Instructional Goals and Objectives

Goals

Provide a safe and comfortable learning environment for success as well as failure, while promoting physical and mental well-being.

Ensure that the general classroom environment, as well as exercises with labs, are safe with appropriate policies and procedures to ensure the safety of students. Utilizing the scientific method; allowing thought through reports evaluated with an emphasis on positive statements to promote a healthy self-image.

Develop life-long learners

Imbue scientific curiosity by allowing students the opportunity for academic challenges or continued research and analysis. Students will demonstrate their ability to search for and solve long-range current events and historical context, rather than memorization of basic content.

Offer opportunities to develop moral and ethical citizens and leaders.

Through curricular, as well as extra-curricular activities (Beach clean-up, recycling, environmental clubs, etc.), we will promote moral and ethical civic decisions. We will also provide information on careers in science, and promote leadership through cooperative learning experiences consistent with the Pine Crest Honor Code.

Encourage students to be responsible for their own actions.

By enforcing the Pine Crest Honor Code, ensuring safety during laboratory procedures, and developing consistent enforcement of the standards of classroom behavior, we will assign appropriate rewards and consequences. This policy will be made concrete by the annual reading and signing of the grade appropriate safety contract.

Engender creative self-expression.

Through independent research and exploration, students are allowed the opportunity for self-expression. This is accomplished through a variety of group and individual projects and experiments. Whether student or teacher generated, these activities will provide an opportunity for the discussion and exchange of ideas.

Encourage independent and critical thinking

Through hands on discovery, inquiry, and approach, students are encouraged to interpret data and draw conclusions.

Teach respect and understanding of the differences of others.

By mixing groups, we will give our students the opportunity to work with others. We will teach all viewpoints on a topic, using pros and cons of current scientific issues.

á Encourage clear and articulate communication in spoken and written form.

Through the proper utilization of laboratory reports, daily journals, oral presentations, group reports, and problem solving activities, we will ensure that our students demonstrate expressive communication skills.

á Have students understand the interdisciplinary nature of knowledge.

Through the combination of inter-curricular activities such as: reading laboratory reports, writing current events, mathematical calculations, art sketches and drawings, as well as embracing music and other fine art activities with connections between various levels of science.

Promote proficiency in technology as a tool for learning.

By utilizing spreadsheets, conducting Internet research projects, assigning as well as utilizing computer slide show presentations. This learning tool is also demonstrated in our subscriptions to scientific web sites, data acquisition, and learning, as teachers, the most updated scientific advances and equipment available through participation in workshops and conventions.

Objectives

Students will differentiate among geology, meteorology, astronomy, and oceanography.

Students will list steps of the scientific method

Students will measure using the International System of Units.

Students will describe the internal structure of an atom.

Students will compare and contrast compounds and mixtures.

Students will identify the four states of matter.

Students will differentiate between latitude and longitude.

Students will explain the effects of climate on weathering.

Students will explain how earthquakes occur and contrast different types of faults and waves.

Students will describe the conditions that cause volcanoes.

Students will explain the theory of continental drift.

Students will describe seafloor spreading.

Students will list the conditions necessary for fossils to form

Students will identify how absolute dating differs from relative dating.

Students will relate organic evolution to divisions on the geologic time scale.

Students will name the gases in the Earthâs atmosphere.

Students will describe the water cycle.

Students will describe how clouds form and how they are classified.

Students will discuss what causes seasons.

Stage 1 Revisions

*Assessment*	Function	Category
Writing (weekly journals)	Helps students clarify thinking; create resources for later review; assess writing and creative thinking skills.	Formative

Quizzes	Measurement of knowledge and skills; feedback to students as to what errors or misconceptions they are having; determine class comprehension of material prior to exam.	Placement

Worksheets	Determine if students are completing work on nightly basis; analyze comprehension of required text readings	Formative

Powerpoint Presentations	Measure technological ability; analyze creativity; measure ability to follow specific directions.	Placement/Formative

Exams	Determine student progress; provide feedback to myself for further reference to possibly change my instruction; determine mastery of individual chapters or units	Formative/Summative

Final project	Provide for group skills, (working together); measure performance and understanding of instructional objectives; demonstrate required skills; create closure.	Summative

From looking at the above table, it is easily seen that I do not utilize a single form of diagnostic assessment. I am not quite sure if it is due to my prior knowledge and confidence of the high academic skills of my students in this private school setting, or my misconception of the previous mentioned. Although I do feel that my current assessments are appropriate, I do feel that self reports as well as peer appraisals would be extremely valuable tools as well. Students, in this school, at this grade level respond well to constructive criticism by their peers. These same students are also extremely critical of their own work and could therefore receive a great deal of assistance from a self report.

I believe that my exams and quizzes are very reliable instruments. Scores on a particular exam, consistently produces a very similar spread of scores for each class period that I teach. Although I do make up the exam myself, I do acquire the questions from the publisher made test bank. There are a large number of tasks on the exam, which makes the exam even more reliable. I usually measure a certain outcome by asking it in several ways (multiple choice, essay, matching/fill-in). I also believe that the end of the year final projects are reliable because each student is administered a scoring rubric that identifies exactly what outcomes and objectives are being measured. Unfortunately, I must admit that the Powerpoint presentations are not very reliable. I do not grade with a standard rubric. All presentations are graded using the equivalent forms method, however I do not think at this time my assessment is very reliable.

