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SCIENCE ESSENTIAL STANDARDS JUNE 12, 2012. AGENDA Introduction Norms A Little Science Test Essential Standards Crosswalks: Group Activity Revised Bloom’s.

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Presentation on theme: "SCIENCE ESSENTIAL STANDARDS JUNE 12, 2012. AGENDA Introduction Norms A Little Science Test Essential Standards Crosswalks: Group Activity Revised Bloom’s."— Presentation transcript:

1 SCIENCE ESSENTIAL STANDARDS JUNE 12, 2012

2 AGENDA Introduction Norms A Little Science Test Essential Standards Crosswalks: Group Activity Revised Bloom’s Taxonomy Flying with the Standards BREAK Sources for Resources Unpacking Documents: Group Activity Map Building Across Grade Levels 2

3 NORMS Please turn your cell phones to vibrate. Please excuse yourself to the restroom as needed. We will be taking a break around 9:30. Please participate in the discussions. Please ask questions and give comments. Please open your laptops to the division website to begin the session. 3

4 SCIENCE ESSENTIAL STANDARDS With the adoption of Essential Standards in February of 2010, we know that the way we teach science in grades Kindergarten through Five will change. While high stakes testing will still occur at grades Five and Eight, new testing procedures will also encompass the other elementary grades. With this in mind, it’s time to address the essential question for this morning… In science… 4

5 ARE YOU SMARTER THAN A FIFTH GRADER? 5

6 DIRECTIONS Please go to your . Find the that says, “DO NOT OPEN UNTIL DIRECTED!” Click on the link provided. Answer the questions to the best of your ability. OR 6

7 RESULTS 7

8 NEW SCIENCE ESSENTIAL STANDARDS Strategies for finding solutions Conducting simple investigations Making predictions that can be tested Careful observations and measurements Use of scientific tools Keep accurate records of trials Recognize patterns in data 8

9 CODING THE ESSENTIAL STANDARDS 9 Elementary school standards are coded by Grade, Domain, Essential Standard Number and Clarifying Objective Number K. P Grade Domain

10 CROSSWALKS 10

11 CROSSWALKS: WHERE WERE WE AND WHERE ARE WE NOW? Group Activity: Together with your grade level, look at your crosswalks document from your notebook. Try to reach a consensus on what was the most difficult standard to have your students understand under the 2004 NCSOS. 11

12 CROSSWALKS: WHERE WERE WE AND WHERE ARE WE NOW? Next: Commiserate with each other on what you hate that you lost. 12

13 CROSSWALKS: WHERE WERE WE AND WHERE ARE WE NOW? Finally: Considering the new Essential Standards try to reach a consensus on what will be the greatest challenge in preparing your students for the promised grade level tests. BE READY TO SHARE!! 13

14 Try to reach a consensus on what was the most difficult standard to have your students understand under the 2004 NCSOS. Commiserate with each other on what you hate that you lost. Considering the new Essential Standards try to reach a consensus on what will be the greatest challenge in preparing your students for the promised grade level tests. 14

15 REVISED BLOOM’S TAXONOMY (RBT) Why was the original taxonomy revised? Cognitive research revealed that learning was not linear. (e.g., analysis may have to precede understanding) Over the years, too many verbs were used (and misused) to describe the levels. Type of knowledge makes a difference. 15

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17 FOUR TYPES OF KNOWLEDGE Factual Knowledge: terms, details, symbols, informational sources (vocabulary). Example: What are three things that animals need to live? Conceptual Knowledge: classification, generalizations, theories, models (Taxonomy of a bug/tree). Example: How do abiotic and biotic factors work together to support life? Procedural Knowledge: employing a method or technique, using skills, procedures to solve a problem (scientific processes). Example: How will the scientific method help us to understand why some plants are taller than others? Metacognitive Knowledge: strategic, self-knowledge, critiquing, cognitive demands of specific tasks (experimentation). Example: What design features will allow an eight inch balloon to power a toy car at least 20 meters? 17

