Science Essential Standards

RC Day Workshop 1 of 3 October 31 st , 2011

  What processes must all science teachers initiate/continue to transition into teaching the NC Science Essential Standards with efficacy?

How will we frame our instructional practices to meet the requirements for student-mastery based on the Next Generation of Science Standards and Assessments?

Session Essential Questions

   Standard I: Teachers demonstrate leadership Standard III: Teachers know the content they teach Standard IV: Teachers facilitate learning for their students

Focus: North Carolina Professional Teaching Standards

These sessions are about Teachers

    Hierarchy of Scientific Content Knowledge (See Handout 6.7) The Essential Standards intentionally reflect the importance of topics and ensure that some topics covered under the strands of Life, Earth and Physical Science continue from kindergarten through high school In reading the “Unpacked” document, be sure to note prerequisite knowledge often introduced with “Students should already know…” Focus on identifying learning targets and criterion for success (How will you know that know it?)

Vertical Curriculum

   Locate “Improving Adult Content Knowledge Before Teaching a Unit” Handout 6.1 Put a √ next to the strategy you most frequently use during the school year to improve or refresh your own adult content knowledge before teaching a new unit. Discussion: How does adult content knowledge influence instruction? Why must science teachers remain abreast current information concerning the content they teach?

How do you prepare for teaching?

    Locate “Ten Common Beliefs about Standards & Research on Learning”, Handout 2.1

Complete the anticipation guide by reading each statement and marking whether you “Agree”, “Disagree”, or are “Not Sure or It Depends” In small groups, discuss your responses to each statement. We will revisit these statements throughout the day.

Beliefs about Standards and Research on Learning

 The Three Little Pigs Story metaphorically describes various approaches to and considerations for K-12 science curriculum development. In a small group, read the story.  On the Post It note provided, please down the number of the 3 little pigs’ house you believe most represents your district’s current curriculum design process (this includes work that was done previously if you have not started developing or revising your curriculum yet). For example, if you believe your district design process is most like the second little pig’s house, record a “2”. (Note: You can have 1.5 and 2.5 if you feel you are “in-between”.)  Place your sticky note on the chart to create a bar graph.

Science Curriculum Metaphors: The Three Little Pigs (continue…)

 Identify and discuss the metaphors used in describing the construction of each pig’s house as they apply to curriculum development (Handout 6.13). As you discuss these metaphors, talk about where you see your district in the story. Do any of these metaphors apply to your curriculum?

 Translate one metaphor from each pig’s house into a curriculum design practice as listed on your supplemental handout. Generate a list of things you think should be considered as we examine the Essential Standards and develop our local science curriculum.

Science Curriculum Metaphors: The Three Little Pigs

    There must be a balance between teacher directed instruction and student independent exploration of concepts Does this mean that teachers cannot guide students? Read the article, “To Hypothesize or Not to Hypothesize” Group Discussion: How important is the adult’s understanding of an activity and ability to question in the execution of a hands-on activity?

Questioning in Science: “To Hypothesize or Not to Hypothesize”

  For the following Activity you will engage as a student learner. You may only speak and respond as a student. Please use your post-it notes to jot down teacher thoughts.

Pre-Activity Instructions

Background information for teachers: http://www.millerandlevine.com/km/evol/Moths/moths.html

Activity #1: Hands-on (Moth)

    Do you see the correlation of the activity to the Essential Standards? Which Essential Standard does the activity address?

Which of the 5Es does this lesson facilitate?

What questions do you have concerning the activity?

Do you facilitate similar activities in your classroom already?

“Teacher Talk”

Essential Standards: Vocabulary

2009 Essential Standards 2004 NC SCOS 4.L.1 Understand the effects of environmental changes, adaptations and behaviors that enable animals (including humans) to survive in changing habitats.

1.01 Observe and describe how all living and nonliving things affect the life of a particular animal including: other animals, plants, weather, climate 4.L.1.1 Give examples of changes in an organism’s environment that are beneficial to it and some that are harmful. 1.03 Observe and discuss how behaviors and body structures help animals survive in a particular habitat. 4.L.1.2 Explain how animals meet their needs by using behaviors in response to information received from the environment. 1.04 Explain and discuss how humans and other animals can adapt their behavior to live in changing habitats.

