Common Core State Standards & Science (K-6) Gail Dickinson [email protected].

Common Core State Standards & Science (K-

6)

Gail Dickinsongdickinson@madison-

schools.com

Session Focus

Participants will:• recognize the difference between Common Core and the

Next Generation of Science Standards• examine how Common Core standards mesh with the Next

Generation of Science Standards• review the basis of the NGSS

– Practices of science– Cross cutting– Core ideas in science

• review sample lessons within Common Core & NGSS

Notes• www.GMSmavs.com• Teachers/Gail Dickinson/SDE 2013

The Difference:Common Core/NGSS

• The Common Core Literacy Standards were written to help students meet the particular challenges of reading, writing, speaking, listening, and language in their respective fields- in this case, science.

• The literacy standards do not replace science standards- they supplement them.

• The NGSS will lay out the “main” ideas and practices in science that students should master in preparation for college and careers.

What is Common Core?How does it relate to Science?

Common Core relates to science in the following ways:ReadingWritingTechnology

Video common core

Common Core Reading in Science Class

Students will:• Read informational/technical text• Cite resources from text• Distinguish between fact/opinion• Follow multi-step processes/cycles

Sample informational text

Sample cycle diagram

Reading in Science Class (cont)

• Identify steps, sequences• Determine meanings of

words/phrases• Read/interpret/analyze/create –

charts, graphs, maps• Read like a scientist

Sample identify steps/sequences

Reading like a scientist

link

Scientific Writing/Technology Within the Common Core

• Produce a report• Record scientific observations• Support statements for arguments presented• Gather reliable information from several resources

(no plagiarism)

• Use evidence to support analysis, reflection and research.

• Conduct short research projects from self-generated questions

• Use reliable Internet resources for research and to produce published material (multi-media projects)

Record scientific observations

Use reliable Internet resources for research and to produce published material (multi-

media projects)

• Lab Video

Example of Reading/Writing/Technology Within Common Core

– Sample Lesson: Food Poisoning

K-2 3-5 6-8

LS1.A Structure and function

All organisms have external parts that they use to perform daily functions.

Organisms have both internal and external macroscopic structures that allow for growth, survival, behavior, and reproduction.

All living things are made up of cells. In organisms, cells work together to form tissues and organs that are specialized for particular body functions.

Engage

Articles on Food Poisoning

• http://www.arrowscientific.com.au/educational-material/food-poisoning.html

• http://www.mayoclinic.com/health/food-poisoning/DS00981/DSECTION=prevention

• Read article on food poisoning• Create a concept map explaining food poisoning.• Create a brochure (technology) suggesting ways to

prevent food poisoning.

Explore

–Read article on food poisoning–Research information about food

poisoning• causes• symptoms• treatments • preventions –cite examples

–Create a concept map

• Design a brochure for the Health Department informing the public about food poisoning. Include specific ways to prevent food poisoning. Cite facts and figures to support your information.

• See brochure

Elaborate/Create

Example of Scientific Writing Within the Common Core

Science Lab Report – • Introduction• Goal/Question/Problem• Hypothesis, Materials• Procedure• Data Collection (including graphs, charts)• Analyze Data• Conclusion (extension)

Document/Explain/Evaluate

Writing a ConclusionFirst Paragraph: Introduction• What was investigated?

– Describe the problem.

• Was the hypothesis supported by the data?– Compare your actual result to the expected (from

the literature, or hypothesis) result.– Include a valid conclusion that relates to the initial

problem or hypothesis.

• What were your major findings?– Did the findings support (or not) the hypothesis as

the solution to the problem?– Calculate the percentage error from the expected

value.

Middle Paragraphs: Discuss the major findings of the experiment.

• How did your findings compare with other researchers?• Compare your result to other students’ results in the

class.– The body paragraphs support the introductory paragraph by

elaborating on the different pieces of information that were collected as data.

– Each finding needs its own sentence and relates back to supporting or not supporting the hypothesis.

– The number of body paragraphs you have will depend on how many different types of data were collected. They should always refer back to the findings in the first paragraph.

Last Paragraph: Conclusion

• What possible explanations can you offer for your findings?– Evaluate your method.– State any assumptions that were made which may affect the

result.

• What recommendations do you have for further study and for improving the experiment?– Comment on the limitations of the method chosen.– Suggest how the method chosen could be improved to obtain

more accurate and reliable results.

• What are some possible applications of the experiment?– How can this experiment or the findings of this experiment be

used in the real world for the benefit of society?