All forms of my assessments adjust for various learners. Students are frequently given accommodations, such as preferential classroom seating or increased time on exams because of vision problems, attention defecit disorders, or other medical concerns.

Stage 3

Recently, I have begun assessing my students in several other ways. Each student constructed their own e-portfolio page ( I have used this concept as my major project for EdPsy 387). They were assigned a grade for this project using the following rubric:

Portfolio Scoring Rubric

4 - Thorough Understanding

Choice of entries and number of entries are appropriate to represent student work.
All entries are complete and of high quality.
Sum of entries demonstrates a thorough understanding of unit concepts and content, or entries demonstrate a marked improvement over time.

3 - Good Understanding

Choice of entries and number of entries are appropriate to represent student work.
Most entries are complete and of good quality.
Sum of entries demonstrates a basic understanding of unit concepts and content, or entries demonstrate improvement over time.

2 - Satisfactory Understanding

Sufficient entries are present for assessment.
Sum of entries demonstrate at least a partial understanding of unit concepts and content, and entries demonstrate improvement over time.

1 - Needs Improvement

Portfolio contains some entries.
Sum of entries demonstrates improvement over time.

On this portfolio, students are required to develop a folder in which they will submit writings as part of their journal. Although I do issue questions that must be responded to in the journal, students are also asked to submit their own reflections about the current subject matter. Students are not given a specific number of points. However, intermittently throughout the semester a letter grade will be given for their journal writing. A rubric for this new component of the class is the following:

Thinking Log Scoring Rubric

"A" Logs- Demonstrates in-depth and frequent entries. Entries include those assigned by the teacher as well as those the student chose to include on his/her own. Entries are neat and organized. Obviously a conscious attempt to pay attention to spelling, grammar, etc..

"B" Logs- Demonstrates in-depth and frequent entries. Entries include those assigned by the teacher, with few the student chose to include on his/her own. Entries are neat and organized. Obviously a conscious attempt to pay attention to spelling, grammar, etc.. These log writers sometimes seem to go for the minimum expectations to receive the decent grade. Shows evidence that the writer doesn't revisit his/her writing to give it that polish and finish that the "A" writer does.

"C" logs-These logs usually have little or no personal writing and very little writing assigned by the teacher. They are frequently shallow in their thinking because there frequently is simply not enough writing to help the teacher judge. Frequently, this type of writer gets angry and claims that he or she doesn't know what to write. These logs usually show no risk-taking with thinking or none that is documented. These logs frequently are sloppy and thus indicate a habit of mind that shows little concern about the writer's respect for his or her thinking and writing.

"D" logs- These logs are always turned in late. Sometimes there will be just a few scribbles or comments. The only option here is a "D". These learners seem to be indifferent to their thinking, therefore, the documentation is flawed or absent.

“F” logs- Just about impossible to receive, as long as some type of effort is made.

Lastly, students have begun or will soon begin a major project for the trimester. There is a possibility that group work may be allowed, however currently each student will submit their own work, This presentation will include a Powerpoint presentation, research paper, and Excel worksheet. The scoring rubric is as follows:

Multimedia Project Scoring Rubric: Scoring Guidelines

Score	Technology The integration of media objects such as text, graphics, video, animation, and sound to represent and convey information.	Content The topics, ideas, concepts, knowledge, and opinions that constitute the substance of the presentation.
5	Students have used multimedia in creative and effective ways that exploit the particular strengths of the chosen format. All elements make a contribution. There are few technical problems, and none of a serious nature.	Meets all criteria of the previous level and one or more of the following: reflects broad research and application of critical thinking skills; shows notable insight or understanding of the topic; compels the audience's attention.
4	Presentation is in a balanced, attractive, easy-to-follow format. Elements include original student work. With minor exceptions, all elements contribute rather than detract from the presentation's overall effectiveness.	The project has a clear goal related to a significant topic or issue. Information included has been compiled from several relevant sources. The project is useful to an audience beyond the students who created it.
3	There are some technical problems, but the viewer is able to follow the presentation with few difficulties.	The project presents information in an accurate and organized manner that can be understood by the intended audience. There is a focus that is maintained throughout the piece.
2	Technical difficulties seriously interfere with the viewer's ability to see, hear, or understand content.	The project has a focus but may stray from it at times. There is an organizational structure, though it may not be carried through consistently. There may be factual errors or inconsistencies, but they are relatively minor.
1		Project seems haphazard, hurried or unfinished. There are significant factual errors, misconceptions, or misunderstandings.
	Multimedia score =	Content score =

Stage 4

Besides various performance assessments with focus on skills and analysis of reports, I have also implemented an eportfolio project for each student that includes a weekly progress and insight journal.

Assessment

Function

Instructional Goals and Objectives

Goals

Students will differentiate among geology, meteorology, astronomy, and oceanography.

Stage 1 Revisions

Assessment

Function

Category

Formative

Placement

Formative

Placement/Formative

Formative/Summative

Summative

Portfolio Scoring Rubric

Thinking Log Scoring Rubric