Transcript Science Essential Standards

Science Essential
Standards
RC Day Workshop 2 of 3
January 23, 2012
Purpose: North Carolina Professional
Teaching Standards
• Standard I: Teachers demonstrate
leadership
• Standard III: Teachers know the content
they teach
• Standard IV: Teachers facilitate learning
for their students
Objectives
By the end of today’s sessions, participants should
be able to:
• Identify adult content knowledge required to
instruct the NC Science Essential Standards
• Identify concepts and specific ideas embedded
in the NC Science Essential Standards
• Utilize research on student learning and the 5E
Instructional Model to facilitate student-centered
learning activities based on the NC Science
Essential Standards
Module 5: Adult Content
Knowledge
Forces and Motion/Matter: Properties and
Change/ Energy: Conservation and
Transfer
What science content do all
adults (including teachers)
need to know?
Forces and Motion/Matter: Properties and
Change/ Energy: Conservation and Transfer (CTS)
• Science for All Americans, Chapter 4, Forces
of Nature, pages 55-56; Structure of Matter,
pages 46-49; The Earth, pages 44-46;
Energy Transformation, pages 49-52
– Access online:
http://www.project2061.org/publications/sfaa/o
nline/sfaatoc.htm
– Wikispace:
http://wsfcselementaryscience.wikispaces.co
m/Science+for+All+Americans
Forces and Motion/Matter: Properties and Change/
Energy: Conservation and Transfer (CTS)
• Read the Science for All Americans, ,
Forces of Nature, Structure of Matter, The
Earth, Energy Transformation (Handout
5.1D)
• Complete the graphic organizer to identify
the importance of the concept
• Discuss individual responses within your
group.
Forces and Motion/Matter: Properties and
Change/ Energy: Conservation and Transfer (CTS)
• Benchmarks for Science Literacy, , Forces
of Nature, pages 94-97; Structure of
Matter, pages 75-79; The Earth, pages 6770; Energy Transformation, pages 81-82
– Access online:
http://www.project2061.org/publications/bsl/on
line/index.php
– Wikispace:
http://wsfcselementaryscience.wikispaces.co
m/Science+for+All+Americans
Forces and Motion/Matter: Properties and Change/
Energy: Conservation and Transfer (CTS)
• Read the overview essay for your grade
span in the Benchmarks for Science
Literacy (Handout 5.2D)
• Discuss the grade span content
experiences
• Do you believe the expectation for
scientific literacy at your assigned gradespan is accomplished within the adults in
our current society? Discuss.
Further CTS Resources
• NCDPI released a customized CTS guides
• Note the sample Customized Guide
contained in your packet
• For to access additional CTS guides visit
http://scnces.ncdpi.wikispaces.net/Custom
ized+Curriculum+Topic+Study+Guides
Module 6: Concepts and
Specific Ideas
Forces and Motion/Matter:
Properties and Change/ Energy:
Conservation and Transfer
What are the important
concepts, specific ideas,
levels of sophistication, and
terminology appropriate for
various grade levels?
Learning Expectation
• Read the learning goals for your grade
span in the Benchmarks for Science
Literacy (Handout 5.2D)
• Discuss the grade span content
expectations for learning.
• As we review the Essential Standards note
correlations in the learning expectations
from both documents
Essential Standard: 4.P.1
Explain how various forces affect the motion of
an object.
• 4.P.1.1 Explain how magnets interact with
all things made of iron and with other
magnets to produce motion without
touching them.
2009 Essential Standards
2004 NC SCOS
4.P.1.1 Explain how magnets interact with all 3.01 Observe and investigate the pull of
things made of iron and with other magnets to magnets on all materials made of iron
produce motion without touching them.
and the pushes or pulls on other
magnets.
3.04 Explain how magnetism is related
to electricity.
4.P.1.2 Explain how electrically charged
objects push or pull on other electrically
charged objects and produce motion.
Essential Standards: Crosswalks
4.P.1.1
Students know that a magnet pulls on all things made
of iron without touching them, and that this pulling can
result in motion. Students know that a magnet attracts
some metals, but not all of them. Students know that a
magnet has a force field and poles that determine how
a metal affected by the magnet will behave within its
field.