The Next Generation of Science Standards

• The Next Generation Science Standards (NGSS) - a comprehensive set of K-12 student “performance expectations” for the areas of Earth and space science, life science, and physical science.

• They integrate concepts of engineering and technology and develop ties to the Math and English “Common Core” standards.

What Are the NGSS?

• The basis for the NGSS is that all of the performance expectations involve a weaving together of 3 dimensions – – the practices of science– the crosscutting concepts of science– the core ideas of science.

The Goal of NGSS

The aim of NGSS is to identify what students can do, not what they know.

The NGSS move away from presenting science as a list of facts to be memorized and present science as a set of practices to be done.

Why?

•Video

Why?

• Science, engineering, and technology permeate nearly every facet of modern life, and they also hold the key to meeting pressing current and future challenges.

• The U.S. workforce does not have a strong background in these fields.

• This national trend has created a widespread call for a new approach to K-12 science education in the United States.

The Goal

K-12 science education will ensure that by the end of 12th grade all students will:• have some appreciation of the beauty and wonder of

science.• possess sufficient knowledge of science and

engineering to engage in public discussions on related issues

• be careful consumers of scientific and technological information related to their everyday lives.

• be able to continue to learn about science outside school • Have the skills to enter careers of their choice,

including careers in science, engineering, and technology.

The 3 Dimensions of the Framework

1 Scientific and Engineering Practices2 Crosscutting Concepts3 Disciplinary Core Ideas

1 Scientific and Engineering Practices

1. Asking questions (for science) and defining problems (for engineering)2. Developing and using models3. Planning and carrying out investigations4. Analyzing and interpreting data5. Using mathematics and computational thinking6. Constructing explanations (for science) and designing solutions (for engineering)7. Engaging in argument from evidence8. Obtaining, evaluating, and communicating information

Example of developing and using models, designing solutions and

communicating information.

• Elderly people sometimes have problems with hand strength and dexterity which restricts hand movement such as opening doors.

• Research, design and test an apparatus that will assist them to open doors.

• Create an advertisement video demonstrating how to use this product.

2 Crosscutting Concepts

1. Patterns2. Cause and effect: mechanism and explanation3. Scale, proportion, and quantity4. Systems and system models5. Energy and matter: flows, cycles, and conservation6. Structure and function7. Stability and change

Cycles example

• Demonstrate how a drop of water moves through the water cycle in one of the following ways:– Drawing– Physical movement– Build a model– Write a story– Flow chart

• How will the removal of one part of the water cycle affect the environment?

Structure/function• Students study the anatomy of the

human eye.• Explore the diversity of eyes in the

animal kingdom relating the structure/function.

• Build a model of the eye for an animal.

3 Disciplinary Core Ideas

Physical SciencesPS1: Matter and its interactionsPS2: Motion and stability: Forces and interactionsPS3: EnergyPS4: Waves and their applications in technologies for information transfer

3 Disciplinary Core Ideas

Life SciencesLS1: From molecules to organisms: Structures and processesLS2: Ecosystems: Interactions, energy, and dynamicsLS3: Heredity: Inheritance and variation of traitsLS4: Biological evolution: Unity and diversity

3 Disciplinary Core Ideas

Earth and Space SciencesESS1: Earth’s place in the universeESS2: Earth’s systemsESS3: Earth and human activity

3 Disciplinary Core Ideas

Engineering, Technology, and Applications of ScienceETS1: Engineering designETS2: Links among engineering, technology, science, and society

Video

http://www.nextgenscience.org/

Lets compare previous lessons to new lessons using NGSS

Before After

Project Egg Drop

BeforeStudents use a variety of

materials to insulate an egg from breaking when dropped from a certain distance.

The teacher might or might not give certain parameters for this activity.

Project Egg Drop

AfterSee Egg Drop Challenge Sheet

ScienceTechnologyEngineeringMath

Extension: Challenge students to create their packaging to be economical (Math) and still effective.

Playground Lesson

BeforeResearch playground equipment.

Label each piece of the playground as a type of simple machine.L=Lever, P=Pulley, W=Wheel and Axle, I=Inclined Plane

Playground Project

After

See Playground Design Sheet

Students will design a safe and economical playground for their school. Cite resources that prove your playground will be safe for children.

Science – simple machines & recycled material for ground, Math – measure dimensions, Engineering – design equipment and Technology – research and design (Google SketchUp)

Google SketchUp

How to read NGSS video

How to Read the NGSS

Videos

• NGSS – Bozeman• http://

www.nextgenscience.org/how-to-read-the-standards