Wendy Whitmer- Regional Science Coordinator
NEWESD 101
Jennifer Chase- Science Coordinator
Spokane Public Schools
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.
Agenda
 CCSS-ELA for Science and Technical Subjects
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Architecture
NGSS Architecture- What’s the connection?
Instructional Model
Text Strategies
The Practices
Arguing from Evidence
In your classroom!
What do you know?
 Please answer the probe on your own.
 Talk to the people at your table.
 Share out with the whole group.
The ELA Document Structure
Introduction page 10
• K-5 page 11

 Reading

Foundational Skills
 Writing
 Speaking and
Listening
 Language
5
6-12 page 35

Reading

Writing

Speaking and Listening

Language

Literacy in History/Social
Studies, Science, and
Technical Subjects
Appendices A, B, C
CCSS-ELA
 Read the Anchor Standards for Writing
 Where do you do this already in your classroom?
 What strategies do you use already?
NGSS Architecture
Integration of 3 Dimensions:
Practices
Crosscutting Concepts
Core Ideas
Correlation with CCSS
Performance
Expectation
Science and
Engineering Practice
Disciplinary Core
Idea
Cross Cutting
Concept
Common Core State Standards
Connections
Instructional Model
 Activity
 Hands-on
 Informational text reading
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Watch for
these
components!
Scaffolding for the reading
Purpose that connects back to activity
NGSS and CCSS Standards that the reading helps meet
th
8
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?
What is the effect of temperature
and salinity on ocean currents?
 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.
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 doesn’t make sense
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.
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
Instructional Model
 Activity
 Hands-on
 Informational text reading
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What did you
notice?
What are you
wondering?
Scaffolding for the reading
Purpose that connects back to activity
NGSS and CCSS Standards that the reading helps meet
Three tiers of words
Tier 3: Domainspecific words
Tier 2: General
academic words
Tier 1: Words of
everyday speech
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Three tiers of words
– Highly specialized, subject-specific; low
occurrences in texts; lacking generalization
◦ E.g., oligarchy, euphemism, hydraulic, neurotransmitters
–Abstract, general academic (across content
areas); encountered in written language; high utility across
instructional areas
◦ E.g., principle, relative, innovation, function, potential, style
– Basic, concrete, encountered in conversation/
oral vocabulary; words most student will know at a
particular grade level
◦ E.g., injury, apologize, education, serious, nation
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Tier 3 words are often defined in
the texts
 Plate tectonics (the study of the movement of the sections
of Earth’s crust) adds to Earth’s 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.
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Think About Volcanoes
Tier 3 Words
Tier 1 Words
Volcanoes
Volcanoes
Volcanoes
Molten
Mantle
Magma
Crust
Study
Planet
Works
Scientists
Melts
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Activity: Categorize vocabulary
With partners, read the selections and identify
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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
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Strategies
 Look in Keeley’s Science Formative Assessment.
 What strategies do you think would be best for teaching
academic vocabulary?
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Which fit Tier 2 words?
Which fit Tier 3 words?
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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?
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
Role of Argumentation
Complete a Box and T
Add to the bottom of the
Box and T:
Where are these practices in
your classroom?
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.
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
Ranks:
Biomass: 6
Coal: 1
Geothermal: 8
Hydropower: 4
Natural Gas: 2
Petroleum: 7
Propane: 10
Solar: 9
Uranium: 3
Wind: 5
Nuclear Power Performance Task
From: Smarter Balanced
Assessment Consortium
Released Items:
www.smaterbalanced.org
Tasks:
 Identify pros and cons of nuclear
power.
 Evaluate provided sources.
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?
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?
Text complexity video
 Kids need to be reading rigorous text
Reflect
 What strategies can you add to your CCSS charts?
Exit Ticket
 What strategies or elements from today might you use
in your classroom?
 How do you envision implementing the strategy in
your classroom?