Science Essential Standards

1. Science Essential Standards Presenter: Katie McGregor RC Day Workshop 3 of 3 February 20, 2012

2. Focus: 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

3. 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 science formative assessment instructional practices • 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

4. Module 8: Adult Content Knowledge

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

6. Life Cycles (CTS) • Benchmarks for Science Literacy • Science for All Americans • http://www.project2061.org/publications/sfaa/online/chap5.htm#27

7. Further CTS Resources • NCDPI released a customized CTS guides • No need to purchase • For to access additional CTS guides visit http://scnces.ncdpi.wikispaces.net/Customized+Curriculum+Topic+Study+Guides

8. What do science teachers need to know about formative assessments?

9. Types and Purposes of Assessments • Diagnostic- To identify preconceptions, lines of reasoning, and learning difficulties • Formative- Provide the instructor with information regarding how well the learning objectives of a given learning activity are being met. • Summative- To measure and document the extent to which students have achieved a learning target Note: Diagnostic assessment becomes formative when the assessment data are used to inform instruction. (Keeley, 2008)

10. Science Formative Assessments • What comes to mind when you think of “formative assessment”? • “Formative assessment” is not another gimmick in teaching; science teachers have been formatively assessing students since the inception of public education. • Complete the Formative Assessment Frayer Model handout (8.1)

11. How to Make a Foldable Frayer Model Image From: http://www.worksheetworks.com/miscellanea/graphic-organizers/frayer.html

12. The Everyday Science Teacher… • Asks questions and listens carefully to students as they explain their ideas • Observes students as they work in groups • Examines student science notebooks (noting writing and drawings) • Facilitates classroom dialogue promoting public sharing of ideas

13. A Great Read (with all the time you have) • By: Ken Worth and others Just a Sample... Image from: http://www.amazon.com/gp/product/images/0325027110/ref=dp_image_0?ie=UTF8&n=283155&s=books

14. What is a formative assessment in science? • An assessment for learning • A natural part of the instructional process • A “practice” opportunity- gives kids a chance to share what they already know without penalty (grades) • A time-saver for teachers-helps determine the next steps in planning instruction • An invitation to engage students in the learning process

15. Formative Assessment is like… • Do you recall taking the driving component of the test to get your driver’s license? • Most likely, you “practiced” before actually going into the DMV or taking the course. • These “practices” help you understand what you already knew about driving and what you needed to learn to pass the test.

16. What are FACTs • Formative • Assessment • Classroom • Techniques

17. Using FACTs in Science Q: Can you name a FACT you recently used? A: If you said “Frayer Model,” you are correct! We will practice more using FACTS in Model 10.

18. Other Examples • Visual Representations • Kinesthetic Assessments • Individual Whiteboards • Laundry Day • Four Corners • Constructive Quizzes • Think Pair Share • Appointment Clock • As I See It • Observations • Questioning • Discussion • Exit/Admit Slips • Learning/Response Logs • Graphic Organizers • Peer/Self Assessments • Practice Presentations

19. Summative Assessments in Science • The NC EOC in Biology and NC EOG in 5th and 8th Grades are common examples of assessments of learning in science. See handout. • The measures of student learning for non-tested grades is forthcoming.

20. Module 9: Concepts and Specific Ideas Image from: http://media-cdn.pinterest.com/upload/64105994665386910_24Pm3UEl_f.jpg

22. THINK ABOUT IT! • What do these life cycles have in common? • How are they different? • What types of animals go through a life cycle? • Bill Nye: Life Cycles

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

24. Learning Expectation • Read the learning goals for your grade span in the Benchmarks for Science Literacy (Handout 9.?) • Discuss the grade span content expectations for learning. • As we review the Essential Standards, note correlations in the learning expectations from both documents

25. Structures and Functions of Living Organisms Essential Standard 2.L.1 Understand animal life cycles. Clarifying Objective: 2.L.1.1 Summarize the life cycle of animals: • Birth • Developing into an adult • Reproducing • Aging and death Image from: http://www.akidsphoto.com/critters/bfly30.html

26. Dazzling Dragonflies Image from: http://covers.openlibrary.org/w/id/2655460-L.jpg THINK PAIR SHARE! Tell your partner TWO things you THINK you know about dragonflies.

27. Clarifying Objective 2.L.1.2 Compare life cycles of different animals such as, but not limited to, mealworms, ladybugs, crickets, guppies, or frogs. Image from: http://www.aqua-fish.net/show.php?h=guppy

28. Unpacked Essential Standard • 2.L.1.1 Students know that animals experience a cycle of life which begins with birth, then a period of time in which the animal develops into an adult. At adulthood, animals reproduce in order to sustain their species. In nature, all animals are programmed to age and eventually die. The details of the life cycle are different for specific animals. • 2.L.1.2 Students know that different animals spend varying periods of time in each stage of the life cycle and that some animals have few stages, while others have several. Students know that animals might look the same, similar, or completely different at specific stages of development. Students know that animals may have varied needs at different stages of development, and may occupy unique habitats according to these needs.

29. Crosswalks

30. 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.

31. Tale of a Tadpole Image from: http://photo.goodreads.com/books/1181859478l/1206098.jpg THINK PAIR SHARE! Tell your partner TWO things you THINK you already know about tadpoles.

32. Dragonflies vs. ToadsLet’s Compare! • BRAINSTORM: Think about the two animals from stories. With your group, create a Venn Diagram comparing the life cycles of the two animals. • COMPARE: On the back of your Venn Diagram, write two comparing sentence based on what you discussed. • Another option: Compare and Contrast

33. Let’s Compare!

34. A Butterfly’s Life Cycle • Watch this! • Let’s Read: Monarch Butterfly by Gail Gibbons Image from: http://www.milkweedfarm.com

35. A Butterfly’s Life Cycle • You’re a monarch butterfly who keeps a diary of your life cycle changes, from the beginning of your life. • You must have at least 4 diary entries. Include the date and your butterfly name. • You must include the following vocabulary words: • caterpillar • larva • chrysalis • metamorphosis • nectar • pupa • egg • Paper Bag Butterfly Diary

36. “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? Do you facilitate similar activities in your classroom already?

37. Evolution and Genetics 2.L.2 Remember that organisms differ from or are similar to their parents based on the characteristics of the organism. Clarifying Objective 2.L.2.1 Identify ways in which many plants and animals closely resemble their parents in observed appearance and ways they are different.

38. Clarifying Objective 2.l.2.2 Recognize that there is variation among individuals that are related. 2.L.2.2 Students know that groups of organisms of the same type have characteristics in common as well as characteristics that may vary.

39. Unpacked Essential Standard 2.L.2.1 Students know that plants and animals resemble their parents in appearance, needs, life processes, and interactions with the environment, even while being unique. 2.L.2.2 Students know that groups of organisms of the same type have characteristics in common as well as characteristics that may vary.

40. Crosswalks

41. 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.

42. Activity • Baby Animals • You’re getting ready to see some baby animals and their parents. • Do the babies resemble their parents? • What else do you notice? • SHARE using your Clock Buddies • Another options: STATIONS

43. “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? Do you facilitate similar activities in your classroom already?

44. Take a Break and Complete the Survey!

46. Want more ideas? Check out my website!

47. Vocabulary WORDLE

48. Module 10: Instructional Implications

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

50. Design a FACT Activity- Small Group • Divide into small groups • Retrieve your FACT from the envelope • Choose a clarifying objective to formatively assess • Design your FACT to reflect the clarifying objective chosen • Choose a group spokesperson