Science Essential Standards

1. Science Essential Standards Presenter: Katie McGregor RC Day Workshop 2 of 3 January 23, 2012

2. Schedule 9:40 Break 11:30-12:30 Lunch 1:50 Break 3:30 Adjourn

3. Purpose: North Carolina Professional Teaching Standards Standard I: Teachers demonstrate leadership Standard III: Teachers know the content they teach Standard IV: Teachers facilitate learning for their students

4. Objectives By the end of today’s sessions, participants should be able to: Identify adult content knowledge required to instruct the NC Science Essential Standards Identify concepts and specific ideas embedded in the NC Science Essential Standards Utilize research on student learning and the 5e Instructional Model to facilitate student-centered learning activities based on the NC Science Essential Standards

5. Module 5: Adult Content KnowledgeMatter: Properties and Change/Forces and Motion

6. What science content do all adults (including teachers) need to know?

7. Matter: Properties and Change/ Forces and Motion (CTS) • Science for All Americans Book • Science for All Americans Chapter 4, Structures of Matter, pages 46-49 • Science for All Americans Chapter 4, Motion, pages 52-55

8. Matter: Properties and Change/ Forces and Motion (CTS) Read the Science for All Americans, Chapter 4, Structure of Matter and Motion (Handout 5.1B) Complete the graphic organizer to identify the importance of the concept Discuss individual responses within your group.

9. Matter: Properties and Change/ Forces and Motion (CTS) Benchmarks for Science Literacy, Chapter 4D, Structure of Matter; 4F, Motion

10. Matter: Properties and Change/ Forces and Motion (CTS) Read the overview essay for your grade span in the Benchmarks for Science Literacy (Handout 5.2B) Discuss the grade span content experiences Do you believe the expectation for scientific literacy at your assigned grade span is understood by adults in our current society? Discuss.

11. Further CTS Resources NCDPI released a customized CTS guides Note the sample Customized Guide contained in your packet For to access additional CTS guides visit: http://scnces.ncdpi.wikispaces.net/Customized+Curriculum+Topic+Study+Guides

12. Name that movie or TV show tune

13. Module 6: Concepts and Specific Ideas Matter: Properties and Change/ Forces and Motion

14. What are the important concepts, specific ideas, levels of sophistication, and terminology appropriate for various grade levels?

15. Learning Expectation Read the learning goals for your grade span in the Benchmarks for Science Literacy (Handout 5.2B) Discuss the grade span content expectations for learning. As we review the Essential Standards note correlations in the learning expectations from both documents

16. Essential Standard: 2.P.1 Understand the relationship between sound and vibrating objects. 2. P.1.1 Illustrate how sound is produced by vibrating objects and columns of air. 2. P.1.2 Summarize the relationship between sound and objects of the body that vibrate – eardrum and vocal cords.

17. Essential Standards: Crosswalks

18. Essential Standard Unpacked:What does this standard mean a child will know, understand and be able to do? 2.P.1.1 Students know that vibrating objects produce sound. Students know that sound can be described in terms of pitch, which may be higher or lower. Students know that the length of an air column determines if its pitch is high or low. Students know that the shorter the air column is, the higher the pitch is. Students also know that the longer the air column is, the lower the pitch.

19. Essential Standard Unpacked:What does this standard mean a child will know, understand and be able to do? 2.P.1.2 Students know parts of the body vibrate in order to produce and receive sound. Our voices produce sound when air from the lungs passes over our vocal cords and makes them vibrate. The pitch and volume of the sounds humans can produce are changed by changing the properties of the vocal cords. Students know that sound waves are collected by the outer ear, which helps to funnel sound to the eardrum. The eardrum vibrates when sound waves hit it, and causes the tiny bones in the middle ear to vibrate as well. The vibrations move through the bones to the inner ear where the sounds are changed into a form that is understood by the brain.

20. Essential Standards: Vocabulary • To find your partner, find the match to your index card • Make a list with your partner of the important vocabulary words in standard 2.P.1

21. Pre-Activity Instructions 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.

22. Hearing and the Ear • The Ear: Make a KWL chart online! • Study Jams • Watch the video and listen for KEY WORDS! • Listen Up! • Complete the chart in your handouts Diagram of Ear Courtesy of NIDCD.NIH.GOV

23. Zip Loc Bag Sound Activity • With your group, fill one ziploc bag with air. • Fill the other with water (not too much). • Have someone cover one ear and hold the ziploc bag up to the other ear • Gently tap the bag with the eraser on a pencil. • Complete the chart in your handout to compare.

24. The Loudness of Sam By: James Proimos • As I read…. • Every time you hear someone or something make a sound, raise your hand! Image from: http://shopping.yahoo.com/9780152020873-the-loudness-of-sam/

25. “Teacher Talk” 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?

26. Let’s Share! • With your group, list at least 5 activities or lesson ideas that you implement to teach sound. • How can we INTEGRATE sound concepts with other subject areas?

27. Hey! This is JUST like the human ear! • Stretch plastic wrap tightly over a wide mouthed container like a bowl or pot. • Place 20 to 30 grains of rice on top of the plastic. • Bang a metal cookie sheet or something equally as loud to make noise close to the plastic wrap. • Watch as the grains of rice move. The plastic wrap reacts to sound waves in a way similar to the human eardrum. • How else could we get the rice to move?

