Discuss that there are CCSS specific to Science/History and Technical subjects
Consider KWL Charts , concept maps or other graphic organisers, drawing pictures, open questions, discussions …
English- find a book/story/new article on the topic and read it and discuss it with a peer
Add 5E resource and P21
Tiip presentation 1
Building Inquiry to Address theCommon Core and NextGeneration Science Standards
Quick Inventory What information do you already know about heCommon Core State Standards (CCSS)? What do you know about the Next Generation ScienceStandards (NGSS)?
New Opportunities for All LearnersCaliforniaCommonCore StateStandards(ELA andMath)Next GenerationScienceStandards21st CenturySkills
Shifts in the Common Core—Focus Significantly narrow the scope of content an deepen how time andenergy is spent in the classroom Focus deeply only on what is emphasized in the standards, so thatstudents gain strong foundations—Coherence Carefully connect the learning within and across grades so thatstudents can build new understanding onto foundations built inprevious years. Begin to count on solid conceptual understanding of core contentand build on it. Each standard is not a new event, but an extensionof previous learning.
Next Generation ScienceStandards By the end of 12th grade, all students will:• have some appreciation of the beauty and wonder ofscience;•possess sufficient knowledge of science and engineering toengage in public discussions on related issues;• be careful consumers of scientific and technologicalinformation related to their everyday lives;•be able to continue to learn about science outsideschool; and• have the skills to enter careers of their choice, including (butnotlimited to) careers in science, engineering, and technology
Next Generation Science StandardsScience andengineeringCore ideasin thedisciplineConcepts across disciplines
Notebook Entry: Ice Cubes#1. Take independentnotes as you observethe ice cube in sample#1.#2. Use all sensesexcept taste.#3. Take independentnotes as you observethe ice cube in sample#2.#4. Use all sensesexcept taste.#5. Draw an illustrationto show what you thinkis happening in eachsample.
Poster: Partner Explanation •Discuss your illustration with your partner. •With your partner, draw a picture on the poster paperand write a detailed explanation of what you thinkhappened in both samples.
Which “Scientific and Engineering Practices”did you use during the investigation? 1. Asking questionsand definingproblems 2. Developing andusing models 3. Planning andcarrying outinvestigations 4. Analyzing andinterpreting data 5. Using mathematicsand information andcomputer technology 6. Developingexplanations anddesigning solutions 7. Engaging in argument 8. Obtaining, evaluating,and communicatinginformation
Linking Science to CaCCSS How did you use oral language during theinvestigation? What language processes did you use to communicatein the investigation?-speaking-listening-writing-reading
The 5E Learning CycleTheLearningCycleEngageExploreExplainElaborateor ExtendEvaluate
Engage (Initiate)What the Student Does… What the Teacher Does…Asks Questions Created interestShows interest in a topic Generate CuriosityRaises QuestionsElicit responses that uncover whatstudents know or think about the topic
ExploreWhat the Student Does… What the Teacher Does…Thinks freely but within the limits ofthe activityEncourages the students to worktogether without direct instructionfrom the teacherTests predictions and hypothesis Observes and listens as studentsinteractForms new predictions andhypothesisAsks Probing questionsTries alternatives and discusses themwith othersProvides time for students to puzzlethrough problems
ExplainWhat the Student Does… What the Teacher Does…Explains possible solutions oranswers to othersEncourages the students to explainconcepts in their own wordsListen’s critically to othersexplanationsAsks for clarification and justificationQuestions each other Formally provides definitions,explanations and new labelsRefers to previous activities Uses students’ previous experiencesas the basis for explaining concepts.