Essential Standard Unpacked:
What does this standard mean a child will know, understand and be able to do?
Pre-Activity Instructions
• For the following Activity you will engage
as a student learner.
• You may only speak and respond as a
student. Please use your post-it notes to
jot down teacher thoughts.
Learning Activities (4.P.1.1)
Magnetic Tug Of War (.pdf)
How Close Can You Get? (.pdf)
Hang Bar Magnet on A String
Fish And Clips (.pdf)
Iron Filings (.pdf)
Essential Standard: 4.P.1
Explain how various forces affect the motion of
an object.
• 4.P.1.2 Explain how electrically charged
objects push or pull on other electrically
charged objects and produce motion.
2009 Essential Standards
2004 NC SCOS
4.P.1.1 Explain how magnets interact with all 3.01 Observe and investigate the pull of
things made of iron and with other magnets to magnets on all materials made of iron
produce motion without touching them.
and the pushes or pulls on other
magnets.
3.04 Explain how magnetism is related
to electricity.
4.P.1.2 Explain how electrically charged
objects push or pull on other electrically
charged objects and produce motion.
Essential Standards: Crosswalks
4.P.1.2
Students know that an object that has been
electrically charged pulls or pushes on all other
charged objects and that this can result in motion.
Students know that electrical charges can result in
attraction, repulsion or electrical discharge.
Essential Standard Unpacked:
What does this standard mean a child will know, understand and be able to do?
Pre-Activity Instructions
• For the following Activity you will engage
as a student learner.
• You may only speak and respond as a
student. Please use your post-it notes to
jot down teacher thoughts.
Learning Activities (4.P.1.2)
Atom Information (.pdf)
Balloon Experiments
Static Strokes(.pdf)
Different Strokes (.pdf)
Balancing Your Charges (.pdf)
Paper Dots and Plastic Boxes (.pdf)
Essential Standards: Vocabulary
Essential Standard: 4.P.2
Understand the composition and properties
of matter before and after they undergo a
change or interaction.
• 4.P.2.1 Compare the physical properties of
samples of matter (strength, hardness,
flexibility, ability to conduct heat, ability to
conduct electricity, ability to be attracted by
magnets, reactions to water and fire).
2009 Essential Standards
2004 NC SCOS
4.P.2.1 Compare the physical properties of
samples of matter: (strength, hardness,
flexibility, ability to conduct heat, ability to
conduct electricity, ability to be attracted by
magnets, reactions to water and fire).
2.04 Show that different rocks have
different properties.
4.P.2.2 Explain how minerals are identified
using tests for the physical properties of
hardness, color, luster, cleavage, and streak.
2.02 Recognize that minerals have a
definite chemical composition and
structure, resulting in specific physical
properties including: hardness, streak
color , luster , magnetism
3.06 Describe and identify materials that
are conductors and nonconductors of
electricity.
2.03 Explain how rocks are composed of
minerals.
4.P.2.3 Classify rocks as metamorphic,
sedimentary or igneous based on their
composition, how they are formed and the
processes that create them.
Essential Standards: Crosswalks
4.P.2.1
Students know that samples of matter have many
observable properties that can be measured. Students
know that samples of matter can be described
according to the characteristics of the materials they
are made from. Students are familiar with, and can
test for the following properties: strength, hardness,
flexibility, ability to conduct heat, ability to conduct
electricity, ability to be attracted by magnets, reactions
to water (dissolve) and heat/fire (melt, evaporate).
Essential Standard Unpacked:
What does this standard mean a child will know, understand and be able to do?
Pre-Activity Instructions
• For the following Activity you will engage
as a student learner.
• You may only speak and respond as a
student. Please use your post-it notes to
jot down teacher thoughts.
