Wendy Whitmer- Regional Science Coordinator NEWESD 101 Jennifer
Chase- Science Coordinator Spokane Public Schools
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Learning Targets Understand the connections between science,
Common Core State Standards- English Language Arts, and the Next
Generation Science Standards. Integrate informational text reading
strategies into our science courses. Integrate effective writing
strategies into our science courses.
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Agenda CCSS-ELA for Science and Technical Subjects Architecture
NGSS Architecture- Whats the connection? Instructional Model Text
Strategies The Practices Arguing from Evidence In your
classroom!
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What do you know? Please answer the probe on your own. Talk to
the people at your table. Share out with the whole group.
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The ELA Document Structure K-5 page 11 Reading Foundational
Skills Writing Speaking and Listening Language 6-12 page 35 Reading
Writing Speaking and Listening Language Literacy in History/Social
Studies, Science, and Technical Subjects Appendices A, B, C
Introduction page 10 5
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CCSS-ELA Read the Anchor Standards for Writing Where do you do
this already in your classroom? What strategies do you use
already?
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NGSS Architecture Integration of 3 Dimensions: Practices
Crosscutting Concepts Core Ideas Correlation with CCSS
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Performance Expectation Science and Engineering Practice
Disciplinary Core Idea Cross Cutting Concept Common Core State
Standards Connections
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Instructional Model Activity Hands-on Informational text
reading Scaffolding for the reading Purpose that connects back to
activity NGSS and CCSS Standards that the reading helps meet Watch
for these components!
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8 th Grade Earth Science Essential Question: How do ocean
currents affect regional climate? Investigative Question: What is
the effect of temperature and salinity on ocean currents?
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Turn and talk with your elbow partner Write a brief description
or sketch a quick model In your table groups, decide who will
explore each station 1-4 At your station, complete the
demonstration. Record observations and sketch models that might
help you answer the investigative question.
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What is the effect of temperature and salinity on ocean
currents? Mark your text while you are reading Text refers to one
of the demonstrations Text helps to answer the investigative
question ? Text is confusing or doesnt make sense
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What is the effect of temperature and salinity on ocean
currents? In your table groups: Discuss what you read. Did each
member of the group find a reference to all four demonstrations?
Did each member find information to help answer the question?
Develop a model that answers the investigative question.
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NGSS / CCSS Standards MS-ESS2-6: Develop and use a model to
describe how unequal heating and rotation of the Earth cause
patterns of atmospheric and oceanic circulation that determine
regional climates ESS2.C (DCI): Variations in density due to
variations in temperature and salinity drive a global pattern of
interconnected ocean currents. RST.6-8.2: Determine the central
ideas or conclusions of a text. RST.6-8.7: Integrate quantitative
or technical information expressed in words with a version of that
information expressed visually
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Instructional Model Activity Hands-on Informational text
reading Scaffolding for the reading Purpose that connects back to
activity NGSS and CCSS Standards that the reading helps meet What
did you notice? What are you wondering?
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Three tiers of words Tier 3: Domain- specific words Tier 2:
General academic words Tier 1: Words of everyday speech 16
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Three tiers of words 17
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Tier 3 words are often defined in the texts Plate tectonics
(the study of the movement of the sections of Earths crust) adds to
Earths story. The top layers of solid rock are called the crust.
Optical telescopes are designed to focus visible light. Non-
optical telescopes are designed to detect kinds of electromagnetic
radiation that are invisible to the human eye. 18
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Think About Volcanoes Volcanoes Molten Mantle Magma Crust
Volcanoes Study Planet Works Scientists Melts 19 Tier 3 Words Tier
1 Words
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Activity: Categorize vocabulary With partners, read the
selections and identify 20
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Activity: Select Tier 2 words to teach The word is central to
understanding the text. The word choice and nuance are significant.
Students are likely to see this word frequently. Students will be
able to use this word when writing in response to the text. It is a
more mature or precise label for concepts students already have
under control. The word lends itself to teaching a web of words and
concepts around it. 21
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Teaching Vocabulary Strategies In your science notebooks: Do a
one minute quick write of the vocabulary teaching strategies you
use Turn to your elbow partner and share your strategies Make a
Line of Learning and record other ideas you hear from your partner
22
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Strategies Look in Keeleys Science Formative Assessment. What
strategies do you think would be best for teaching academic
vocabulary? Which fit Tier 2 words? Which fit Tier 3 words? 23
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Your connections Look at your own text. Fill out the template
for your text: Consider What is your purpose? How will you scaffold
for your students?
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Role of Argumentation What do the standards say? In partners
Read: From the Framework for K-12 Science Education From the CCSS
Speaking and Listening
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Role of Argumentation Complete a Box and T Add to the bottom of
the Box and T: Where are these practices in your classroom?
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Effect of sal and temp on currents Make a claim or return to
your original claim Provide evidence from the hands-on and from the
reading to support your claim.
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Nuclear Power Purpose: Consider the role of argumentation in
the science classroom. What do you know about nuclear power? Rank
the amount of energy we get from each source. Rank as a group.
Nuclear Power Performance Task From: Smarter Balanced
Assessment Consortium Released Items: www.smaterbalanced.org
www.smaterbalanced.org Tasks: Identify pros and cons of nuclear
power. Evaluate provided sources.
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Nuclear Power Performance Task In your courses: What argument
can you have your students make? Ex: Stem cell use Ex: Oil drilling
in ANWR Ex: What is your evidence that plants get most of their
mass from the air?
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Argument and Evidence How would you have students gather
information? How would you have students evaluate information? How
would you ensure students provide sufficient evidence for their
argument?
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Text complexity video Kids need to be reading rigorous
text
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Reflect What strategies can you add to your CCSS charts?
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Exit Ticket What strategies or elements from today might you
use in your classroom? How do you envision implementing the
strategy in your classroom?