ElaborateWhat the Student Does… What the Teacher Does…Applies new labels, definitions,explanations and skills in new butsimilar situationsExpects the students to use formallabels, definitions and explanationsUses previous information to askquestions, propose solutions, makedecisionsEncourages the students to apply orextend the concepts and skills in realworld situationsDraws reasonable conclusion fromevidenceReminds the students of alternativeexplanationsChecks for understanding amongpeersRefers the students to existing dataand evidence and asks questions
EvaluateWhat the Student Does… What the Teacher Does…Answers open ended questions byusing observations, evidence andpreviously accepted explanationsObserves the students as they applynew concepts and skillsDemonstrates and understanding orknowledge of the concept or skillAssesses students’ knowledge and/orskillsEvaluates his or her own progressand knowledgeLooks for evidence that the studentshave changed their thinking orbehaviorsAsks related questions that wouldencourage future investigationAllows students to assess their ownlearning and group-process skills
Your Name: PUSD ScienceGrade Level: 6thgrade Subject Area: Physical ScienceLesson Title: Sink or Float? Lesson Length:Lesson Overview Students will be learning about the physical characteristics of solids, liquids and gasesUnit Objectives:1. Asking questions and defining problems2. Developing and using models3. Planning and carrying out investigations4. Analyzing and interpreting data5. Using mathematics and information and computer technology6. Developing explanations and designing solutions7. Engaging in argument8. Obtaining, evaluating, and communicating informationStandards addressedDesign a solution that solves a practical problem by using characteristic chemical and physical properties of pure substances.List of MaterialsIce, cups, rubbing alcohol and waterPhase One: Engage the LearnerThese activities mentally engage students with an event or question. Engagement activities capture students interest and help themto make connections with what they know and can do. The teacher provides an orientation to the unit and assesses students¹ priorunderstanding of the concepts addressed in the unit.Groups of students are given a list of objects and they need to determine if the objects will sink or floatWhat’s the teacher doing?Walking around the room and listening to student discussionsWhat are the students doing?Discussing and determining the correct answer for the activityPhase Two: Explore the ConceptStudents encounter hands-on experiences in which they explore the concept further. They receive little explanation andfew terms at this point, because they are to define the problem or phenomenon in their own words. The purpose at thisstage of the model is for students to acquire a common set of experiences from which they can help one another makesense of the concept. Students must spend significant time during this stage of the model talking about their experiences,both to articulate their own understanding and to understand anothers viewpoint.Notebook Entry: Ice CubesWhat’s the teacher doing?Observing students and listening to student conversationsWhat are the students doing?Observing and Comparing the effects of two liquids on ice
Phase Three: Explain the concept and define termsOnly after students have explored the concept does the curriculum and/or teacher provide the scientific explanation andterms for what they are studying. The teacher may present the concepts via lecture, demonstration, reading, or multimedia(video, computer-based). Students then use the terms to describe what they have experienced, and they begin to examinementally how this explanation fits with what they already know.Vocabulary terms: Density, Buoyancy, solid, liquid, gas, melting,What’s the teacher doing?Explaining density and buoyancy- how the two concepts arerelated to one another and why ships float.What are the students doing?Watching short video clips, defining words and creating examplesof density and buoyancy in the real world. Solve mathematicalproblems related to density and buoyancyPhase Four: Elaborate the ConceptStudents elaborate on their understanding of the concept. They are given opportunities to apply the concept in uniquesituations, or they are given related ideas to explore and explain using the information and experiences they haveaccumulated so far. Interaction between the students is essential during the elaboration stage. By discussing their ideaswith others, students can construct a deeper understanding of the concepts.Foil boat activityWhat’s the teacher doing?Circulating among groups and assisting as neededWhat are the students doing?Creating a boat that will hold the most paperclipsPhase Five: Evaluate students’ Understanding of ConceptThe final stage of the model has a dual purpose. It is designed for the students to continue to elaborate on theirunderstanding and to evaluate what they know now and what they have yet to figure out. Evaluation of studentunderstanding should take place throughout all phases of the instructional model. The evaluate stage, however, is whenthe teacher determines the extent to which students have developed a meaningful understanding of the concept.Students will design and build a hot air balloon.What’s the teacher doing?Circulating and helping with materialsWhat are the students doing?Constructing and testing hot air balloons
Try creating your own 5Elesson Break into grade level groups/subjects. Using the standard you are given, create a 5E lessonplan to teach that standard.
