Part 1: 2009 NC Science Essential Standards

1. Part 1:2009 NC Science Essential Standards Common Core State Standards NC Essential Standards 2011 Summer Institute

2. Session Objectives: By the end of today’s sessions, participants will be able to: • Describe benefits of the NC Science Essential Standards (NC Science ES). • Explain how these benefits will improve student outcomes. • Describe how the NC Science ES compare to the Common Core State Standards, the Next Generation of Science Standards, and the 2004 NC Science SCOS.

3. Session Objectives (contd.): Summarize what is new, better, and different about the 2009 NC Science ES. Identify the themes, strands and organizational structure of the standards from a K-12 perspective and describe how the standards influence lesson design. Identify key components of an action plan to transition from the 2004 Standard Courses of Study to the 2009 NC Science ES.

4. Agenda: Overview of Standards: The K-12 Perspective What’s New, Better and Different about the NC Science ES? Overview Project 2061 & Features of Atlas Maps/Lesson design Themes, Strands and Organizational Structure of the NC Science ES What can schools do now to prepare for implementation in 2012-2013?

5. Housekeeping: ? Parking Lot Un-answered ?... Take it to the “Parking Lot” A 15-minute break is scheduled between the first two sessions. Lunch is scheduled after the second session. Evaluation will occur at the end of the day. Your input is essential and valued!

6. Introductions

7. Dr. June Atkinson & Dr. Bill Harrison

8. Session 1 Overview of the Essential Standards: New, Better, Different

9. 2009 NC Science Essential Standards • Adopted in February 2010 • Implemented and Assessed during the 2012-2013 School Year • Structured as Essential Standards withClarifying Objectives • Different than the 2004 SCOS which are structured as “Goals/Objectives”

10. How were the strands chosen? NSTA Science Anchors “A Vision for Clear, Coherent, and Manageable Science Standards” The project has since aligned efforts to the development of the Next Generation of Science Standards under the direction of Achieve.

11. Revised Bloom’s Taxonomy • Provides the framework used for all NC Science Essential Standards • Common language used for all curriculum areas • Two-Dimensional Taxonomy: Cognitive Process and Knowledge Dimension

12. Next Generation of Science Education Standards 2 Phase Process: Phase 1: National Research Council's (NRC) Board on Science Education (BOSE)—Conceptual Framework Update: Released July 19, 2011 Phase 2: Standards Development Update: December 2012 Release

13. Clarifying Common Core & Science • No COMMON CORE Standards for SCIENCE ONLY Math and ELA • ELA Common Core addresses LITERACY for Science. • LEA’s will self-select how Science Literacy standards from the Common Core will be addressed by teachers

14. Dr. Iris Garner, (919) 807-3768 iris.garner@dpi.nc.gov NAEP State Coordinator, Testing Policies & Operations 4th Grade Data: NC Nation Average scale score- 148 Average scale score- 149 69% at or above Basic 71% at or above Basic 30% at or above Proficient 30% at or above Proficient 8th Grade Data: NC Nation Average scale score- 144 Average scale score- 149 56% at or above Basic 62% at or above Basic 24% at or above Proficient 29% at or above Proficient

15. SESSION 2Themes, Strands and Organizational Structure

16. Why do we need to do things differently?For Example… Consider a seed… and a Tree • Under the right conditions, a maple • seed can grow into a maple tree • But a maple tree is much bigger and • more massive than a maple seed. • Where does all of the extra material a maple tree has come from?

17. Themes, Strands and Organizational Structure Constructing a map…

18. Building A Map • Remove the contents of the envelope and place on the table so the group can easily read the statements related to the flow of matter and energy in ecosystems. • Discuss which statements could be understood (learned) at K-2, 3-5, 6-8 & 9-12.

19. Building A Map • Have one person keep notes of the conversation and questions that arise. • Once consensus on the grade range placements have been reached, try to arrange them on the template provided showing how one statement contributes to the understanding of another. • Tape the statements to the template.

