Adapting Curriculum Tiffany Neill Director of Science Education

Adapting Curriculum Tiffany Neill Director of Science Education

Adapting Curriculum

Session Goals • Explore shifts in the Oklahoma Academic Standards for Science • Explore strategies for adapting existing curriculum to align to the Oklahoma Academic Standards for Science.

Tiffany Neill Director of Science Education (405) 522 -3524 Tiffany. Neill@sde. ok. gov @tiffanyneill #oklaed #oksci Link to Today’s Presentation: https: //goo. gl/yx 3 k. NE

Science & Engineering Practices What Scientists Do

Crosscutting Concepts How Scientists Think

Disciplinary Core Ideas Science Ideas Scientists Use

Please read the text and answer the following question: 1. What is marfolamine? 2. Where was marfolamine discovered? 3. How is marfolamine chemovated? 4. Why is marfolamine important to us? Marfolamine is a gadabolic cupertance essential for our jamination. Marfolamine was discovered in a zackadago. It was chemovated from zackadago by ligitixing the pogites and then bollyswaggering it. Marfolamine will eventually micronate our gladivones so that we can homitote our tonsipows more demicly.

Move from teaching about discrete science ideas to exploring, examining, and using science ideas to explain HOW and WHY the phenomena around us occur.

Shift Constructing Explanations for Phenomenon Curriculum Topics • • • Ecosystems Waves Chemical reactions Volcanoes Cells Explaining Phenomenon • Liquid on the outside of a cool glass • The moon looks different tonight than it did last night • A plunger sticks to a surface • A streams winding path looks different over time

Oklahoma Academic Standards for Science Shifts

Oklahoma Academic Standards for Science Shifts LEARNING ABOUT the Science Idea ● Knowing the body system and levels of organization (cells, tissues, organs, systems) FIGURING OUT How & Why it Works Developing a model that explains how we get energy out of food. ● Being able to explain why we have cells. ● Being able to argue why a chemical reaction is needed to get energy from food, why it occurs in cells. ● Being able to trace matter and energy in the body.

Oklahoma Academic Standards for Science Shifts

Oklahoma Academic Standards for Science Shifts ● Where did all the mass come from? ● How does it get the energy to grow so tall? ● What’s inside the seed that makes it grow into an oak tree rather than some other kind of tree?

Science Performance Wet vs. Dry Sand “Have you ever noticed while walking on the beach that wet sand is firmer and easier to walk on than dry sand? ”

Science Performance Wet vs. Dry Sand ● Use a cup of sand to explore the differences between wet sand dry sand. ● Formulate questions to design an investigation to gather evidence for why (causes) and how (mechanism) a ball or marble responds differently to dry sand wet sand.

Science Performance Wet Sand ● Construct an explanation for why it is “easier” (requires less effort) to walk on sand than on dry sand. ● Develop a model to show the causes of why walking on wet sand is “easier” (requires less effort) than dry sand.

Science Performance Wet Sand ● Write your explanation supported by evidence for why this phenomenon occurs. ● Develop an argument for how the evidence you have collected supports your explanation for why walking on wet sand is easier than walking on dry sand.

Science Performance Reflection Core Ideas Reflect on the Science Ideas needed to make sense of this phenomenon.

Science Performance Reflection Science and Engineering Practices Reflect on the Science and Engineering Practices and how they were utilized to make sense of the phenomenon.

Science Performance Reflection Crosscutting Concepts Reflect on the Crosscutting Concepts and how they were utilized to make sense of the phenomenon.

Lesson Reflection Integration of Three Dimensions Reflect on the integration of the three dimensions and how or if they were integrated purposefully to construct an explanation for the phenomenon.

Manifesting Shifts Adapting Curriculum

Manifesting Shifts Ground Instruction in Phenomenon

Phenomenon Examples

Phenomenon Examples

Phenomenon Examples

Phenomenon Considerations for Classroom • A phenomenon doesn’t have to be phenomenal! • Phenomenon are around us every day. • Start with the Disciplinary Core Idea Concepts at the grade level you teach. • Choose Phenomenon that can be explained by those DCI concepts at the grade level you teach.