What is PUSD doing?Stage 1: Desired OutcomesPriority StandardsWhat Priority Common Core and Content Standards frame the learning objectives of this unit?NGSSHS-LS1-a. Critically read scientific literature and produce scientific writing and/or oral presentations that communicate how the structure and functionof systems of specialized cells within organisms help perform the essential functions of life.CCSS MathematicsS.ID Summarize, represent, and interpret data on two categorical and quantitative variables. (HS-LS1-l)S.IC Make inferences and justify conclusions from sample surveys, experiments, and observational studies.CCSS Writing in Science1. W rite argum ents focused on discipline-sp ecific content.a. Introduce precise claim (s), distingui sh the claim (s) from alterna te or oppos ing claim s, and create an orga nization that establishes clearrelationships am ong the claim (s), counterclaim s, reasons, and evidence.b. D evelop claim (s) and counterclaim s fairly, supplying data and evidence for each w hile pointing out the strengths and lim itatio ns of bothclaim (s) and counterclaim s in a discipline-ap propriate form and in a m anner that anticipates the audience’s know ledge le vel and concerns.c. U se w ords, phrases, and clau ses to link the m ajor sections of the text, create cohesion, and clarify the relationships betw een claim (s) andreasons, betw een reasons and evidence, and betw een claim (s) and counterclaim s.d. Establish and m aintain a form al style and objective tone w hile attending to the norm s and conven tions of the discipline in w hich they a rew riting.e. Provide a concluding statem ent or section that follow s from or supports the argum en t presented .Supporting StandardsWhat supporting Common Core and Content Standards are important to the objectives of this unit?CCSS Reading in Science:4. D eterm ine the m eaning of sym bols, key term s, and other dom ain-sp ecific w ords and phrases as they are used in a specific scientific ortechnical context relevant to grade s 9–10 texts and topi cs.7. T ranslate quantitative or technical inform ation ex pressed in w ords in a text into visual form (e.g., a table or chart) and translate inform ationexpressed visually or m athem atically (e.g., in an eq uation) into w ordsCCSS W riting in Science:5. D evelop and strengthe n w riting as needed by planni ng, revising, editing, rew riting, or trying a new approach, foc using on ad dressing w hat ism o st significant for a specific purpose and audience.10. W rite routinely over extended tim e fram es (tim e for reflection and revision) and shorter tim e fram es (a single sitting or a d ay or tw o) for arange of discipline-specific task s, purpose s, and au diences.21stCentury SkillsWhat 21stCentury Skills will students be expected to demonstrate upon completion of this unit?Learning & Innovation (4 C’s) Information, Media & TechnologyLife & Career 21stCentury ThemesEnduring UnderstandingsBig ideas at heart of the discipline; specificunderstandings desired about them.1. Stimulants are drugs that affect the heartand brain function of all organisms.2. Heart rate increases to move moleculesthrough the body faster so that cells canproduce ATP molecules at a faster rate.3. Critically read scientific literature andproduce scientific writing and/or oralpresentationsEssential QuestionsWhat provocative questions will foster inquiry,understanding, and transfer of learning?1. Should coffee, nicotine and alcoholbecome illegal drugs?Key KnowledgeAs a result of this unit, students will know…1. The heart moves the materials needed forcellular functions and processes2. External stimuli can affect the function of theheartKey SkillsAs a result of this unit, students will be able to…1. Follow precisely a complex multistep procedure whencarrying out experiments, taking measurements, orperforming technical tasks, attending to special cases orexceptions defined in the text.2. Critically read scientific literature and producescientific writing and/or oral presentations3. Write informative/explanatory text detailing scientificprocedures/ experiments.4. Produce clear and coherent writing in which thedevelopment, organization, and style are appropriate totask, purpose, and audience.5. Present claims and findings in an oral presentation6. Summarize, represent, and interpret data on twocategorical and quantitative variables.7. Make inferences and justify conclusions from samplesurveys, experiments, and observational studies.
Stage 2: AssessmentPerformance Task:Written argument to the government supporting oropposing the passage of a bill that will outlaw theproduction and selling of coffee, alcohol and nicotinein the United States.Key skills addressed:*Follow precisely a complex multistep procedure when carryingout experiments, taking measurements, or performing technicaltasks, attending to special cases or exceptions defined in the text.*Critically read scientific literature and produce scientific writingand/or oral presentations*Write informative/explanatory text detailing scientific procedures/experiments. *Produce clear and coherent writing in which thedevelopment, organization, and style are appropriate to task,purpose, and audience.*Make inferences and justify conclusions from sample surveys,experiments, and observational studies.Other Evidence: (project benchmarks quizzes, unittests, multiple choice tests, etc)Function and structure of the heart quizGuided Heart Rate lab and extensionRough draft of argumentUnit TestSee attached·
