Science Essential Standards

1
Science Essential Standards

• RC Day Workshop 1 of 3
• October 31st, 2011

Happy Halloween
2
Session Essential Questions

• What processes must all science teachers
  initiate/continue to transition into teaching the
  NC Science Essential Standards with efficacy?
• How will we frame our instructional practices to
  meet the requirements for student-mastery based
  on the Next Generation of Science Standards and
  Assessments?

3
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

4
These sessions are about Teachers
The BIG Picture
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Vertical Curriculum

• Hierarchy of Scientific Content Knowledge (See
  Handout 6.7)
• The Essential Standards intentionally reflect the
  importance of topics and ensure that some topics
  covered under the strands of Life, Earth and
  Physical Science continue from kindergarten
  through high school
• In reading the Unpacked document, be sure to
  note prerequisite knowledge often introduced with
  Students should already know
• Focus on identifying learning targets and
  criterion for success (How will you know that
  know it?)

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How do you prepare for teaching?

• Locate Improving Adult Content Knowledge Before
  Teaching a Unit Handout 6.1
• Put a v next to the strategy you most frequently
  use during the school year to improve or refresh
  your own adult content knowledge before teaching
  a new unit.
• Discussion How does adult content knowledge
  influence instruction? Why must science teachers
  remain abreast current information concerning the
  content they teach?

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Beliefs about Standards and Research on Learning

• Locate Ten Common Beliefs about Standards
  Research on Learning, Handout 2.1
• Complete the anticipation guide by reading each
  statement and marking whether you Agree,
  Disagree, or are Not Sure or It Depends
• In small groups, discuss your responses to each
  statement.
• We will revisit these statements throughout the
  day.

8
Science Curriculum Metaphors The Three Little
Pigs (continue)

• The Three Little Pigs Story metaphorically
  describes various approaches to and
  considerations for K-12 science curriculum
  development. In a small group, read the story.
• On the Post It note provided, please down the
  number of the 3 little pigs house you believe
  most represents your districts current
  curriculum design process (this includes work
  that was done previously if you have not started
  developing or revising your curriculum yet). For
  example, if you believe your district design
  process is most like the second little pigs
  house, record a 2. (Note You can have 1.5 and
  2.5 if you feel you are in-between.)
• Place your sticky note on the chart to create a
  bar graph.

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Science Curriculum Metaphors The Three Little
Pigs

• Identify and discuss the metaphors used in
  describing the construction of each pigs house
  as they apply to curriculum development (Handout
  6.13). As you discuss these metaphors, talk about
  where you see your district in the story. Do any
  of these metaphors apply to your curriculum?
• Translate one metaphor from each pigs house into
  a curriculum design practice as listed on your
  supplemental handout. Generate a list of things
  you think should be considered as we examine the
  Essential Standards and develop our local science
  curriculum.

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Questioning in Science To Hypothesize or Not to
Hypothesize

• There must be a balance between teacher-directed
  instruction and student independent exploration
  of concepts
• Does this mean that teachers cannot guide
  students?
• Read the article, To Hypothesize or Not to
  Hypothesize
• Group Discussion How important is the adults
  understanding of an activity and ability to
  question in the execution of a hands-on activity?

11
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.

12
Activity 1 Hands-on (Moth)
Background information for teachers
http//www.millerandlevine.com/km/evol/Moths/moths
.html
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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?

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Essential Standards Vocabulary
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Fourth Grade Life Science
4.L.1 - Animals
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Essential Standards Crosswalks
2009 Essential Standards 2004 NC SCOS
4.L.1 Understand the effects of environmental changes, adaptations and behaviors that enable animals (including humans) to survive in changing habitats. 1.01 Observe and describe how all living and nonliving things affect the life of a particular animal including other animals, plants, weather, climate
4.L.1.1 Give examples of changes in an organisms environment that are beneficial to it and some that are harmful. 1.03 Observe and discuss how behaviors and body structures help animals survive in a particular habitat.
4.L.1.2 Explain how animals meet their needs by using behaviors in response to information received from the environment. 1.04 Explain and discuss how humans and other animals can adapt their behavior to live in changing habitats.
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Essential Standards Unpacked

