2009 north carolina essential standards for science...
TRANSCRIPT
2009 North Carolina Essential Standards
for Science:
EARTH AND ENVIRONMENTAL SCIENCE
North Carolina Science Teachers’ Association (NCSTA)
42nd Annual Professional Development Institute
Thursday, November 10, 2011
10:30-11:30am
Koury Convention Center
Greensboro, NC
Session Objectives:
By the end of today’s session, participants will be able to:
• Locate K-12 Science Essential Standards and
support documents.
• Summarize what is new, better, and different
about the 2009 NC Science Essential Standards.
• Identify key resources and processes to
transition from the 2004 Standard Course of
Study to the 2009 NC Science Essential
Standards in the 2012-2013 school year.
Where are the new standards
and support materials located?
• On the DPI website, ACRE webpage
http://www.dpi.state.nc.us/acre/standards/new-standards/
• ESSENTIAL STANDARDS SUPPORT TOOLS
include 2009-to-2004 Crosswalks and
Unpacked Content http://dpi.state.nc.us/acre/standards/support-tools/
Where are the new standards
and support materials located?
Links are also on the
• SCIENCE SHARP SCHOOL site
http://science.ncwiseowl.org/
• NC DPI WIKI for Collaborative Workspaces
http://scnces.ncdpi.wikispaces.net/
How does the existing SCOS
compare to the new?
• 3 Domains with 11 Conceptual Strands
Forces and Motion
Matter: Properties
and Change
Energy: Conservation and Transfer
Interaction of Energy and
Matter
PHYSICAL SCIENCE
How does the existing SCOS
compare to the new?
• 3 Domains with 11 Conceptual Strands
Structure and Functions of
Living Organisms
Ecosystems
Evolution and Genetics
Molecular Biology
LIFE SCIENCE
How does the existing SCOS
compare to the new?
• 3 Domains with 11 Conceptual Strands
Earth in the Universe
Earth Systems, Structures and
Processes
Earth History
EARTH SCIENCE
How does the existing SCOS
compare to the new?
Uses REVISED BLOOM’S TAXONOMY (RBT)
• Provides the framework used for all NC Science
Essential Standards
• Common language used for all curriculum areas
• Two-Dimensional Taxonomy: Cognitive
Process and Knowledge Dimension
Understanding 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.
• The original taxonomy was not designed for
K-12 curricula.
Bloom Revised Bloom
Remember
Apply
Understand
Analyze
Evaluate
Create Evaluation
Analysis
Synthesis
Application
Comprehension
Knowledge
Understanding RBT
1.
REMEM-
BER
2.
UNDER-
STAND
3.
APPLY
4.
ANALYZE
5.
EVALUATE
6.
CREATE
A.
FACTUAL
Knowledge
B.
CON-
CEPTUAL
Knowledge
C.
PROCE-
DURAL
Knowledge
D.
META-
COGNITIVE
Knowledge
THE COGNITIVE PROCESS DIMENSION
Understanding RBT
With this revision, Dr. Anderson proposes four types of knowledge:
1. Factual knowledge- terms, details, symbols, informational sources (vocabulary)
2. Conceptual knowledge- classification, generalizations, theories, models (Taxonomy of a bug/tree)
3. Procedural knowledge- employing a method or technique, using skills, procedures to solve a problem (Scientific processes)
4. Metacognitive knowledge- strategic, self-knowledge , critiquing, cognitive demands of specific tasks, (experimentation)
Understanding RBT
Understand
Defined as…
construct meaning
from instructional
messages, including
oral, written, and
graphic
communication
Verbs alternative names
• Interpreting clarifying, paraphrasing, representing, translating
• Exemplifying illustrating, instantiating
• Classifying categorizing, subsuming
• Summarizing abstracting, generalizing
• Inferring concluding, extrapolating, interpolating, predicting
• Comparing contrasting, mapping, matching
• Explaining constructing models
Understanding RBT
• Differentiating discriminating, distinguishing, focusing, selecting
• Organizing finding coherence, integrating, outlining, parsing,
structuring
• Attributing deconstructing
Verbs alternative names
Defined as…
break material into its
constituent parts and
determine how the
parts relate to one
another and to an
overall structure or
purpose
Analyze
Understanding RBT
• Checking coordinating, detecting, monitoring, testing
• Critiquing judging
Verbs alternative names
Defined as…
make judgments
based on criteria and
standards
Evaluate
Relationship of Objectives
GLOBAL
(National
Standards)
EDUCATIONAL
(Essential
Standards &
Clarifying Obj.)
