Science Essential
Standards
Presenter: Katie McGregor
RC Day Workshop 3 of 3
February 20, 2012
Focus: 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
Objectives
By the end of today’s sessions, participants
should be able to:
• Identify adult content knowledge required
to instruct the NC Science Essential
Standards
• Identify science formative assessment
instructional practices
• Identify concepts and specific ideas
embedded in the NC Science Essential
Standards
• Utilize research on student learning and the
5e Instructional Model to facilitate studentcentered learning activities based on the
NC Science Essential Standards
Module 8: Adult Content
Knowledge
What science content do all
adults (including teachers)
need to know?
Life Cycles (CTS)
• Benchmarks for Science Literacy
• Science for All Americans
• http://www.project2061.org/publicatio
ns/sfaa/online/chap5.htm#27
Further CTS Resources
• NCDPI released a customized CTS
guides
• No need to purchase
• For to access additional CTS guides
visit
http://scnces.ncdpi.wikispaces.net/Cu
stomized+Curriculum+Topic+Study+Gui
des
What do science teachers
need to know about
formative assessments?
Types and Purposes of
Assessments
• Diagnostic- To identify preconceptions,
lines of reasoning, and learning difficulties
• Formative- Provide the instructor with
information regarding how well the
learning objectives of a given learning
activity are being met.
• Summative- To measure and
document the extent to which students
have achieved a learning target
Note: Diagnostic assessment becomes formative when the assessment
data are used to inform instruction. (Keeley, 2008)
Science Formative
Assessments
• What comes to mind when you think
of “formative assessment”?
• “Formative assessment” is not another
gimmick in teaching; science teachers
have been formatively assessing
students since the inception of public
education.
• Complete the Formative Assessment
Frayer Model handout (8.1)
How to Make a Foldable
Frayer Model
Image From: http://www.worksheetworks.com/miscellanea/graphic-organizers/frayer.html
The Everyday Science
Teacher…
• Asks questions and listens carefully to
students as they explain their ideas
• Observes students as they work in
groups
• Examines student science notebooks
(noting writing and drawings)
• Facilitates classroom dialogue
promoting public sharing of ideas
A Great Read (with all the time you have)
• By: Ken Worth and others
Just a Sample...
Image from: http://www.amazon.com/gp/product/images/0325027110/ref=dp_image_0?ie=UTF8&n=283155&s=books
What is a formative
assessment in science?
• An assessment for learning
• A natural part of the instructional process
• A “practice” opportunity- gives kids a
chance to share what they already know
without penalty (grades)
• A time-saver for teachers-helps
determine the next steps in planning
instruction
• An invitation to engage students in the
learning process
Formative Assessment is like…
• Do you recall taking the driving component
of the test to get your driver’s license?
• Most likely, you “practiced” before actually
going into the DMV or taking the course.
• These “practices” help you understand what
you already knew about driving and what
you needed to learn to pass the test.
What are FACTs
•Formative
•Assessment
•Classroom
•Techniques
Using FACTs in Science
Q: Can you name a FACT you recently
used?
A: If you said “Frayer Model,” you are
correct!
We will practice more using FACTS in
Model 10.
Other Examples
• Observations
•Visual Representations
• Questioning
•Kinesthetic Assessments
• Discussion
•Individual Whiteboards
• Exit/Admit Slips
•Laundry Day
• Learning/Response Logs
•Four Corners
• Graphic Organizers
•Constructive Quizzes
• Peer/Self Assessments
•Think Pair Share
• Practice Presentations
•Appointment Clock
•As I See It
Summative Assessments in
Science
• The NC EOC in Biology and NC EOG in
5th and 8th Grades are common
examples of assessments of learning in
science. See handout.
• The measures of student learning for
non-tested grades is forthcoming.
Module 9: Concepts
and Specific Ideas
Image from: http://media-cdn.pinterest.com/upload/64105994665386910_24Pm3UEl_f.jpg
THINK ABOUT IT!
• What do these life cycles have in
common?
• How are they different?
• What types of animals go through a
life cycle?
• Bill Nye: Life Cycles
What are the important
concepts, specific ideas,
levels of sophistication, and
terminology appropriate for
various grade levels?
Learning Expectation
• Read the learning goals for your grade
span in the Benchmarks for Science
Literacy (Handout 9.?)
• Discuss the grade span content
expectations for learning.
• As we review the Essential Standards,
note correlations in the learning
expectations from both documents
Structures and Functions of
Living Organisms
Essential Standard
2.L.1 Understand animal life cycles.
Clarifying Objective:
2.L.1.1 Summarize the life cycle
of animals:
• Birth
• Developing into an adult
• Reproducing
• Aging and death
Image from: http://www.akidsphoto.com/critters/bfly30.html
Dazzling Dragonflies
•THINK PAIR SHARE!