Essential Standards: Crosswalks

4.L.1.1

Students know that for any particular environment, some kinds of plants and animals survive well, some survive less well and some do not survive at all. When the insect population grows in an area that is frequented by insect eating birds, this is advantageous for the birds. Conversely, if the insect populations are decreased by disease in a similar scenario, the population of birds would be stressed and likely, reduced.

4.L.1.2

Students know that animals collect information about the environment using their senses. Animals also exhibit instinctive (inborn) behaviors that help them to survive. Students know that in animals, the brain processes information, and signals the performance of behaviors that help the organism survive.

Essential Standards: Unpacked

2009 Essential Standards 2004 NC SCOS 4.L.1 Understand the effects of environmental changes, adaptations and behaviors that enable animals (including humans) to survive in changing habitats.

1.01 Observe and describe how all living and nonliving things affect the life of a particular animal including: other animals, plants, weather, climate 4.L.1.3 Explain how humans can adapt their behavior to live in changing habitats (e.g., recycling wastes, establishing rain gardens, planting native species to prevent flooding and erosion). 1.04 Explain and discuss how humans and other animals can adapt their behavior to live in changing habitats. 4.L.1.4 Explain how differences among animals of the same population sometimes give individuals an advantage in surviving and reproducing in changing habitats. 1.02 Observe and record how animals of the same kind differ in some of their characteristics and discuss possible advantages and disadvantages of this variation.

Essential Standards: Crosswalks

4.L.1.3

Students know that humans can adapt their behavior in order to conserve the materials and preserve the ecological systems that they depend on for survival.

4.L.1.4

Students know that there is variation among individuals of one kind within a population. Students know that sometimes this variation results in individuals having an advantage in surviving and reproducing. Survival advantage is not something that is acquired by an organism through choice; rather it is the result of characteristics that the organism already possesses.

Essential Standards: Unpacked

  ◦ ◦ ◦ Based on the Essential Standards evaluate the content of your lesson plans using the criterion (Handout 6.14) ◦ Essential Understandings Important Understandings Worth Being Familiar With But Not Necessary Not Worth How will this evaluative practice improve your planning as a science teacher?

Prioritize your instruction!

  For the following Activity you will engage as a student learner. You may only speak and respond as a student. Please use your post-it notes to jot down teacher thoughts.

Pre-Activity Instructions

Activity #2: Hands-on (Animal Adaptation – Bird Beaks)

    Do you see the correlation of the activity to the Essential Standards? Which Essential Standard does the activity address?

Which of the 5Es does this lesson facilitate?

What questions do you have concerning the activity?

Do you facilitate similar activities in your classroom already?

“Teacher Talk”

   www.paperclippedagogy.wikispaces.com

(by Dr. Carrie Nielsen and Dr. Anne Coleman from Cabrini College ) Project WILD activities: How Many Bears? (limiting factors on black bear populations) Oh Deer! (deer needs of food, water, and shelter) Musk Ox Maneuvers (defensive maneuvers to protect young) Citizen Science: http://schoolofants.org/index.html

ant research based at NCSU

Other Resources (

see .pdf file for the components of these activities)

Essential Standards: Vocabulary

National Science Education Standards

Children link eating with growth, health, strength, and energy, but they do not understand these ideas in detail. They understand connections between diet and health and that some foods are nutritionally better than others, but they do not necessarily know the reasons for these conclusions.

CTS Curriculum Topic Study

Science For All Americans

To stay in good operating condition, the human body requires a variety of foods and experiences. The amount of food energy (calories) a person requires varies with body size, age, sex, activity level, and metabolic rate. Beyond just energy, normal body operation requires substances to add to or replace the materials of which it is made: unsaturated fats, trace amounts of a dozen elements whose atoms play key roles, and some traces of substances that human cells cannot synthesize—including some amino acids and vitamins. The normal condition of most body systems requires that they perform their adaptive function: For example, muscles must effect movement, bones must bear loads, and the heart must pump blood efficiently. Regular exercise, therefore, is important for maintaining a healthy heart/ lung system, for maintaining muscle tone, and for keeping bones from becoming brittle.

CTS Curriculum Topic Study

Benchmarks for Science Literacy

Knowledge of science can inform choices about nutrition and exercise, but that doesn't ensure healthy practices. Some adults have ideas about health that are contrary to scientific facts. Ideas about what constitutes good nutrition change somewhat as new information accumulates, but the basics are quite stable. Students should learn these basics.

