Literacy and the Next Generation Science Standards Kentucky Department of Education

1. Literacy and the Next Generation Science Standards Kentucky Department of Education

2. Present an overview of the structure of the Next Generation Science Standards. Describe how the CCSS for Literacy are incorporated into the NGSS Provide examples of integrated science/literacy instruction based on selected performance expectations from the January, 2013 NGSS public draft. goals:

3. The Frameworkprovides a New Vision of Science Teaching and Learning

4. Building from research & key reports…

5. The Framework establishes three dimensions of science learning: • Scientific and Engineering Practices • Crosscutting Concepts • Disciplinary Core Ideas Structure of the Framework: The Three Dimensions

6. Science and Engineering Practices 1. Asking questions (science) and defining problems (engineering) 2. Developing and using models 3. Planning and carrying out investigations 4. Analyzing and interpreting data 5. Using mathematics, information and computer technology, and computational thinking 6. Constructing explanations (science) and designing solutions (engineering) 7. Engaging in argument from evidence 8. Obtaining, evaluating, and communicating information

7. Seven Crosscutting Concepts Patterns Cause and effect Scale, proportion, and quantity Systems and system models Energy and matter Structure and function Stability and change

8. Physical Sciences PS 1: Matter and its interactions PS 2: Motion and stability: Forces and interactions PS 3: Energy PS 4: Waves and their applications in technologies for information transfer Life Sciences LS 1: From molecules to organisms: Structures and processes LS 2: Ecosystems: Interactions, energy, and dynamics LS 3: Heredity: Inheritance and variation of traits LS 4: Biological Evolution: Unity and diversity Earth and Space Sciences ESS 1: Earth’s place in the universe ESS 2: Earth’s systems ESS 3: Earth and human activity Engineering, Technology, and the Applications of Science ETS 1: Engineering design ETS 2: Links among engineering, technology, science, and society Disciplinary Core Ideas

9. Standards: 3 Dimensions Crosscutting Concepts • Not separate treatment of “content” and “inquiry” • Curriculum and instruction needs to do more than present and assess scientific ideas – they need to involve learners in using scientific practices to develop and apply the scientific ideas. Core Ideas Practices

11. T3 KDE School Turnaround 2012-2013

14. An Elementary Experience An Elementary Connection 4. Earth’s Surface Systems: Processes that Shape the Earth *

16. Now look at the connections to the ELA standards… NGSS Performance Expectation from the January DRAFT Release

17. Students should have many engaging experiences that build background science content knowledge which is aligns with the noted the DCIs. Connecting to the ELA standards will further their understanding of these core ideas. Establishing the Foundation

18. Science and engineering practices

19. Crosscutting Concepts

20. RI 4.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.

21. Contains in-depth information to be understood and remembered. Vocabulary is specific to content area and typically is not used in general conversation. May use multiple headings and subheadings. Important information may be found in graphs, tables, or illustrations. Requires the reader to read at a slower rate and self-monitor comprehension Nonfiction or Informational Texts

22. Reader roles in close reading Using the JIGSAW STRATEGY Code Breakers Read to understand at the surface level. Text Users can analyze the factors that influenced the author and the text. TEXT USER CODE BREAKER MEANING MAKER TEXT CRITIC Text Critics understand the underlying nature of the text and the biases that can exist. Meaning Makers connect with the author’s intent.

23. Student EXPERTS – Do the RESEARCH

24. Examples from KY Field Guide

25. Quadrant Close Reading How are the large rocks Preventing the hill from sliding on to the road? What is the angle of the slope and how was it determined? Why did the author of this manual give this type of mitigation a thumbs up? What criteria was used to determine this rating? Why the use of rock over grass in this area?

26. RI 4.9 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.

27. The detailed lesson plan created by Karen Ansberryand Emily Morgan follows the 5 E Instructional Model for guided inquiry. In this lesson on the Grand Canyon, the authors include reading comprehension activities aligned with inferring, determining importance, and questioning yet you could easily create learning experience encourage students to integrate the information found in these two test in order to write or speak about the subject of the Grand Canyon. Erosion by VirginaCastleman Genre: Nonnarrative Information Summary: Tells how water, wind, and ice change the surface of the Earth through Erosion Grand Canyon: A Trail Through Time by Linda Vieira Genre: Narrative Information Summary: Describes the deep trench known as the Grand Canyon and activities of visitors to the national park.

28. Consider providing a graphic organizer to help students gather and organize information. By using this type of organizer, students are able to integrate and synthesize a large amount of information on a single topic. Compare and contrast

29. Text to Text Graphic Organizer Example

30. Using the information shared by the “Expert Groups”, all the content knowledge gained through guided inquiry and close reading, students are ready to show their understanding by designing a solution to mitigate the erosion they have identified. Students can gather evidence of weathering and erosion around their neighborhood, school grounds or yards. Encourage them to take a photograph to use in their design work. Look at the negative effects of the erosion and begin to design a solution to mitigate the problem. Encourage students to work through a design process that includes all of the practices found in the Earth’s Surface Systems Performance Expectation. What a connections to the real world! Suggested Next steps…

31. A Framework for K-12 Science Education -NRC Tools for Teaching Content Literacy by Janet Allen Text and Lessons for Content –Area Reading by Harvey Daniels and Nancy Steineke Picture Perfect Science Lessons: Using Children’s Books to Guide Inquiry, 3-6 by Karen Ansberry and Emily Morgan Kentucky Erosion Prevention and Sediment Control Field Guide http://www.environment.ky.gov or call Kentucky Division of Conservation at 502-564-3080 Next Generation of Science Standards: www.nextgenscience.org ELA Standards: http://education.ky.gov/curriculum/ela/pages/ela-deconstructed-standards.aspx Elementary Resource page