Common Core Literacy Standards in the Science Classroom

Common Core Literacy Standards in the Science Classroom

• Desired outcomes:• An awareness of the CCSS in grades 9-12• An awareness of effective science instruction• An understanding of ways to write and read in

science classrooms• Connections to Principal Evaluation (Std.1

Leading Change, Std. 2 Instructional Leadership , Teacher Eval. 111a , 111b

INITIAL REFLECTIONCurrent, typical Science classroom

FINAL REFLECTIONClassroom with CCSS-Sci

What teachers do

What students do

Typical agenda and pace

Resources: What do teachers and students use to

teach and learn?

Classroom Design and Learning Environment: What does the classroom look

like?

Use of Technology

Consider what you see in typical Science classrooms in your building.

Key Elements of Effective Science Instruction

• What can you do to support these key elements: see your handout

1. Science Content2. Designing Instruction for Understanding3. Sense Making4. Classroom Culture & Environment

InquiryLearner engages science oriented questions

Learner poses a question

Learner selects among questions & poses new questions

Learner sharpens or clarifies question

Learner engages in question provides by teacher

Learner gives priority to evidence in responding to questions

Learner determines what constitutes evidence & collects it

Learner directed to collect certain data

Learner given data & asked to analyze

Learner given data and told how to analyze

Learner formulates explanations to scientific knowledge

Learner formulates explanation

Learner guided in process of formulating explanations from evidence

Learner given possible ways to use evidence to formulate explanation

Learner provided with evidence

InquiryLearner connects explanations to scientific knowledge

Learner independently examines other resources & forms links

Learner directed toward areas & sources of scientific knowledge

Learner given possible connections

Learner communications and justifies explanations

Learner forms reasonable & logical argument to communicate explanations

Learner coached in development of communication

Learner provided broad guidelines to sharpen communication

Learner given steps & procedures fro communication

Common Core State Standards and Literacy in Science

• The Common Core State Standards (CCSSO and NGA 2010) call for an integrated approach to literacy where content-area classrooms routinely incorporate research-based writing. How can we routinely incorporate writing in our high school science classrooms? Constructed essay responses, research reports and science notebooks are useful examples. Creative writing can also be a dynamic addition to the science classroom, as it gives students fun and meaningful opportunities to fuse facts with imagination.

CCSS video overview , Science & Tech. Subjects

• www.hunt-institute.org

• www.ccsso.org

CCSS for Literacy in Science, 9-10 & 11-12 Reading Standards

• Key Ideas & Detail

• Craft & Structure

• Integration of Knowledge & Ideas

• Range of Reading & Level of Text Complexity

CCSS for Literacy in Science, 9-10,11-12 Writing Standards

• Text Types & Purposes

• Production & Distribution of Writing

• Research to Build & Present Knowledge

• Range of Writing

Biology Example , Essential Standards

• One pager overview

Biology 2.2 Understand the Impact of Human Activities on the Environment• Range of Reading & Text Complexity: by the

end of grade 10 , read and comprehend science/technical texts in the grades 9-10 text complexity band

• Range of Writing: Write routinely over extended time frames( time for reflection & revision) and shorter timeframes ( a single sitting or a day or two) for a range of discipline-specific tasks, purposes & audiences

Grade 9-10 Reading Assignment• Reading assignment , analyze a reading

passage & determine how human activities might impact the environment.

• Essential question: How do scientists model & predict the effects of human activities on Earth’s climate?

Biology 2.2 Human Influences on the Environment Long-term Writing Task

• Concept map for the writing prompt

• Short-term writing prompt , handout

Bio 2.2 Information & Technology Standards

• Sources of Information

• Technology as a Tool

• Research Process

• Safety & Ethical Issues

Writing in Science Resources

• Brags and Whines activity

• Problem Based Learning , PBL case study, Clean Water project

• Blood Bank video, ipad case design video

• RAFT’s Examples

Global Issues to Read & Write About in the Science Classroom

• Plan B: Mobilizing to Save Civilization• Research the new & emerging economy based

on renewable resources , strategies to avoid the growing threat of climate change. As prices rise , oil insecurity deepens & concerns about gas emissions cast a shadow over the future of fossil fuels

State of the Planet’s Oceans

• Investigate the health and sustainability of the world’s oceans , with special emphasis on climate change and issues affecting marine reserves , fisheries and coastal ecosystems.