• 4.L.1.1
• Students know that for any particular
  environment, some kinds of plants and animals
  survive well, some survive less well and some do
  not survive at all. When the insect population
  grows in an area that is frequented by insect
  eating birds, this is advantageous for the birds.
  Conversely, if the insect populations are
  decreased by disease in a similar scenario, the
  population of birds would be stressed and likely,
  reduced.
• 4.L.1.2
• Students know that animals collect information
  about the environment using their senses. Animals
  also exhibit instinctive (inborn) behaviors that
  help them to survive. Students know that in
  animals, the brain processes information, and
  signals the performance of behaviors that help
  the organism survive.

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Essential Standards Crosswalks
2009 Essential Standards 2004 NC SCOS
4.L.1 Understand the effects of environmental changes, adaptations and behaviors that enable animals (including humans) to survive in changing habitats. 1.01 Observe and describe how all living and nonliving things affect the life of a particular animal including other animals, plants, weather, climate
4.L.1.3 Explain how humans can adapt their behavior to live in changing habitats (e.g., recycling wastes, establishing rain gardens, planting native species to prevent flooding and erosion). 1.04 Explain and discuss how humans and other animals can adapt their behavior to live in changing habitats.
4.L.1.4 Explain how differences among animals of the same population sometimes give individuals an advantage in surviving and reproducing in changing habitats. 1.02 Observe and record how animals of the same kind differ in some of their characteristics and discuss possible advantages and disadvantages of this variation.
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Essential Standards Unpacked

• 4.L.1.3
• Students know that humans can adapt their
  behavior in order to conserve the materials and
  preserve the ecological systems that they depend
  on for survival.
• 4.L.1.4
• Students know that there is variation among
  individuals of one kind within a population.
  Students know that sometimes this variation
  results in individuals having an advantage in
  surviving and reproducing. Survival advantage is
  not something that is acquired by an organism
  through choice rather it is the result of
  characteristics that the organism already
  possesses.

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Prioritize your instruction!

• Based on the Essential Standards evaluate the
  content of your lesson plans using the criterion
  (Handout 6.14)
• Essential Understandings
• Important Understandings
• Worth Being Familiar With But Not Necessary
• Not Worth
• How will this evaluative practice improve your
  planning as a science teacher?

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
Activity 2 Hands-on (Animal Adaptation Bird
Beaks)

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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?

24
Other Resources (see .pdf file for the
components of these activities)

• www.paperclippedagogy.wikispaces.com (by Dr.
  Carrie Nielsen and Dr. Anne Coleman from Cabrini
  College )
• Project WILD activities How Many Bears?
  (limiting factors on black bear populations) Oh
  Deer! (deer needs of food, water, and
  shelter) Musk Ox Maneuvers (defensive maneuvers
  to protect young)
• Citizen Science http//schoolofants.org/index.ht
  ml ant research based at NCSU

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Essential Standards Vocabulary
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Fourth Grade Life Science
4.L.2 - Food
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CTS Curriculum Topic Study

• National Science Education Standards

• Children link eating with growth, health,
  strength, and energy, but they do not understand
  these ideas in detail. They understand
  connections between diet and health and that some
  foods are nutritionally better than others, but
  they do not necessarily know the reasons for
  these conclusions.

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CTS Curriculum Topic Study

• Science For All Americans

• To stay in good operating condition, the human
  body requires a variety of foods and experiences.
  The amount of food energy (calories) a person
  requires varies with body size, age, sex,
  activity level, and metabolic rate. Beyond just
  energy, normal body operation requires substances
  to add to or replace the materials of which it is
  made unsaturated fats, trace amounts of a dozen
  elements whose atoms play key roles, and some
  traces of substances that human cells cannot
  synthesizeincluding some amino acids and
  vitamins. The normal condition of most body
  systems requires that they perform their adaptive
  function For example, muscles must effect
  movement, bones must bear loads, and the heart
  must pump blood efficiently. Regular exercise,
  therefore, is important for maintaining a healthy
  heart/ lung system, for maintaining muscle tone,
  and for keeping bones from becoming brittle.

