North Carolina Essential Standards for K-5 Science Welcome! Please seat yourselves in groups of six to prepare for an upcoming activity. Thank you for your cooperation.

Desired Outcomes By the end of today’s session, participants will have: an understanding of what has changed and stayed the same with the NCES an opportunity to explore the vertical alignment of one strand of the NCES an opportunity to view a video of a model science lesson in a 4th grade classroom samples of available resources to support science education in WCPSS access to the Elementary Science Wiki for future resources an opportunity to view a sample grade level video for teachers Introduce the desired outcomes and pause for participants to read the slide on their own.

Today’s Training: Overview Vertical Alignment Science in Action What has stayed the same? What has changed? Vertical Alignment Science in Action Resources We’ll begin with an overview of what has stayed the same and what has changed.

What has stayed the same? Hands on, Inquiry-Based Science (Kits) Elementary science will continue to be taught using science kits, which promote hands on, inquiry-based science. Students will continue to work with partners or in small cooperative groups while interacting with materials or observing living organisms.

What has stayed the same? Science Notebooks Science notebooks will continue to enhance science instruction as a log of learning, a place to record observations, and collect and organize data.

What has stayed the same? Evaluate Engage Explore Explain Extend Science investigations continue to be based on the 5E Learning Cycle. As a teacher guides students through engaging activities, exploration, explanation (making meaning), and extending, s/he keeps tabs of student learning.

Revised Bloom’s Taxonomy What has changed? Nomenclature Structure Revised Bloom’s Taxonomy There are some changes to science in response to the NC Essential Standards. Most noticeable are the changes in the structure and nomenclature of the Essential Standards. Another change is a shift in the Revised Bloom’s Taxonomy. We’ll discuss these changes in more depth.

Structure Physical Science (P) P.1 - Forces and Motion Domain Physical Science (P) P.1 - Forces and Motion P.2 - Matter: Properties and Change P.3 - Energy: Conservation and Transfer P.4 - Interactions of Energy and Matter Strands As you recall, the 2004 Standard Course of Study was structured as Competency Goals and Objectives. The Essential Standards for Science are now structured and organized into domains and strands. Physical Science is one of the three domains and it is designated with a P throughout the K-12 Essential Standards. The Physical Science domain is divided into these strands. Later in the presentation, we will take a closer look at strand 1 (Forces & Motion) within the Physical Science domain.

Structure Life Science (L) L.1 - Structures & Functions of Living Domain Life Science (L) L.1 - Structures & Functions of Living Organisms L.2 - Ecosystems L.3 - Evolution and Genetics L.4 - Molecular Biology Strands Life Science is another domain. It is designated with an L throughout the Essential Standards. The Life Science domain is further divided into these strands.

Structure Earth Science (E) E.1 - Earth in the Universe Domain Earth Science (E) E.1 - Earth in the Universe E.2 - Earth Systems, Structures & Processes E.3 - Earth History Strands Finally, the third domain is Earth Science and it is designated with an E in the Essential Standards. Just like the Physical and Life Science domains, Earth Science is divided further into strands.

Earth Science Domain Here’s a closer look at the Earth Science domain and it’s 3 strands. Notice how the strands are scattered throughout the grade level bands. By grade level: K – Weather 1 – Pebbles, Sand, and Silt 2 – Weather and moon observations (investigation 4) in Air & Weather 3 – Objects in the Sky and comparing the surface of the Earth 4 – Landforms including fossils, Earth History 5 – Investigating Weather Systems Here is an example of clustering into unifying theme: DPI listed moon observations in 1st grade, then listed understanding the cause of day/night and the changes in the moon’s appearance in 4th grade. These standards are clustered in 3rd grade under the unifying theme of Objects in the Sky.

Clarifying Objectives Nomenclature 1.L.1 Essential Standard 1.L.1.1 1.L.1.3 Let’s take a closer look at the nomenclature. Unlike the 2004 SCoS which was organized by competency goals and objectives, the new standards are organized as Essential Standards and Clarifying Objectives. Here is a specific Essential Standard. The Essential Standard is supported by three Clarifying Objectives, which name what students should know within the context of the Essential Standard. More specifically: 1.L.1 Understand characteristics of various environments and behaviors of humans that enable plants and animals to survive. 1.L.1.1 Recognize that plants and animals need air, water, light (plants only), space, food and shelter and that these may be found in their environment. 1.L.1.2 Give examples of how the needs of different plants and animals can be met by their environments in North Carolina or different places throughout the world. 1.L.1.3 Summarize ways that humans protect their environment and/or improve conditions for the growth of the plants and animals that live there. (e.g., reuse or recycle products to avoid littering.) 1.L.1.2 Clarifying Objectives

