Here are some key points about modifying rubrics: - Rubrics should assess the learning goals/objectives of the specific lesson or unit. Not all criteria will always apply. - Criteria and expectations can be modified based on grade level or experience level of students. - Rubrics can assess process skills through observations, conferences, skill practice assignments in addition to formal lab reports. - It's okay to pick and choose relevant criteria from multiple rubrics to best suit your needs. - Student input when creating or modifying rubrics promotes understanding of expectations. The goal is for rubrics to provide clear and consistent feedback on mastery of objectives. Flexibility allows rubrics to best support instruction and

1. Welcome to the PGPTP
Secondary Science
Session
Dawn Berkeley, Seminar Leader
Do Now: Please complete the sheets from
the DC office contained in your Feedback
Folder. (white half-sheet)

2. Professional Values
 Focus on our primary mission of closing the
achievement gap by setting high expectations for our
students, our colleagues and ourselves.
 Maximize our experience – working with a sense of
urgency, seeking out and welcoming experiences,
resources, and feedback in order to grow.
 Be flexible.
 Respect one another.
 Model a Culture of Achievement.

3. Group Norms
 Be respectful of one another
 No side conversations
 Arrive on time and prepared for class
 Keep all cell phones off during session.
 Focus on things within your control
 No war stories…limit dwelling (whining or complaining)
 No blame or excuses
 No interrupting
 Take ownership of the session by actively participating

4. So, what’s different?
2nd Year Completion Requirements:
 Requirement #1 – Assessment Projects (5)
1. Professional Development Plan
2. Aligning Strategies to Content Requirements & Student Needs
3. Analyzing Content, Standards, and Resources
4. Diagnosing Student Readiness, Setting Achievement Goals
and Monitoring Progress – Part 1
5. Diagnosing Student Readiness, Setting Achievement Goals
and Monitoring Progress – Part 1
 Requirement #2 – Updated PES Component 4 – “Setting
Goals for Student Achievement and Professional
Development”
 Requirement #3 – Improving Practice Analysis and
Reflection (5 – 7 pg. reflection)

5. Agenda
Time Section Activity
5:00 – 5:15 p.m. Opening Strategy Debrief
5:15 – 5:50 p.m. Section 1 The Inquiry Approach
and the Nature of
Science
5:50 – 6:45 p.m. Section 2 Defining Inquiry
Based Science
6:45 – 6:55 p.m. Break
6:55 – 7:50 p.m Section 3 The Inquiry Process:
A Review and Rubrics
for Scientific
Investigations
7:50 – 8:00 p.m. Closing Reflection

6. PT Roles
 Key Keeper: This person makes connections to Course Goals,
Competencies and Key Messages.
 Time Keepers: This person will keep time for a section of our
session. The section will be noted by the number on the clock.
 Judges: This person explains how this session relates to how
we are being assessed as educators. Their responsibility is to
make connections from the day’s session to the assignments
and assessment projects
 Town Criers: This person provides encouragement/shout outs
to the group. Shout outs should be aligned to the session
norms determined during the orientation session.
 Session Scribe: This person will be responsible for writing up
any related feedback from debriefs.
.

7. Accountable Talk Roles
 MARKING: This person directs the group’s attention to the
importance of a person’s contribution. Why is what was said
important?
 CHALLENGING: This person redirects a question back to the
person.
 PIGGYBACKING: This person adds to someone else’s
thinking. I agree because _____. I think another reason is
_________.
 SUMMARIZING: This person summarizes the point of another
person.
 LINKING CONTRIBUTIONS: This person makes explicit the
relationship between a new contribution and what was said
before.

8. CONTENT
Each of the core subjects you teach has
a unique organizational structure,
It is your responsibility vocabulary, and requirements.
to understand deeply Understanding these elements will help
the content you teach you make connections for your
in order to make students between skills and
learning meaningful to knowledge, as well as within and
between content areas. Most important,
all students. you will be able to help your students
generalize and apply knowledge to new
and complex academic tasks.

9. ASSESSMENT You will need to monitor student progress
carefully, critically analyze results, and make
immediate and careful changes to your own
teaching practices in order to achieve
Assessment is a key measurable progress in student
component to closing performance. You need to understand how to
select effective assessments so that you can
the achievement gap. continuously document student progress
Teachers need to use toward meeting or exceeding grade-level
ongoing assessments standards by the end of the school year.
to be highly effective You will invest students in their academic
in the classroom. development by being transparent about
their performance, sharing results, and
providing them with the ongoing assessment
tools they need to understand and drive their
own academic success.