PART A: S T A G E 3 O V E R V I E Wpage 1Name of Project: Legal or illegal? Duration: 3 weeksSubject/Course: High School Biology Teacher(s): GradeLevel:9-12Other Subject Areas to BeIncluded:ELAMathProject IdeaSummary of the issue,challenge, investigation,scenario, or problem:Students will learn how to measure the pulse of another person. They will also test the effects of stimulants on the heart rate of Daphnia.Students will then design their own experiment to determine how other stimulants affect the heart rate of Daphnia. Students will present theirfindings to an audience that will includeDriving Question Should the United States ban companies from producing and selling coffee, nicotine and alcohol?Content Standards to be taught andassessed:NGSSHS-LS1-a. Critically read scientific literature and producescientific writing and/or oral presentations that communicatehow the structure and function of systems of specialized cellswithin organisms help perform the essential functions of life.CCSS MathematicsS.ID Summarize, represent, and interpret data on twocategorical and quantitative variables. (HS-LS1-l)S.IC Make inferences and justify conclusions from samplesurveys, experiments, and observational studies.CCSS Writing in Science1. Write argum ents focused on discipline-specificcontent.a. Introduce precise claim(s), distinguish the claim(s)from alternate or opposing claims, and create anorganization that establishes clear relationships amongthe claim(s), counterclaims, reasons, and evidence.b. Develop claim(s) and counterclaims fairly, supplyingdata and evidence for each while pointing out thestrengths and limitations of both claim(s) andcounterclaims in a discipline-appropriate form and in amanner that anticipates the audience’s knowledge leveland concerns.c. Use words, phrases, and clauses to link the majorsections of the text, create cohesion, and clarify therelationships between claim(s) and reasons, betweenreasons and evidence, and between claim(s) andcounterclaims.d. Establish and maintain a formal style and objectivetone while attending to the norms and conventions of thediscipline in which they are writing.e. Provide a concluding statement or section that followsfrom or supports the argument presented.What Key Knowledge will student’s master? What will they know? Enduring Understandings?Key KnowledgeThe heart moves the materials needed for cellular functions and processesExternal stimuli can affect the function of the heartEnduring Understandings1. Stimulants are drugs that affect the heart and brain function of all organisms.2. Heart rate increases to move molecules through the body faster so that cells can produce ATP molecules at a faster rate.What Key Skills will students be asked to develop and/or apply?Critically read scientific literature and produce scientific writing and/or oral presentations21st Century Skills to be taughtand assessed:How will they be taught andassessed?CollaborationSee bie.org collaboration rubricCreativity/InnovationCommunication (Oral Presentation)See bie presentation rubricCritical Thinking/Problem SolvingLife & Career: Other:
L E A R N I N G P L A NEntry Event to launch inquiry, engage students:See part BBenchmark Order Benchmark CategoryBenchmark Description -what is the assessment?Benchmark Skills – what will this helpthem to be able to do? If a benchmarkasks them to report on what they haveresearched, then they will be able tocomplete independent research, summarizeinformation, synthesize information, etc.AssessmentsUnder each type ofassessment there areideas as to some youmight use. These listsare not exhaustive.You may choose toinclude others notlisted.The number ofbenchmarks may bemore or less than thenumber listed. Feelfree to document theamount that you willuse. If you need more,you may use anothersheet.Formative Assessments(During Project)i.e., Quizzes/Tests,Journal/Learning Log,PreliminaryPlans/Outlines/Prototypes,Rough Drafts, PracticePresentations, Notes,Checklists, Concept MapsBenchmark 1:Know (mastery)Do (application)Reflect (metacognition)Function and structure ofthe heart quizDemonstrate knowledge about thestructure and function of the heartBenchmark 2 : Know (mastery)Do (application)Reflect (metacognition)Guided Heart Rate lab Follow a multi-step procedureBenchmark 3: Know (mastery)Do (application)Reflect (metacognition)Inquiry portion of heart ratelabDesign and test an experimentBenchmark 4 : Know (mastery)Do (application)Reflect (metacognition)Rough draft of argument Summarize and synthesizeinformation from an experimentBenchmark : Know (mastery)Do (application)Reflect (metacognition)Summative Assessments(End of Project)i.e.,Written Product(s) withrubric, Oral Presentation withrubric, Multiple Choice/ShortAnswer Test, Essay Test, OtherProduct(s) or Performance(s)with Rubric, Self-Evaluation,Peer EvaluationBenchmark 1 : Know (mastery)Do (application)Reflect (metacognition)Experimental write-up Analyze dataBenchmark 2 : Know (mastery)Do (application)Reflect (metacognition)Final Draft of argument Summarize and synthesizeinformation from an experiment.Revise previous workBenchmark 3: Know (mastery)Do (application)Reflect (metacognition)Unit Test Demonstrate knowledge gained fromclass activities
PART B:Project Launch – Start with a Bang!Students will watch various ads, both for and against alcohol, smoking and other stimulants.Students will then be introduced to the performance task.Launch Guiding Principles:High interest, provocative, communicates a sense of urgencyProvides overview of project without going into too much detailProvides models/examples of culminating productsProvides timeline with major benchmarksMotivating - urges students to explore what is possible within the projectPresents an exciting challenge that also feels attainable, students can imagine themselvesaccomplishing the projectAddresses the question of “So what…?”What venue will you use tolaunch this project (communitymeeting, multiple classes,within your class, field trip,etc.)?Who will be involved in thelaunch (multiple teachers, justyou)?When will you launch thisproject?Launch Agenda:In the classroomStaff Roles:Action Steps/Follow Up after the launch:· Provide details of the performance assessment· Obtain and/or order Daphnia for experimentationResources Needed On-site people, facilities:Equipment: Clock, microscope, depression slidesMaterials: Daphnia, diluted nicotine, alcohol, monster, coffee, etc.Community resources:Reflection Methods (Individual,Group, and/orWhole Class)Journal/Learning Log Focus GroupWhole-Class Discussion Fishbowl DiscussionSurvey Other:
Two ideas you are certain about fromthis session. What will you take backto your staff?Upon Reflection….