ACTION+RESEARCH+PLAN

I expect to be more reflective on the science instructional process so that the time we have is allotted to the content areas of greatest need. I expect to have a bank of differentiated resources in order to meet the flexible needs of each student. I expect to develop a seamless, relevant and rational sequence of lessons reflecting the NCSCOS. I expect to develop a stronger conceptual understanding of all 5th grade science content. I expect that we will all become advocates for the importance of daily, investigatory science instruction.

The atmosphere of our schools will support the importance of science as a core part of the curriculum, while continuing to honor math and reading.

** How will your students be different? And how will you know (be as specific as possible)? **

All students will gain a strong conceptual understanding of all 5th grade science content, including time for reflection.

All students will develop strong critical thinking, and problem solving skills which will be evident across all content areas, including math and literacy.

All students will feel empowered to succeed in all science areas, including End of Grade Assessments.

** Data: **

Knowledge: Science Journal rubrics, anecdotal notes, assessments Reflection: Science Journal rubrics, anecdotal notes, lesson plans Critical Thinking /Problem Solving: anecdotal notes, Reading Workshop logs, Guided Reading logs, math Investigations assessments Empowerment: survey, lesson plans, anecdotal records, pre and post video lesson

  **Asheville City Schools Foundation**  **Planning Guide for Action Research** <span style="display: block; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in; text-align: center;"> **Science Fellows** <span style="display: block; margin-bottom: 0pt; margin-left: 0in; margin-right: 0in; margin-top: 0in; text-align: center;">

April, 2011 - Post || Completed pre and post surveys collected and results tabulated || Pre and Post surveys collected and results tabulated ||
 * Activities || Timeline || Results || Evidence ||
 * Assessments: Formative and Summative || September, 2010-April, 2011 || Students are highly proficient in everything that matters! || Assessments complete and scheduled for implementation in classrooms ||
 * Rubric for Science Notebook || October 15, 2010 || Completed rubrics for students in each Fellows class || Completed rubrics for students in each Fellows class ||
 * Pre and Post Science Attitude Survey || September, 2010 – Pre
 * Pacing Guide for Science || September, 2010 – April, 2011 || Completed pacing guide || Completed pacing guide ||
 * Muddy Sneakers Excursions || September, 2010 – April, 2011 || Experiential Learning || Science Notebook entries, quizzes ||

**Focus:** **How will you and the teachers in this project be different as a result of your participation in this project? How might your school be different?**

I expect to be more reflective on the science instructional process so that the time we have is allotted to the content areas of greatest need. I expect to have a bank of differentiated resources in order to meet the flexible needs of each student. I expect to develop a seamless, relevant and rational sequence of lessons reflecting the NCSCOS. I expect to develop a stronger conceptual understanding of all 5th grade science content. I expect that we will all become advocates for the importance of daily, investigatory science instruction.

The atmosphere of our schools will support the importance of science as a core part of the curriculum, while continuing to honor math and reading.

**How will your students be different? And how will you know (be as specific as possible)?**

All students will gain a strong conceptual understanding of all 5th grade science content, including time for reflection.

All students will develop strong critical thinking, and problem solving skills which will be evident across all content areas, including math and literacy.

All students will feel empowered to succeed in all science areas, including End of Grade Assessments.

**Data:**

Knowledge: Science Journal rubrics, anecdotal notes, assessments Reflection: Science Journal rubrics, anecdotal notes, lesson plans Critical Thinking /Problem Solving: anecdotal notes, Reading Workshop logs, Guided Reading logs, math Investigations assessments Empowerment: survey, lesson plans, anecdotal records, pre and post video lesson