1 Science Breakout Meeting 1, Year 2 Network for New Teacher September 24, 2010

2 2 Ball Drop Learning Targets –I can use data to make inferences and draw conclusions. –I can support a claim with evidence.

3 3 What happens when the ball is dropped? Complete the “Ball Drop” probe on your own. Be sure to write your explanation. Self-sort into groups of TWO. Discuss your probe thoughts with your group.

4 4 Let’s Find Out! Obtain a ball from a facilitator. Using the probe as your guide, explore the question concerning the ball. Develop a plan to test your hypothesis. Be sure to record your observations and any data collected in your notebook. Materials available: –Ball, meter stick, thermal paper, sound meter, and LabQuest with motion detector (at stations around room)

5 5 Let’s Do a Little Research To help you gather more information to answer your question, use the organizer as you read the excerpt from Newton at The Center by Joy Hakim.

6 What about the probe? Discuss your findings with your group. Re-visit the probe used at the beginning. Are you satisfied with your choice & explanation? Modify if needed.

7 7 What’s Your Claim? Use the frame to guide your writing : When a ball is dropped, ________. The data provide evidence that _____________________. Therefore, I think ____________. Your claim Include qualitative & quantitative data Reasoning for claim

8 8 Let’s Debrief D

9 9 Ball Drop Learning Targets –I can use data to make inferences and draw conclusions. –I can support a claim with evidence.

10 Why Reading and Writing?

11 Literacy Standards for Science Learning Targets –I can describe the reading and writing standards for science for my grade level.

12 What matters most? What does our investment in teaching students mean? What do we want students to walk away with from our schools and classrooms? What should we teach?

13 The Five-Minute University What is Guido Sarducci telling us about 20 th century learning?

14 BP Oil Spill: A Teachable Moment What can we learn about the nature of the challenges our students will face in the 21 st century from this ecological disaster?

15 The challenges and problems our students will face in the 21 st Century are: unpredictable. As in the case of the BP oil spill, we can wake up facing new and significant challenges we didn’t know we had yesterday. ambiguous. We may not have the knowledge we need to solve the problems when they occur and will have to acquire new knowledge as a result. interdependent. No single person or entity can solve the problem of the BP oil spill. 21 st century problems are situated in a global economy in which individuals, organizations, corporations, and governments often have to work together to solve large-scale problems.

16 What is the Common Core State Standard (CCSS) Initiative? State-led initiative, led by the National Governors Association and the Council of Chief School Officers. 48 states, Puerto Rico, District of Columbia, and the U.S. Virgin Islands

17 What is the Common Core State Standard (CCSS) Initiative? Collaboration based on multiple drafts and feedback from school administrators, teachers, experts, and the public. Interesting fact: There were almost 10,000 responses when the final draft was opened for public review.

18 What is the Common Core State Standard (CCSS) Initiative? Draws upon the best practices of existing curricular models in the United States, as well as internationally—cognizant of the fact that we are preparing our students to be active participants in a global society and economy. Designed with a focus on coherence and consistency, rigorous content and its application through higher order thinking skills—to best prepare students for college and careers. Emphasis on literacy across the content areas.

19 How are the Common Core State Standards designed? ELA & Literacy in Science, Social Studies/History, & Technical Subjects Mathematics The CCSS are divided up into 2 categories:

20 ELA Standards—An Overview K-12 Standards for –Reading –Writing –Speaking and Listening –Language Reading and Writing Standards for History/Social Studies Reading and Writing Standards for Science and Technical Subjects

21 College and Career Readiness Anchor Standards ELA –4 sets: Reading, Writing, Language, and Speaking and Listening –Social Studies/History, Science, and Technical Subjects—2 sets: Reading and Writing –All of the standards within the grade bands are linked to these anchors with building complexity as the grades increase Strands Within each set, the anchors are divided into strands Grade Bands The ELA anchors are grouped K-5 and 6-12 (6-12 only for Social Studies, History/Science, and Technical Subjects) Standards The standards within grades and grade bands provide further specificity in a developmentally appropriate progression toward meeting the expectation of the anchor Appendices Exemplar texts, performance tasks, student work ELA Standards—Structure This hierarchy describes how to read the CCSS documents for ELA & Literacy in Science, Social Studies/History, Science & Technical Subjects

22 Strand

23 Grade Band Standards

24 Appendices Exemplar texts, performance tasks, student work

25 Literacy Standards for Science: Writing Examine the College and Career Readiness Anchor Standards for Writing (pg. 63) and the Writing Standards for Literacy in Science (pgs ). What are the 3 types of writing specified in the CAS for science? What are some curricular and instructional implications based on the “Research to Build and Present Knowledge” strand and the “Range of Writing” strand? How is this similar and different from your current practices?

26 Literacy Standards for Science: Writing Would the notebooking frame we used today help address these writing standards? What evidence can you cite to support your thinking? Why would it be important to help students develop this type of thinking and writing in science classes?

27 For Next Month Bring back the Literacy Standards to every meeting. Bring a unit topic that you will be teaching in the SPRING with the standards that apply. (Program of Studies and CCA)