State of the Oceans Animals• Take a hard look at why nearly half of the

world’s marine animals may face extinction over the next 25 years. Use case studies to focus on global issues including climate change , sea level rise , over fishing , and habitat destruction

State of the Planet’s Wildlife• Explore what scientists are calling the “sixth

great extinction” of our world’s plants & animals and we are doing to stop it. Evaluate the loss of wildlife as a result of climate change , population and poverty pressures , poaching , the international bush-meat trade , and the loss of wildlife corridors around the world.

State of the Planet

• Ask the most critical environmental questions:• Are populations out of control ?• Are we running out of fresh water ?• Global warming , a false alarm or gathering

storm ?• How do economic pressures affect the world’s

natural resources , geopolitics .

Future Conditional

• Probe the link between environmental change and the future health of our planet .

• How do we cope with spread of toxic pollution.?

• How can pollution in one area affect people thousands of miles away?

Hot Zones

• Investigate how recent trends in globalization and the altering of ecosystems have led to dramatic increases in the spread of infectious diseases.

• Demonstrate how closely our own health is dependent on that of the environment.

Seas of Grass

• Consider the devastating environmental , political, and economic effects of the degradation of the world’s grasslands , which make up 30 % of Earth’s land surface.

• Issues are livestock grazing , burning , reduction in diversity of species , conversion of grassland to farmland , loss of habitat.

On the Brink

• Consider a growing national security threat throughout the world: how environmental pressures can lead to terrorism , regional conflict , political crises and increased hostiles.

• Look at connections between national security and deforestation , soil erosion , water depletion , water pollution , and surging refuge populations.

Land of Plenty , Land of Want

• Weigh how farmers can feed Earth’s growing population without impoverishing the land and endangering the environment.

• Use case studies to show how drought , loss of topsoil , misuse of chemicals , and loss of farmland to urbanization affects the land.

The Urban Explosion

• Study mega cities to scrutinize how to shelter and sustain the world’s exploding urban population without destroying the delicate balance of our environment.

• Case studies to show how to deal with air/water pollution , waste disposal and urban planning.

Rivers of Destiny

• Investigate major river systems to study environmental pressures facing those whose lives depend upon the health of their river.

• Examine the resulting problems from tampering with wildlife habitat , foods , water rights , over fishing and the impact of economic development on water resources.

Brags and Whines, creative writing activity

• handout

PBL , Case Study• Problem Based Learning • Goals & Objectives

Problem-Based Learning Defined: Finkle and Torp (1995) state that "problem-based learning is a curriculum development and instructional system that simultaneously develops both problem solving strategies and disciplinary knowledge bases and skills by placing students in the active role of problem solvers confronted with an ill-structured problem that mirrors real-world problems" (p. 1). Specific tasks in a problem-based learning environment include:

• determining whether a problem exists;• creating an exact statement of the problem;• identifying information needed to understand the problem;• identifying resources to be used to gather information;• generating possible solutions;• analyzing the solutions; and• presenting the solution, orally and/or in writing.

PBL activity• Situation/Case Study• The scarcity of clean surface water was once a concern primarily of

state and federal agencies. Recently it has attracted the attention of local communities. Community members are turning to environmental consulting companies such as yours for advice. Your company - Earth, Wind, and Water, Inc. - has helped many public agencies and private businesses in the small town of Oak View. Earth, Wind, and Water, Inc. monitors environmental quality. It develops practices that environmentally and economically benefit Oak View.

• Your newest client, Mr. Charles Taylor, owns Taylor's Trout-A-Rama. Taylor's Trout-A-Rama is a local streamside catch-and-release campsite. Mr. Taylor is upset over the fact that the fish in that stretch of Bear Creek have been dying. His business, like the trout, is going belly-up. He has called on your firm to figure out what is killing the fish in that section of Bear Creek, and how to stop it.

Video on Design activity

• Ipad case design by students

RAFT’s

• handout

Student Writing in Science Class• Taking class notes , structured note taking• Lab reports , comic strips• Honors project , creative writing story about

living with a disease• Book reviews , writing abstracts, free

responses• Ethical Debates• Differentiated Projects/Products , (choice) a

day in the life of a cell.