CTS Curriculum Topic Study

2009 Essential Standards 4.L.2 Understand food and the benefits of vitamins, minerals and exercise. 2004 NC SCOS

4.01 Explain why organisms require energy to live and grow. 4.L.2.1 Classify substances as food or non food items based on their ability to provide energy and materials for survival, growth and repair of the body. 4.02 Show how calories can be used to compare the chemical energy of different foods. 4.03 Discuss how foods provide both energy and nutrients for living organisms. 4.L.2.2 Explain the role of vitamins, minerals and exercise in maintaining a healthy body. 4.04 Identify starches and sugars as carbohydrates.

Essential Standards: Crosswalks

4.L.2.1

Students know that living things derive their energy from food. Plants produce their own food, while other organisms must consume plants or other organisms in order to meet their food (energy) needs.

4.L.2.2

Students know that humans have needs for vitamins, minerals, and exercise in order to remain healthy. Students know that vitamins and minerals are found in healthy foods, as well as dietary supplements. Students also know that movement is essential to the growth, development and maintenance of the human body and its systems.

Essential Standards: Unpacked

  ◦ ◦ ◦ Based on the Essential Standards evaluate the content of your lesson plans using the criterion (Handout 6.14) ◦ Essential Understandings Important Understandings Worth Being Familiar With But Not Necessary Not Worth How will this evaluative practice improve your planning as a science teacher?

Prioritize your instruction!

  For the following Activity you will engage as a student learner. You may only speak and respond as a student. Please use your post-it notes to jot down teacher thoughts.

Pre-Activity Instructions

What kinds of things are considered food? Check off the things on the list that are scientifically called food. __lettuce __cookies __milk __french fries __minerals __ketchup __sugar __bread __vitamins __candy bar __pancake syrup __diet soda __salt __butter __water __turkey __banana __flour Explain your thinking. What definition or “rule” did you use to decide if something can scientifically be called food?

Activity #1: Formative Assessment Probe (4.L.2)

    Do you see the correlation of the activity to the Essential Standards? Which Essential Standard does the activity address?

Which of the 5Es does this lesson facilitate?

What questions do you have concerning the activity?

Do you facilitate similar activities in your classroom already?

“Teacher Talk”

 Arianna’s Nutrition Expedition Five Food Group Based Nutrition Education Program (free resource National Dairy Council) URL: http://school.fueluptoplay60.com/tools/nutrition education/lessons.php?tab=1

Activity #2: Ariana and Antarctica Expedition

    Do you see the correlation of the activity to the Essential Standards? Which Essential Standard does the activity address?

Which of the 5Es does this lesson facilitate?

What questions do you have concerning the activity?

Do you facilitate similar activities in your classroom already?

“Teacher Talk”

What’s For Breakfast?

(from Project Food, Land & People)

1. How do you decide what to eat for breakfast? 2. How often do you eat cereal? Why? 3. How do you decide what cereal to eat?

4. What do you think is the best cereal? Why? 5. What do you add to your cereal? Why?

6. What do you think is the best cereal advertisement on TV? Why?

The worst? Why?

Activity #3: Hands-on Be Label Able

 Comparing Cereals (refer to the ActivBoard for the questions)

Activity #3: Hands-on Be Label Able

    Do you see the correlation of the activity to the Essential Standards? Which Essential Standard does the activity address?

Which of the 5Es does this lesson facilitate?

What questions do you have concerning the activity?

Do you facilitate similar activities in your classroom already?

“Teacher Talk”

 Promethean Activity http://www.prometheanplanet.com/en/Resources/Item/64235/types-of-food  http://www.abpischools.org.uk/page/modules/balanceddiet/.cfm?coSiteNavigation_allT

opic=1

Other Resources (

see .pdf file for the components of these activities)

      Have students log what they eat before and after studying food. Have students create circle graphs comparing before food study with after food study.

Bring in food items—like cereal, etc. and have student pour what they think a serving size is. Compare with the actual serving size.

Create molecules (fat, carbohydrates, etc) with different colored paperclips to see where the energy comes from when the food is broken down by the body.

Personalized Diet Plan (for students) ( http://www.choosemyplate.gov/myplate/index.aspx

) A Variety of Activities http://www.choosemyplate.gov

Food For Thought: Making the Grade Through Healthful Eating ( www.nutritionnc.com

)

Other Ideas?

 Wikispace ◦ http://wsfcselementaryscience.wikispaces.com/  Edmodo ◦ http://wsfcs.edmodo.com/  Parking Lot

Resources