GCISD Science Blog

Building capacity through Warm-ups and Questions of the day A common way to spiral content is giving students a "problem of the day" for students to answer. Through work with the Timberline 5th grade team this year, we've landed on a simple system that works really well to build student understanding one step at a time.  We began by asking, "What is it that students have the most trouble with?" The answer is often interpreting graphs, data tables, charts, and pictures. (Those dual-coded questions get a kid every time!) So, instead of posting a whole question for students to answer, we began with the graphic and a simple question, like this. This was a warm-up question for day 1.   Day 2 got a little more complex in that the question from the released STAAR was added, but no answer choices were included, like this. Day 3 of the same question now gave students the answer choices and asked students to justify their answer. This is really

Personalized Learning via Test Data Analysis The Timberline Elementary 5th grade team, the Grapevine Elementary 3rd, 4th, and 5th grade teams, and the Dove Elementary 4th grade teams this year have evolved some ideas for students to own their learning in science. Once students have taken one of the district science by-strand tests--otherwise known as TEKS Checks--teachers run Student Targeted Skills report in DMAC. Teachers give this information to students. Some have highlighted questions on the test, some have called out the missed items to students, some have printed the Targeted Skills strips and taught their students how to read those. Once students identify areas of weakness and areas of strength, they set about determining their own learning goals and planning their own ways to go about meeting their goals using a test analysis form like the one below. Students color in the correct items according to their data--digitally or in person--in order to make the document easy

7th Grade STEM Students in Jamie Nutt's classroom at Grapevine Middle School share and evaluate justifications as they discuss the claims, data, and justifications from their Food Web Inquiry.  Students investigated foods webs to determine the effects of removing an organism from the web.  Later students will write conclusions and evaluate one another's work in a double-blind evaluation process.   This approach encourages students to own their learning, improves collaboration, provides an avenue for authentic technical writing and builds critical thinking skills.  Argumentation of this nature will prepare students for Advanced Placement courses in the future.  Thanks to Mrs. Nutt and her students for piloting this innovative approach to scientific inquiry.