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Regional RESA
Professional Development
2012 - 2013
Addressing Emerging Content Standards:
Linking Formative Assessment, A
Framework for K-12 Science Education,
and North Carolina’s Essential Standards
Hello!
Expected Outcomes At the end of this institute, participants will…
• Understand formative assessment probes
• Understand A Framework for K-12 Science Education
• Understand how Essential Standards, A Framework
for K-12 Science Education and formative assessment
probes together can promote student learning
• Refine LEA, school, and classroom instructional plans
• Develop science education resources
Digital Disclaimer
“The digital tools used during the course of the NCDPI
2012-2013 RESA Regional Professional Development
workshops have been helpful to some educators across
the state. However, due to the rapidly changing digital
environment, NCDPI does not represent nor endorse that
these tools are the exclusive digital tools for the purposes
outlined.”
RESA Institute Agenda
Session A: Formative Probes • Welcome & Introductions
• Summer Review
• Exploring Formative Probes
• Break
Session B: Exploring the Dimensions • The 3 Dimensions and Essential Standards: 4 Corners
• Connecting Formative Probes, the Framework, and Essential
Standards
• Lunch
RESA Institute Agenda
Session C:
The Dimensions, Resources, and Science
Professional Development for Instructional Plans
• Integrating the Dimensions
• Resources
• Science Planning Your Way
• Adjournment
Introductions
Summer Review
• Ready, Set, Science!
• Revised Bloom’s Taxonomy
• Essential Standards Support Materials & WIKI
• Data-Driven Instruction
• Connecting to Serve All
• District Planning
• A Framework for K-12 Science Education
• Science Formative Assessment: 75 Strategies
Formative Assessment
Probes
• NSTA Publications
• Formative assessment probes were
developed using the CTS process.
• Link key ideas in the standards to
common misconceptions cited
in research.
Why Use Formative
Assessment Probes?
• Assessment for learning not assessment of
learning
• Reveal the types of ideas your students have
about common science concepts
• Examine student thinking for the purpose of
informing teaching and learning
Predict and Discuss:
student responses
Predict and Discuss:
student responses
• Study your card.
• Consider how your
students might or
might not respond in
a similar fashion.
• Share your ideas
about your card with
your group.
Consider the following…
How would you plan
to teach the concept
addressed in the
probe, given your
group discussion
about student
responses?
The Teacher Notes
How would you plan to teach
the concept addressed in the
probe now that you have
read the teacher notes for it?
What caught your attention
in the teacher notes?
Did anything change your
ideas about how to teach the
concept addressed in the
probe?
Charting Changes in Thinking
Using the chart paper provided to your
group, create a before/after chart
highlighting how your ideas about how to
teach the concepts addressed in the probe
changed with exposure to the materials in
the Teacher Notes.
Teacher Evaluation
Connection
Refresh …
Probes and the Framework
• Integrating across the three
dimensions in the
Framework document is
challenging.
• Formative assessment
probes support learning
across the three dimensions
of A Framework for K-12
Science Education.
A Framework for K-12 Science Education
A recently
completed conceptual
framework for K-12
science education that
is being used to guide
the development of
Next Generation
Standards in Science.
The Dimensions of the
Framework
• Scientific and Engineering Practices
• Crosscutting Concepts
• Disciplinary Core Ideas
Scientific and Engineering
Practices
1. Asking questions (for science) and defining problems (for
engineering)
2. Developing and using models
3. Planning and carrying out investigations
4. Analyzing and interpreting data
5. Using mathematics and computational thinking
6. Constructing explanations (for science) and designing solutions
(for engineering)
7. Engaging in argument from evidence
8. Obtaining, evaluating, and communicating information
Crosscutting Concepts
1. Patterns
2. Cause and effect: Mechanism and explanation
3. Scale, proportion, and quantity
4. Systems and system models
5. Energy and matter: Flows, cycles, and conservation
6. Structure and function
7. Stability and change
Disciplinary Core Ideas
Physical Sciences
PS1: Matter and its interactions
PS2: Motion and stability: Forces and interactions
PS3: Energy
PS4: Waves and their applications in technologies for information
transfer
Life Sciences
LS1: From molecules to organisms: Structures and processes
LS2: Ecosystems: Interactions, energy, and dynamics
LS3: Heredity: Inheritance and variation of traits
LS4: Biological evolution: Unity and diversity
Disciplinary Core Ideas (continued)
Earth and Space Sciences
ESS1: Earth’s place in the universe
ESS2: Earth’s systems
ESS3: Earth and human activity
Engineering, Technology, and Applications of
Science
ETS1: Engineering design
ETS2: Links among engineering, technology, science,
and society
Exploring the Dimensions
Four corners activity:
1. Count off by 4s
2. Join your group in the numbered corner
3. Study the Dimension or Essential Standard Map
4. Record your group’s responses to the Key Questions
5. Move to the next corner and repeat
6. When you arrive at the last of the four corners,
complete your responses, then consolidate all of the
groups’ responses to present highlights to the whole
group.
Four Corners Sharing
Connecting Probes & A
Framework for K-12 Science
Education
Make connections…
Read the article. Then, discuss:
• Cite one example from it that highlights the
integration of one or more dimensions.
• Share with your group one reason that you
think it might be advantageous to link the
dimensions to formative assessment.
Lunch
Integrating the
Dimensions
Tasks
Criteria
Integrating the Dimensions
• Tasks
• Criteria
• Disciplinary Ideas
• Practices
• Crosscutting Concepts
Integrating the Dimensions:
Example
An Example
An Example
Integrating
Standards & Instruction
• Tasks
• Criteria
• Disciplinary Ideas
• Practices
• Crosscutting Concepts
Looking at Essential Standards
and the Framework
• Choose a Framework grade band
endpoint.
