WELCOME
Fall 2011- Winter 2012 RESA Meeting
SCIENCE Essential Standards Implementation
Facilitator: Jami Inman
NCDPI Science Consultant
Expected Outcomes
By the end of this session participants will…
Identify resources and supports for implementation of Science
Essential Standards.
Increase understanding of K-12 vertical strands .
Use Curriculum Topic Study (CTS) to connect standards and
research on learning to classroom practice.
•DPI Updates
 SCOS and Essential Standards
 ACRE, Race to the Top, and Next Generation
 Accountability
•BREAK
•Themes, Strands, and Organization of Standards
•LUNCH
•Curriculum Topic Study
•Implementation Strategies
The Science Section
Curriculum and Instruction, DPI
Beverly Vance, Science Section Chief
Debra Hall , K-5 consultant
Donna Kenestrick, K-5 consultant
Benita Tipton, 6-8 consultant
Jami Inman, 9-12 consultant
Ragan Spain, 9-12 consultant
Victoria Ewing, program assistant
Science Service Delivery Assignments
Alleghany
Ashe
Surry
Jackson
Macon
Cherokee
Catawba
Rutherford
Polk
Chatham
Pitt
Transylvania
Clay
Lee
Stanly
Gaston
Mecklenburg
Martin
Wilson
Rowan
Cabarrus
Cleveland
Bertie
Nash
Edgecombe
Lincoln
Henderson
Hertford
Wake
Randolph
McDowell
Gates
Warren
Franklin
Durham
Davidson
Iredell
Burke
Graham
Orange
Alamance
Davie
Alexander
Yancey
Buncombe
Vance
Granville
Forsyth
Guilford
Swain
Person
Caswell
Halifax
Yadkin
Caldwell
Haywood
Northampton
Rockingham
Wilkes
Watauga
Mitchell Avery
Madison
Stokes
Johnston
Harnett
Washington Tyrrell
Dare
Beaufort
Hyde
Greene
Wayne
Moore
Montgomery
Lenoir
Craven
Pamlico
Union
Anson
Richmond
Hoke
Cumberland
Sampson
Jones
Duplin
Scotland
Onslow
Robeson
Carteret
Bladen
Pender
New
Hanover
Columbus
Region 1
Ragan Spain – ragan.spain@dpi.nc.gov--(919)-807-3950
Region 2
Benita Tipton – benita.tipton@dpi.nc.gov--(919)-807-3933
Region 3
Debra H/Donna K
Region 4
Jami Inman – jami.inman@dpi.nc.gov--(919)-807-3607
Region 5
3863
Donna Kenestrick – donna.kenestrick@dpi.nc.gov--(919)-807-
Region 6
Debra Hall – debra.hall@dpi.nc.gov--(919)-807-3814
Region 7
Jami Inman
Region 8
Ragan S/ Benita T
Brunswick
Beverly G. Vance,
Science Section Chief
beverly.vance@dpi.nc.gov
919-807-3936
Victoria Ewing
Program Assistant/Science
919-807-3929
victoria.ewing@dpi.nc.gov
…saying Goodbye to the current SCOS…
Remember!
Even though we are preparing for the new
Essential Standards, the SCOS will be
taught and tested during the 2011-2012
school year.
Instructional Resources for SCOS
• 2004 SCOS
http://dpi.state.nc.us/curriculum/science/scos/
• Middle Grades Resources
http://dpi.state.nc.us/curriculum/science/middlegrades/
• High School Resources
http://dpi.state.nc.us/curriculum/science/secondary/
Instructional Resources for SCOS
• K-12 2004 Units, Differentiation Strategies and 5E
http://dpi.state.nc.us/curriculum/science/units/
• EOGs grade 5 & 8
http://dpi.state.nc.us/accountability/testing/eog/science/
• EOCs http://dpi.state.nc.us/accountability/testing/eoc/
SCIENCE Essential Standards
• Approved since February 2010
• Can be accessed at
http://www.dpi.state.nc.us/acre/standards/new-standards/#science
• Click on support tools in the left menu to access
– Crosswalks
– Content Descriptions
Supports for
Implementation
DPI Modules
• On the DPI ACRE web site, find the PD
menu on the left side of the page:
http://www.ncpublicschools.org/acre/profdev/
• Includes online, onsite, real-time and
asynchronous offerings
https://center.ncsu.edu/nc/
NC’s lens for classifying standards: RBT
Revised Bloom’s Taxonomy (RBT)
• Why was the original taxonomy revised?
• Cognitive research revealed that learning was
not linear (e.g., analysis may have to precede
understanding....)
• Over the years, too many verbs were used
(and misused) to describe the levels.
• Type of knowledge makes a difference.
