Why the Common Core and NC Essential Standards? How these Standards are Different Science 6-12: Becoming Common Core Connected Carrie Brewington: NCDPI Science Instructional Coach Science 6-12: Becoming Common Core Connected 8:30 9:15 Why the Common Core and Essential Standards 9:15 10:00 Inquiry Science Lab Activities Incorporating Math, Writing, and Social Studies 10:00 10:15 Break 10:15 11:30 Rigorous Instruction Basic, Proficient, Advanced activities/questions Webbs Depth of Knowledge 11:30 12:30 Lunch 12:30 2:00 Unpacking Standards with Vertical Alignment Review assessment items across grade levels Chart vertical alignment 2:00 2:30 Cross-Curricular Vocabulary Strategies Todays Objectives Understand the changes in the NC Science Essential Standards. Make connections with the ELA and Math Common Core State Standards. Participate in cross-curricular inquiry lab. Know various levels of rigor and strategies to improve activities and assessments. Discuss overlaps and gaps in vertical alignment. Unpack Science Essential Standards Essential Questions: How can I increase rigor in all of my lessons and assessments? How can I benefit from understanding the vertical alignment process of the K-12 Science Essential Standards? Lets get started! Describe a positive experience that you have in education. Share one thing about yourself that you think no one at the table may know. Session One Why the NC Essential Standards? Why did North Carolina change the Standard Course of Study? Lets take a moment to consider this question. Why are we doing this? We have had standards. Before Common Core and NC Essential State Standards we had standards, but rarely did we have standards-based instruction. Long lists of broad, vague statements Mysterious assessments Coverage mentality Focused on teacher behaviors the inputs 8 Call for Change Results Previous state standards did not improve student achievement. Gaps in achievement Gaps in expectations NAEP results ACT 2012 data College Readiness Benchmark All 4 subject areas: 25% 3 subject areas:15% 2 subject areas:17% 1 subject area:15% None28% College remediation rates 10 2009 NORTH CAROLINA NAEP SCIENCE TESTS RESULTS North Carolina fourth graders are on par with their national peers in science, according to the National Assessment of Educational Progress (NAEP), Science Assessment but eighth grade students in the state performed lower than the national average. (National Assessment of Educational Progress) Eighth Grade Data: North Carolina's average scale score was 144. The nation's average scale score was 149. The percentage of students in North Carolina who scored at or above the Basic level was 56 percent, compared to 62 percent for the nation. The percentage of students at the Proficient level was 24 percent in North Carolina and 29 percent in the nation. "Career and College: Ready, Set, Go!" "Many of the industries that are growing and hiring today have deep roots in science. "While NAEP assessments give us an idea of how our students are performing compared to their peers across the nation, it is important to remember that North Carolina graduates also will compete with students from other countries for jobs. If our students are going to graduate truly prepared for success in the global economy, we must continue to focus on boosting their knowledge and skills in this subject area." State Superintendent June Atkinson Science 2011 State Snapshot Report North Carolina Grade 8 Public Schools In 2011, the average score of eighth-grade students in North Carolina was 148. This was lower than the average score of 151 for public school students in the nation. The average score for students in North Carolina in 2011 (148) was higher than their average score in 2009 (144). The percentage of students in North Carolina who performed at or above the NAEP Basic level was 61 percent in This percentage was greater than that in 2009, 56 percent. Science 2011 State Snapshot Report North Carolina Grade 8 Public Schools Achievement-Level Percentages and Average Score Results Average Scores for State/Jurisdiction and Nation (public) NC Science Essential Standards Science is built of facts the way a house is built of bricks; but an accumulation of facts is no more science than a pile of bricks is a house. Henri Poincar What are our expectations? Based on the beliefs that: A quality education is a key factor in providing all children with opportunities for their future It is not enough to simply complete school, or receive a credential students need critical knowledge and skills This is not a 12 th grade or high school issue. It is an education system issue. Quality implementation of the Common Core State Standards and NC Essential Standards is a necessary condition for providing all students with the opportunities to be successful after high school. 18 NC Standard Course of Study Common Core State Standards for Mathematics Common Core State Standards for ELA and Literacy in Content Areas 6-12 Essential Standards Principles of the CCSS and NC Essential Standards Fewer - Clearer - Higher Aligned to requirements for college and career readiness Based on evidence Honest about time 20 ELA Connections The Cl-Ev-R Analysis Template A Scientific Argument Claim Fits with Supports Evidence Reasoning (Justification of the Evidence) Supported by Explains The generation and evaluation of an argument is shaped by How scientists communicate with each other Standards of evidence shared by scientists Methods of inquiry accepted by scientists Scientific theories and laws The quality of an argument is evaluated using Empirical Criteria The claim fits with the evidence. The amount of evidence is sufficient. The method used to collect the data was appropriate and rigorous. The method used to analyze the data was appropriate and sound. Theoretical Criteria The claim contributes to our understanding of the natural world. The claim is consistent with current theories and laws The interpretation of the data analysis is consistent with current theories and laws. Adapted from Argumentation in Science Education in The Science Teacher (2013 Summer) What is SWH? Science Writing Heuristic Guided inquiry Writing to learn strategy Used to promote collaboration, learning, critical thinking skills, communication, & problem solving Definition of heuristic 1.A method or process 2.Education method in which learning takes place through discoveries that result from investigations made by students 3.Guiding in discovery or investigation Example? James Watson used time away from his laboratory and a set of models similar to preschool toys to help him solve the puzzle of DNA. In an essay discuss how play and relaxation help promote clear thinking and problem solving. 