Common Core State Standards & Science (K-6)

3. Common Core State Standards & Science (K-6) Gail Dickinson gdickinson@madison-schools.com

4. 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

5. Notes • www.GMSmavs.com • Teachers/Gail Dickinson/SDE 2013

6. 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.

7. What is Common Core?How does it relate to Science? Common Core relates to science in the following ways: Reading Writing Technology Video common core

8. 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

9. Sample informational text

10. Sample cycle diagram

11. Reading in Science Class (cont) • Identify steps, sequences • Determine meanings of words/phrases • Read/interpret/analyze/create – charts, graphs, maps • Read like a scientist

12. Sample identify steps/sequences

13. Reading like a scientist link

14. 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)

15. Record scientific observations

16. Use reliable Internet resources for research and to produce published material (multi-media projects) • Lab Video

17. Example of Reading/Writing/Technology Within Common Core • Sample Lesson: Food Poisoning

18. Engage

19. Explore Articles on Food Poisoning • http://www.arrowscientific.com.au/educational-material/food-poisoning.html • http://www.mayoclinic.com/health/food-poisoning/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.

21. Read article on food poisoning • Research information about food poisoning • causes • symptoms • treatments • preventions • cite examples • Create a concept map

23. 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

24. 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)

25. 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.

26. 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.

27. 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?

28. 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.

29. 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.

30. 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.

31. Why? • Video

32. 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.

33. The Goal K-12 science education will ensure that by the end of 12th gradeall 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.

34. The 3 Dimensions of the Framework 1Scientific and Engineering Practices 2 Crosscutting Concepts 3 Disciplinary Core Ideas

35. 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

36. 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.

37. 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

38. 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?

39. 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.

40. 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

41. 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

42. 3 Disciplinary Core Ideas Earth and Space Sciences ESS1: Earth’s place in the universe ESS2: Earth’s systems ESS3: Earth and human activity

43. 3 Disciplinary Core Ideas Engineering, Technology, and Applications of Science ETS1: Engineering design ETS2: Links among engineering, technology, science, and society

44. Video http://www.nextgenscience.org/

45. Lets compare previous lessons to new lessons using NGSS After Before

46. Project Egg Drop Before 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.

47. Project Egg Drop After See Egg Drop Challenge Sheet Science Technology Engineering Math Extension: Challenge students to create their packaging to be economical (Math) and still effective.

48. 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

49. 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)

50. Google SketchUp