1. David M. Lyons Ed.D lyonsedcon@gmail.com October 14, 2016
Northeast Consortium for Staff Development Embracing the new science standards!
David M. Lyons Ed.D
October 14, 2016

2. The new standards have been approved

4. Why did the standards change? Key changes in science thinking
Disciplines should be integrated like in real life
Prepare students for success in college and careers
Concepts and practices should progress and build over the years
Focus on a deeper focus and application

5. How do the new standards differ from the old?
Inquiry incorporated in the standards
Note the action verbs (you can interchange them)
Uniqueness from Next Generation
Where did chemistry go?
Is the middle school “layer cake” over?

6. The greatest shift is not in what is being taught and learned, but rather, how students obtain and use science knowledge

7. Using Inquiry Everyone has an idea, what does this mean to you?
Guided Inquiry has 3 components
Exploration: Preassessment (Page Keely probes) obtain data from everyone
Investigation & Data Collection: Student led research, experimenting and discovery
Sense-Making: Here, you help students make their understanding known

8. What do the standards look like?
Remember: Although these standards are based on the Next Generation, they are the Massachusetts Standards for Science and Technology/Engineering
Decoding the terminology
3-PS2-1
Grade 3
Physical Science
Core idea 2
Standard core idea and practice 1
Why do some standards end in (MA)?

9. Earth Space Science (ESS) Core Ideas (Topics)
Earth’s Place in the Universe
Earth’s Systems
Earth and Human Activity

10. Life Science (LS) Core Ideas
From Molecules to Organisms: Structure and Processes
Ecosystems: Interactions, Energy and Dynamics
Heredity: Inheritance and Variance of Traits
Biological Evolution: Unity and Diversity

11. Physical Sciences (PS) Core Ideas
Matter and Its Interactions
Motion and Stability: Forces and Interactions
Energy
Waves and Their Applications in Technology for Information Transfer

12. Engineering/Technology (ETS) Core Ideas
Materials, Tools and Manufacturing
Technological Systems

13. Grade Level Themes K- Reasons for Change Describing Patterns
Whole and Parts
Human Interactions
Matter and Energy
Connections and Relationships in Systems

14. Note the change in verbs
Provide evidence….
Analyze and interpret…
Construct and argument…..
Describe…
Develop….
Communicate….

15. Using Grade Level Themes
K- Reasons for change
Support claims through growing language
Learn what plants and animals need to grow
How do animals change their environments?
Study motion through pushes and pulls
Study sunlight

16. Themes cont. Grade 1-Describing Patterns
Learn daily and seasonal weather patterns
Investigate sound and light
Compare how plants and animals survive
Predict future events in the natural world

17. Themes cont. Grade 2-Whole and Parts
Focus on the role of water in the world
Learn about ecosystems
Classify materials based on characteristics
Build and deconstruct things

18. Themes cont. Grade 3-Human Interactions
Obtain, chart, record and analyze data
How do humans affect the world?
Learn more about forces

19. Themes cont. Grade 4-Matter and Energy Students learn about energy
How has the Earth changed over time?
Use design processes to build, test and redesign prototypes
Animal and plant structures that support life

20. Themes cont. Grade 5-Connections and Relationships in Systems
Learn about the connections between animals, plants and their environments
Study cycles
Explore the Earth’s relationship to the solar system

21. Standards
Standards are outcomes; it is up to the teacher to make them come alive!
All standards have students doing something!
Goal is for students to become masters of the 8 science practices-this is more important than the standards themselves!
Standards can (and should) be combined to form a unit

22. What makes an effective science lesson?
Every grade 3 & 4 science lesson should have students engaged in at least one science practice and a lesson focused on at least one science concept (standard)

23. The 8 Practices of Science
Ask questions (S) or Define a Problem (E)
Develop and Use Models
Plan and Carry out an Investigation
Analyze and Interpret Data
Use Math and Computational Thinking
Construct Explanations (S) and Design Solutions (E)
Engage in an Argument from Evidence
Obtain, Evaluate and Communicate Information

24. Kindergarten “Unpacking” the standards
Theme: Reasons for Change
10 standards: 4 Earth/Space, 2 Life, 2 Physical Science, 0 Technology/Engineering
Action verbs
Use(3), observe (2), make, communicate, recognize, investigate, explain

25. Kindergarten Focus Areas
Theme: Reasons for Change
Earth/Space Science: Weather patterns and how organisms change an environment
Life Science: What organisms need to survive
Physical Science: Pushes and pulls (forces), and the effects of sunlight

26. Grade 1 “Unpacking the Standards”
Theme: Describing Patterns
10 standards
2 Earth Space, 3 Life Science, 3 Physical Science and 2 Engineering/Technology
Action verbs
Investigate (2), Use (2), Analyze, Compare, Demonstrate, Observe, Identify, Make

27. Grade 1 Focus Areas Theme: Describing Patterns
Earth/Space Science: Sunrise/sunset patterns and seasonal changes
Life Science: How organisms use body parts for survival, care for young, similarities and differences
Physical Science: Sound and light, shadows and creating sound

28. Grade 1 Focus areas cont.
Technology/Engineering: Using tools to solve a problem, create multiple solutions

30. Upper elementary is a crucial time
In science education
Student attitudes toward future
courses are shaped
Possibility of having a career in
science is shaped
Sally Ride on girls entering grade 5

31. Grade 2 standards “Unpacking”
Theme: Whole and Parts
12 standards to be addressed
4 Earth Space, 2 Life Science, 5 Physical Science and 1 Engineering/Technology
Action verbs
Investigate (3), Observe, Map, Compare, Classify, Test, Analyze, Explain

32. Grade 2 What to focus on
Earth Science: Mapping landforms, investigating how wind and water change landforms and solutions for preventing damage
Life Science: Compare living things in their environments & what they need

33. Grade 2 Focus areas cont.
Physical Science: Compare properties of different materials. Experiment with heating, cooling and the effects of friction
Technology/Engineering: Compare 2 objects used to solve problems (bags, paper towels, sunglasses etc.)

34. Grade 3 Focus Areas Theme: Human Interactions
Earth/Space Science: Weather, climate and solutions to prevent weather damage
Life Science: Life cycles, comparisons of early life with today, how organisms are built to survive, and the importance of reproduction to a species

35. Grade 3 Focus cont. Physical Science: Forces, motion and magnets
Technology/Engineering: Design problems, and solutions with an emphasis on models and drawing prototypes

36. Grade 3 “Unpacking” the standards
Theme: Human interactions
16 standards: 3 Earth/Space, 7 Life, 3 Physical Science, 3 Technology/Engineering
New verbs, use(4), summarize, distinguish, compare, make, investigate, analyze, conduct, work on

37. Grade 4 “Unpacking” the standards
Theme: Matter and Energy
15 standards: 5 E/Space, 1 Life Science, 7 Physical Science, 2 Technology/Engineering
New Verbs: Develop (3) Make (2), Evaluate (2), Analyze, Obtain, Construct, Ask, Apply, Compare, Plan

38. Grade 5 “Unpacking” the standards
Theme: Connections and Relationships in Systems
17 standards: 6 Earth/Space, 3 Life, 6 Physical, 2 Technology/Engineering
Action Verbs: Observe (3), Make (3), Use (2), Graph, Obtain, Test, Ask, Compare, Investigate, Measure, Experiment, Argue, Research

39. Graduated cylinders