Title: Science Essential Standards
1Science Essential Standards
- RC Day Workshop 1 of 3
- October 31st, 2011
Happy Halloween
2Session 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?
3Focus 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
4These sessions are about Teachers
The BIG Picture
5Vertical 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?)
6How 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?
7Beliefs 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.
8Science 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.
9Science 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.
10Questioning 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?
11Pre-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.
12Activity 1 Hands-on (Moth)
Background information for teachers
http//www.millerandlevine.com/km/evol/Moths/moths
.html
13Teacher 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?
14Essential Standards Vocabulary
15Fourth Grade Life Science
4.L.1 - Animals
16Essential 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.
17Essential 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.
18Essential 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.
19Essential 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.
20Prioritize 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?
21Pre-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.
22Activity 2 Hands-on (Animal Adaptation Bird
Beaks)
23Teacher 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?
24Other 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 activitiesHow 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
25Essential Standards Vocabulary
26Fourth Grade Life Science
4.L.2 - Food
27CTS 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.
28CTS 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.
29CTS 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.
30Essential 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.
31Essential 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.
32Prioritize 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?
33Pre-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.
34Activity 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?
35Teacher 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?
36Activity 2 Ariana and Antarctica Expedition
- Ariannas Nutrition ExpeditionFive Food Group
Based Nutrition Education Program(free resource
National Dairy Council) - URL http//school.fueluptoplay60.com/tools/nut
rition-education/lessons.php?tab1
37Teacher 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?
38Activity 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?
39Activity 3 Hands-on Be Label Able
- Comparing Cereals(refer to the ActivBoard for
the questions)
40Teacher 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?
41Other 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
42Other 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)
43Resources
- Wikispace
- http//wsfcselementaryscience.wikispaces.com/
- Edmodo
- http//wsfcs.edmodo.com/
- Parking Lot