10. INSTRUCTION
Your instructional choices should
support student mastery of standards,
be informed by student achievement
Teachers must choose data, and be differentiated to meet
instructional strategies student needs. This will help ensure
carefully to maximize that your efforts in the classroom will
lead toward the academic
their impact on student achievement for every student. Your
achievement. curriculum is a tool, but whether your
students make gains is up to you. No
curriculum on its own will be effective
for all students.

11. Session Objectives
 ANALYZE and evaluate the importance of science process skills to
clarify science standards related to inquiry and investigation and to
create a science classroom that values inquiry. (Joseph)
 ANALYZE how participants can create a scientific community in
their classroom with high-quality scientific inquiry experiences.
(Dani)
 DEVELOP criteria for assessing science process skills using a set
of rubrics (Ardalan)

12. Opening
Strategy Debrief
KEY KEEPER
 DO NOW: Take out Handouts 4.11 and
4.12: Math Strategy Implementation
Planning/Reflection Sheet. Review your
work and prepare to discuss your
reflection with your strategy groups.
 Group 1: Kevin, Alexis, Dani
 Group 2: Joseph, Ardalan

13. Opening
Strategy Debrief
KEY KEEPER
Strategy Implementation Routine Groups:
NOW: Refer to Handouts 5.1. In
groups, please complete the Strategy
Debrief. Be prepared to share with the
group. * You will be using all of your instructional
strategy implementation planning/reflection
sheets for Session 15, so it would be a good to
keep them organized.
Literacy & Math Strategy Sheets.
13 min.

14. Session Objectives
 ANALYZE and evaluate the importance of science process skills to
clarify science standards related to inquiry and investigation and to
create a science classroom that values inquiry. (Joseph)
 ANALYZE how participants can create a scientific community in
their classroom with high-quality scientific inquiry experiences.
(Dani)
 DEVELOP criteria for assessing science process skills using a set
of rubrics (Ardalan)

15. Section 1
The Inquiry Approach and the
Nature of Science
 Prior Knowledge on Inquiry
 Making the Case for Inquiry
 The Nature of Science

16. Prior Knowledge on Inquiry
DO NOW: Refer to Handouts 5.2 -
Anticipation Guide on Inquiry
Only complete the column labeled,
“Agree/Disagree” at this time.
3 min.

17. Prior Knowledge on Inquiry
Research also has shown that effective learning
happens only when the learner applies new
knowledge analytically and does not merely
memorize it. Incorporating new knowledge into
one’s cognitive foundation allows learning to be long
lasting.

18. Making the Case for Inquiry
DO NOW: Refer to Handouts 4.20 - “Making
the Case for Inquiry” and Handout 4.19.
How does the note-taking device on Handout 4.19
support student comprehension?
Do you see any variations of this note-taking device
and/or how would do you see yourself using this with
your students?

19. Making the Case for Inquiry
DO NOW:
• Based on the colored dot on your folder you will go to an
assigned chart. Please take Handouts 4.19 and 4.20
with you.
• Read the statement on the chart, then discuss and list on
the chart counterarguments to the statement.*
• Then select one member of the group to share out their
defense of the inquiry approach with the rest of the group.
10 min.

20. Making the Case for Inquiry
“Teachers must choose instructional strategies
carefully to maximize their impact on student
achievement.”
INSTRUCTION

21. Making the Case for Inquiry
• In what ways does the inquiry
based approach maximize
learning?
• With that in mind, why should
teachers guide/scaffold inquiry?

22. The Nature of Science
Materials:

23. The Nature of Science
DO NOW:
Using Handout 5.3 work with a partner to complete the
lab protocol found at the lab stations.
12 min.

24. The Nature of Science
• How was the list of “scientist work” exemplified in
the demo lab?
• Any other examples of “scientist work” not
mentioned?
• What would careful facilitation of inquiry involve?

