Wisconsin Student Learning Objective (SLO) Plan

After reviewing data and identifying student population for whom SLO will apply, create Student Learning Objective.
Submit SLO Plan to evaluator prior to Evaluation Planning Session.

Name of Teacher Names of Reviewers

Kevin Anderson
Content Area/Grade Level Date Reviewed
Science – 7th Grade

Student Learning Objective (SLO):

Over the course of the 2013-14 school year, students will improve in their ability to create models and use them to
support writing a scientific explanation of a phenomenon. In this case, the two phenomena will be the seasons on earth
and lunar phases. Students’ ability to create models, effectively use them within explanations, and craft scientific
explanations will increase by at least one category on the CER rubric and the modeling rubric. At the end of the year,
they will be at least proficient (3) according to the rubrics. Students scoring advanced (4) at the beginning of the year,
will participate in additional projects tailored to their interests.

Baseline Data and Rationale: (Why did you choose this objective?)

 Looking at writing assessment scores from this year and past years, our 7 th grade students struggle the most with
providing supporting details. An important skill across subject areas is the ability to provide accurate and sufficient
details; a skill particularly essential to a scientific explanation.
 ACT Explore results suggest that students’ weakest area through the past three years is in “Evaluation of models,
inferences, and experimental results”. This area includes skills of evaluating and using models, another important
skill of scientists.
 WKCE results suggest that our students’ weakest content area is earth and space science. Though scores in this
content area are not drastically lower than in other areas, I have found through personal experience that students
have significant misconceptions and lack of understanding in relation to the cause of the seasons and the phases of
the moon.
 Beyond standardized tests, students notebooking from past years shows a need to focus on writing explanations and
modeling. At the beginning of the year students consistenly lack these skills and by the end some have not improved
sufficiently. Therefore, because of the need to support 1) writing with supporting details, 2) evaluating models and
using experimental results, and 3) understanding of earth and space science concepts, this SLO will emphasize
modeling and writing with evidence within and earth and space science context where misconceptions often occur.

7th Grade District Writing Assessment Scores

2011 2012 2012 2013 2013
  Fall Spring Fall Spring Fall
Focus 2.1 2.6 2.2 2.8 2.2
Organization 1.8 2.4 1.8 2.6 1.9
Supporting
Details 1.5 1.9 1.5 2 1.4
Conventions 2.1 2.7 2.2 2.7 2

Mean scores - scale of 0 to 4

EXPLORE Science Assessment Scores 8th Grade

Mean Scores - Range of 1-25
201 201 201
  0 1 2 2013
Interpretation of Data 19 21 19 18
Scientific Investigation 18 15 16 15
Evaluation of Models, Inferences, and Experimental
Results 13 11 12 14

Overall Score Mean 16 17 17 16

College and Career Readiness Benchmark 18 18 18 18

Sample Science Assessment Data - WKCE 8th

Grade
 
Averag
Points e points
School District State My
Test Type Content Standard Possibl earned
Average Average Average class
e in
school
WKCE Overall
Applications &
WKCE Social Perspectives 67.4 72.8 70.9 66.1 7 4.7
Connections &
WKCE Nature of Science 69.3 72.5 70.5 68.4 7 4.9
WKCE Science Inquiry 72.1 77.9 77.1 71.7 8 5.8
Life and
WKCE Environment 67.6 71.3 69.7 69.3 6 4.1
WKCE Earth and Space 65.2 69.2 71.6 64.9 6 3.9
WKCE Physical Science 71.3 78 76.1 71.2 6 4.3

Scale Scale Scale

Minimal Proficien Advance
SCIENCE Basic Score Score Score
Performance t d
2012 2011 2010
Fourth
170-248 249-278 279-319 320-440
Grade
Eighth
230-348 349-374 375-418 419-560
Grade 398.6 394.2 395.1
Tenth
240-410 411-428 429-465 466-610
Grade
Learning Content: (What content will the SLO address?)