Learning Activities (4.P.2.1)
STRENGTH – Holding Power (.pdf)
HARDNESS – Moh’s Scale of Hardness (STC)
FLEXIBILITY –
ABILITY TO CONDUCT HEAT – Filament (STC)
ABILITY TO CONDUCT ELECTRICITY – (STC)
ABILITY TO BE ATTRACTED BY MAGNETS – (STC)
REACTIONS TO WATER AND FIRE –
Disappearing Act (.pdf)
Rock Candy Crazy (.pdf)
Essential Standard: 4.P.2
Understand the composition and properties
of matter before and after they undergo a
change or interaction.
•4.P.2.2 Explain how minerals are identified using tests
for the physical properties of hardness, color, luster,
cleavage, and streak.
2009 Essential Standards
2004 NC SCOS
4.P.2.1 Compare the physical properties of
samples of matter: (strength, hardness,
flexibility, ability to conduct heat, ability to
conduct electricity, ability to be attracted by
magnets, reactions to water and fire).
2.04 Show that different rocks have
different properties.
4.P.2.2 Explain how minerals are identified
using tests for the physical properties of
hardness, color, luster, cleavage, and streak.
2.02 Recognize that minerals have a
definite chemical composition and
structure, resulting in specific physical
properties including: hardness, streak
color , luster , magnetism
3.06 Describe and identify materials that
are conductors and nonconductors of
electricity.
2.03 Explain how rocks are composed of
minerals.
4.P.2.3 Classify rocks as metamorphic,
sedimentary or igneous based on their
composition, how they are formed and the
processes that create them.
Essential Standards: Crosswalks
4.P.2.2
Students know that minerals can be identified by
using particular tests. Students know how to
perform tests for hardness and streak. Students
are able to describe the color, luster, and cleavage
of a mineral.
Essential Standard Unpacked:
What does this standard mean a child will know, understand and be able to do?
Learning Activities (4.P.2.2)
Your STC kit has activities that will cover the concepts of this
objective.
Essential Standard: 4.P.2
Understand the composition and
properties of matter before and after they
undergo a change or interaction.
•4.P.2.3 Classify rocks as metamorphic, sedimentary,
or igneous based on their composition, how they are
formed and the processes that create them.
2009 Essential Standards
2004 NC SCOS
4.P.2.1 Compare the physical properties of
samples of matter: (strength, hardness,
flexibility, ability to conduct heat, ability to
conduct electricity, ability to be attracted by
magnets, reactions to water and fire).
2.04 Show that different rocks have
different properties.
4.P.2.2 Explain how minerals are identified
using tests for the physical properties of
hardness, color, luster, cleavage, and streak.
2.02 Recognize that minerals have a
definite chemical composition and
structure, resulting in specific physical
properties including: hardness, streak
color , luster , magnetism
3.06 Describe and identify materials that
are conductors and nonconductors of
electricity.
2.03 Explain how rocks are composed of
minerals.
4.P.2.3 Classify rocks as metamorphic,
sedimentary or igneous based on their
composition, how they are formed and the
processes that create them.
Essential Standards: Crosswalks
4.P.2.3
Students know that rocks are classified as
metamorphic, igneous or sedimentary, and that these
classifications are based on the processes that
created the rock. Igneous rocks are formed from
molten rock. Sedimentary rocks are formed from
deposited rock particles (sediments) that are then
compacted. Igneous and sedimentary rocks can be
transformed into metamorphic rocks through the
application of heat and pressure over long periods of
time.
Essential Standard Unpacked:
What does this standard mean a child will know, understand and be able to do?
Pre-Activity Instructions
• For the following Activity you will engage
as a student learner.
• You may only speak and respond as a
student. Please use your post-it notes to
jot down teacher thoughts.
Beach Sand
Three friends were walking along a beach in New England. They looked closely
at the sand and noticed it was made up of tiny particles of rock. They had
different ideas about where the sand came from.
Molly: “I think the sand came from distant mountains and landforms.”
Fidel: “I think the sand came from rocks on the ocean floor.”
Lynn: “I think the sand came from undersea mountains and sea floor formations.”
Which friend do you agree with and why? Explain your thinking about how the
sand formed and ended up on the beach.
“Teacher Talk”
• Do you see the correlation of the activity to
the Essential Standards? Which Essential
Standard does the activity address?