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19 SO… When you took your test this morning, where did these questions fall? Decide in your group where each question fell in the previous four categories. 19

20 ANALYZING “ARE YOU SMARTER THAN A FIFTH GRADER?” From your , open “Analyzing Test.” Click on the link provided. Or Type in 20

21 RESULTS 21

22 SO NOW THAT YOU THINK YOU’RE SMARTER THAN A FIFTH GRADER… Can you fly further than a fifth grader? 22

23 DIRECTIONS Using the paper provided in the middle of your tables, work as a group to design and test a model airplane that your group feels will fly the furthest. You may cut, tear, fold, or manipulate the paper in any way, but you can not reduce it’s mass. You may use up to 13 cm of scotch tape provided. You may use one large paperclip in your design or elect not to. Over the next 15 minutes, you may go anywhere in the building as a group to test your designs and record your groups results. When the timer goes off, each group will send two team members and one airplane to the launch line for the competition! 23

24 COMPETITION TIME! 24

25 BREAK PLEASE RETURN IN 15 MINUTES 25

26 RESOURCES NCDPI NC WISE OWL National Science Teachers Association Achieve (graduation …) 26

27 RESOURCES CONTINUED Science Net Links (find lesson plans and more here!) CCSSO (assessments) Science Wiki 27

28 UNPACKING DOCUMENTS 28

29 UNPACKING DOCUMENTS What a student will know, understand, and be able to do. NCDPI still accepts feedback on the unpacking documents. 29

30 UNPACKING DOCUMENTS An unpacking example: 5.P.1.1 Students know that gravity pulls any object on or near the earth, toward it, without touching it. Students know that friction is a force that is created anytime two surfaces move or try to move across each other. Students know that all matter has mass. Students understand that changing any or all of these factors will affect the motion of an object. Group Discussion: How does 5.P.1.1 relate to the activity your group just participated in? BE PREPARED TO SHARE!! 30

31 YOUR UNPACKING DOCUMENT In the next ten minutes your grade level should review the unpacking statements in your grade level unpacking document. In the unpacking statements, look at what students should know, should understand, and should be able to do. Try to reach consensus on the unpacking statement that is the most confusing to the members of your group. 31

32 BUILDING A MAP Remove the contents of the envelope and place on the table so the group can easily read the statements related to the flow of matter and energy. Discuss which statements could be understood (learned) at K-2, 3- 5, 6-8 & Have one person keep notes of the conversation and questions that arise. Once consensus on the grade range placements have been reached, try to arrange them on the template provided showing how one statement contributes to the understanding of another. 32

33 BUILDING A MAP Each table will be provided an answer key based on NEXT GENERATION OF SCIENCE FRAMEWORK. How did your group do? 33

34 CURRICULUM MAPS 34

35 EVALUATION Please fill out the evaluation, front and back, and place in the middle of your desks. Are there any questions or comments? 35

36 THANK YOU FOR YOUR TIME AND ATTENTION!! 36

37 CURRICULUM MAPPING GOALS T o leave with curriculum maps completed by Thursday Create toolkits that can be used next year Create booklists of books you would like to have. To leave with the first nine weeks planned To create benchmark cut points in all grades for common assessments at 4 ½ weeks and 9 weeks (Benchmarks will include language) Revise progress reports and K-1 report cards 37

38 BREAK OUT SESSIONS Please report to the following classrooms. You will meet in these classrooms until 4:00 each day. Lunch each day will be from 11:30 – 12:30. Snack will be provided daily. Kindergarten – D118 (COLLIN’S RM.) First Grade - D113 (WELLINGTON’S RM.) Second Grade – D131 (PALMER’S RM.) Third Grade – D125 (DIEROLF’S RM.) Fourth Grade – D132 (RAWLES’ RM.) Fifth Grade - D128 (SHUTT’S RM.) 38


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