Transcript Science Team Essential Standards PowerPoint Third Grade

Science
Essential Standards
March 26, 2012
Part I:
Introduction
Essential Standards
Science Essential Standards
2009 - 2010 Essential Standards Developed &
Adopted
2010 – 2011 Current (2004) SCOS Taught &
Assessed
2011 - 2012 Current (2004) SCOS Taught &
Assessed; Field Tests
2012 – 2013 First Year of Implementation of
Essential Standards;
New ES Taught & Assessed
Understanding the Standards
Modules
• NC Education
https://center.ncsu.edu/nc/login/index.php
• North Carolina Essential Standards
– Science
• Module & Note-Taking Guide
Part II:
Essential Standards
Essential Standards
• Organized into 3 strands
– Physical Science (P)
– Earth Science (E)
– Life Science (L)
Unifying Concepts
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Forces and Motion
Matter, Properties and Change
Energy: Conservation and Transfer
Earth Systems, Structures, and Processes
Earth History
Structures and Functions of Living Organisms
Ecosystems
Evolution and Genetics
Molecular Biology
Essential Standards
Second Grade:
2.L.1 Understand animal life cycles
2.L.1.1 Summarize the life cycle of animals:
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Birth
Developing into an adult
Reproducing
Aging2.and
deathLevel
Grade
L. Strand
(Physical,
Earth, Life)
2.L.1.2 Compare
life cycles
of different
animals
1. Essential Standard
such as, but 2.not
limitedObjective
to, mealworms,
Clarifying
ladybugs, crickets, guppies or frogs.
Essential Standards
• Written using the Revised Bloom’s Taxonomy
• Cognitive Process
– Verbs used in the standard
– Verbs help us understand how to teach and assess
the standards
Revised Bloom’s Taxonomy
• Knowledge Dimension
– Ways to categorize the type of knowledge
to be learned
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Factual Knowledge
Conceptual Knowledge
Procedural Knowledge
Meta-Cognitive Knowledge
Essential Standards
Second Grade:
2.L.1 Understand animal life cycles
2.L.1.1 Summarize the life cycle of animals:
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Birth
Developing into an adult
Reproducing
Aging and death
2.L.1.2 Compare life cycles of different animals
such as, but not limited to, mealworms,
ladybugs, crickets, guppies or frogs.
Essential Standards
• Instructional Toolkits
– Under development
– Include:
• Crosswalk documents
• Unpacking documents
www.ncpublicschools.org/acre/standards/su
pport-tools/
Crosswalk Document
Unpacking Document
Essential Standards Activity
• Work together as a team
• Determine how the concept of
Force and Motion is developed in
the Science Essential Standards
– How does the concept build and development
from Kindergarten to 5th grade?
– How are the standards different each year?
– Identify the verbs at each grade level.
– Determine the big ideas at each grade level. What
ideas should students master by 5th grade?
Probe #16 Force and
Motion Ideas
• Let’s think about it.
– What do you think our students
would say?
Part III:
Content Knowledge
What Students will
Come Already Knowing
• Compare the position of objects
(using positional words)Kindergarten
• Explain how push and pull change
the motion of an object, effects of
force on the motion of an object1st grade
3rd Grade Learning
Target
• Students know that…
– When a force acts on an object it will
result in a change of speed and/or
direction.
– Speed can vary; varying the speed
of a moving object will affect the time
it takes for the object to travel.
– Earth “pulls” on all objects on or near
the Earth without touching these
objects.
Force and Motion
Vocabulary Foldable
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Force
Motion
Speed
Gravity
Direction
Study Jams
• http://studyjams.scholastic.com/st
udyjams/jams/science/forces-andmotion/force-and-motion.htm
Part IV:
Classroom Activities
Get a Jet Going!
Experiment
• Follow handout.
Let’s Take a Break!
• Here’s a neat real life example of
the use of force and motion in
sports.
PBS Teachers — Resources For The
Classroom
Raceway to Science
Experiment
• Follow handout.
Probe #34 Experiencing
Gravity
• Let’s think about it.
– What do you think our students
would say?
Hang in There
Experiment
• Follow handout.
Part V:
Assessment Probes
Formative Assessment
Probes
• Complete the
“Doing Science” probe
• Decide which student
you agree with and
explain your reasoning
• Discuss your reasoning
with a partner
Doing Science Probe
• Purpose:
– Elicit students’ ideas about scientific
investigations
• Scientists investigate the world in a variety of
ways depending on the question they pose.
– Observations, models, experiments, and
collecting specimens
• There is no fixed sequence of steps that all
scientists use and follow rigidly.
Suggestions for Instruction
• Provide students with a variety of
ways to do science
• Use caution when using the word experiment
(controlling variables); use investigation
• Use caution when referring to the scientific
method (a scientific method)
• Expose students to different types
of scientists, areas of science,
and science investigations
Uncovering Student Ideas
in Science
• Provide science formative assessment probes
• Appropriate for multiple grade levels
• Allows teachers to assess students thinking,
identify misconceptions, and plan for
instruction
• Each probe includes
“Teacher Notes” &
Recommendations
Uncovering Student Ideas
in Science
• Provide science formative assessment probes
• 1 set of books per grade level at Title 1 schools
• 1 set of books at non-Title 1 schools
Part VI:
Resources
Essential Standards
• Instructional Toolkits
– Under development
– Include:
• Crosswalk documents
• Unpacking documents
www.ncpublicschools.org/acre/standards/su
pport-tools/
Essential Standards Resources
• DPI Wiki Space
http://www.ncdpi.wikispaces.net/
– Webinars
– Support Packs
– Resources
Essential Standards Resources
• Science Literacy Maps
http://nsdl.org/
• Benchmarks for Science Literacy
http://www.project2061.org/publications/bsl/d
efault.htm
Part VII:
Science Test
Information
Science Tests
• Designed for online administration
(with paper/pencil version available)
• Weight Distributions
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Forces and Motion 13–15%
Matter: Properties and Change 12–14%
Energy: Conservation and Transfer 11–13%
Earth Systems, Structures, and Processes 15–17%
Structures and Functions of Living Organisms 14–16%
Ecosystems 14–16%
Evolution and Genetics 13–15%
• Types of Items:
– Multiple Choice
– Technology-Enhanced Items
http://www.ncpublicschools.org/acre/assessment/online/