Transcript Common Core State Standards & Science

Common Core State Standards &
Science (K-6)
Gail Dickinson
[email protected]
Session Focus
Participants will:
• recognize the difference between Common Core and the Next
Generation of Science Standards
• examine how Common Core standards mesh with the Next
Generation of Science Standards
• review the basis of the NGSS
– Practices of science
– Cross cutting
– Core ideas in science
• review sample lessons within
Common Core & NGSS
Notes
• www.GMSmavs.com
• Teachers/Gail Dickinson/SDE 2013
The Difference:
Common Core/NGSS
• The Common Core Literacy Standards were
written to help students meet the particular
challenges of reading, writing, speaking,
listening, and language in their respective
fields- in this case, science.
• The literacy standards do not replace science
standards- they supplement them.
• The NGSS will lay out the “main” ideas and
practices in science that students should
master in preparation for college and careers.
What is Common Core?
How does it relate to Science?
Video common core
Common Core relates to science in the following
ways:
Reading
Writing
Technology
Common Core
Reading in Science Class
Students will:
• Read informational/technical text
• Cite resources from text
• Distinguish between fact/opinion
• Follow multi-step processes/cycles
Sample informational text
Sample cycle diagram
Reading in Science Class (cont)
• Identify steps, sequences
• Determine meanings of words/phrases
• Read/interpret/analyze/create – charts,
graphs, maps
• Read like a scientist
Sample identify steps/sequences
Reading like a scientist
link
Scientific Writing/Technology
Within the Common Core
•
•
•
•
Produce a report
Record scientific observations
Support statements for arguments presented
Gather reliable information from several resources
(no plagiarism)
• Use evidence to support analysis, reflection and
research.
• Conduct short research projects from self-generated
questions
• Use reliable Internet resources for research and to
produce published material (multi-media projects)
Record scientific observations
Use reliable Internet resources for research and to
produce published material (multi-media projects)
• Lab Video
Example of
Reading/Writing/Technology
Within Common Core
– Sample Lesson: Food Poisoning
LS1.A
Structure and
function
K-2
3-5
6-8
All organisms have
external parts that
they use to
perform daily
functions.
Organisms have
both internal and
external
macroscopic
structures that
allow for growth,
survival, behavior,
and reproduction.
All living things
are made up of
cells. In
organisms, cells
work together to
form tissues and
organs that are
specialized for
particular body
functions.
Engage
Explore
Articles on Food Poisoning
• http://www.arrowscientific.com.au/educationalmaterial/food-poisoning.html
• http://www.mayoclinic.com/health/foodpoisoning/DS00981/DSECTION=prevention
• Read article on food poisoning
• Create a concept map explaining food poisoning.
• Create a brochure (technology) suggesting ways to prevent food
poisoning.
– Read article on food poisoning
– Research information about food
poisoning
• causes
• symptoms
• treatments
• preventions
– cite examples
– Create a concept map
Elaborate/Create
• Design a brochure for the Health Department
informing the public about food poisoning.
Include specific ways to prevent food poisoning.
Cite facts and figures to support your information.
• See brochure
Document/Explain/Evaluate
Example of Scientific Writing
Within the Common Core
Science Lab Report –
• Introduction
• Goal/Question/Problem
• Hypothesis, Materials
• Procedure
• Data Collection (including graphs, charts)
• Analyze Data
• Conclusion (extension)
Writing a Conclusion
First Paragraph: Introduction
• What was investigated?
– Describe the problem.
• Was the hypothesis supported by the data?
– Compare your actual result to the expected (from the
literature, or hypothesis) result.
– Include a valid conclusion that relates to the initial
problem or hypothesis.
• What were your major findings?
– Did the findings support (or not) the hypothesis as the
solution to the problem?
– Calculate the percentage error from the expected value.
Middle Paragraphs: Discuss the major findings of the
experiment.
• How did your findings compare with other researchers?
• Compare your result to other students’ results in the
class.
– The body paragraphs support the introductory paragraph by
elaborating on the different pieces of information that were
collected as data.
– Each finding needs its own sentence and relates back to
supporting or not supporting the hypothesis.
– The number of body paragraphs you have will depend on
how many different types of data were collected. They should
always refer back to the findings in the first paragraph.
Last Paragraph: Conclusion
• What possible explanations can you offer for your findings?
– Evaluate your method.
– State any assumptions that were made which may affect the result.
• What recommendations do you have for further study and for
improving the experiment?
– Comment on the limitations of the method chosen.
– Suggest how the method chosen could be improved to obtain more
accurate and reliable results.
• What are some possible applications of the experiment?
– How can this experiment or the findings of this experiment be
used in the real world for the benefit of society?