1.
Remember
A.
Factual
Knowledge
B.
Conceptual
Knowledge
C.
Procedural
Knowledge
D.
MetaCognitive
Knowledge
2.
Understand
3.
Apply
4.
Analyze
5.
Evaluate
6.
Create
Four Types of Knowledge
A. Factual knowledge- terms, details, symbols,
informational sources (vocabulary)
B. Conceptual knowledge- classification,
generalizations, theories, models (Taxonomy of
a bug/tree)
C. Procedural knowledge- employing a method or
technique, using skills, procedures to solve a
problem (Scientific processes)
D. Metacognitive knowledge- strategic, selfknowledge , critiquing, cognitive demands of
specific tasks, (experimentation)
Understand
Defined as… “To construct meaning from instructional
messages, including oral, written, and graphic communication”
Verbs alternative names
•
•
•
•
•
•
•
Interpreting clarifying, paraphrasing, representing, translating
Exemplifying illustrating, instantiating
Classifying categorizing, subsuming
Summarizing abstracting, generalizing
Inferring concluding, extrapolating, interpolating, predicting
Comparing contrasting, mapping, matching
Explaining constructing models
LIVE Training Sessions
• Summer Institutes for LEAs, IHE Institutes
• RESA presentations in all regions during
November, January and February
• Informal Educator Institutes in December
• Live Webinars throughout the 2011-2012
school year
January 19, 2012
Holiday Inn Express
N. Wilkesboro
January 26, 2012
Greensboro Coliseum
Greensboro, NC
November 2, 2011
NCSBA Building
Raleigh, NC
Region 5
Region 3
January 24, 2012
Senator Bob Martin
Eastern Agriculture Ctr,
Williamston, NC
Region 1
Region 7
February 16, 2012
A-B Tech
Candler, NC
Region 8
January 9, 2012
UNC Charlotte
Charlotte
Region 6
January 31, 2012
Mid Pines Inn
1010 Midland Road
Southern Pines, NC
Region 4
January 12, 2012
River Landing
Clubhouse
116 Paddle Wheel Dr.
Wallace, NC
Region 2
Science Webinars
September 22, 2011
November 29, 2011
February 28, 2012
April 25, 2012
Webinar I
Webinar II
Webinar III
Webinar IV
*all webinars will be archived and
posted to our Science WIKI
Science Web Pages
Science WIKI
http://scnces.ncdpi.wikispaces.net/
Science Sharp School site
http://science.ncwiseowl.org/
ACRE Science
http://www.dpi.state.nc.us/acre/standards/new-standards/
SCOS
http://www.dpi.state.nc.us/curriculum/science/
Science WIKI
You can enter as a guest
OR
create a wiki account and
send a request to join us
http://scnces.ncdpi.wikispaces.net/
Race to the Top
Career and College Ready, Set, Go!
•
•
•
NC is one of 12 states awarded
Nearly $400 million over the grant period
Designed to spur public school innovation
North Carolina’s Four Pillars:
Great Teachers and Principals
Quality Standards and Assessments
Turn around the lowest achieving schools
Data System to improve instruction
• *Special Section devoted to STEM education
STEM is EVERYWHERE!
Literacy in Science
• Common Core Literacy Standards in Science and
Technical Subjects
• The standards begin at grade 6. (Note: Standards for K–5
reading in history/social studies, science, and technical subjects are
integrated into the K–5 Reading standards.)
• For more information: http://www.corestandards.org
Writing in Science
Online Writing Instruction (OWI)
• designed to provide students with opportunities to have a variety
of experiences throughout the school year
• not an assessment, but a formative tool to monitor the progress
of students in writing and adjust instruction
• replaces the previous Writing Instruction System
Assessment Updates
• Test Development
• ACT framework
• ABCs
A Word about Assessment…
Online Assessment Website http://dpi.state.nc.us/acre/assessment/online/
Please contact the following NC DPI staff for more information:
Kayla Siler Kayla.siler@dpi.nc.gov
Jim Kroening Jim.kroenig@dpi.nc.gov
Tracey Greggs Tracey.greggs@dpi.nc.gov
…Assessment continued…
Best Practices Guide
http://www.ncpublicschools.org/acre/assessment/guide/
Roadmap
http://www.pearsonassessments.com/pai/ai/Products/NextGeneration/roadmap.htm
NC Education https://center.ncsu.edu/nc
• Includes tutorials and other informative links – to access NC FALCON,
Online Writing Instruction, Primary Artifact Questions (PAQs), NC Test,
etc.
• Large-scale managed Moodle system with specialized additions to
support professional development, student learning, accountability
processes, and information delivery.