•Tell your partner
TWO things you
THINK you know
about dragonflies.
Image from: http://covers.openlibrary.org/w/id/2655460-L.jpg
Clarifying Objective
2.L.1.2 Compare life cycles of different
animals such as, but not limited to,
mealworms, ladybugs, crickets,
guppies, or frogs.
Image from: http://www.aqua-fish.net/show.php?h=guppy
Unpacked Essential Standard
• 2.L.1.1 Students know that animals experience a cycle of life
which begins with birth, then a period of time in which the
animal develops into an adult. At adulthood, animals
reproduce in order to sustain their species. In nature, all
animals are programmed to age and eventually die. The
details of the life cycle are different for specific animals.
•
2.L.1.2 Students know that different animals spend varying
periods of time in each stage of the life cycle and that some
animals have few stages, while others have several. Students
know that animals might look the same, similar, or completely
different at specific stages of development. Students know
that animals may have varied needs at different stages of
development, and may occupy unique habitats according to
these needs.
Crosswalks
QuickTime™ and a
decompressor
are needed to see this picture.
Pre-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.
Tale of a Tadpole
•THINK PAIR SHARE!
•Tell your partner
TWO things you
THINK you already
know about
tadpoles.
Image from: http://photo.goodreads.com/books/1181859478l/120
Dragonflies vs. Toads
Let’s Compare!
• BRAINSTORM: Think about the two animals
from stories. With your group, create a Venn
Diagram comparing the life cycles of the
two animals.
• COMPARE: On the back of your Venn
Diagram, write two comparing sentence
based on what you discussed.
• Another option: Compare and Contrast
Let’s Compare!
A Butterfly’s Life Cycle
• Watch this!
• Let’s Read: Monarch Butterfly by Gail
Gibbons
QuickTime™ and a
mpeg4 decompressor
are needed to see this picture.
Image from: http://www.milkweedfarm.com
A Butterfly’s Life Cycle
• You’re a monarch butterfly who keeps a diary of
your life cycle changes, from the beginning of
your life.
• You must have at least 4 diary entries. Include the
date and your butterfly name.
• You must include the following vocabulary words:
–
–
–
–
–
–
–
caterpillar
larva
chrysalis
metamorphosis
nectar
pupa
egg
• Paper Bag Butterfly Diary
“Teacher 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?
Evolution and Genetics
2.L.2
Remember that organisms differ from or
are similar to their parents based on
the characteristics of the organism.
Clarifying Objective
2.L.2.1
Identify ways in which many plants and
animals closely resemble their parents in
observed appearance and ways they are
different.
Clarifying Objective
2.l.2.2
Recognize that there is variation among
individuals that are related.
2.L.2.2
Students know that groups of organisms of
the same type have characteristics in
common as well as characteristics that
may vary.
Unpacked Essential Standard
2.L.2.1 Students know that plants and animals
resemble their parents in appearance,
needs, life processes, and interactions with
the environment, even while being unique.
2.L.2.2 Students know that groups of organisms
of the same type have characteristics in
common as well as characteristics that may
vary.
Crosswalks
QuickTime™ and a
decompressor
are needed to see this picture.
Pre-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.
Activity
• Baby Animals
• You’re getting ready to
see some baby animals
and their parents.
• Do the babies
resemble their parents?
• What else do you
notice?
• SHARE using your Clock
Buddies
• Another options:
STATIONS
“Teacher 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?
Take a Break and
Complete the Survey!
Want more ideas?
Check out my website!
Vocabulary
WORDLE
Module 10: Instructional
Implications
What are suggested
effective strategies based
on the 5E instructional
model to promote learning
for students?
Design a FACT Activity- Small
Group
• Divide into small groups
• Retrieve your FACT from the envelope
• Choose a clarifying objective to
formatively assess
• Design your FACT to reflect the
clarifying objective chosen
• Choose a group spokesperson
Design a FACT ActivityWhole Group Share
Each group will include the following
when sharing:
Identification of the FACT (What is it
called?)
Description of the FACT
Identify the clarifying objective chosen
Share your artifact FACT based on the
clarifying objective you chose
Formative Assessment Probe
Common Core Implications
for Science… Connecting
the dots
• English Language Arts: The Standards
– Speaking, Listening and Writing
• Information & Technology: The Standards
Websites
Wikispace
http://wsfcselementaryscience.wikispaces.com
Edmodo
http://wsfcs.edmodo.com/
Your Ticket Out The Door
 On the index card please write:
• -ideas, questions or materials you would
like from me or the Science Department
• -comments or questions for the WS/FCS
Science
Enjoy the rest of the school year!