Common Core Literacy Standards in the Science Classroom
• Desired outcomes:• An awareness of the CCSS in grades 9-12• An awareness of effective science instruction• An understanding of ways to write and read in
science classrooms• Connections to Principal Evaluation (Std.1
Leading Change, Std. 2 Instructional Leadership , Teacher Eval. 111a , 111b
INITIAL REFLECTIONCurrent, typical Science classroom
FINAL REFLECTIONClassroom with CCSS-Sci
What teachers do
What students do
Typical agenda and pace
Resources: What do teachers and students use to
teach and learn?
Classroom Design and Learning Environment: What does the classroom look
like?
Use of Technology
Consider what you see in typical Science classrooms in your building.
Key Elements of Effective Science Instruction
• What can you do to support these key elements: see your handout
1. Science Content2. Designing Instruction for Understanding3. Sense Making4. Classroom Culture & Environment
InquiryLearner engages science oriented questions
Learner poses a question
Learner selects among questions & poses new questions
Learner sharpens or clarifies question
Learner engages in question provides by teacher
Learner gives priority to evidence in responding to questions
Learner determines what constitutes evidence & collects it
Learner directed to collect certain data
Learner given data & asked to analyze
Learner given data and told how to analyze
Learner formulates explanations to scientific knowledge
Learner formulates explanation
Learner guided in process of formulating explanations from evidence
Learner given possible ways to use evidence to formulate explanation
Learner provided with evidence
InquiryLearner connects explanations to scientific knowledge
Learner independently examines other resources & forms links
Learner directed toward areas & sources of scientific knowledge
Learner given possible connections
Learner communications and justifies explanations
Learner forms reasonable & logical argument to communicate explanations
Learner coached in development of communication
Learner provided broad guidelines to sharpen communication
Learner given steps & procedures fro communication
Common Core State Standards and Literacy in Science
• The Common Core State Standards (CCSSO and NGA 2010) call for an integrated approach to literacy where content-area classrooms routinely incorporate research-based writing. How can we routinely incorporate writing in our high school science classrooms? Constructed essay responses, research reports and science notebooks are useful examples. Creative writing can also be a dynamic addition to the science classroom, as it gives students fun and meaningful opportunities to fuse facts with imagination.
CCSS video overview , Science & Tech. Subjects
• www.hunt-institute.org
• www.ccsso.org
CCSS for Literacy in Science, 9-10 & 11-12 Reading Standards
• Key Ideas & Detail
• Craft & Structure
• Integration of Knowledge & Ideas
• Range of Reading & Level of Text Complexity
CCSS for Literacy in Science, 9-10,11-12 Writing Standards
• Text Types & Purposes
• Production & Distribution of Writing
• Research to Build & Present Knowledge
• Range of Writing
Biology Example , Essential Standards
• One pager overview
Biology 2.2 Understand the Impact of Human Activities on the Environment• Range of Reading & Text Complexity: by the
end of grade 10 , read and comprehend science/technical texts in the grades 9-10 text complexity band
• Range of Writing: Write routinely over extended time frames( time for reflection & revision) and shorter timeframes ( a single sitting or a day or two) for a range of discipline-specific tasks, purposes & audiences
Grade 9-10 Reading Assignment• Reading assignment , analyze a reading
passage & determine how human activities might impact the environment.
• Essential question: How do scientists model & predict the effects of human activities on Earth’s climate?
Biology 2.2 Human Influences on the Environment Long-term Writing Task
• Concept map for the writing prompt
• Short-term writing prompt , handout
Bio 2.2 Information & Technology Standards
• Sources of Information
• Technology as a Tool
• Research Process
• Safety & Ethical Issues
Writing in Science Resources
• Brags and Whines activity
• Problem Based Learning , PBL case study, Clean Water project
• Blood Bank video, ipad case design video
• RAFT’s Examples
Global Issues to Read & Write About in the Science Classroom
• Plan B: Mobilizing to Save Civilization• Research the new & emerging economy based
on renewable resources , strategies to avoid the growing threat of climate change. As prices rise , oil insecurity deepens & concerns about gas emissions cast a shadow over the future of fossil fuels
State of the Planet’s Oceans
• Investigate the health and sustainability of the world’s oceans , with special emphasis on climate change and issues affecting marine reserves , fisheries and coastal ecosystems.