Manifesting Shift Ground Instruction in Phenomenon Your Task: Consider some “typical” science lessons. Are there phenomena in them. How are those phenomena used in the lesson sequence? What role do they play in the intellectual work of the classroom?

Manifesting Shifts Drive Instruction with Phenomenon as Demonstration or Confirmation VS. Phenomenon as the Intellectual Driver of the Curriculum

Science Performance Explanation for Response to Exercise Small Group Performance – 2 People 1. Obtain information from reliable resources for why and how exercising causes increased breathing rates. 2. Define the system(s) and interactions occurring among the parts of the system(s) for the phenomenon. Exercise Increases Breathing Rate 3. Formulate questions to obtain information for why and how exercising causes increased breathing.

Science Performance Explanation for Response to Exercise Group Performance 4. As a group construct an explanation for why and how exercising causes increased breathing. Exercise Increases Breathing Rate 5. Develop a shared model for why and how exercising causes increased breathing.

Science Performance Explanation for Response to Exercise Individual Performance 6. Construct a written explanation for how and why exercising causes increased breathing and develop an argument for why your evidence supports your explanation. Exercise Increases Breathing Rate (Use the structure below to construct a written explanation. ) ● Define the system(s) involved in the phenomenon. ● Develop a model to show the interactions of system(s) and components of the system(s) involved in the phenomenon. ● Develop a model to show system(s) function to maintain stability in the body. ● Write an explanation for the causes of changes in the system(s) and mechanisms that lead to the changes.

Disciplinary Core Ideas LS 1 A: Structure and Function Systems of specialized cells within organisms help them perform the essential functions of life. Multicellular organisms have a hierarchical structural organization, in which any one system is made up of numerous parts and is itself a component of the next level. Feedback mechanisms maintain a living system’s internal conditions within certain limits and mediate behaviors, allowing it to remain alive and functional even as external conditions change within some range. Outside that range (e. g. , at too high or cool low external temperature, with too little food or water available) the organism cannot survive.

DCIs LS 1 C: Organization for Matter and Energy Flow in Organisms The process of photosynthesis converts light energy to stored chemical energy by converting carbon dioxide plus water into sugars plus released oxygen. The sugar molecules thus formed contain carbon, hydrogen, and oxygen. As matter and energy flow through different organization levels of living systems, chemical elements are recombined in different ways to form different products. As a result of these chemical reactions, energy is transferred from one system of interacting molecules to another. Cellular respiration is a chemical process in which the bonds of food molecules and oxygen molecules are broken and new compounds are formed that can transport energy to muscles. Cellular respiration also releases the energy needed to maintain body temperature despite ongoing energy transfer to the surrounding environment.

Science Performance Reflection Literacy Crosscutting Concepts and Science and Engineering Practices can be leveraged as close reading strategies.

Phenomenon Example Objects at Rest on a Table

Circle anything that causes you to ask questions. Underline anything that can be used to explain the phenomenon. Star anything that agrees with your original explanation.

Manifesting Shifts Thinking with Crosscutting Concepts: Blog Post

Manifesting Shifts Students Developing Models of their Thinking Developing and Using Models: Blog Post

Manifesting Shifts Constructing Explanations Take a moment to write a brief explanation (5 sentences or less) for what caused the observations you made when an individual talked into the box fan. Use your model and any information gained from your partner discussion to construct your explanation. If you use a science term in your explanation, explain it in simple terms connected to the observations you made when an individual spoke into the fan.

http: //sde. ok. gov/sde/science-implementation

Lesson Evaluation and Adaptation Collaborative ● Join other Oklahoma science teachers who are evaluating and adapting activities, lessons and units of study to better engage students in the three dimensions of science. ● Link to Folder

Tiffany Neill Director of Science Education (405) 522 -3524 Tiffany. Neill@sde. ok. gov @tiffanyneill #oklaed #oksci Tweet one thing you discovered today to share with other Oklahoma teachers.

Exit Ticket 3 Insights Gained 2 Questions You Still Have 1 Thing you will be implementing in your classroom