INSTRUCTIONAL (Learning Targets)
INSTRUCTIONAL (Success Criteria -
Student Friendly Language)
SCOPE Broad Moderate Narrow- derived
from CO
Student driven
Time
Needed to
Learn
One or
more
years
Weeks or
months
Hours or days Student driven
Purpose
or
Function
Provide
Vision
Design
Curriculum
Prepare Lesson
Plans
Guide learning while
student is engaged in
learning tasks
Example
of
Use
Plan a
multi-year
curriculum
Plan units of
instruction
Plan daily
activities,
learning
experiences,
and exercises
Provide framework
within which formative
assessment takes
place and make
possible the
interpretation of
evidence
Looking at the Essential
Standards with an RBT lens…
What do we need to do in order to
transition to the new standards?
1. Use Crosswalk document to identify new
content
2. Correlate with the Unpacked Content
document
3. Research selected topics as needed
4. Review existing units http://dpi.state.nc.us/curriculum/science/units/
EARTH/ENVIRONMENTAL SCIENCE CROSSWALK
New…Better…Different
• New topics:
– Solar energy (production, transfer to Earth and
relationship to life on Earth) [EEn.1.1.3 & 4]
– Importance of biodiversity to the biosphere [EEn.2.7.2]
• Deleted:
– Rock/mineral identification [2.01] (moved to 8th grade)
– Origin of Earth System and life [bullets from 3.01]
moved to 8th grade)
– Astronomy [6.01, 6.03, 6.04, 6.05]
Components of a
Curriculum Topic Study
• 147 Published Guides containing
– 6 sections with identified outcomes
– selected readings from CTS resources
• Web Site with supplementary materials
www.curriculumtopicstudy.org
The CTS Guide
• Sections and Purpose
I. Identify Adult Content Knowledge
II. Consider Instructional Implications
III. Identify Concepts and Specific Ideas
IV. Examine Research on Student Learning
V. Examine Coherency and Articulation
VI. Clarify State Standards and District Curriculum
• Each section links to CTS collective resources
Customized CTS Guides for
NC K-12 Strands
Resources for CTS …Experts at Your Fingertips 24/7
Indicates the resource or parts of it are online
Customized CTS Guides for
NC K-12 Strands Additional Resources…
• The National Research Council’s (NRC) A Framework for K-12 Science Education was released in July 2011 and will serve as the basis for the Next Generation Science Standards managed by Achieve, Inc.
• Science College Board Standards for College Success defines the knowledge and skills students in grades 6-12 need to be college and career ready.
How can CTS Guides be used in
Understanding the Essential
Standards?
• Independent Study
• Department Planning
• Course Specific PLC teams
• Vertical PLC Teams
• LEA Professional Development
Additional Resources
• Earth Science Literacy Principles and Alignment with
NC Essential Standards for Earth/Environment Science
• NC DPI WIKI for Collaborative Workspaces
http://scnces.ncdpi.wikispaces.net/
– Summer Institute 2011 Resources
– Summer Institute CD Files
– Science LiveBinderTM aligns resources to Teacher
Evaluation Standards
– Webinar Series
• September 22nd (Archived and posted on WIKI)
• November 29th , February 28th and April 26th
A Word about Assessment…
Online Assessment Website - http://www.ncpublicschools.org/acre/assessment/online/
Please contact the following NC DPI staff for more information:
• Kayla Siler [email protected]
• Jim Kroening [email protected]
• Tracey Greggs [email protected]
…Assessment…
Best Practices Guide -
http://www.ncpublicschools.org/acre/assessment/guide/
Roadmap -
http://www.pearsonassessments.com/pai/ai/Products/NextGeneration
/roadmap.htm
NC Education - https://center.ncsu.edu/nc (includes tutorials and other
informative links – to access NC FALCON, Online Writing Instruction,
Primary Artifact Questions (PAQs), NC Test, etc.) NC Education is a
large-scale managed Moodle system with specialized additions to
support professional development, student learning, accountability
processes, and information delivery.
Online Assessment Tutorial -
http://center.ncsu.edu/nctestv3/NCTestSim.html#StudentSignIn
(accessed through NC Education)
Contact Us…
• Jami Inman
– 919.807.3607
• Ragan Spain
– 919.807.3950
• Benita Tipton
– 919.807.3933