Writing in Science Class

• Mini-research papers• Writing literature reviews• Read a science article and then write about it,

The Ecology of Fire Sci. American article• Using graphic organizers as prompts• Foldable as a teaching strategy • Compare and contrast science concepts

Graphic Organizers in Science & Literacy

• Pie charts , paper plates• Fun Notes and Foldable• Venn Diagrams• Concept Maps• Structured Note Taking• Two Column Notes

ANIMAL CELL

CELL ORGANELLES:

MOST IMPORTANT: PURPOSE:

NUCLEUS AS

CELL BODY

INTERNAL MEMBRANES:

MEMBRANES AS

CELL SCHOOL

JOBS:

2 TYPES OF CELLS:PROKARYOTE

EUKARYOTEnucleus

Organs in a cell

nucleusControls all cell function

Brain

•No nucleus

•No internal membrane

•Simple

•1 job at a time

•Bacteria only

•Nucleus

•Internal membrane

•Complex

•Multi-task

•Plants, animals…..

walls

Separate the cell into compartments

•Separate

•Divide

•Allow multitasking

PLASMA MEMBRANE AS CELL RF:JOB:STRUCTURE:

NUCLEUS AS CELL BODYRELATING FACTOR:

RF:

INTERNAL MEMBRANES:

INT MEMB AS CELL SCHOOL

123

PROKARYOTE EUKARYOTE

CELLWALL AS CELLREL FACTOR: HEAD

CELL WALL

MADE OF:

GIVES:

NOTE:

pink

green

CELL THEORY

“ “

NUCLEUS:

All living things are made of cells

Cell is the basic unit of life

All Cells come from preexisting cells

Simple

No nucleus

No Internal Membranes

complex

nucleus

Internal Membranes

Brain

Controls all cell function

control

wall

Divide

Separate into rooms

skin

Body

Polar heads outside

Phospholipid bilayerhomeostasis

Outer covering

Non-Polar tails inside

“Fluid Mosaic Model”

Football

helmet

Hard protection

CelluloseExtra

protection

PLANTS ONLY!

Cell Wall

Plasma Membrane

CELLS

• Cell organelles

• “ “

• Most important =• Nucleus

• Nucleus:Cell :: __________: body

2 Cell TypesProkaryote Eukaryote

Animal cell• • • • •

• • • • •

Internal Membranes

Membranes : Cell :: ________ : School

Jobs –

-

-

CELLS

• Cell organelles organs in a cell

• “organelle“

• Most important = nucleus• Nucleus controls all cell function

• Nucleus:Cell :: brain:body

2 Cell TypesProkaryote Eukaryote

Animal cell• nucleus

• int membrane

• complex

• multitask

• plants/animals

• no nucleus

• no int membrane

• simple

• 1 job at a time

• bacteria only

Internal Membranes separate the cell into compartments

Membranes : Cell :: walls: School

Jobs – separate

-divide

-allow to multiply

nucleus

prokaryote

eukaryote

Video on creating your own investigative report

• Teaching Channel 5 min

Reading in Science Resources

• Using Research Articles in Teaching Science

• Science & Literacy Tools for Life , article to read

• Essential Readings in the Science Classroom

Using Research Articles , Issues , Evidence & You

• handout

Article: Science & Literacy Tools for Life

• Article , handout• All read and discuss at your table the review

questions , share out to other groups

Essential Readings in the High School Science Classroom

• Sand County Almanac , Aldo Leopold • Einstein’s Big Idea• The Jungle , Upton Sinclair• We are the Weather makers , Sally Walker &

Tim Flannery• Plan B 3.0 , Lester Brown• Global Climate Change , Orrin Pilkey• Tragedy of the Commons , Garrett Hardin• Brief History of Time , Stephan Hawkins• Isaac's Storm , Erik Larson

Essential Readings in Science• Silent Spring , Rachel Carson• Chernobyl , Marianne Barisonek• Future of Life , Edward O. Wilson• Story of Stuff , Annie Leonard• The Structure of Scientific Revolutions ,

Thomas Kuhn• The Immortal Life of Henriette Lacks ,Rebecca

Skloot• Six Easy Pieces: by Richard Feynman

Essential Readings

• Nobel Lectures• Current Events• Case Studies

Video : Teaching Channel , Word Cloud

• video 1 min

The Cholera Story

• Role playing activity by groups• See handouts

Video : ipad use in the science classroom

Wrap Up/Reflections

Questions ?

• Michael Tally, Secondary Science• mtally@wcpss.net• 431-7473• WCPSS High School Science website• wcpssscience.pbworks.com