• Which of the 5Es does this lesson
facilitate?
• What questions do you have concerning
the activity?
• Do you facilitate similar activities in your
classroom already?
Learning Activities (4.P.2.3)
Edible Rocks
Crayon Maker
Rock Cycle Game (A Rock Is Born - .pdf)
Foldable (igneous, metamorphic, sedimentary)
Essential Standards: Vocabulary
Essential Standard: 4.P.3
Recognize that energy takes various forms that
may be grouped based on their interaction
with matter.
4.P.3.1 Recognize the basic forms of energy
(light, sound, heat, electrical, and magnetic)
as the ability to cause motion or create
change.
2009 Essential Standards
2004 NC SCOS
4.P.3.1 Recognize the basic forms of energy
(light, sound, heat, electrical, and magnetic)
as the ability to cause motion or create
change.
3.02 Describe and demonstrate how
magnetism can be used to generate
electricity.
3.03 Design and test an electric circuit
as a closed pathway including an energy
source, energy conductor, and an
energy receiver.
3.08 Observe and investigate the ability
of electric circuits to produce light, heat,
sound, and magnetic effects.
4.P.3.2 Recognize that light travels in a
straight line until it strikes an object or travels
from one medium to another, and that light
can be reflected, refracted, and absorbed.
Essential Standards: Crosswalks
4.P.3.1
Students know basic forms of energy: light, heat,
sound, electrical, and energy of motion. Students
know that electricity flowing through an electrical
circuit produces magnetic effects in the wires. In
an electrical circuit containing a battery, a bulb,
and a bell, energy from the battery is transferred to
the bulb and the bell, which in turn transfer the
energy to their surroundings as light, sound, and
heat (thermal energy).
Essential Standard Unpacked:
What does this standard mean a child will know, understand and be able to do?
Learning Activities (4.P.3.1)
Electromagnets/Magnets
Your STC kit has activities that will cover the concepts of this
objective.
Essential Standard: 4.P.3
Recognize that energy takes various forms that
may be grouped based on their interaction
with matter.
4.P.3.2 Recognize that light travels in a straight
line until it strikes an object or travels from
one medium to another, and that light can be
reflected, refracted, and absorbed.
2009 Essential Standards
2004 NC SCOS
4.P.3.1 Recognize the basic forms of energy
(light, sound, heat, electrical, and magnetic)
as the ability to cause motion or create
change.
3.02 Describe and demonstrate how
magnetism can be used to generate
electricity.
3.03 Design and test an electric circuit
as a closed pathway including an energy
source, energy conductor, and an
energy receiver.
3.08 Observe and investigate the ability
of electric circuits to produce light, heat,
sound, and magnetic effects.
4.P.3.2 Recognize that light travels in a
straight line until it strikes an object or travels
from one medium to another, and that light
can be reflected, refracted, and absorbed.
Essential Standards: Crosswalks
4.P.3.2
Students know that light travels in a straight line.
Students know that light can be refracted,
reflected, and/or absorbed.
Essential Standard Unpacked:
What does this standard mean a child will know, understand and be able to do?
Essential Standards: Vocabulary
Pre-Activity Instructions
• For the following Activity you will engage
as a student learner.
• You may only speak and respond as a
student. Please use your post-it notes to
jot down teacher thoughts.
Can It Reflect Light?
What types of objects or materials can reflect light? Put an X next to the
things you think can reflect light.
__water
__mirror
__potato skin
__shiny metal
__red apple
__rusty nail
__ wood
__ soil
__ smooth sheet
__gray rock
__glass
__wax paper
__dull metal
__rough cardboard
__ clouds
__ milk
__ brand new penny
of aluminum foil
__leaf
__sand
__tomato soup
__crumpled paper
__the Moon
__bedsheet
__ old tarnished penny
Explain your thinking. What definition or “rule” did you use to decide if
something can reflect light?
“Teacher Talk”
• Do you see the correlation of the activity to
the Essential Standards? Which Essential
Standard does the activity address?
• Which of the 5Es does this lesson
facilitate?