25. Session Objectives
(SMART Sheets – Feedback Folder)
 ANALYZE and evaluate the importance of science process skills to
clarify science standards related to inquiry and investigation and to
create a science classroom that values inquiry. (Joseph)
 ANALYZE how participants can create a scientific community in
their classroom with high-quality scientific inquiry experiences.
(Dani)
 DEVELOP criteria for assessing science process skills using a set
of rubrics (Ardalan)

26. Section 2
Defining Inquiry-Based Science
 Levels of Inquiry
 Characteristics of Inquiry
 Gallery Walk and Discussion

27. Levels of Inquiry
DO NOW:
Using Handout 5.4
 Individually read the descriptions of the levels of inquiry (Chart
1) and then describe each investigation example described in
Handout 5.4 (Chart 2).
 Discuss with a neighbor the differences between each level.
4 Levels of Inquiry:
• Confirmation
• Structured Inquiry
• Guided Inquiry
• Open Inquiry
• What are each of the levels of inquiry based on?

28. Levels of Inquiry
To think about:
• What steps need to be considered when
implementing successful inquiry-based lessons at
each level?
• Based on your assigned level, what is one
consideration for inquiry based lessons?

29. Levels of Inquiry
Think about and share with a partner:
• In your practice, how do you support your students
in group work?
• What are some of the benefits to collaborative work
in science? Video
• Case Studies in Science
• How do you encourage self-monitoring during group
work?
• Be prepared to share one suggestion for structuring
and implementing effective group work.

30. Levels of Inquiry
DO NOW:
Locate Handout 5.4
Take out the curricular resource you
were to bring in
Select one key concept from your
standards (related to science process
skills) and evaluate the treatment of
this standard in your curricular
resource.

31. Levels of Inquiry
“Your curriculum is a tool, but whether your students
make gains is up to you.”
INSTRUCTION

32. Characteristics of Inquiry
DO NOW:
Locate Handout 4.17
Get into groups based upon the class
scenario you chose to read.
In groups, you will use an inquiry-based
approach to observe and examine the
science classroom scenarios and using
Handout 4.18 you will complete Handout
4.17.

33. Levels of Inquiry
DO NOW:
As a group, you will write down the
teacher behaviors (for the selected
reading) on a pink post-it note and the
student behaviors on the blue post-it.
note.
Teacher
behaviors

34. Organize
and name
Levels of Inquiry
DO NOW:
Organize the sticky notes into groups of like behaviors
on the provided chart paper.
Ex: “use timer”, “measure the length of the worm, and
“weigh each bowl of water”. This would be labeled as
“measuring”.
Teacher
behaviors
10 min.

35. Levels of Inquiry
(Debrief)
Benefits of the last strategy? How could you see this
used in your class?
Teacher
behaviors

36. Gallery Walk and Discussion
DO NOW:
You will now take a Gallery Walk from poster to poster
with your groups making observations of the thinking
behind the labeled groups on the posters. Take notes
on Handout 4.17 during the walk.
Sit with your min. discuss and reflect on the
5 groups,
questions on Handout 5.5. Be prepared to share.
5 min.
10 min.

37. Gallery Walk and Discussion Debrief
• Based on examination of the classroom scenarios,
what are the essential components of inquiry-based
science classrooms?
• In the classroom scenarios, how did the teacher
involve genuine scientific inquiry for her students?
What levels of inquiry did you notice?
• How did the teacher address student
preconceptions as well as learning for
understanding?
• How did this activity allowed for an inquiry-based
experience to the work of a scientist? (Chart)
3 min.

38. Gallery Walk and Discussion Debrief
“Teachers must choose instructional strategies
carefully to maximize their impact on student
achievement.”
How do teachers
strategically implement
inquiry so as to
differentiate instruction
and maximize science
INSTRUCTION
learning?

39. Revisiting the Anticipation Guide
How or in what ways have we
experienced inquiry tonight?
DO NOW:
Please revisit the Anticipation Guide on Handout 5.2
and record any changes in your thinking about inquiry
in Column 3 “I Now Agree/Disagree” with justification in
Column 4.
Check for Understanding

40. Session Objectives
 ANALYZE and evaluate the importance of science process skills to
clarify science standards related to inquiry and investigation and to
create a science classroom that values inquiry. (Joseph)
 ANALYZE how participants can create a scientific community in
their classroom with high-quality scientific inquiry experiences.
(Dani)
 DEVELOP criteria for assessing science process skills using a set
of rubrics (Ardalan)

41. 10 min.

