure all parts of the question are answered Bonnie Goonen and Susan Pittman 8
Use a Process Use a step-by-step approach, including how to: unpack a prompt set up a claim (thesis statement or hypothesis) identify evidence to support the claim Unpack a GED Prompt Deforestation, or clearing away trees, is occurring in tropical rain forests. Explain how deforestation could disrupt the life cycle of Ophiocordyceps unilateralis in tropical rain forests. Include multiple pieces of evidence from the text to support your answer. Type your response in the box. This task may require approximately 10 minutes to complete. Explain Include Type Take Do What How deforestation disrupts the OU life cycle Multiple piece of evidence Response 10 minutes Develop a Thesis/Hypothesis Thesis Statement = The main idea or main point of a written assignment. Clearly identifies a topic Contains an opinion or stance on the topic Creates a roadmap for the writing Answers the question: What am I trying to prove? Usually located in the introduction What s Your Claim? position on is clearly supported by and. argues that, which is supported by. A key issue raised in both and is that. The long-standing position of is supported by and. In discussion of, one controversial issue has been. believes that as supported by. Bonnie Goonen and Susan Pittman 9
What s a Hypothesis? Educated guess about how things work. Prediction Use If, then statements If [I do this], then [this will happen] Focuses on one variable only. Example: If skin cancer is related to ultraviolet light, then people with a high exposure to uv light will have a higher frequency of skin cancer. What s the Evidence? What are the key words phrases ideas data that support the claim from the excerpt or the hypothesis? Beginning Middle Ending Structure The introduction states the main idea or position. It begins with a topic sentence/thesis/hypothesis statement. The beginning restates the question and sets the stage to answer the prompt. Answer the question first. Provide important information the author stated and meant. This is where you go to the text(s) and provide examples/evidence and important details to support the answer. Sample phrases to introduce each text reference include: stated; in the text ; for example... Include background information as required through the prompt. Write a closing that summarizes the position taken or restates the thesis statement in a different way. Don t Forget to Revise and Edit Structure and content Make changes to the substance of the writing from one draft to another Make corrections Ensure adherence to standard English conventions Use editing checklist A dd R emove M ove S ubstitute L ists I ntroductory E xtra information S entences Bonnie Goonen and Susan Pittman 10
Focusing Themes 10/2013 How Do I Know? Inquiry-based Teaching Strategy Problem Statement Data Collection Analysis Conclusions Determine what is to be investigated and formulate a question or hypothesis. Gather as much information as possible about the topic from appropriate sources. Examine and discuss the findings and provide explanations or clarity. Based on analysis, determine solutions related to the original problem statement. How Science Works http://undsci.berkeley.ed u/flowchart_ noninteracti ve.php Life Science Big Ideas transmission of disease/pathogens effects of disease or pathogens on populations disease prevention methods Human Health and Living Systems Science Content Topics Life Science (40%) Human body and health Organization of life Molecular basis for heredity Evolution Energy and Related Systems Relationships between life functions and energy intake Energy flows in ecologic networks (ecosystems) Bonnie Goonen and Susan Pittman 11
Improving Visual Literacy QAR (Question and Answer Relationships) Identify the type of visual or graphic to be analyzed Understand relationships in graphics Use QARs with questions and graphics At 10:00 a.m. on Sunday, the Lin family set out on a car ride. For the first hour they traveled at an average speed of 40 miles per hour. In the second hour, traffic was heavy, so they only drove at 20 miles per hour. From 12 P.M. to 1 P.M., they stopped for lunch and did not drive at all. After lunch, it started to rain, so they decided to go home. They drove at 30 miles per hour to get home. Which of these graphs represents distance from the starting point over time? Total distance traveled over time? Speed over time? Hunger over time? How would you label the intervals on the y-axis of each graph? One picture is worth a thousand words. Human body and health Graphic Gallery Using Graphics in Real Life Checking Your Heart Rate The Graphics Gallery http://www.accessexcellence.org/r C/VL/GG/index.html Bonnie Goonen and Susan Pittman 12
10/2013 Remember, a calculator isn t just for math anymore... Human Body and Health What s My BMI? Focusing Themes Physical Science Content Human Health and Living Systems Science Content Topics Physical Science (40%) Chemical properties and reactions related to human systems Energy and Conservation, transformation, and Related Systems flow of energy Work, motion, and forces Bonnie Goonen and Susan Pittman 1666 Newton s Three Laws of Motion Every object in a state of uniform motion tends to remain in that state of motion unless an external force is applied to it. The relationship between an object's mass m, its acceleration a, and the applied force F is F = ma. For every action there is an equal and opposite reaction. 13
Focusing Themes 10/2013 Gravity and Air Resistance Analyzing Data How does air resistance affect the acceleration of falling objects? Flat paper Paper Type Loosely crumpled paper Tightly crumpled paper Your paper design Effects of Air Resistance Time Chemical properties/reactions related to human systems Bubble Gum Physics Chemical properties/reactions related to human systems Earth and Space Science Forensic Science Human Health and Living Systems Energy and Related Systems Science Content Topics Earth & Space Science (20%) Interactions between Earth s systems and living things Earth and its system components Structure and organization of the cosmos Bonnie Goonen and Susan Pittman 14
An Introduction to Earth and Space Science Structure and Organization of the Cosmos Space Science How Far Is It Really? Getting Started: Integrating Science Build students close reading skills Show students the Big Ideas Use hands-on demonstrations & experiments Incorporate videos, photographs, Internet tours Connect science to everyday life Construct and interpret graphs, charts, tables, diagrams Solve problems through inquiry Integrate writing as a tool for reading comprehension Bonnie Goonen and Susan Pittman 15
www.gedtestingservice.com My GED December 2013 Bonnie Goonen bv73008@aol.com Susan Pittman skptvs@aol.com The IPDAE project is supported with funds provided through the Adult and Family Literacy Act, Division of Career and Adult Education, Florida Department of Education. Bonnie Goonen and Susan Pittman 16