What's "Common" in Common Core? Using ELA and Math Common Core in the Science Classroom

Using ELA and Math Common

Core in the Science

Classroom

What’s “common”

in Common

Core?

Presented by Margie HawkinsWinfree Bryant Middle School, LSSD

Times are changing, are you?

“Students today depend on paper too much. They don’t know how to write on a slate without getting chalk dust all over themselves. They can’t clean a slate properly. What will they do when they run out of paper?”

From a principal’s publication in 1815


“Students today depend too much upon ink. They don’t know how to use a pen knife to sharpen a pencil. Pen and ink will never replace the pencil.”

National Association of Teachers, 1907


“Students today depend upon store bought ink. They don’t know how to make their own. When they run out of ink they will be unable to write words or ciphers until their next trip to the settlement. This is a sad commentary on modern education.”

Rural American Teacher, 1928


“Ball point pens will be the ruin of education in our country. Students use these devices and then throw them away. The American values of thrift and frugality are being discarded. Businesses and banks will never allow such expensive luxuries.”

Federal Teachers, 1950


“Computers give students an unfair advantage. Therefore, students who used computers to analyze data or create displays will be eliminated from the science fair.”

Apple Classroom of Tomorrow Chronicles, 1988

Times are changing…

ARE YOU ????

Practices/Capacities

Evidence-Based Reasoning

The Nature of Science

Scientist formulate and test their explanations of nature by observing, experiments and mathematical model.

For questions and ideas where there is not a great deal of experimental or observational evidence and understanding, it is normal for scientists to differ with one another about the interpretation of the theory being considered.

Scientists must review experimental procedures, examine evidence, identify faulty reasoning, point out statements that go beyond the evidence and suggest alternative explanations for the same observations. As scientific knowledge evolves, major disagreements are resolved through interactions between scientists.

What does ELA have to do with Science?

Reading and writing comprise over 50% of work time for scientist and engineers

Scientists, Mathematicians and Engineers

Do scientists, mathematicians and engineers communicate with one another?

Do scientists, mathematicians and engineers write summaries of their work?

Do they write reports?

Do they write research papers?

Do they give oral presentations of their research at symposiums? Interviews?

What does ELA have to do with Science?

Evidence based reasoning has ALWAYS been part of the science curriculum!

Standards from Which Discipline: Math or Science?

1. Obtaining, evaluating, and

communicating information

3. Look for and make use of structure

4. Planning and carrying out

investigations

5. Attend to precision

6. Analyzing and interpreting data

7. Model with mathematics

8. Using mathematics and

computational thinking

9. Constructing explanations and

designing solutions

10. Make sense of problems and

persevere in solving them

11. Reason abstractly and

quantitatively

12. Construct viable arguments and

critique the reasoning of others.

13. Developing and using models

14. Engaging in argument from

evidence

15. Use appropriate tools

strategically

16. Look for and express regularity

in repeated reasoning

Standards from Which Discipline: Math or Science?

1. Asking questions and defining problems

(NGSS)

2. Obtaining, evaluating, and

communicating information (NGSS)

3. Look for and make use of structure (M)

4. Planning and carrying out

investigations (NGSS)

5. Attend to precision (M)

6. Analyzing and interpreting data (NGSS)

7. Model with mathematics (M)

8.Using mathematics and computational

thinking (NGSS)

9.Constructing explanations and designing

solutions (NGSS)

10. Make sense of problems and

persevere in solving them (M)

11. Reason abstractly and

quantitatively (M) 12. Construct viable

arguments and critique the reasoning of

others. (M)

13. Developing and using models

(NGSS)

14. Engaging in argument from

evidence (NGSS)

15. Use appropriate tools strategically

(M)

16. Look for and express regularity in

repeated reasoning (M)

Three Important Skills to develop Evidence-Based Reasoning

DiscourseQuestioningWriting

Importance of Discourse

“Discourse does for the brain during the day, what dreaming does for the brain at night” -Dr. Kenneth Wesson

It gives the brain time to recover and sort out the day's events.

Importance of Discourse

Students MUST have time to discuss their thinking before writing about it!

Metacognition

“We don’t learn from experience, we learn from reflecting on it” -John Dewey

Why Talk is Important

O T T F F S S E _


o t t f f s s e _


1 2 3 4 5 6 7 8 _O T T F F S S E _


1 2 3 4 5 6 7 8 _

One Two Three Four Five Six Seven Eight _

Talk vs. Productive Talk

Argumentation

Collaborative Discourse

Negotiation

Whatever you choose to call it, students need to understand that scientific argument is NOT the same as everyday home and school yard arguing.

Six Elements of Scientific Arguments

The Question ( the investigation)

The Assumption (initial statement based on prior knowledge)

The Claim (the conclusion after inquiry)

The Evidence (data, observations, and/or measurements that support the claim)

The Explanation (summarizes claim and why new knowledge supports it0

The Rebuttal (counterclaim or new evidence to refute original claim)

TALKING vs. Productive Talk

Have Students Generate Rules

Share your ideas in a respectful way (e.g., take turns talking and listening to each other’s ideas. Don’t interrupt or speak over each other, no name calling or put-downs)

Agree with ideas that have convincing evidence (e.g., “I agree with Sam’s idea because… state evidence)

Feel free to disagree with ideas, but not people (e.g., “I disagree with Sam’s idea because… state evidence)

Explain how I/we know (e.g. “I know because… discuss evidence)

Talk Science

http://inquiryproject.terc.edu/prof_dev/pathway/pathway5.cfm




Questioning

Students need to be instructed in proper questioning

Teachers need to model questioning for students

In the beginning, teachers will need to provide questions, as student skills progress, students will generate their own questions

Insert Applicable Larry Bell Language (12 powerful words)

Developing Scientific Thinking With Effective Questioning

Putting Ideas Into Writing

Evidence organizer

Task Templates

My plan

Sample Organizer for Evidence-Based Claims

What is your idea?

What pieces of evidence support your idea?

1.

2.

3.

Why do these pieces of evidence support your idea?

What other science ideas support your idea?

Larry Bell’s

12 Powerf

ul Words

We want to be a nation that produces…

Effective Communicators

Self-directed learners

Informal thinkers

Collaborative workers

Efficient processors of information

Creative problem-solvers

In order to do that…we need to train our students to

Participate in collaborative discourse with peers

To argue using evidence based reasoning

To organize and write about their thinking in a clear, persuasive manner.

Thanks to the following experts for the information in this presentation

http://learningcenter.nsta.org/products/symposia_seminars/Ngss/webseminar17.aspx

http://inquiryproject.terc.edu/

http://www.sciencemaster.com/

http://www.clarku.edu/faculty/facultybio.cfm?id=15

http://www.literacydesigncollaborative.org/

NSTA Science Scope

NSTA Science and Children












What's "Common" in Common Core? Using ELA and Math Common Core in the Science Classroom

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