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CTS Curriculum Topic Study

• Benchmarks for Science Literacy

• Knowledge of science can inform choices about
  nutrition and exercise, but that doesn't ensure
  healthy practices. Some adults have ideas about
  health that are contrary to scientific facts.
  Ideas about what constitutes good nutrition
  change somewhat as new information accumulates,
  but the basics are quite stable. Students should
  learn these basics.

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Essential Standards Crosswalks
2009 Essential Standards 2004 NC SCOS
4.L.2 Understand food and the benefits of vitamins, minerals and exercise. 4.01 Explain why organisms require energy to live and grow.
4.L.2.1 Classify substances as food or non-food items based on their ability to provide energy and materials for survival, growth and repair of the body. 4.02 Show how calories can be used to compare the chemical energy of different foods. 4.03 Discuss how foods provide both energy and nutrients for living organisms.
4.L.2.2 Explain the role of vitamins, minerals and exercise in maintaining a healthy body. 4.04 Identify starches and sugars as carbohydrates.
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Essential Standards Unpacked

• 4.L.2.1
• Students know that living things derive their
  energy from food. Plants produce their own food,
  while other organisms must consume plants or
  other organisms in order to meet their food
  (energy) needs.
• 4.L.2.2
• Students know that humans have needs for
  vitamins, minerals, and exercise in order to
  remain healthy. Students know that vitamins and
  minerals are found in healthy foods, as well as
  dietary supplements. Students also know that
  movement is essential to the growth, development
  and maintenance of the human body and its
  systems.

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Prioritize your instruction!

• Based on the Essential Standards evaluate the
  content of your lesson plans using the criterion
  (Handout 6.14)
• Essential Understandings
• Important Understandings
• Worth Being Familiar With But Not Necessary
• Not Worth
• How will this evaluative practice improve your
  planning as a science teacher?

33
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.

34
Activity 1 Formative Assessment Probe (4.L.2)
What kinds of things are considered food? Check
off the things on the list that are
scientifically called food. __lettuce
__sugar __salt __cookies __bread
__butter __milk __vitamins __water __french
fries __candy bar __turkey __minerals
__pancake syrup __banana __ketchup __diet
soda __flour Explain your thinking. What
definition or rule did you use to decide if
something can scientifically be called food?
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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?

36
Activity 2 Ariana and Antarctica Expedition

• Ariannas Nutrition Expedition Five Food Group
  Based Nutrition Education Program (free resource
  National Dairy Council)
• URL http//school.fueluptoplay60.com/tools/nut
  rition-education/lessons.php?tab1

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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?

38
Activity 3 Hands-on Be Label Able

• Whats For Breakfast?
• (from Project Food, Land People)
• How do you decide what to eat for breakfast?
• How often do you eat cereal? Why?
• How do you decide what cereal to eat?
• What do you think is the best cereal? Why?
• What do you add to your cereal? Why?
• What do you think is the best cereal
  advertisement on TV? Why? The worst? Why?

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Activity 3 Hands-on Be Label Able

• Comparing Cereals (refer to the ActivBoard for
  the questions)

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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?

41
Other Resources (see .pdf file for the
components of these activities)

• Promethean Activity http//www.prometheanplanet.co
  m/en/Resources/Item/64235/types-of-food
• http//www.abpischools.org.uk/page/modules/balance
  ddiet/.cfm?coSiteNavigation_allTopic1

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Other Ideas?

• Have students log what they eat before and after
  studying food. Have students create circle
  graphs comparing before food study with after
  food study.
• Bring in food itemslike cereal, etc. and have
  student pour what they think a serving size is.
  Compare with the actual serving size.
• Create molecules (fat, carbohydrates, etc) with
  different colored paperclips to see where the
  energy comes from when the food is broken down by
  the body.
• Personalized Diet Plan (for students)
  (http//www.choosemyplate.gov/myplate/index.aspx)
• A Variety of Activities http//www.choosemyplate.g
  ov
• Food For Thought Making the Grade Through
  Healthful Eating (www.nutritionnc.com)

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Resources

• Wikispace
• http//wsfcselementaryscience.wikispaces.com/
• Edmodo
• http//wsfcs.edmodo.com/
• Parking Lot