Engaging Students in Rigorous STEM Science Standards while Conquering the Common Core

1. Rigorous Standards, NGSS and LDC: Fitting Them Engaging Students in Rigorous STEM Science Standards while Conquering the Common Core Hallie Booth

2. Diving into the Content Area Literacy Shifts- Common Core Introduction

3. What do you think? • https://www.teachingchannel.org/videos/ninth-grade-biology-lesson http://www.youtube.com/watch?v=xV3rYB79lcU

4. Shared Responsibility • “The grades 6–12 standards are divided into two sections, one for ELA and the other for history/social studies, science, and technical subjects. This division reflects the unique, time-honored place of ELA teachers in developing students’ literacy skills while at the same time recognizing that teachers in other areas must have a role in this development as well.” from the Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects, page 4.

5. The CCSS Requires Three Shifts in ELA/Literacy • Building knowledge through content-richnonfiction • Reading, writing and speaking grounded in evidence from text, both literary and informational • Regular practice with complex text and its academic language

6. Shift #1: Building Knowledge Through Content-Rich Nonfiction 6

7. Building Knowledge Through Content-rich Nonfiction – Why? • Students are required to read very little informational text in elementary and middle school. • Non-fiction makes up the vast majority of required reading in college/workplace. • Informational text is harder for students to comprehend than narrative text. • Supports students learning how to read different types of informational text.

8. Distribution of Literacy and Informational Texts

9. All Teachers Support Literacy This interdisciplinary approach to literacy stems from extensive research establishing the need for college and career ready students to be proficient in reading complex informational texts, independently, in a variety of content areas. Most of the required reading in college and workforce training programs is informational in structure and challenging in content Postsecondary education programs typically provide students with both a higher volume of such reading than is generally required in K–12 schools and comparatively little scaffolding. The 2009 reading framework of the National Assessment of Educational Progress (NAEP) requires a high and increasing proportion of informational text on its assessment as students advance through the grades.

10. Shift #2:Reading, Writing and Speaking Grounded in Evidence From Text, Both Literary and Informational 10

11. Reading, Writing and Speaking Grounded in Evidence from Text: Why? • Most college and workplace writing requires evidence. • Evidence is a major emphasis of the ELA Standards: Reading Standard 1, Writing Standard 9, Speaking and Listening standards 2, 3 and 4, all focus on the gathering, evaluating and presenting of evidence from text. • Ability to cite evidence differentiates strong from weak student performance on NAEP. • Being able to locate and deploy evidence are hallmarks of strong readers and writers.

12. Shift #3:Regular Practice with Complex Text and Its Academic Language

13. Regular Practice With Complex text and Its Academic Language: Why? • Gap between complexity of college and high school texts is huge. • What students can read, in terms of complexity, is greatest predictor of success in college ( 2006 ACT study). • Too many students are reading at too low a level. • Standards include a staircase of increasing text complexity from elementary through high school. • Standards also focus on building general academic vocabulary so critical to comprehension.

14. Do you feel like this???

15. Next Generation Science Standards

16. Why Do We Need New Standards? • Major advances in science and our understanding of how students learn science have taken place and need to be reflected in state standards. • In 2007, a Carnegie Foundation commission of distinguished researchers and public and private leaders concluded that "the nation’s capacity to innovate for economic growth and the ability of American workers to thrive in the modern workforce depend on a broad foundation of math and science learning, as do our hopes for preserving a vibrant democracy and the promise of social mobility that lie at the heart of the American dream"1. However, the U.S. system of science and mathematics education is performing far below par and, if left unattended, will leave millions of young Americans unprepared to succeed in a global economy.

17. Lagging Achievement of U.S. Students • The U.S. ranked 14th in reading, 17th in science and 25th in mathematicson the 2009 PISA assessment. Less than ten percent of U.S. students scored at one of the top two of six performance levels5. • The United States is 12th in high school graduation rate among the 36 OECD countries for which data is available6. • Over a third of eighth-graders scored below basicon the 2009 NAEP Science assessment7. • 78% of high school graduates did not meet the readiness benchmark levels for one or more entry level college courses in mathematics, science, reading and English8.

