Integrating Science and the Common Core State Standards

1. Integrating Science and the Common Core State Standards

2. Next Generation Science Standards- Summer, 2012 • Based On Next Generation Science Framework- National Academies Press • 8 science and engineering practices • 7 crosscutting concepts that unify the study of science and engineering • Core ideas in 4 disciplinary areas: physical sciences, life sciences, earth & space sciences, and engineering, technology, and applications. • Linked to Common Core Literacy and Math

3. 21st Century Student

4. The Need for Science Education (from Sally Ride Science, 2011) • Of the 10 fastest growing occupations, nine are science, math, or technology related. • 80% of jobs in the next decade will require some form of math and science. • More than 50% of all science and engineering degreed workers are over 40 years old; 26% are over 50 years old.

5. What the public thinks…(The Center for the Future of Teaching & Learning, 2010) • 86 % of Californians surveyed view science as very important or essential. • 75% believe science should be a higher priority for California schools. • 66% believe that students should receive more science education than they themselves did (89% African American, 75% Latino) • 65% believe all high school students should be required to study, biology, chemistry, and physics in high school • 55% of parents believe that not enough time is spent on their child’s science education

6. What Should Be Happening in Science… • Listening and speaking- Students should be hearing and using both content vocabulary and academic language. • Reading- Students should read nonfiction text including text including trade journals. • Writing- Students should be using science journals or notebooks (this can be done digitally) to record their observations, data, and thinking. • Mathematics- Students should be applying mathematics and computational thinking during science investigations.

7. Essential Elements of a Science Notebook- Evidence of Student Thinking • Prior Knowledge- I think…, I predict…, I hypothesize… • Gathering Data- I saw…, I drew…, I observed…, I measured…, I recorded…, I charted…, I graphed… • Making Sense of Data- I think…because…, My hypothesis was…because..., The data/graph shows…, I calculated..., I conclude …, Based on the evidence... • Metacognition- I learned…, I wonder…, My next steps…, My thinking has changed…, This reminds me…, Further questions to explore…, Other ideas…

8. 5 E Learning Sequence • Engage • Explore • Explain • Extend or Elaborate • Evaluate • Use “backwards design”

9. A model of what this might look like… • Imagine yourself as a student. • In your journals, write the following focus question(s) at the top a the page: What are the properties of two unknown liquids? How are they alike? How are they different?

10. Collecting Data/ Observe • Take independent notes in your journals as you observe unknown liquids A and B. • List as many properties for each liquid as you can. Use all senses except taste. Remember if using smell, waft the odor to your nose (do not sniff directly). • Discuss how the liquids are alike and different with your lab group. • Share out similarities and differences.

11. Predict/ Prior Knowledge • What do you think will happen when you add a piece of ice to each liquid? • Write your predictions in your journal for both liquids A and B. • Next, add a piece of ice to each liquid. • Continue to make independent observations and record them in your journals. • Explain in writing if your predictions were correct or incorrect and why.

12. Identify the Property • What property did adding the ice demonstrate in each of the liquids? • With your lab group come up with a definition for this property and write it in your journal. • Share out definitions.

13. Making Sense • As a group, draw a model on the chart paper/ white board that indicates how closely packed the molecules would be in both liquids and the ice. • Share out. • Explain in writing in your journals how you know which materials have the same density, greater, or less density. Use evidence to support your claims. Add drawings to justify your explanations.

14. Going Deeper… • Ice is one of the few solid substances that floats in its liquid (water). • Why does ice float in water? Write your thinking in your journal. • Read the article- “Why Does Ice Float?” • 3D Ice Molecular Arrangement • Now add to or modify your explanation from above and redraw the molecular arrangement in a piece of ice if your ideas have changed.

15. Adding Math • How could you add math to this activity? • Share out.

16. Reflection • In your journals, write down something you learned todayand any questions you may still have. • Where else in life, do we see the effects of density? What do you think?

17. Standards Correlation- • K- Water can be a liquid or solid and can change back and forth from one form to the other. • Grade 1- Students know solids, liquids, and gases have different properties. • Grade 3- students know matter has three forms: solid , liquid, and gas. Students know all matter is made of small particles called atoms, too small to be seen with the naked eye. • Grade 5- Students know that all matter is made of atoms, which may combine to form molecules. Students know that differences in chemical and physical properties of substances are used to separate mixtures and identify compounds. • Grade 8- Students know the states of matter (solid, liquid, gas) depend on molecular motion. Students know that in solids the atoms are closely locked in position and can only vibrate; in liquids the atoms and molecules are more loosely connected and can collide and move past one another; and in gases the atoms and molecules are free to move independently, colliding frequently. • Chemistry- Students know the atoms and molecules in liquids move in a random pattern relative to one another because the intermolecular forces are too weak to hold the atoms or molecules in solid form.

18. Supporting CCSS • Recall the types of thinking and products you engaged in during the activity. • How did these support oral and written language? • How did these support reading? • How did these support math?

19. Oral Language in CCSS • Read the top of p.23 (K-5), p. 49 (6-12) for Listening and Speaking Standards • Read Presentation of Knowledge and Ideas #4, pp. 23, 24, 49, 50 from grades K- 12 to see the progression through the grade levels. • Along with # 4, read and highlight or underline the grade level standards that seem to best be integrated with science.

20. Written Language in CCSS • Read the top of p.19 Writing Standards(K-5), p. 64 Writing Standards for Science (6-12) • Read Text Type and Purposes #2, pp. 19, 20, 65 from grades K- 12 to see the progression through the grade levels. • Along with # 2, read and highlight or underline the grade level standards that seem to best be integrated with science.

21. Reading in CCSS • Look at the Reading Standards for Informational Text, pp. 13-14 (K-5) and Reading Standards for Literacy in Science p.62 • Read Key Ideas and Details #2, pp. 13, 14, 62 from grades K- 12 to see the progression through the grade levels. • Along with # 2, read and highlight or underline the grade level standards that seem to best be integrated with science.

22. Mathematics in CCSS • K- Describe and compare measurable attributes. • 1,2,3,4,5 -Represent and interpret data. • 3- Represent and solve problems involving multiplicaton and division. Solve problems involving measurement and estimation of intervals of time, liquid volumes and masses of objects. • 4- Understand decimal notation for fractions, and compare decimal fractions. Solve problems involving measurement. • 5- Geometric measurement: understand concepts of volume and relate volume to multlplication and to addition. • 6- Reason about and solve one-variable equations and inequalities. Solve real world and mathematical problems involving area, surface area, and volume. • 7- Solve real world and mathematical problems involving angle measure, area, surface area, and volume. • 9- 12- Reason quantitatively and use units to solve problems. Create equations that describe numbers or relationships. Understand solving equations as a process of reasoning and explain the reasoning. Explain volume formulas and use them to solve problems.

24. Quadrant D Moments • In the model density lesson, were their quadrant D moments? • In your groups, think of a prompt that might lead to a Quadrant D moment for students that extends the density lesson you experienced?

25. Taking It Home… • Science = Common Core! • Every science class should be using notebooks/journals as a tool for student thinking. • STEM is the future! Every school should be a STEM school! • “It’s suicidal to create a society that depends on science and technology…in which no one knows anything about science and technology.” - Carl Sagan