State of the Oceans Animals• Take a hard look at why nearly half of the
world’s marine animals may face extinction over the next 25 years. Use case studies to focus on global issues including climate change , sea level rise , over fishing , and habitat destruction
State of the Planet’s Wildlife• Explore what scientists are calling the “sixth
great extinction” of our world’s plants & animals and we are doing to stop it. Evaluate the loss of wildlife as a result of climate change , population and poverty pressures , poaching , the international bush-meat trade , and the loss of wildlife corridors around the world.
State of the Planet
• Ask the most critical environmental questions:• Are populations out of control ?• Are we running out of fresh water ?• Global warming , a false alarm or gathering
storm ?• How do economic pressures affect the world’s
natural resources , geopolitics .
Future Conditional
• Probe the link between environmental change and the future health of our planet .
• How do we cope with spread of toxic pollution.?
• How can pollution in one area affect people thousands of miles away?
Hot Zones
• Investigate how recent trends in globalization and the altering of ecosystems have led to dramatic increases in the spread of infectious diseases.
• Demonstrate how closely our own health is dependent on that of the environment.
Seas of Grass
• Consider the devastating environmental , political, and economic effects of the degradation of the world’s grasslands , which make up 30 % of Earth’s land surface.
• Issues are livestock grazing , burning , reduction in diversity of species , conversion of grassland to farmland , loss of habitat.
On the Brink
• Consider a growing national security threat throughout the world: how environmental pressures can lead to terrorism , regional conflict , political crises and increased hostiles.
• Look at connections between national security and deforestation , soil erosion , water depletion , water pollution , and surging refuge populations.
Land of Plenty , Land of Want
• Weigh how farmers can feed Earth’s growing population without impoverishing the land and endangering the environment.
• Use case studies to show how drought , loss of topsoil , misuse of chemicals , and loss of farmland to urbanization affects the land.
The Urban Explosion
• Study mega cities to scrutinize how to shelter and sustain the world’s exploding urban population without destroying the delicate balance of our environment.
• Case studies to show how to deal with air/water pollution , waste disposal and urban planning.
Rivers of Destiny
• Investigate major river systems to study environmental pressures facing those whose lives depend upon the health of their river.
• Examine the resulting problems from tampering with wildlife habitat , foods , water rights , over fishing and the impact of economic development on water resources.
Brags and Whines, creative writing activity
• handout
PBL , Case Study• Problem Based Learning • Goals & Objectives
Problem-Based Learning Defined: Finkle and Torp (1995) state that "problem-based learning is a curriculum development and instructional system that simultaneously develops both problem solving strategies and disciplinary knowledge bases and skills by placing students in the active role of problem solvers confronted with an ill-structured problem that mirrors real-world problems" (p. 1). Specific tasks in a problem-based learning environment include:
• determining whether a problem exists;• creating an exact statement of the problem;• identifying information needed to understand the problem;• identifying resources to be used to gather information;• generating possible solutions;• analyzing the solutions; and• presenting the solution, orally and/or in writing.
PBL activity• Situation/Case Study• The scarcity of clean surface water was once a concern primarily of
state and federal agencies. Recently it has attracted the attention of local communities. Community members are turning to environmental consulting companies such as yours for advice. Your company - Earth, Wind, and Water, Inc. - has helped many public agencies and private businesses in the small town of Oak View. Earth, Wind, and Water, Inc. monitors environmental quality. It develops practices that environmentally and economically benefit Oak View.
• Your newest client, Mr. Charles Taylor, owns Taylor's Trout-A-Rama. Taylor's Trout-A-Rama is a local streamside catch-and-release campsite. Mr. Taylor is upset over the fact that the fish in that stretch of Bear Creek have been dying. His business, like the trout, is going belly-up. He has called on your firm to figure out what is killing the fish in that section of Bear Creek, and how to stop it.
Video on Design activity
• Ipad case design by students
RAFT’s
• handout
Student Writing in Science Class• Taking class notes , structured note taking• Lab reports , comic strips• Honors project , creative writing story about
living with a disease• Book reviews , writing abstracts, free
responses• Ethical Debates• Differentiated Projects/Products , (choice) a
day in the life of a cell.
