1. SCIENCE AND THE THE COMMON CORE Kevin English & Aaron Kelly Stephens Sacramento Area Science Project

2. Introduction Sacramento Area Science Project  Instructors:  Kevin English – Will C. Wood High School  Aaron Stephens – Will C. Wood High School  The goal of this session is to experience the incorporation of effective reading, writing and dialogue into a preexisting science lesson.  The science will be fun, but the focus today is on bringing elements of the Common Core Standards to the Science Classroom

3. Chemical vs. Physical Change Lesson Sacramento Area Science Project  This is lesson on chemical vs. Physical changes was built using the Science Literacy Framework  The concept of Chemical vs. Physical changes is addressed in the Next Generation Science Standards in 2 nd & 5 th grade, middle school and high school.

4. Next Generation Science Standards Sacramento Area Science Project  MS-PS1-2. Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred.  HS-PS1-2. Construct and revise an explanation for the outcome of a simple chemical reaction based on the outermost electron states of atoms, trends in the periodic table, and knowledge of the patterns of chemical properties.

5. Common Core Standards Covered Sacramento Area Science Project  RST.9-10.2 Determine the central ideas or conclusions of a text…  RST.9-10.3 Follow precisely a complex multistep procedure when carrying out experiments…  RST.9-10.4 Determine the meaning of symbols, key terms, and other domain- specific words and phrases as they are used in a specific scientific or technical context.  RST.9-10.5 Analyze the structure of the relationships among concepts in a text…  RST.9-10.10 By the end of grade 10, read and comprehend science/technical texts…  WHST.9-10.1 Write arguments focused on discipline-specific content…  WHST.9-10.4 Produce clear and coherent writing…  WHST.9-10.9 Draw evidence from informational texts to support analysis, reflection, and research.  WHST.9-10.10 Write routinely over extended time frames (time for reflection and revision) and shorter time frames…

6. Chemical vs. Physical Change Lesson  The physical properties of a substance are those properties that can be observed and measured without changing the composition of the substance  The chemical properties of a substance are those properties that can only be observed when the substance is undergoing a change in composition. Sacramento Area Science Project

7. Lesson Sequence  Anticipatory Set (C or P)  Phenomenon (Chem. v Phys. Stations)  Summary Protocol Reading/Dialogue  Four Square Analogy  Challenge Statement Sacramento Area Science Project

8. Diving into the Content Sacramento Area Science Project  Read the statements in the Anticipatory Set.  Fill in your responses (C for a chemical change, P for a physical change)  Have a two-minute conversation with your partner about your responses to the Anticipatory Set. Explain your thinking to each other!

9. Anticipatory Set – Convection (p.100) Sacramento Area Science Project  Respond to the following statements by either agreeing with them or disagreeing with them. In the space provided put either a C if you think a chemical change will occur or a P if you think a physical change will occur. 1. ________ Adding salt to water 2.________ Tearing a piece of paper 3.________ Melting an ice cube 4.________ Adding sugar to water 5.________ Healing of a wound 6.________ Combining baking soda and vinegar 7.________ Adding soap to milk 8.________ Growth of a plant

10. The Phenomena Sacramento Area Science Project  Students will move around stations where they observe both chemical and physical changes.  Following the lab they will re-visit the Anticipatory Set to see if their thoughts have changed.

11. Summary Protocol (p. 103) Sacramento Area Science Project  Form groups of 3  Each person reads a paragraph silently  Group discusses the content  Group comes to consensus about 1 or 2 main ideas  Write down main idea  Repeat for each paragraph

12. Four Square Analogy (p.114) Sacramento Area Science Project  Students make comparisons to show relationships.  The diagram that follows has four quadrants completed in the following order: top left, top right, bottom left and bottom right.  Students put down their thoughts silently then follow with a whole class response to make the thinking public.

13. Four Square Chemical Change Analogy (Simile) Sacramento Area Science Project Write everything you think you know about Chemical changes. A Chemical change is like a _______________ because… The analogy that helps me understand best is the one about _______________, because… What I think I now know about Chemical changes is…

14. Challenge Statement Sacramento Area Science Project When you light a match the only change that takes place is the chemical change releasing carbon dioxide from the wood. Please consider the statement above. You might agree, disagree, or be somewhat in between. Write an essay response explaining your thinking about the concept. Please limit your technical vocabulary. If you need to use scientific terms be sure to explain what you mean.

15. 3-2-1 (p.76) Sacramento Area Science Project  Think about the different components (dialogue, reading & writing) of the lesson today and write down the following:  3 things that I learned  2 questions I have  1 new idea or connection I am making.