18. Essential preparation for all careers in the modern workforce • The National Association of State Directors of Career Technical Education Consortium, grouped all occupations into 16 career clusters9. Fourteen of the 16 career clusters call for four years of science, with the remaining two clusters calling for three years. All 16 called for four years of mathematics. The inescapable message: to keep their options open and maximize their opportunities, all students should follow a rigorous program in both science and mathematics .

19. “…students cannot fully understand scientific and engineering ideas without engaging in the practices of inquiry and the discourses by which such ideas are developed and refined. At the same time, they cannot learn or show competence in practices except in the context of specific content.” • A Framework for K-12 Science Education, pg. 218 P-12 MSOU of PIMSER

20. Three Dimensions of the New Science Standards___________________________________ • Practices • Cross Cutting Concepts • Disciplinary Core Ideas

21. Practices • The practices describe behaviors that scientists engage in as they investigate and build models and theories about the natural world and the key set of engineering practices that engineers use as they design and build models and systems. • Engineering design is similar to scientific inquiry, there are significant differences. Scientific inquiry involves the formulation of a question that can be answered through investigation Engineering design involves the formulation of a problem that can be solved through design

22. Science and Engineering Practices 1. Asking questions (science) and defining problems (engineering) 2. Developing and using models • Planning and carrying out investigations • Analyzing and interpreting data 5. Using mathematics and computational thinking 6. Constructing explanations (science) and designing solutions (engineering) 7. Engaging in argument from evidence 8. Obtaining, evaluating, and communicating information P-12 MSOU of PIMSER

23. Cross Cutting Concepts • Crosscutting concepts have application across all domains of science. As such, they are a way of linking the different domains of science.

24. Crosscutting Concepts • Patterns • Cause and effect • Scale, proportion, and quantity • Systems and system models • Energy and matter • Structure and function • Stability and change Framework 4-1

25. Disciplinary Core Ideas • To be considered core, the ideas should meet at least two of the following criteria and ideally all four: • Have broad importance across multiple sciences or engineering disciplines or be a key organizing concept of a single discipline; • Provide a key tool for understanding or investigating more complex ideas and solving problems; • Relate to the interests and life experiences of students or be connected to societal or personal concerns that require scientific or technological knowledge; • Be teachable and learnable over multiple grades at increasing levels of depth and sophistication. • Disciplinary ideas are grouped in four domains: the physical sciences; the life sciences; the earth and space sciences; and engineering, technology and applications of science.

26. What does this mean in regard to instruction in the classroom • Students will have to read • Research ideas and topics for classroom discussion and experimentation. • Be able to argue their point and back up their statements with specific information from research and hands on activities. • Constantly be reading, writing, speaking and creating in the science classroom.

27. LDC and the Next Generation Science Standards

28. Goals of LDC • To engage students in reading, comprehending, analyzing, interpreting, and responding to complex texts • To align assignments to the CCSS/CCRS (College Career Readiness Standards) and to promote collaboration • To help teachers personalize learning so that every student can master the CCSS • To ensure that all students can be college and career ready

29. What are the LDC tools? • The bank of reading/writing tasks • The module template • Tasks • Skills • Instruction • Results • Scoring rubrics • Local and national collaboration • Access to a community of educators with LDC modules aligned to course content and to CCSS 29

30. A Great LDC Teaching Task • Addresses content essential to the discipline, inviting students to engage deeply in thinking and literacy practices around that issue • Makes effective use of the template task’s writing type (argumentation, information/explanation or narrative) • Selects reading texts that use and develop academic understanding and vocabulary

31. A Great LDC Teaching Task(continued) • Designs a writing prompt that requires sustained writing and effective use of ideas and evidence from the reading texts • Establishes a teaching task that is both challenging and feasible for students, with a balance of reading demands and writing demands that works well for the intended grade and content

32. LDC Task Requirements • Use exact wording of the template task • Determine if you will use L2 and L3. • Keep the exact CCR Anchor Standards listed in the blank module because the alignment is already completed. Consider additional standards. • Add appropriate state content standards. • Provide source information for the standards you use. • Use the exact rubric listed in the blank module.