CCSS ELA Standards – Literacy in science

 CCSS.ELA-Literacy.RST.6-8.7 ; CCSS.ELA-Literacy.WHST.6-8.1a; CCSS.ELA-Literacy.WHST.6-8.1b; CCSS.ELA-
Literacy.WHST.6-8.1c; CCSS.ELA-Literacy.WHST.6-8.2b; CCSS.ELA-Literacy.WHST.6-8.2d
 In their scientific explanations, I want increased attention to the quality of details, requiring use of relevant, logical,
and plausible support, as supported by a model of a phenomenon. Students need to move beyond unsubstantiated
generalities.
NGSS Performance Expectations
 MS-ESS1-1: Students will developing and use a model of the sun, moon and earth with graphical drawings to
describe patterns in lunar phases and seasons and the reasons for these patterns.
http://nextgenscience.org./msess1-earth-place-universe
 MS-ESS1-3: This PE on scale properties will be partially assessed, as students will be expected to describe scale
properties of their models.
NGSS Disciplinary Core Ideas
 MS-ESS1.A; MS-ESS1.B
NGSS Science and Engineering Practices
 Developing and Using Models; Constructing Explanations
NGSS Crosscutting Concepts
 Patterns; Scale, proportion and quantity; Systems and system models

Student Population: (Who are you going to include in this objective?)

All 7th grade science students in my 5 science courses (128 students total)

Interval: (How long will you focus on this objective?)

Full academic year – pre-test given in early September, post-test given in early June

Assessment/Evidence Source(s): (How will you measure the outcome of your objective?)

Task 1: Students will be asked to model two phenomena through scale diagrams. The phenomena will be the cause of the
seasons and lunar phases. They will be told, “Draw a model of the earth, sun and moon that shows why we have seasons.
Draw a second model that explains why we see different phases of the moon. Consider scale within your model.”
Task 2: They will next be asked to write up a scientific explanation, referencing their models, for why we have seasons and
why the moon has different phases. They will be shown the rubric for how the modeling and explanation will be assessed,
though at the beginning of the year they will not be shown how well they did on the assessment. At the end of the year
when they do the same tasks again, they will be shown their results and the class will discuss them.

Targeted Growth: (What is your goal for student growth?)

With this being the first year using this assessment and this learning objective (in this format), I do not have sense of
what baseline growth through the year might be. Based on past years work, my students generally show a significant
increase in being able to create and use models, and write explanations with evidence. Therefore, I will expect all
students to make growth. I will use a tiered growth strategy. Students’ ability to create models, effectively use them
within explanations, and craft scientific explanations will increase by at least one category on the CER rubric and the
modeling rubric if they start at a 2 or 3 in a category. If they start at a zero, they will make at least two categories of
growth. If they start with 3 or more 1’s, they will increase to at least a 2.5 average score across categories. I also expect
growth from students receiving an advanced rating on this rubric (4). While they will maintain that advanced score, they
will also show growth through completing personalized projects to extend their understanding of these astronomy
disciplinary core ideas and the science and engineering practices. Their personalized projects will be scored on a
separate project rubric, whereupon their sophistication of content understanding and use of scientific practices will show
increase through the year.

Strategies and Support (What methods or interventions will you use to support this objective?)

 Through the course of the year students will be asked to draw, build, and design a variety of models of phenomena.
They will use these models in their explanations and refine these models as a class, in groups and individually,
growing in ability to use these models and explain them as their understanding of science concepts increases.
Using a variety of model types will help to differentiate material as well, with more sophisticated models being
expected of advanced students, while a variety of simplified models will help students lacking understanding to
better access the material.
 Students will use CER, modeling and other rubrics throughout year linked to different content areas as they assess
their own work and peer’s work, and as the teacher explains expectations. Samples of effective work in these areas
will be provided, as will scaffolding strategies including a CER template.
 Students’ scientific work will be linked to the world around them to deepen their understanding and be more
culturally relevant. We will build on their observations of the sun and moon, for example, doing that type of real-
world observational data gathering and explanation work across content through the year.
 As mentioned above, students scoring advanced in the beginning will receive additional project work to extend
their learning. Students scoring at the 0 and 1 levels will receive targeted small group instruction using disciplinary
reading strategies to build understanding, and guided practice in modeling and writing explanations.