20. Building A Map • Use a vis-à-vis marker to draw arrows to show the connections. • Prepare to give feedback to large group on the process and the discussion within your group.

21. Building A Map Compare your map to the 2009 NC Science ES Strand Map for Flow of Energy and Cycling of Matter.

22. Referencing a Strand Map Consider a seed… Flow of Matter in Ecosystems Map and a Tree

23. Crosswalks

24. Unpacked content

25. Assessment Prototypes

26. Inquiry:Inquiry statements appear above each grade level Continues to be a core learning process for Science education in North Carolina WHY? Inquiry develops independent and critical thinking skills (higher order thinking skills) Reinforces knowledge acquisition and assimilation

27. + Professional Development/ Instructional Support Toolkit Needs Please complete each form electronically and post to your wiki.

28. Quick Write:Make a quick list of 3 ideas shared today and share how each will impact your transition plans. List 1 idea that “Squares” with your thoughts: List 1 idea that’s still rolling “Around”: “I’m just not sure about that!” List 1 idea you would like to “Change”:

29. Part 2:2009 NC Science Essential Standards 2011 Common Core NC Essential Standards Summer Institute

30. Session Objectives: By the end of today’s sessions, participants will be able to: • Describe benefits of the NC Science Essential Standards (NC Science ES) • Explain how these benefits will improve student outcomes • Describe how the NC Science ES compare to the Common Core State Standards, the Next Generation of Science Standards, and the 2004 NC Science SCOS

31. Session Objectives (contd.): Summarize what is new, better, and different about the 2009 NC Science ES Identify the themes, strands and organizational structure of the standards from a K-12 perspective and describe how the standards influence lesson design Identify key components of an action plan to transition from the 2004 Standard Courses of Study to the 2009 NC Science Essential Standards

32. Agenda: Overview of Standards: The K-12 Perspective What’s New, Better and Different about the NC Science ES? Overview Project 2061 & Features of Atlas Maps/Lesson design Themes, Strands and Organizational Structure of the NC Science ES What can schools do now to prepare for implementation in 2012-2013?

33. Housekeeping: ? Parking Lot Un-answered ?... Take it to the “Parking Lot” A 15-minute break is scheduled between the first two sessions. Lunch is scheduled after the second session. Evaluation will occur at the end of the session. Your input is essential and valued!

34. NC Science Essential Standards: …from theory to practice But… an accumulation of facts is no more science… Science is built of facts the way a house is built of bricks; …than a pile of bricks is a house.  Henri Poincaré Ensuring a full, rich inquiry experience…. For the 21ST Century Critical Thinking Classroom

35. Session 3: An Overview of Project 2061 & Features of Atlas Maps ….. an overview of the development of Atlas maps …..

36. What is Science Literacy? • Familiarity with the natural world and respect for its unity • Awareness of important ways in which mathematics, technology, and the sciences depend upon one another • Key concepts and principles of science • Capacity for scientific ways of thinking • Knowing that science, mathematics, and technology are human enterprises and what that implies about their strengths and limitations • Ability to use scientific knowledge and ways of thinking for personal and social purposes

37. Benchmarks are based on SFAA

38. Atlas is based on Benchmarks

39. Benchmarks Online Updated Since we have revised some of the benchmarks, we have released an updated version of Benchmarks Online.

40. Benchmarks Online Updated As was the case with the original version of Benchmarks Online, users can navigate to different sections with a single click.

41. What’s in a Benchmark Code?

42. Science is built of facts the way a house is built of bricks; but an accumulation of facts is no more science than a pile of bricks is a house. Henri Poincaré Build That Unit!Why Units?

43. Step1 Decide on a unit theme that may later serve as a title.

44. Step 2

45. Step 3

48. Step 6: Identify Learning Targets

49. Formative Assessment Plan (NC FALCON – online professional development)

50. Step 7: Design Learning Experiences for your standards Teams, build that unit!