• Find Essential Standard(s) where it
may be taught.
K-2 By the end of grade 2.
• Different kinds of matter exist (e.g., wood, metal,water), and many
of them can be either solid or liquid, depending on temperature.
• Matter can be described and classified by its observable
properties (e.g., visual, aural, textural), by its uses, and by
whether it occurs naturally or is manufactured.
• Different properties are suited to different purposes.
• A great variety of objects can be built up from a small set of
pieces.
• Objects or samples of a substance can be weighed and their size
can be described and measured.
• (Boundary: Volume is introduced only for liquid measure.)
3-5 By the end of grade 5.
• Matter of any type can be subdivided into particles that are too
small to see, but even then the matter still exists and can be
detected by other means (e.g., by weighing, by its effects on
other objects).
• The amount (weight) of matter is conserved when it changes
form, even in transitions in which it seems to vanish (e.g., sugar
in solution, evaporation in a closed container).
• Measurements of a variety of properties(e.g., hardness,
reflectivity) can be used to identify particular materials.
(Boundary: At this grade level, mass and weight are not
distinguished, and no attempt is made to define the unseen particles
or explain the atomic-scale mechanism of evaporation and
condensation.)
6-8 By the end of grade 8.
• All substances are made from some 100 different types of
atoms, which combine with one another in various ways. Atoms
form molecules that range in size from two to thousands of
atoms. Pure substances are made from a single type of atom or
molecule; each pure substance has characteristic physical and
chemical properties (for any bulk quantity under given conditions)
that can be used to identify it.
• Gases and liquids are made of molecules or inert atoms that are
moving about relative to each other. In a liquid, the molecules
are constantly in contact with others; in a gas, they are widely
spaced except when they happen to collide.
6-8
• In a solid, atoms are closely spaced and may vibrate in position
but do not change relative locations. Solids may be formed from
molecules, or they maybe extended structures with repeating
subunits (e.g., crystals). The changes of state that occur with
variations in temperature or pressure can be described and
predicted using these models of matter.
• (Boundary: Predictions here are qualitative, not quantitative.)
9-12 By the end of grade 12
• Each atom has a charged substructure consisting of a nucleus,
which is made of protons and neutrons, surrounded by electrons.
• The periodic table orders elements horizontally by the number of
protons in the atom’s nucleus and places those with similar
chemical properties in columns. The repeating patterns of this
table reflect patterns of outer electron states.
• The structure and interactions of matter at the bulk scale are
determined by electrical forces within and between atoms.
• Stable forms of matter are those in which the electric and magnetic
field energy is minimized. A stable molecule has less energy, by an
amount known as the binding energy, than the same set of atoms
separated; one must provide at least this energy in order to take
the molecule apart.
Mix-Music-Meet
• Move to the music as you wander around
the room and consider the Dimensions
• When the music stops, cluster with one or
two others you have not yet spoken to and
share something you find interesting about the
Dimensions of the Framework
• When the music starts again, move and
wander again
Planning Template
Resources for Science
Teaching & Learning:
Connecting It All
Resource: NCDPI
Science WIKI
• Essential Standards
• K-12 Strands Excel Format
• Crosswalks
• Unpacked Content
• Professional Development
• Teaching resources
Resource: NAEP Question
Tool
• NC DPI Accountability Services Division http://www.ncpublicschools.org/accountability/policies/naep/naep
• Released NAEP items
• Two ways to access: – http://nces.ed.gov/nationsreportcard/itmrlsx
– From the NAEP home page
http://nces.ed.gov/nationsreportcard and click Sample
Questions and then select Questions Tool
Science and the ACT
• What is it?
• How does it affect me?
• Where do I find information?
http://www.act.org/stateservices/northcarolina/
Sample Test Items:
http://www.actstudent.org/testprep/descriptions/scidescript.html
Literacy Resources K-5
• Literacy implementation guidance IRA http://www.reading.org/
• Beyond Penguins and Polar Bears- Online Magazine for
Elementary Teachers http://beyondpenguins.ehe.osu.edu/
• National Geographic Kids
http://kids.nationalgeographic.com/kids/stories/
• The Globe Program (K-4) http://globe.gov/web/elementary-globe
• Engineering Go For it http://students.egfi-k12.org/read-the-
magazine.htm
• Time for Kids http://www.timeforkids.com/news-archive/science
Literacy Resources 6-12 • Reading Resources
• •Flexbooks http://www.ck12.org/flexbook/
•SAS Curriculum Pathways http://www.sas.com/govedu/edu/curriculum/index.html
•The Story Behind the Science http://www.storybehindthescience.org/
•Vision Learning http://www.visionlearning.com/
Writing in Science
• •Lab Write http://ncsu.edu/labwrite/info/howto.htm
•The Writing Center http://writingcenter.unc.edu/handouts/sciences/
•CAST Science Writer http://sciencewriter.cast.org/welcome
•NC Education Online Writing Instruction
https://center.ncsu.edu/nc/course/view.php?id=1191
• NCDPI's Secondary Literacy Professional Development Module:
https://center.ncsu.edu/nc/?redirect=0
• See our WIKI for Science News resources
• Professional Development Plan
• A Framework for K-12 Science Education
• Resources Exploration
• NAEP Investigations
• Formative Probes
• Curriculum Topic Study
Science Planning Your Way
Evaluation
Adjournment