33. Covington Independent Public Schools DESTINATION: GRADUATION • Introduction • Discussed the overall idea of the unit and specific curriculum covered • Introduction of THE question to the students • Explanation of how the unit and I would assist in the answering of the question. L1: Should NASCAR’s drivers be mandated to follow proposed safety guidelines at all races? After reading the article “Automobile Safety Regulation and the Incentive to Drive Recklessly: Evidence from NASCAR, Scientist delves into the basic laws of physics”, “NASCAR Safety Evolves- the number one rule of NASCAR is Safety for Fans Drivers and Crew”; watching the Video from Leslie-Pelecky the science of NASCAR and listening to the presentation from the safety team of the Kentucky Speedway write proposal that discusses NASCAR’s drivers safety that addresses the questions and support your position with evidence from the text (s). L2 Be sure to acknowledge competing views. L3 Give examples from past or current events or issues to illustrate and clarify your position. and evaluates why mandatory safety features are important. Be sure to support your position with evidence from the texts.

34. Covington Independent Public Schools DESTINATION: GRADUATION Background information- Gotcha activities • Used “fun” activities that would introduce the students into unit vocabulary • Egg drop • Newton’s Skit • Can races • Car build • Airplane • Kentucky Speedway Presentation

35. Covington Independent Public Schools DESTINATION: GRADUATION Airplanes- cross curriculum – measuring distance, time conversion of the measurements(math) – discussion of what made some airplanes more successful than others (science) Cross – Curricular

36. Covington Independent Public Schools DESTINATION: GRADUATION Airplanes

37. Covington Independent Public Schools DESTINATION: GRADUATION Nuts and Bolts: Each class will discuss all parts of the question and what is needed to write a successful proposal mastering all needed parts. L1-L2-L3 The students will read the articles out loud as a group; discussion will occur and time will be allowed for students to mark up the article and “note” parts that might assist them in the completion of the essay. After the students have read the article as a group they will watch and discuss the video, the teacher will stop the video periodically to discuss the key points.

38. Covington Independent Public Schools DESTINATION: GRADUATION NASCAR Cars • Utilize vocabulary from the previous activities to help them describe what happens to the NASCAR cars they have built , further assisting them in what they may change to effect the following. • Aerodynamics • Friction • Newton’s Laws • Inertia • Balanced and unbalanced forces • Gravity

39. Covington Independent Public Schools DESTINATION: GRADUATION STUDENTS CAR Students Developing the cars Once the “original” is built” they can change the design to develop change in design to make it their own.

40. Covington Independent Public Schools DESTINATION: GRADUATION Student Lead interaction Students were asked to find and present a video clip pertaining to the question and explain why their clip was important and what they other students could learn from the clip that would help with their argument.

41. Covington Independent Public Schools DESTINATION: GRADUATION Kentucky Speedway Tim Bray and the Director of Safety for NASCAR Tony Morgan came to the school and presented the program that NASCAR presents to all of the safety personnel, they brought pieces of the safer barrier and a car for the students to see and interact with. Tim BrayDirector of Communicationstbray@kentuckyspeedway.com

42. Covington Independent Public Schools DESTINATION: GRADUATION Additional Research Students used their IPADS to research and clarify any areas that were unclear . They were additionally allowed to expand the information at hand reaching their own learning

43. Covington Independent Public Schools DESTINATION: GRADUATION Direct Support After reading the articles and watching the video the teacher will lead a discussion on how to begin to analysis the material to develop the proposal. The teacher will begin with an “example” of how the students would begin (since many have not had the opportunity to write an essay of this type before. Students will begin to write their own essay using all previous materials and utilizing the teacher and their peers to assist in “bouncing” ideas off of them.

44. Covington Independent Public Schools DESTINATION: GRADUATION Conclusion • The students will be able to utilize all notes, articles, videos and any information gained from the presentation to use to assist them in the development of their paper, answering the question posed at the beginning of the unit. • Total time 6 • Weeks

45. LDC Module In Practice – How LDC, Common Core and the National Science Standards flow together