25 Mathematics Connections How the Scientific & Engineering Practices from A Framework for K-12 Science Education mesh with the Mathematical Practices of the Common Core Scientific & Engineering Practices from A Framework for K-12 Science Education Science and Engineering Practices 1. Asking questions and defining problems 2. Developing and using models 3. Planning and carrying out investigations 4. Analyzing and interpreting data 5. Using mathematics and computational thinking 6. Constructing explanations and designing solutions. 7. Engaging in argument from evidence 8. Obtaining, evaluating, and communicating information Power of the Standards Know them both the what and the why Internalize them Apply them to your decisions about Time Energy Resources Assessments Conversations with parents, students, colleagues Continue to engage with them: 29 If you were a vegetable, what vegetable would you be? If you woke up tomorrow as an animal, what animal would you choose to be? If you could live anywhere on this planet, where would you choose to live? What favorite color are you and how does being that color make you feel? Are you spring, summer, fall, or winter? Session Two Cross-Curricular Connections Inquiry Labs Blending Social Studies, Math and ELA Up, Up, and Away National Aeronautics and Space Administration (NASA) was founded October 1, 1958 During the height of the Cold War Space exploration emerged as a major area of contest and became known as the space race. Cross-Curricular Applications We can beat the Soviet Union Neil A. Armstrong uttered these famous words on July 20, 1969, when the Apollo 11 mission fulfilled Kennedy's challenge by successfully landing Armstrong and Edwin E. "Buzz" Aldrin, Jr. on the Moon. Debate: Did this event take place or was it propaganda? "That's one small step for man, one giant leap for mankind." The Space Shuttle Challenger disaster occurred on January 28, 1986, when Space Shuttle Challenger broke apart 73 seconds into its flight, leading to the deaths of its seven crew members. The spacecraft disintegrated over the Atlantic Ocean, off the coast of central Florida at 11:38. Disintegration of the entire vehicle began after an O-ring seal in its right solid rocket booster failed at liftoff. Discussion: What went wrong? Dangerous Missions Curiosity, the Mars Science Laboratory Landing in August 2012, the rover will assess whether Mars ever was, or is still, an environment able to support microbial life. Where Are We Now? From the Moon to Mars Lets take the NASA CHALLENGE! 1.Browse paperwork for mission 2.Consider your initial sketches 3.Remember to include variables Common Formulas to Know: F= M /A W= M * Gravity (Earth=9.8m/s) A= fT-iT / Distance Procedure: 1.Attach nozzle to closed bottom side of bottle 2.Attach fins to sides of bottle 3.Attach top if desired 4.Decorate to liking 5.Use funnel to partly fill with water 6.Put on safety glasses 7.Place on launcher Nose Cone (Air Dynamics) Pressurized Air (Propulsion) Bottle (Vessel) Water (Weight and reaction mass) Fins (Direction and guidance) Nozzle (focus the controlled combustion blast ) BLAST OFF! Basic Rocket Design 1.Identify variables, but then having to explain impact of changes to flight. 2.Practice writing procedures. Standard in the fourth grade Course of Study: first, second, next, then, finally. (instead of writing about baking a cookie, consider using relevant science examples from curriculum) 3.Describe using content, potential energy vs. kinetic energy 4.Draw descriptions: Reaching all learners! (Visualizing, Building, Writing, Drawing) Incorporating Literacy Writing with Rigor DNA Extraction from Each cell contains 9 feet of DNA. In an average meal, you EAT approximately 55,000,000 cells. This is equal to approximately 93,205 miles of DNA. Cell Membrane Cell membranes are made of phospholipids Phospholipids wont dissolve in water What do you use in your home to remove oils from your hands or your dishes? (real world connection) SOAP or DETERGENT! Extracting the DNA Extracting the DNA The contents of the cell (organelles, proteins, etc.) must be separated from the DNA The larger cell parts can be removed by filtering the solid from the liquid Collecting the DNA The DNA will appear as a white precipitate once the alcohol is added HOLD THE TUBE by the TOP, not the bottom so the DNA strands wont fragment from the heat of your hands! Spooling the DNA DNA is sticky and will adhere to other surfaces A glass stirring rod can be used to spool (remove) the DNA by using a turning motion Relevant lab and class activities. News Articles:/ R E C E I V I N G D O N A T I N G Type AType BType ABType O Type A Type B Type AB Type O Which blood type can give blood to all other blood types and is therefore called the Universal Donor? Which blood type can receive blood from all other blood types and is therefore called the Universal Recipient? Application Why is it so important to give blood? Why do blood shortages occasionally happen? Why is there a special need for type O blood? How will my blood be used?