Post on 18-Jan-2019
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The Art and Science of Teaching
Jeff Flygare
Associate, Marzano Research Laboratory
August 11 & 12, 2014 Gothenburg Public Schools
Gothenburg, NE
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Our Goals For These Two Days •! Explore The Art and
Science of Teaching as a common language for instruction.
•! Learn how The Art and
Science of Teaching connects with Becoming a Reflective Teacher.
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Great Educators
•! Are first and foremost, learners with a teachable spirit…
•! Are always in pursuit of improvement in their craft…
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Table Team Discussion
•! What ideas or thoughts come to mind when you see the phrase:
A High Reliability Organization
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High Reliability Organizations (HRO’s)
•! Organizations that can not tolerate high levels of failure…
•! Organizations that “take a variety of
extraordinary steps in pursuit of error free performance” (Weick, Sutcliffe, Ostefeld, 1999).
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High Reliability Organizations •! Continually monitor for errors in critical
factors of their operation…. •! Immediately take action to keep those errors
from becoming system wide failures •! Recognize the interrelatedness of their
systems of operation
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A few examples of HRO’s
•! Airplane Maintenance Teams •! Nuclear Power Plants •! Prison Confinement Systems •! Submarine Crews
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What about schools?
•! Schools have not typically been part of the High Reliability Organization conversation.
•! Why do you think this is the case?
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The reality is….
•! There was a long period of time when schools were willing to accept higher levels of failure.
And… •! Schools have not had a blueprint for the
concept of becoming a High Reliability School.
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In the Era of Accountability…
•! Schools are expected to be HROs •! Schools and entire districts are
measured by their ability to eliminate failures.
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During The Past 2 Years
•! Marzano Research Lab has been developing a blueprint for High Reliability Schools.
•! And •! A handbook for leaders has just
been published.
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Marzano Laboratory High Reliability Schools Model
•! Based on the concept of HROs with the reality of the social organization in mind.
•! And 40 years of educational research…..
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Marzano High Reliability Schools Framework
5 Levels Organized in a Hierarchy
HO p. 2
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Levels 1, 2, and 3
•! Foundational for all schools •! Represent a hierarchy of priority… •! But they must be worked on
simultaneously because they are interdependent.
Five Levels of a HRS High Reliability School Levels
3. A Guaranteed and Viable Curriculum
2. Effective Instruction In Every Classroom
1. Safe and Collaborative Culture
Five Levels of a HRS High Reliability School Levels
3. A Guaranteed and Viable Curriculum
2. Effective Instruction In Every Classroom
1. Safe and Collaborative Culture
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High Reliability School Levels
5. A Competency- Based System
4. Standards-Referenced Reporting
3. A Guaranteed and Viable Curriculum
2. Effective Instruction In Every Classroom
1. Safe and Collaborative Culture
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What is the most significant factor in student learning? !
"
...the teacher in the classroom!"
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“What Matters Very Much is "Which Classroom?”"
“If a student is in one of the most effective classrooms, he/she will learn in 6 months what those in an average classroom will take a year to learn. And if a student is in one of the least effective classrooms in that school, the same amount of learning takes 2 years.”"
Deborah Loewenberg Ball, Dean of Education, University of Michigan
HO p. 2
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The Ultimate Goal For Schools
•! Raise the level of least effective…so all classrooms are effective….
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Inside the box or inside the circle?
Pockets of Effective Collaboration and Instruction
Great Schools: 90% of staff 90% of time
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Where should a school or district begin?
!! Develop a common language of teaching
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The Art and Science of Teaching
A research-based common language for instruction, collaboration and
professional reflection
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The Art and Science of Teaching 1.!Learning Goals and Feedback
2.!Interacting with New Knowledge 3.!Practicing and Deepening 4.!Generating and Testing Hypotheses
(application) 5.!Student Engagement 6.!Establishing Rules and Procedures 7.!Adherence to Rules and Procedures 8.!Teacher-Student Relationships 9.!High Expectations Page 7, The Art and Science of Teaching
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Three Segments of a Lesson 1.! Segments that involve routine behaviors.
2.! Segments that address content in specific ways.
3.! Segments that are enacted on the spot.
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HO p. 3
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Elements and Strategies
•! Elements are categories for specific instructional strategies based on learning research.
•! Within one element there are many different strategies that can be used to enact that element in a classroom. –! (Autonomy Factor)
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The Art and Science of Teaching
1.!Learning Goals and Feedback 2.!Interacting with New Knowledge 3.!Practicing and Deepening 4.!Generating and Testing Hypotheses
(application) 5.!Student Engagement
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Design Questions 1.! What will I do to establish and communicate
learning goals, track student progress, and celebrate success?