Writing in Science Class
• Mini-research papers• Writing literature reviews• Read a science article and then write about it,
The Ecology of Fire Sci. American article• Using graphic organizers as prompts• Foldable as a teaching strategy • Compare and contrast science concepts
Graphic Organizers in Science & Literacy
• Pie charts , paper plates• Fun Notes and Foldable• Venn Diagrams• Concept Maps• Structured Note Taking• Two Column Notes
ANIMAL CELL
CELL ORGANELLES:
MOST IMPORTANT: PURPOSE:
NUCLEUS AS
CELL BODY
INTERNAL MEMBRANES:
MEMBRANES AS
CELL SCHOOL
JOBS:
2 TYPES OF CELLS:PROKARYOTE
EUKARYOTEnucleus
Organs in a cell
nucleusControls all cell function
Brain
•No nucleus
•No internal membrane
•Simple
•1 job at a time
•Bacteria only
•Nucleus
•Internal membrane
•Complex
•Multi-task
•Plants, animals…..
walls
Separate the cell into compartments
•Separate
•Divide
•Allow multitasking
PLASMA MEMBRANE AS CELL RF:JOB:STRUCTURE:
NUCLEUS AS CELL BODYRELATING FACTOR:
RF:
INTERNAL MEMBRANES:
INT MEMB AS CELL SCHOOL
123
PROKARYOTE EUKARYOTE
CELLWALL AS CELLREL FACTOR: HEAD
CELL WALL
MADE OF:
GIVES:
NOTE:
pink
green
CELL THEORY
“ “
NUCLEUS:
All living things are made of cells
Cell is the basic unit of life
All Cells come from preexisting cells
Simple
No nucleus
No Internal Membranes
complex
nucleus
Internal Membranes
Brain
Controls all cell function
control
wall
Divide
Separate into rooms
skin
Body
Polar heads outside
Phospholipid bilayerhomeostasis
Outer covering
Non-Polar tails inside
“Fluid Mosaic Model”
Football
helmet
Hard protection
CelluloseExtra
protection
PLANTS ONLY!
Cell Wall
Plasma Membrane
CELLS
• Cell organelles
• “ “
• Most important =• Nucleus
• Nucleus:Cell :: __________: body
2 Cell TypesProkaryote Eukaryote
Animal cell• • • • •
• • • • •
Internal Membranes
Membranes : Cell :: ________ : School
Jobs –
-
-
CELLS
• Cell organelles organs in a cell
• “organelle“
• Most important = nucleus• Nucleus controls all cell function
• Nucleus:Cell :: brain:body
2 Cell TypesProkaryote Eukaryote
Animal cell• nucleus
• int membrane
• complex
• multitask
• plants/animals
• no nucleus
• no int membrane
• simple
• 1 job at a time
• bacteria only
Internal Membranes separate the cell into compartments
Membranes : Cell :: walls: School
Jobs – separate
-divide
-allow to multiply
nucleus
prokaryote
eukaryote
Video on creating your own investigative report
• Teaching Channel 5 min
Reading in Science Resources
• Using Research Articles in Teaching Science
• Science & Literacy Tools for Life , article to read
• Essential Readings in the Science Classroom
Using Research Articles , Issues , Evidence & You
• handout
Article: Science & Literacy Tools for Life
• Article , handout• All read and discuss at your table the review
questions , share out to other groups
Essential Readings in the High School Science Classroom
• Sand County Almanac , Aldo Leopold • Einstein’s Big Idea• The Jungle , Upton Sinclair• We are the Weather makers , Sally Walker &
Tim Flannery• Plan B 3.0 , Lester Brown• Global Climate Change , Orrin Pilkey• Tragedy of the Commons , Garrett Hardin• Brief History of Time , Stephan Hawkins• Isaac's Storm , Erik Larson
Essential Readings in Science• Silent Spring , Rachel Carson• Chernobyl , Marianne Barisonek• Future of Life , Edward O. Wilson• Story of Stuff , Annie Leonard• The Structure of Scientific Revolutions ,
Thomas Kuhn• The Immortal Life of Henriette Lacks ,Rebecca
Skloot• Six Easy Pieces: by Richard Feynman
Essential Readings
• Nobel Lectures• Current Events• Case Studies
Video : Teaching Channel , Word Cloud
• video 1 min
The Cholera Story
• Role playing activity by groups• See handouts
Video : ipad use in the science classroom
Wrap Up/Reflections
Questions ?
• Michael Tally, Secondary Science• [email protected]• 431-7473• WCPSS High School Science website• wcpssscience.pbworks.com