42. Section 3
The Inquiry Process: A Review and Rubrics for
Scientific Investigatiosn
 A Review of the Inquiry Process
 Introduction to the Scoring Rubric
 Practice Using the Scoring Rubrics

43. A Review of the Inquiry Process
“Assessment is a key component to closing the
achievement gap.”
“Teachers need to use ongoing assessments to be
highly effective in the classroom?”
What are some ways
assessment is a key
component to closing
the achievement gap?
ASSESSMENT

44. A Review of the Inquiry Process
Inquiry Process Diagram

45. A Review of the Inquiry Process
DO NOW:
Turn to Handout 5.6 “Overview of Inquiry Process for
This Course” and read the introduction.
What is a benefit of analyzing only 20 students?
You will be creating a data tracker for HW to track your
students’ development. (Handout 5.13)
Session 6  analyze and grade a lab report using a
rubric

46. Introduction to the Scoring Rubric
What you will do:
* Create an overview of the components of a lab
investigation and brainstorm criteria for
for each lab component.
* Compare your criteria with the rubric criteria
* Use the rubric with any modifications to score a
sample lab report.
DO NOW:
Turn to Handout 5.7 you will use what you know to
brainstorm criteria for each of the components of a lab
investigation.

47. Introduction to the Scoring Rubric
DO NOW:
Turn to Handout 5.7 and write your comparisons and
questions in Column 3.
The 4 lab report rubrics can be found on Handout 5.8.
There are 2 rubrics:
* For both HS/MS, one rubric reflects beginning/end
of the year expectations
* 2 middle school rubrics
5 min.

48. Introduction to the Scoring Rubric
Would all of the criteria apply to every inquiry-based
learning experience in your classroom?
In what ways would you modify the rubrics or are they
acceptable in their current form?
Which of the science process skills would not be
evident in a written lab report? How else could these
process skills be assessed?

49. Introduction to the Scoring Rubric
DO NOW:
You will now score a sample lab report on Handout 5.9
using Lab Report Rubric: High School End of Year
from Handout 5.8.
Work in groups to do the following:
• For each rubric component, discuss and determine
which criteria are met by the student lab report and
highlight with a highlighter.
• Determine the score on a scale of 1 – 4 for each
component. Please write this in Column 3 on
Handout 5.10.
7 min.

50. Practice Using the Scoring Rubrics
DO NOW:
Turn to Handout 5.11. Using the High
School End-of-Year Rubric, please score
the lab report independently for later
comparison with the group. Upon
completion, please record the scores on
Handout 5.12.
3 min.

51. Practice Using the Scoring Rubric
“Assessment is a key component to closing
the achievement gap.”
“Teachers need to use ongoing assessments to be highly
effective in the classroom?”
How can rubrics for lab
reports help you to What modifications
design effective might you make to the
instruction? criteria based on YOUR
How can using rubrics students?
help you to invest your
students in their own
science process skill
development? ASSESSMENT

52. Practice Using the Scoring Rubrics
TO CONSIDER:
Remember:
• By Session 6  you will have assigned and graded
a lab report using the rubrics for one of your
classes.
• Enter your students’ scores for each component in
the data tracker Handout 5.13/Handout 5.14
• * An electronic template is available via:
www.tfresources.org

53. Closing
Reflection/Homework
 Please return to your SMART Objective sheets and
complete the prompts provided.
 Homework:
 Assign students to conduct an investigative lab activity and
write a lab report
 Score the lab reports using the rubrics provided
 Complete a data tracker similar to that on Handout 5.14 with
scores from lab reports
 Bring the completed lab reports to Session 6 for analysis
 Preview the data analysis reports and steps in Session 6 by
reading: Handouts 6.2, 6.3a, 6.5a, 6.7a
 Administer the content knowledge Post test before Session 7
and bring the data to Session 7

54. Session Objectives
 ANALYZE and evaluate the importance of science process skills to
clarify science standards related to inquiry and investigation and to
create a science classroom that values inquiry. (Joseph)
 ANALYZE how participants can create a scientific community in
their classroom with high-quality scientific inquiry experiences.
(Dani)
 DEVELOP criteria for assessing science process skills using a set
of rubrics (Ardalan)

55. Instructional & Grouping Strategies
Sentence Strip Activity
Three Views