2.! What will I do to help students effectively interact with new knowledge?
3.! What will I do to help students practice and deepen their understanding of new knowledge?
4.! What will I do to help students generate and test hypotheses about new knowledge?
5.! What will I do to engage students?
HO p. 4
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Design Questions
6.! What will I do to establish or maintain classroom rules and procedures?
7.! What will I do to recognize and acknowledge adherence and lack of adherence to classroom rules and procedures?
8.! What will I do to establish and maintain effective relationships with students?
9.! What will I do to communicate high expectations for all students?
HO p. 4
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Learning Goals and Feedback
Rules and Procedures
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(Design Question # 1: Page 5 in handout
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Segments that are routine components of every lesson
•! Communicating learning goals (DQ1) •! Tracking student progress (DQ1) •! Celebrating success (DQ1) •! Rules and procedures (DQ 6)
HO p. 5
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Communicating Learning Goals
Implementing the curriculum at the classroom level.
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Top Factors Influencing Student Achievement 1.! Self-reported grades
and student expectations
2.! Piagetian programs 3.! Response to
Intervention 4.! Teacher credibility 5.! Providing formative
evaluation
6.! Microteaching 7.! Classroom
discussion 8.! Comprehensive
interventions for learning-disabled students
9.! Teacher clarity 10.!Feedback
Hattie, John, 2009, 2012, quoted in A Handbook for High Reliability Schools, Marzano, Warrick and Simms, 2014, p. 3.
HO p. 5
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What makes good teaching? In teaching someone who has never done it to rappel . . . the issues focus the learning!
•! Instruct and demonstrate •! The goals are specific,
challenging and real. •! Learners are committed to
the goals. •! Learning is visible and there
are high levels of feedback and monitoring.
Based on Hattie, John, Visible Learning, Routledge, 2009, page 25.
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What is a priority?
Nice to Know
Supplemental
The Priority
HO p. 6
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Priority Standards for Shakespeare Alive
•! The student is able to understand most Shakespearean text after analyzing it.
•! The student can stage a passage of Shakespearean text, accounting for the characterization, stage directions and poetic devices present in the text.
•! The student can identify William Shakespeare’s position on the themes of the plays studied in class.
•! The student understands the characteristics of the major forms of Shakespearean plays, including comedy, tragedy, history and romance.
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What is a priority?
Nice to Know
Supplemental
The Priority
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Learning Goals versus Activities
Table Team Discussion: What is the difference between Learning Goals and Activities? What is the purpose of each?
HO, p. 6 (but don’t look just yet! ")
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A learning goal is a statement of what students will understand and/or be able to do at the end of a unit of instruction.
What are learning goals?
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Actions and strategies used in a classroom to help learners reach the learning goal.
Activities
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Learning Goals or Activities/ Assignments?
•! Goal •! Students will be able to recognize the
protagonist, theme, and voice of a piece of literature.
•! Activity •! Students will read a short story and discuss
elements of the story in literature circles.
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Learning Goals or Activities/ Assignments?
•! Goal •! Students will be able to tell and write time using
an analog clock. •! Activity •! Students will play a telling time card game in
small groups of 4 or 5.
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What effect does this have on learners if we mix these up?
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Activities instead of
Goals >>>> I need to learn…..
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What do I have to
finish by the end of class?
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Activities and Goals
Are commonly mixed up in classrooms around the country
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With clear learning
goals >>> This is what I am
supposed to learn and
understand.
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Sensory Register = Filtering •! The filtering system for the brain (also
known as the reticular activating system)…allows important input to continue down the learning path.
•! Unimportant input is sent away and kicked
out of the learning path shortly after it is experienced.
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2 Questions The Brain Asks
•! Is this important? •! Does this have meaning?
•! Clear learning goals answer these questions and help set up more effective activities for learning.
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Discussion Question
•! What does it mean to communicate learning goals to students?
•! What should it look like in a classroom?
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Research on Learning Goals
Study Focus of Study
Percentile Gain
Wright 1990 Goal Difficulty
21
Hattie 1999 Goals and Feedback
18
Graham and Perin 2007
Goal Specificity
26
HO p. 5
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The Challenge
Learning Goals must be challenging, yet attainable for
students.
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Students come with unique gaps in their
abilities and previous learning.
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“I have over 25 students in my class.”
•! Problem: How can I write a goal for all my students that is both challenging and attainable?
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•! Solution: Construct goals at multiple levels of difficulty.
“I have over 25 students in my class.”