ABCs Reports
• http://www.ncreportcards.org/src/
The Conceptual
Framework & Next
Generation Science
Standards
NEW National Standards in Science
• Conceptual framework was released during the
past summer
• ACHIEVE is in the process of developing draft
versions of the next generation of standards
• North Carolina is one of the lead states
BREAK
Themes, Strands and Organizational
Structure
Themes, Strands and Organizational
Structure
Constructing a map…
Building A Map
• Remove the contents of the envelope
and place on the table so the group can
easily read the statements related to
force and motion.
• Discuss which statements could be
understood (learned) at K-2, 3-5, 6-8,
and 9-12.
Building A Map
• Have one person keep notes of the
conversation and questions that arise.
• Once consensus on the grade range
placements have been reached, try to
arrange them on the template provided
showing how one statement contributes
to the understanding of another.
• Tape the statements to the template.
• Use a vis-à-vis marker to draw arrows to
show the connections.
• Prepare to give feedback to large group on
the process and the discussion within your
group.
Building A Map
Compare your map to the NC Science
Essential Standards map for Relative
Motion.
Building A Map
Referencing an Atlas Map…
Motion: Laws of Motion Map
Quick Write:
Make a quick list of 3 ideas shared today and
share how each will impact your practice.
List 1 idea
that
“Squares”
with your
thoughts:
List 1 idea
that’s
still rolling
“Around”:
“I’m just not
sure about
that!”
List 1 idea
you would
like to
“Change”:
Lunch Break
Curriculum
Topic
Study
DPI Science Consultants
A look at the powerful process of curriculum Topic Study…..
Open your browser.
Go to this site
http://scnces.ncdpi.wikispaces.net/home
State and National Standards Are
Not Enough…
“What has been missing is a systematic, scholarly,
deliberate process to help educators intellectually engage
with standards and research on student learning so they
can make effective use of them.”
Keeley, 2005
CTS provides that “missing link”.
What is CTS?
A process that incorporates a systematic study of
standards and research
A set of tools and resources for improving
curriculum, instruction, and assessment
An intellectually rigorous and engaging professional
development experience to improve teacher content
and pedagogical knowledge
WHY is Curriculum Topic Study
IMPORTANT to UNPACKING
North Carolina’s
Science Essential Standards?
Bridging the Gap
National Standards
Classroom Practice
Research on Learning
State Standards
Resources for CTS…Experts at Your Fingertips 24/7




Indicates the resource or parts of it are online
Additional Resources…
• The National Research Council’s
(NRC) A Framework for K-12
Science Education was released
in July 2011 and will serve as the
basis for the Next Generation
Science Standards managed by
Achieve, Inc.
• Science College Board
Standards for College Success
defines the knowledge and skills
students in grades 6-12 need to
be college and career ready.
Components of a
Curriculum Topic
Study
• CTS Sections and Outcomes
• Selected Readings from CTS Resources
• Web Site- Supplementary Material
www.curriculumtopicstudy.org
The CTS Guide
• 6 sections
– Purposes of the sections
• I : Identify Adult Content Knowledge
• II : Consider Instructional Implications
• III : Identify Concepts and Specific Ideas
• IV : Examine Research on Student Learning
• V : Examine Coherency and Articulation
• VI : Clarify State Standards and District
Curriculum
• Each section links to CTS collective resources
Types of CTS Guides
• Published Guides
• Customized Guides
Published Guides
•
•
•
•
Produced by Page Keeley
147 CTS Topic Study Guides
Organized in 11 Categories
Closely aligned to national
documents
Published Guides
•
•
•
•
•
•
•
•
•
Diversity of Life (7 topics)
Ecology (11 topics)
Biological Structure and Function (11 topics)
Life’s Continuity and Change (10 topics)
Matter (16 topics)
Earth (18 topics)
Astronomy (10 topics)
Energy, Force, and Motion (23 topics)
Inquiry and the Nature of Science and Technology (26
topics)
• Implications of Science and Technology (11 topics)
• Unifying Themes (4 topics)
Looking at a Customized Guide
Customized NC Guide
FORCE & MOTION
Standards- and Research-Based Study of a Curricular Topic
Section and
Outcome
I. Identify
Adult Content
Knowledge
Selected Sources and Readings for Study and Reflection
Read and examine related parts of
IA. Science for All Americans
 Chapter 4, Motion, pages 52-55; Forces of Nature, pages 55-57
 Chapter 10, Uniting the Heavens and Earth, pages 149-150
*Optional Resource:
IB. Science Matters
 Chapter 1, The Clockwork Universe, pages 7-18
 Chapter 3, Electricity and Magnetism, pages 44-49
 Chapter 9, The Four Forces, pages 157-163
Customized NC Guide
Force & Motion (continued)
II. Consider
Instructional
Implications
IIA: Benchmarks for Science Literacy
 4F, Motion general essay, pages 87-88; grade span essays, pages 89-91
 4G, Forces of Nature general essay, page 93; grade span essays, pages 94-96
 10B, Uniting the Heavens and Earth essay, page 242
IIB: National Science Education Standards Download free pdf version for easier
navigation
 Grades K-4, Standard B essay, pages 123, 126;
Vignette Science Olympiad, pages 39-40
 Grades 5-8, Standard B essay, pages 149, 154;
Vignette The Insect and the Spider, pages 80-81
 Grades 9-12, Standard B essay, pages 177-178
*Optional Resource:
IIC: A Framework for K-12 Science Education: Practices, Crosscutting Concepts
and Core Ideas Download free pdf version
Core Idea PS2: Motion and Stability: Forces and Interaction,
pages 5-7 – 5-11
Customized NC Guide
Force & Motion (continued)
III. Identify
IIIA: Benchmarks for Science Literacy
Concepts and  4F, Motion, pages 89-92, bulleted list of statements for each grade span
Specific Ideas  10B, Uniting the Heavens and Earth, page 243, bulleted list for 9-12
 4G, Forces of Nature, pages 94-97, bulleted list of statements for each grade
span
IIIB: National Science Education Standards Download free pdf version for easier navigation
 Grades K-4, Standard B, Position and Motion of Objects, page 127
 Grades 5-8, Standard B, Motion and Forces, page 154
 Grades 9-12, Standard B, Motion and Forces, pages 179-180
Customized NC Guide
Force & Motion (continued)
IV. Examine
Research on
Student
Learning
IVA: Benchmarks for Science Literacy Click onto section; then click “View Research” box


beside section heading or go to Chapter 15 from the Table of Contents
4F, Motion - The Concept of Force, page 339; Newton’s Laws of Motion, page
339-340
4G, Forces of Nature, page 340
*Optional Resource:
IVB: Making Sense of Secondary Science: Research into Children’s Ideas
 Chapter 21, Forces, pages 148-153
 Chapter 22, Horizontal Motion, pages 154-162
 Chapter 23, Gravity, pages 163-167
Customized NC Guide
Force & Motion (continued)
V. Examine
Coherency
and
Articulation
VA: Atlas of Science Literacy link to Science Literacy Maps on the National Science Digital



Library(NSDL)website
Volume 1, Laws of Motion, pages 62-63; Gravity, pages 42-43
Volume 2, Classical Mechanics, pages 74-75
On-line, The Physical Setting maps Gravity, Laws of Motion and Waves;
Historical Perspectives map Classical Mechanics
VB: Science College Board Standards for College SuccessTM Download free pdf
version



Foundational Knowledge upon entering sixth grade, page 88;
Physical Science (6-8): Standard PS.1: Interactions, Forces and Motion,
pages 89-95
Physics (9-12): Standard P.1: Interactions, Motion and Forces, pages 142-150;
Objective P.2.2 Conservation of Linear Momentum, pages 152-154
Customized NC Guide
Force & Motion (continued)
VI. Clarify
State
Standards
and District
Curriculum
VIA: State Standards: Link Sections II-IV to learning goals and information from
your state standards or frameworks that are informed by the results of the topic
study.
See NC 2009 Science Essential Standards, Crosswalk and Unpacked Content
documents.
VIB: District Curriculum Guide or Instructional Materials: Link Sections II-IV to
learning goals and information from your district curriculum guide or
instructional materials that are informed by the results of the topic study.
Exploring
the
Guide
NC Customized CTS
Guide for K-12 Force &
Motion Strand
Curriculum Topic Study Whirl-Away
Activity Instructions
•Follow the CTS section study
directions for your assigned
section.
•You have 45-minutes to read the
resource(s), discuss, identify
important information and create
a poster.
•Designate a group reporter to
share out to the whole group.
CTS Share Out
Curriculum Topic Study Take-Away
Reflection Activity
Think-Pair-Share
How will you use CTS in
preparing for implementation of
the Science Essential Standards?
Information, Technology & Science
5 W’s of the Information and
Technology Essential Standards
•
•
•
•
•
Who – Classroom teachers
Where – In the classroom
When – K-12 beginning 2011-2012
Why – 21st Century Skills
What – NC Information and Technology
Standards
Strands of the Information and
Technology Essential Standards
•
•
•
•
•
Sources of Information
Informational Text (K-5)
Research Process
Technology as a Tool
Safety and Ethics
Evaluations
Thank you for your participation!
-Jami Inman, NCDPI