The Next Generation of Science Standards
• The Next Generation Science Standards (NGSS) - a
comprehensive set of K-12 student “performance
expectations” for the areas of Earth and space science,
life science, and physical science.
• They integrate concepts of engineering and technology
and develop ties to the Math and English “Common
Core” standards.
What Are the NGSS?
• The basis for the NGSS is that all of the
performance expectations involve a
weaving together of 3 dimensions –
– the practices of science
– the crosscutting concepts of science
– the core ideas of science.
The Goal of NGSS
The aim of NGSS is to identify
what students can do, not what
they know.
The NGSS move away from
presenting science as a list of facts
to be memorized and present
science as a set of practices to be
done.
Why?
• Video
Why?
• Science, engineering, and technology
permeate nearly every facet of modern life,
and they also hold the key to meeting
pressing current and future challenges.
• The U.S. workforce does not have a strong
background in these fields.
• This national trend has created a
widespread call for a new approach to K-12
science education in the United States.
The Goal
K-12 science education will ensure that by the end of 12th
grade all students will:
• have some appreciation of the beauty and wonder of
science.
• possess sufficient knowledge of science and engineering
to engage in public discussions on related issues
• be careful consumers of scientific and technological
information related to their everyday lives.
• be able to continue to learn about science outside school
• Have the skills to enter careers of their choice, including
careers in science, engineering, and technology.
The 3 Dimensions of the Framework
1 Scientific and Engineering Practices
2 Crosscutting Concepts
3 Disciplinary Core Ideas
1 Scientific and Engineering
Practices
1. Asking questions (for science) and defining problems (for engineering)
2. Developing and using models
3. Planning and carrying out investigations
4. Analyzing and interpreting data
5. Using mathematics and computational thinking
6. Constructing explanations (for science) and designing solutions (for
engineering)
7. Engaging in argument from evidence
8. Obtaining, evaluating, and communicating information
Example of developing and using models,
designing solutions and communicating
information.
• Elderly people sometimes have problems with hand
strength and dexterity which restricts hand movement
such as opening doors.
• Research, design and test an apparatus that will assist
them to open doors.
• Create an advertisement video demonstrating how to use
this product.
2 Crosscutting Concepts
1. Patterns
2. Cause and effect: mechanism and explanation
3. Scale, proportion, and quantity
4. Systems and system models
5. Energy and matter: flows, cycles, and conservation
6. Structure and function
7. Stability and change
Cycles example
• Demonstrate how a drop of water moves through
the water cycle in one of the following ways:
–
–
–
–
–
Drawing
Physical movement
Build a model
Write a story
Flow chart
• How will the removal of one part of the water
cycle affect the environment?
Structure/function
• Students study the anatomy of the human
eye.
• Explore the diversity of eyes in the animal
kingdom relating the structure/function.
• Build a model of the eye for an animal.
3 Disciplinary Core Ideas
Physical Sciences
PS1: Matter and its interactions
PS2: Motion and stability: Forces and interactions
PS3: Energy
PS4: Waves and their applications in technologies
for information transfer
3 Disciplinary Core Ideas
Life Sciences
LS1: From molecules to organisms: Structures and
processes
LS2: Ecosystems: Interactions, energy, and dynamics
LS3: Heredity: Inheritance and variation of traits
LS4: Biological evolution: Unity and diversity
3 Disciplinary Core Ideas
Earth and Space Sciences
ESS1: Earth’s place in the universe
ESS2: Earth’s systems
ESS3: Earth and human activity
3 Disciplinary Core Ideas
Engineering, Technology, and Applications of
Science
ETS1: Engineering design
ETS2: Links among engineering, technology,
science, and society
Video
http://www.nextgenscience.org/
Lets compare previous lessons to
new lessons using NGSS
Project Egg Drop
Students use a variety of materials to
insulate an egg from breaking when dropped
from a certain distance.
The teacher might or might not give
certain parameters for this activity.
Project Egg Drop
See Egg Drop Challenge Sheet
Science
Technology
Engineering
Math
Extension:
Challenge students to create their packaging to
be economical (Math) and still effective.
Playground Lesson
Before
Research playground equipment.
Label each piece of the playground as a type of simple machine.
L=Lever, P=Pulley, W=Wheel and Axle, I=Inclined Plane
Playground Project
After
See Playground Design Sheet
Students will design a safe and economical playground
for their school. Cite resources that prove your
playground will be safe for children.
Science – simple machines & recycled material for
ground, Math – measure dimensions, Engineering –
design equipment and Technology – research and
design (Google SketchUp)
Google SketchUp
How to Read the NGSS
How to read NGSS video
Videos
• NGSS – Bozeman
• http://www.nextgenscience.org/how-toread-the-standards