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Create Proficiency Scales
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HO p. 7
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4 In addition to exhibiting level 3 performance, in-depth inferences and applications that go BEYOND what was taught in class
3 No major errors or omissions regarding any of the information and/or processes (SIMPLE OR COMPLEX) that were explicitly taught
2 No major errors or omissions regarding the SIMPLER details and processes BUT major errors or omissions regarding the more complex ideas and processes
1 With HELP, a partial knowledge of some of the simpler and complex details and processes
0 Even with help, no understanding or skill demonstrated
Proficiency Scale
4 In addition to exhibiting level 3 performance, in-depth inferences and applications that go BEYOND what was taught in class
3 No major errors or omissions regarding any of the information and/or processes (SIMPLE OR COMPLEX) that were explicitly taught
2 No major errors or omissions regarding the SIMPLER details and processes BUT major errors or omissions regarding the more complex ideas and processes
1 With HELP, a partial knowledge of some of the simpler and complex details and processes
0 Even with help, no understanding or skill demonstrated
Proficiency Scale
4 In addition to exhibiting level 3 performance, in-depth inferences and applications that go BEYOND what was taught in class
3 No major errors or omissions regarding any of the information and/or processes (SIMPLE OR COMPLEX) that were explicitly taught
2 No major errors or omissions regarding the SIMPLER details and processes BUT major errors or omissions regarding the more complex ideas and processes
1 With HELP, a partial knowledge of some of the simpler and complex details and processes
0 Even with help, no understanding or skill demonstrated
Proficiency Scale
APPLICATION
4 In addition to exhibiting level 3 performance, in-depth inferences and applications that go BEYOND what was taught in class
3 No major errors or omissions regarding any of the information and/or processes (SIMPLE OR COMPLEX) that were explicitly taught
2 No major errors or omissions regarding the SIMPLER details and processes BUT major errors or omissions regarding the more complex ideas and processes
1 With HELP, a partial knowledge of some of the simpler and complex details and processes
0 Even with help, no understanding or skill demonstrated
Proficiency Scale
2
regarding the SIMPLER details and processes BUT major errors or omissions regarding the more complex ideas and processes
4 In addition to exhibiting level 3 performance, in-depth inferences and applications that go BEYOND what was taught in class
3 No major errors or omissions regarding any of the information and/or processes (SIMPLE OR COMPLEX) that were explicitly taught
2 No major errors or omissions regarding the SIMPLER details and processes BUT major errors or omissions regarding the more complex ideas and processes
1 With HELP, a partial knowledge of some of the simpler and complex details and processes
0 Even with help, no understanding or skill demonstrated
Proficiency Scale
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You can even use Half-Point Scores HO p. 8
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Please place the following learning goals in a scale in order
of cognitive complexity.
4 or Advanced 3 or Proficient
2 or Progressing
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•! Explain the body’s most important dietary needs.
•! Recognize healthy vs. unhealthy foods given a list.
•! Discuss what would happen to the body if one of its needs was not met.
The student will:
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4. Discuss what would happen to the body if one of its needs was not met. 3. Explain the body’s most important dietary needs. 2. Recognize healthy vs. unhealthy foods given a list.
The student will:
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•! Write compound-complex sentences in isolation.
•! Write a variety of complete sentences with fluidity.
•! Write a simple sentence with a subject and a predicate.
The student will be able to:
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4. Write a variety of complete sentences with fluidity. 3. Write compound-complex sentences in isolation. 2. Write a simple sentence with a subject and a predicate.
The student will be able to:
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The Common Language Enhances PLC Function
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The Big Picture 1.! What is it we want our students to
know and be able to do?
2.! How will we know if our students are learning?
3.! How will we respond when students do not learn?
4.! How will we enrich and extend the learning for students who are proficient?
•! Priority Standards
•! Formative Assessment/Common Assessments and
Standards-Based Grading
•! Response to Intervention (RtI)
•! Lesson Design and Sharing Best Practices (Professional Learning Communities)
• Priority Standards
• Formative Assessment/Common Assessments and
Standards-Based Grading
• Response to Intervention (Response to Intervention (RtIRtI) )
•• Lesson Design and Sharing Lesson Design and Sharing Lesson Design and Sharing Lesson Design and Sharing Best Practices (Professional Best Practices (Professional Best Practices (Professional Best Practices (Professional Learning Communities) Learning Communities)
PLC
HO p. 8
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PLC teams and The Art and Science
4 Questions of a PLC:
1. What do we want our students to learn? 2. How will we know if they have learned it? 3. What will we do if they have not? 4. What will we do if they already know it?
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Atmospheric Processes and Water Cycle
4 Infer relationships regarding atmospheric processes and the water cycle.
3 The student can explain: •! How the water cycle processes impact climate changes •! The effects of temperature and pressure in different layers of Earth’s atmosphere
2 •! Recognize and recall basic terms such as: climatic patterns, atmospheric layers, stratosphere, troposphere. •! Recognize or recall isolated details such as:
•! Precipitation is one of the processes of the water cycle. •! The troposphere is one of the lowest portions of the Earth’s atmosphere.