28. Essential Standard: 2.P.2 Understand properties of solids and liquids and the changes they undergo. 2.P.2.1 Give examples of matter that change from a solid to a liquid and from a liquid to a solid by heating and cooling. 2.P.2.2 Compare the amount (volume and weight) of water in a container before and after freezing. 2.P.2.3 Compare what happens to water left in an open container over time as to water left in a closed container.

29. Essential Standards: Crosswalks

30. Essential Standard Unpacked:What does this standard mean a child will know, understand and be able to do? 2.P.2.1 Students know that solids are materials that maintain their own shapes, while liquids tend to assume the shapes of their containers. Students know examples of materials that can be classified as solid and materials that can be classified as liquid. Students know water can be a liquid or a solid and can go back and forth from one form to the other when heat is added or removed. (Other examples include: candle wax, shortening, rock/lava). Students know things can be done to materials to change some of their properties, but not all materials respond the same way to what is done to them.

31. Essential Standard Unpacked:What does this standard mean a child will know, understand and be able to do? 2.P.2.2 Students know how to measure and compare the volume of a liquid poured into different containers. Students know how to measure and compare the weight of water poured into different containers. Students know if water is turned into ice and then the ice is allowed to melt, the amount of water is the same as it was before freezing.

32. Essential Standard Unpacked:What does this standard mean a child will know, understand and be able to do? 2.P.2.3 Students know how to measure and compare the volume of liquid poured into different containers. Students know that a container of water left open will contain less water over time, while a closed container of water will not change.

33. Essential Standards: Vocabulary • To find your partner, find the match to your index card • Make a list with your partner of the important vocabulary words in standard 2.P.1

34. Pre-Activity Instructions 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.

35. Activity: A Solid Or Liquid? Bartholomew and the Oobleck By: Dr. Suess With your group make oobleck: Get one Ziploc bag and put these items in it: 4 tablespoons of cornstarch 2 tablespoons of water 2 drops of food coloring Gently squeeze bag until mixed Pour oobleck onto plate and investigate with popsicle stick: put it in your hands too! Complete the chart in your handouts Image From: http://salsapie.blogspot.com/2010/06/chemistry-for-kids-making-dr-seusss.html

36. How Would YOU Tie This Activity Into Solids & Liquids?

37. What Happens When We Pour Different Forms of Water? • Cocoa Ice By: Diana Karter Applebaum • Let’s predict in our science journals! • Pouring activity! • Rotate to each station: • Pour ice into each container • Pour water into each container • Observe and complete the chart from your handout Image From: www.rcs.k12.va.us/.../ images/0531300404.jpg

38. Extensions • An extension: What Happens When We Pour • Another extension: Let the ice melt and pour! • Websites: http://www.fossweb.com/modulesK-2/SolidsandLiquids/index.html • Matter: A Theme Unit Image From: www.rcs.k12.va.us/.../ images/0531300404.jpg

39. “Teacher Talk” 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?

40. Let’s Share! • With your group, list at least 5 activities or lesson ideas that you implement to teach solids & liquids. • How can we INTEGRATE matter concepts with other subject areas?

41. Prerequisites For Learning Now that we have reviewed the Essential Standards, let us discuss prerequisite knowledge students need for learning to take place Review the Types of Knowledge Handout In your groups, discuss and record factual, conceptual, procedural, and meta-cognitive knowledge required of students prior to successfully understand the Essential Standard (Handout 6.1).

42. Module 7: Instructional Implications Matter: Properties and Change/Forces and Motion

43. What are suggested effective strategies based on the 5E instructional model to promote learning for students?

44. Common Core Implications for Science… Connecting the dots How can teachers design instructional activities that support literacy in the content area? Speaking and Listening (example) 1. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. a. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). b. Build on others’ talk in conversations by linking their comments to the remarks of others. c. Ask for clarification and further explanation as needed about the topics and texts under discussion. Writing (example) 1. Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure. 2. Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.

45. At-Home Project: Solids & Liquids Students must: • Make a food that begins as a liquid then becomes a solid OR food that begins as a solid and then becomes a liquid • Design a poster to show their work • Include step-by-step instructions of how to make their food, in written form (informative writing & oral speaking) • Food celebration & student presentations

46. Information and Technology Standard Implications for Science…Connecting the Dots How can teachers design instructional activities that support information and technology skills in the content area? Research Process (example) 2.RP.1 Apply the research process by participating in whole-class research. Technology as a Tool (example) 2.TT.1 Use technology tools and skills to reinforce classroom concepts and activities.

47. Websites Wikispace http://wsfcselementaryscience.wikispaces.com Edmodo http://wsfcs.edmodo.com/ Learning Village My Classroom Website

48. Your Ticket Out The Door • Please write your name, school and email address on the index card, so that I can email you the ideas/ lesson plans that we shared. • On the index card:-ideas, questions or materials you would like from me or the Science Department-comments or questions for the WS/FCS Science • Questions? Comments? Concerns? We will meet again on: Feb. 20th