Gneiss+Girls

Professional Learning Communities

 * 2011 - 2012**
 * Ann Constantino, Lisa Kaplan, Stacey Williams**
 * 1. Smart Goal (S**pecific, **M**easurable, **A**ttainable, **R**ealistic and **T**imely**):**

Sixth Grade Science Teachers are developing common assessments in the form of critical thinking questions to ascertain the improvement of student application of scientific knowledge.

The development of the common assessment questions provides consistency among the 6th Grade Science teachers in measuring student proficiency in learning and achievement.
 * 2. Rationale:**


 * 3. Action Plan:**

Per each unit of study (approximately one per marking period), each Science Teacher will have students respond to the same essential question.


 * Instructors met, discussed, and designed critical thinking tasks and grading rubric
 * The students will respond to the critical thinking question specific to each unit of study
 * Student success is assessed using the rubric
 * Teachers will tabulate their own students' success and convene to discuss their findings
 * Students progress/success will be evaluated at the end of each marking period and tabulated at the end of the school year.


 * 4. Which Middle School goal does this impact?**

Goal #1
 * To develop common assessments in order to provide consistency among teachers in each discipline and increase student outcomes**


 * __Tuesday, December 23, 2011__**

Group members met to discuss progress in administering questions, analyze data and developed grading rubric. Discussed strategies to improve student's success in answering these types of questions.

PLC GRADING RUBRIC ( Unsatisfactory ) ||  2 ( Partially Proficient )  || 3 ( Proficient ) || 4 ( Exemplary ) ||
 * 1
 * Student response did not show evidence of insight, understanding, or reflective thought about the topic. || Student response provided minimal insight, understanding, and reflective thought about the topic. || Student response provided moderate insight, understanding, and reflective thought about the topic. || Student response provided comprehensive insight, understanding, and reflective thought about the topic. ||

__**Wednesday, January 18, 2012**__

Group members met to finalize critical thought questions per unit of study:
 * PLC **
 * 6th Grade Critical Thinking Questions **

__Inside Earth__


 * If the Earth’s core cooled, what would happen to earthquakes and volcanoes? **

Earthquakes and volcanoes would stop; Convection currents in the mantle would slow down and stop; Plate tectonics would stop; the Magnetic Field would cease.

__Astronomy__


 * What would happen to the seasons if the Earth stopped spinning/rotating on its axis?**

The Seasons would still occur because the Earth is still on a 23.5 tilt; however, there would be no day and night – Instead there would be : 3 months of day/light 3 months of dark 6 months of dusk – 3 for Spring and 3 for Fall


 * What kind of eclipse occurs during a neap tide?**

None – Earth and Moon are at right angles to the Sun E - S l M

__Earth’s Surface__


 * What would life be like today if the Asteroid did not hit Earth 65 mya?**

__Meteorology__


 * Kansas and Norway have the same altitude. Norway is closer to the North Pole than Kansas,**
 * but it is warmer in Norway in the winter. Why?**

Norway is on a warm ocean current. Students should know about altitude and latitude. They should also know that the land’s proximity to a large body of water will influence the land’s weather. Cold and warm ocean currents should also be discussed.

__**Wednesday, February 15, 2012**__

Group members met in order to compare student responses to critical thinking questions. We used student test responses and grading rubric to categorize students' responses. We began a discussion about how to present data at end of year meeting. One possible presentation format could be Power Point.