• What questions do you have concerning
the activity?
• Do you facilitate similar activities in your
classroom already?
Birthday Candles
Imagine you are at a birthday party. A birthday cake with candles is
put on a table in the middle of a room. The room is very large. You
are standing at the end of the room, 10 meters away from the cake.
You can see the candles. Circle the response that best describes how
far the light from the candles traveled in order for you to see the
flames.
A. The light stays on the candle flames.
B. The light travels a few centimeters from the candle flames.
C. The light travels about 1 meter.
D. The light travels about halfway to where you are standing.
E. The light travels all the way to where you are standing.
Describe your thinking. Provide an explanation for your answer.
“Teacher Talk”
• Do you see the correlation of the activity to
the Essential Standards? Which Essential
Standard does the activity address?
• Which of the 5Es does this lesson
facilitate?
• What questions do you have concerning
the activity?
• Do you facilitate similar activities in your
classroom already?
Apple In The Dark
Imagine you are sitting at a table with a red apple in front of
you. Your friend closes the door and turns off all the lights.
It is totally dark in the room. There are no windows in the
room or cracks around the door. No light can enter the room.
Circle the statement you believe best describes how you
would see the apple in the dark:
A.
B.
C.
D.
E.
You will not see the red apple, regardless of how long you are in the
room.
You will see the red apple after your eyes have had time to adjust to
the darkness.
You will see the red apple after your eyes have had time to adjust to
the darkness, but you will not see the red color.
You will see only the shadow of the apple after your eyes have had
time to adjust to the darkness.
You will see only a faint outline of the apple after your eyes have had
time to adjust to the darkness.
“Teacher Talk”
• Do you see the correlation of the activity to
the Essential Standards? Which Essential
Standard does the activity address?
• Which of the 5Es does this lesson
facilitate?
• What questions do you have concerning
the activity?
• Do you facilitate similar activities in your
classroom already?
Prerequisites for Learning
• Now that we have reviewed the Essential
Standards, let us discuss prerequisite
knowledge students need for learning to take
place
• Review the Types of Knowledge Handout
• In your groups, discuss and record factual,
conceptual, procedural, and meta-cognitive
knowledge required of students prior to
successfully understand the Essential Standard
(Handout 6.1).
Module 7: Instructional
Implications
Forces and Motion/Matter: Properties and
Change/ Energy: Conservation and
Transfer
What are suggested effective
strategies based on the 5E
instructional model to promote
learning for students?
Pre-Activity Instructions
• For the following Activity you will engage
as a student learner.
• You may only speak and respond as a
student. Please use your post-it notes to
jot down teacher thoughts.
Formative Assessment Probe
Directions:
Match the mineral property to the correct definition.
1. _____ luster
A. The identifying color of a mineral.
2. _____ streak color
B. The ability to attract iron.
3. _____ magnetism
C. Described by how the mineral reflects light.
Read the problem below.
Dan brought a piece of quartz to school and told Bob that it was the hardest rock
on earth. Bob told him he was incorrect and that there is a harder rock. What tool
can Bob and Dan use in their discussion? Explain in detail. Use complete
sentences.
Common Core Implications for
Science… Connecting the dots
Speaking and Listening (example)
1. Engage effectively in a range of
collaborative discussions (oneon-one, in groups, and
teacherled) with diverse
partners on grade 4 topics and
texts, building on others’ ideas
and expressing their own
clearly.
Writing (example)
1. Write opinion pieces on topics
or texts, supporting a point of
view with reasons and
information.
2. Write informative/explanatory
texts to examine a topic and
convey ideas and information
clearly.
How can teachers design instructional activities that support literacy in
the content area?
Information and Technology Standard
Implications for Science…Connecting the Dots
Research Process
(example)
4.RP.1 Apply a
research process as
part of collaborative
research.
.
Technology as a Tool
(example)
4.TT.1 Use technology
tools and skills to
reinforce classroom
concepts and
activities.
Time To Share
Websites
• Wikispace
–http://wsfcselementaryscience.wikispaces.com
• Edmodo
–http://wsfcs.edmodo.com/