The GOAL
Prerequisites
Application
HO p. 7
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Scale Samples From Classrooms
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Erik Prouty, AP Chemistry, ThunderRidge HS, DCSD
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From a Teacher’s Perspective
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Close Partner Discussion
•! What are some of the most important things you heard Catherine say?
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PLC Artifacts of Collaboration:
•! Proficiency Scales that are developed or refined by the PLC for use in all of their classrooms.
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Marzano Research Laboratory is here to help!
•! Website –!http://www.marzanoresearch.com
•! FREE resources –!Classroom tools –!Proficiency scale bank –!Scales for common core standards
HO p. 8
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Format - HO page 9
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Basic Scales Work Great
•! Scales get better over time as PLCs work with them.
•! Basic scales are more effective than no scale at all or just a single learning goal.
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PLC teams and The Art and Science
4 Questions of a PLC: 1. What do we want our students to learn? 2. How will we know if they have learned it?
Common Assessments 3. What will we do if they have not? 4. What will we do if they already know it?
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ASOT and PLC Function
•! PLCs use scales to construct common classroom assessments.
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Now, you can more accurately connect
assessment items or opportunities to the
scale = construct validity. We call these “Leveled Assessments”!
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Three types of assessment items to measure the knowledge and skills defined
#!Level 2 items: Foundational details and processes that have been explicitly taught
#!Level 3 items: Complex ideas and processes that
have been explicitly taught at the level of the standard #!Level 4 items: Inferences and applications that go
beyond what was taught
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Let’s Try One
•! Handout Page 10 •! Grade 2 Telling Time Scale •! Was developed by an elementary PLC
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As a Table Team (PLC)
•! Use the telling time scale to build a common assessment:
•! You should develop: •! 2 assessment items for level 2 •! 2 assessment items for level 3 •! 1 assessment item for level 4
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Please Compare Assessments
•! With a table team near yours… •! Share and compare your telling time
assessments…. •! Scales bring consistency to
assessment even across teams from different schools.
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Scales mixed with content expertise lead to quality, rigorous
assessments.
For Example….
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Use a Taxonomy To Help
It is one of the oldest, most reliable tools in our profession
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HO p. 11
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Atmospheric Processes and Water Cycle
4 Infer relationships regarding atmospheric processes and the water cycle.
3 The student can explain: •! How the water cycle processes impact climate changes •! The effects of temperature and pressure in different layers of Earth’s atmosphere
2 •! Recognize and recall basic terms such as: climatic patterns, atmospheric layers, stratosphere, troposphere. •! Recognize or recall isolated details such as:
•! Precipitation is one of the processes of the water cycle. •! The troposphere is one of the lowest portions of the Earth’s atmosphere.
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Atmospheric Processes and Water Cycle
4 Infer relationships regarding atmospheric processes and the water cycle.
3 The student can explain: •! How the water cycle processes impact climate changes •! The effects of temperature and pressure in different layers of Earth’s atmosphere
2 •! Recognize and recall basic terms such as: climatic patterns, atmospheric layers, stratosphere, troposphere. •! Recognize or recall isolated details such as:
•! Precipitation is one of the processes of the water cycle. •! The troposphere is one of the lowest portions of the Earth’s atmosphere.
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Level 2.0 Items for Measuring Atmospheric Processes and Water Cycle
•! Briefly define the following terms: climatic pattern, atmospheric layers, stratosphere
•! Identify which of the following statements are true: –! The atmosphere is between the troposphere and the
stratosphere. –! The Earth s atmosphere helps protect life on Earth by
absorbing ultraviolet radiation. –! The temperature of the Earth s atmosphere varies with
altitude.
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Atmospheric Processes and Water Cycle
4 Infer relationships regarding atmospheric processes and the water cycle.
3 The student can explain: •! How the water cycle processes impact climate changes •! The effects of temperature and pressure in different layers of Earth’s atmosphere
2 •! Recognize and recall basic terms such as: climatic patterns, atmospheric layers, stratosphere, troposphere. •! Recognize or recall isolated details such as:
•! Precipitation is one of the processes of the water cycle. •! The troposphere is one of the lowest portions of the Earth’s atmosphere.
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Level 3.0 Items for Measuring Atmospheric Processes and Water Cycle
#!Explain how evaporation affects the climatic pattern in areas around large bodies of water, like the shoreline communities of Lake Michigan.
#!Assume that a weather balloon traveled up into
the stratosphere. Explain what would happen as it progresses through the various layers of the atmosphere.