Nomenclature 1.L.1 1.L.1.1 1.L.1.3 You may be wondering “So what do all the numbers and letters mean?” Let’s begin with the Essential Standard. 1 names the grade level. L represents the Life Science domain. The last number identifies the Essential Standard. As we take a closer look at the Clarifying Objectives, you’ll notice the Essential Standard nomenclature is repeated, and the last number designates each Clarifying Objective. This particular Essential Standard is supported by three Clarifying Objectives. 1.L.1.2

Revised Bloom’s Taxonomy 2004 SCoS 2009 NCES Another change brought about by the Essential Standards is the shift to lower levels in the Revised Bloom’s Taxonomy. This may seem alarming, but consider how the curriculum has been “a mile wide and an inch deep.” We’re now presented with less standards so we can delve deeper into them, providing an opportunity for our students to build a stronger foundation of scientific concepts. Consider this analogy: Think of this graphic as a cup. You are handed the cup and asked to fetch 3 ounces of water. You’re probably going to fill the cup with more than 3 ounces of water, just to be sure you have enough. Hands on, inquiry based science and science note booking provide that little bit more – students make connections, apply their learning, organize their data and engage in discussions – all of which provide opportunities for students to tap in to their knowledge base and deepen their understanding. Remember the mantra “Understanding can not be memorized.”

Kit Arrangement Some Unifying Themes have shifted Refer to handout! In response to the NC Essential Standards, some Unifying Themes have shifted grade levels. Please know that the Elementary Science Department intended to maximize the use of our current materials while minimizing change for classroom teachers. A team of curriculum writers was assembled to review the science kits for alignment. If gaps were present, supplemental lessons have been developed to meet the NCES. K – three units; Doing Science section of Investigating Properties is an excellent introduction to science 1st – sending Solids & Liquids to 2nd grade; gaining Comparing & Measuring from K 2nd- sending Changes to 3rd grade; gaining Solids & Liquids from 1st 3rd – combining Plant Growth & Development and Soils – Soils will not be taught in it’s entirety, but some investigations from Soils will be used to address the Clarifying Objective 3.L.2.4 Explain how the basic properties (texture and capacity to hold water) and components (sand, clay and humus) of soil determine the ability of soil to support growth and survival of many plants. 4th – Food Chemistry is in storage, but don’t get rid of it; gaining Landforms from 5th grade 5th grade – sending Landforms to 4th; gaining Human Body Systems (new concepts/kit) -OR- If a teacher remains in his/her current grade level: K- good to go!  1st – Comparing & Measuring is a new unifying theme 2nd – Solids & Liquids is a new unifying theme 3rd – Changes is a new unifying theme 4th – Landforms is a new unifying theme 5th – Human Body Systems is a new unifying theme

Next Generation Science Standards National Science Standards, called Next Generation Science Standards, are currently in development. The framework of the Next Generation standards was released July 2011 and included a Technology, Engineering and Applications of Science strand. North Carolina is one of 25 states contributing to the Next Generation Science Standards which are scheduled to be released December 2012. At this time, it is uncertain whether NC will adopt the Next Generation Science Standards or not. Please know we are keeping a close watch on the development of the standards and any information DPI releases.

Today’s Training: Overview Vertical Alignment Science in Action Jigsaw Activity Science in Action Resources Now that we’ve completed the overview, we’re going to take a closer look at vertical alignment in science, specifically at grades K-5. You probably noticed that your table has been assigned a particular grade level. Please take a look at the contents of the folder on your table.

Grade Level Tables Discuss and complete each column based on the Forces & Motion strand of the Physical Science domain. In your table folder, you will find a recording sheet divided into three columns. As you discuss the Forces & Motion strand for your grade level, jot down the Clarifying Objective, your thoughts regarding what student learning would look like, sound like, or feel like as students work to meet the objective. The last column is where you would record essential vocabulary related to the Forces & Motion strand for your grade level.

K-5 Physical Science Vertical Alignment Resources to Help Unpacking Documents K-5 Physical Science Vertical Alignment Additionally, you will find two resources in the folder to help you with this task – one document is an unpacked content document and the other is the K-5 vertical alignment for the Physical Science domain. For the purpose of this activity, please refer to those Clarifying Objectives designated with P.1 on the Unpacked Content document and those Clarifying Objectives listed in the first column (Forces and Motion) of the Physical Science Vertical Alignment document. P.1

Grade Level Tables Each person will be responsible for sharing information with other grade levels. You will have 6 minutes to work. Now that you have your recording sheet and resources identified, please know that each person will be responsible for sharing with other grade levels. I will set the timer for 6 minutes and you may begin working as a grade level team. (clock icon is linked to online stopwatch)

K-5 Science Vertical Alignment Time is up! Now that you have been engaged in discussion as a grade level team, we’re going to attempt a jigsaw to create K-5 vertical teams. You are now a grade level expert and will share your grade level expertise with a vertical team. We will work as vertical teams briefly, then transition back to our original seating arrangements.

Jigsaw Please refer to the number in the upper right corner of your recording sheet. That number is your new table assignment so vertical teams will be created. You will move to a new table based on the number in the upper right corner. This will create a new vertical team.

As a Vertical Team: Give each grade level time to share. Include: one objective students will learn an example of an activity or investigation You will have 10 minutes. Now that you’re in a vertical team, it’s time for each grade level expert to share his or her expertise. Beginning with K, each grade level will share an objective students will learn at that particular grade level as well as an example of an activity or investigation that will promote student learning of that objective. Make note of connections that become evident. I’ll set the timer for 10 minutes. (clock icon is linked to online stopwatch)

As a Vertical Team: How to use this with your staff: Map the vertical progression of Forces & Motion Be creative SHOW how the concepts build on each other K-5 Use the chart paper and markers provided Participate in a Gallery Walk to “see” how students learn the concepts of Forces & Motion at each grade level In the interest of time, we will not complete the third step of the vertical alignment activity. Instead, we’ll discuss what step 3 would look like: Vertical teams would be given chart paper and markers, then given the task of creating a graphic/chart to show how the concepts in a particular strand build on each other. The charts/posters could be displayed for staff members to participate in a gallery walk. This power power point and related handouts are posted to the IRT wiki, so feel free to use it with your staff or pull out the slides for the vertical alignment activity. The vertical alignment activity could be done in about 30 minutes: approx 10 minutes for grade level discussion, 10 minutes for vertical discussion, 10 minutes for charting vertical alignment. The vertical alignment activity can possibly be done at a staff meeting or at the beginning of an early release day.

Today’s Training: Overview Vertical Alignment Science in Action Model lesson from 4th grade Resources Transition back to original seating arrangements. Now that we’ve completed the vertical alignment activity, it’s time to see some science in action. Your handouts include a video reflection sheet that you might want to use to jot down notes.

What does it look like in a classroom? http://iteachinquiryblog.com/?p=1970 We’ll view a 4th grade class engaged in the Animal Studies unite. Please be prepared to discuss the reflection questions at the end of the video. Offer a few minutes of table discussion. If time, ask for folks to share with the whole group. Same video also on YouTube at http://youtu.be/uCo4kNluJB0 Be prepared to discuss reflection questions.

Evaluate Engage Explore Explain Extend Video Reflection Which elements of the 5 E Learning Cycle were evident? What was the role of the teacher? Which systems and structures were in place to facilitate higher levels of learning?

Today’s Training: Overview Vertical Alignment Science in Action Resources Science Wiki Curriculum documents Grade Level Video

QR codes To read a code: - QR Reader for iPhone App To create a code: - www.qrstuff.com - www.qrvoice.net You may have noticed a QR (Quick Response) code on today’s agenda. The code can be scanned and you will be directed to the Elementary Science Wiki. To read/scan a QR code, there are several free apps available for download. Here are two websites to create QR codes: www.qrstuff.com let’s you select a data type, such as YouTube video, Google Map, or a website, then creates a code that can be printed. www.qrvoice.net let’s you enter text (100 characters or less) and generate a code. When scanned, a computerized voice will speak the text.

Resources Crosswalks Unpacked Content Concept Storylines Customized CTS Guides Let’s venture out to the Elementary Science wiki to look at some of the resources there: Crosswalks list the new Essential Standards beside similar standards from the 2004 NC SCoS. You had a chance to see an unpacked content document during the vertical alignment activity. Unpacked content documents list the text of the Essential Standard and Clarifying Objectives as well as the science content contained within the Clarifying Objectives. The document explains what a child should know, understand, and be able to do to meet a particular Clarifying Objective. Concept Storylines are unit/kit specific. They list the big idea and sub-concepts of the unit/kit. Investigations are listed under the sub-concepts they support. Customized Curriculum Topic Study guides are listed under the Professional Development Resources link. The CTS guides will link to online reference materials.

Grade Level Video

Reflection Please take a moment to reflect on your learning and share your feedback on today’s session. https://docs.google.com/spreadsheet/viewform?formkey=dG1PakRaTkp4RkV3YktTYkc0YTN4SkE6MQ Google survey for reflection is linked to image.

Break