science literacy and common core

Ava D. Rosales, PhDInstructional Supervisor – Science

Yoly McCarthy, NBCT AYA Bio, MSCurriculum Support Specialist – Senior High Science

Department of Mathematics and ScienceOffice of Academics and Transformation

Planning for a Successful Implementation

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Florida’s CCSS Implementation Plan

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Session Outcomes

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Tech Check • Get out your SmartPhone, iPad or Laptop!

– PollEverywhere Practice survey question

http://PollEv.com

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EXAMPLE

Making the Content Connection to Common Core State Standards for Literacy and

Mathematics

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Shift Happens…again!

The Need …

http://www.xtranormal.com/

The Need: Why Develop the CCSS?

• Preparation: Prepare students with the knowledge and skills they need to succeed in postsecondary endeavors , including the use and application of technology to demonstrate learning

• Competition: Ensure our students are globally competitive through the emphasis of application, integration, critical thinking, and problem solving

• Equity: Set consistent expectations for all--and not dependent on a student’s zip code

• Collaboration: Create a foundation to work collaboratively across states and districts, pooling resources and expertise

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An Integrated System – at All Levels

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Florida’s State Board of EducationStrategic Plan

Approved October 2012

Strategic Goals

Section 1008.31, Florida Statute, establishes four goals for Florida’s education system. Each of these goals will be measured through the accountability system and progress will be documented through the performance indicators included in this Strategic Plan.

Highest Student AchievementSeamless Articulation and Maximum AccessSkilled Workforce and Economic DevelopmentQuality Efficient Services

12http://www.fldoe.org/strategic_plan/

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Statutory Goals (1008.31)Goal 1:

Highest Student AchievementGoal 2:

Seamless Articulation/Maximum Access

Goal 3:Skilled Workforce/

Economic DevelopmentPreKStudents

Improve kindergarten readiness

K-12 Students

Increase the percentage of students performing at grade level

Increase high school graduation rates

Expand STEM-related educational opportunities in high-demand areas

Increase student participation and performance in accelerated course options

Improve college readiness Expand digital education

Increase career and technical education opportunities

Improve adult education programs in school districts

Teachers & Leaders

Increase the percentage of effective and highly-effective principals

Increase the percentage of effective and highly-effective teachers

Increase the percentage of effective and highly-effective teachers at high-minority, high-poverty and low-performing schools

Reduce the number of out-of-field teachers

Reduce the number of out-of-field teachers at high-minority, high-poverty and low-performing schools

New Standard and Purpose for Teacher Evaluations

As set forth in the Student Success Act and Race to the Top, teacher evaluations are:– Designed to support effective instruction and student

learning growth– Results used when developing district and school level

improvement plans– Results used to identify professional development and

other human capital decisions for instructional personnel and school administrators

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Domain 1

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State Model Framework

Objectives 1, 2, 5 and 7Objectives 3, 4, 5 and 6

Florida Transitions toCommon Core State Standards

Current Way of Work• Standards-based instruction

• Instructional Materials and Test item specifications guide development of curriculum maps

• FOCUS mini-assessments aligned to individual benchmarks are used to monitor student progress

• Teaching benchmarks in isolation results in long lists of tasks to master

Common Core Way of Work• Standards-based instruction

facilitated by learning goals• Big ideas and learning goals guide the

development of curriculum maps• Learning progressions or scales

describe expectations for student progress in attaining the learning goals

• Assessments used to monitor student progress are aligned directly to the learning progressions or scales

• Teaching big ideas narrows the focus and allows students to delve deeper for a greater depth of understanding16

Major Implications of these Shifts/Transitions

Resources• CPALMS Resource Center• Just Read Florida• Florida Center for Reading

Research (FCRR)• ASCD Webinars• Common Core Initiative• Tools for CCSS Mathematics• Marzano’s Research Library• Florida School Leaders• Educator Recruitment,

Development, & Retention

Barriers• …that we can control or

have an impact on changing.

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Action Plan• Research indicates that if you implement a new idea within 24

hours of hearing it, you are more likely to integrate it permanently.

• Record the steps you will take as you implement the Common Core Literacy Standards and Mathematical Practices.

• When you return to your work setting, START THE ACTION.

Florida Dept. of Education 21Bureau of Curriculum & Instruction

Action/Steps Time Frame Resources Possible Barriers

Common Core Curriculum Changes in Florida

• New Standards/Benchmarks for ALL English Language Arts and Mathematics courses – ALL grade levels

• Inclusion of applicable Common Core State Standards for English Language Arts & Literacy in History, Social Studies, Science and Technical Subjects (all other courses) and the Mathematical Practices

• Implementation Timeline

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Florida’s Common Core State Standards Implementation Timeline

Year/Grade Level K 1 2 3-8 9-12

2011-2012 FL L L L L

2012-2013 F L F L L L L

2013-2014CCSS fully implemented

F L F L F L B L B L

2014-2015CCSS fully implemented and

assessed

F L F L F L F L F L

F - full implementation of CCSS for all content areasL – begin full implementation of content area literacy standards including: (1) use of

informational text, text complexity, quality and range in all grades (K-12), and (2) CCSS Literacy Standards in History/Social Studies, Science, and Technical Subjects (6-12)

B - blended instruction of CCSS with Next Generation Sunshine State Standards (NGSSS); last year of NGSSS assessed on FCAT 2.0

http://www.fldoe.org/bii/pdf/CCSS-ImplementationTimeline.pdf 23A-Z

What are the CCSS?Consist of the English Language Arts Standards, Mathematics Standards,

and Literacy Standards for History, Science and Technical Subjects

The CCSS:•Are aligned with college and work expectations;•Are clear, understandable and consistent;•Include rigorous content and application of knowledge through high-order skills;•Build upon strengths and lessons of current state standards;•Are informed by other top performing countries, so that all students are prepared to succeed in our global economy and society; and•Are evidence-based.•Are state led and coordinated by NGA and CCSSO,•Are internationally benchmarked so that all students are prepared to succeed in our global economy and society, and•Define the vision of what it means to be a literate person in the twenty-first century.

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Embrace the Implementation of the Common Core!

It is not changing WHAT we teach……it’s changing HOW we teach!

More emphasis on … …Literacy and Mathematical Practices

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Emphasis on Literacy Standards and Mathematical Practices

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What does implementation of Common Core Standards for Literacy and Mathematics look like in the content-area classrooms?

27http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf

HandoutHandout

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HandoutHandout

Small Group Activity – Unpacking1. Review the Literacy Standards (RST/WHST) for your

grade/course/level2. Highlight/Underline:

Declarative learning goals: The student will understand “x” Procedural learning goals: The student will be able to “y” Complex tasks: The student will understand “x” and be able to “y”

3. Reflect on how the practices will: impact instruction appear in the classroom help inform professional development needs

4. How do standards build on pre/post grade level standards?5. Prepare to give examples and share out with group.

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Teaching Channel Lesson - Making Learning Relevant with Current Events.

Use appropriate tools strategically

Attend to precision

Look for and make sense of structure

Look for and express regularity in repeated reasoning

Make sense of problems and persevere in solving them

Reason abstractly and quantitatively

Construct viable arguments and critique the reasoning of others

Model with mathematics

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Common Core State Standards for Mathematical Practices Handout

Handout

Common Core Benchmarks in the Science Curriculum

Small Group Activity – Unpacking

1. Read the Mathematical Practices (handout)2. Highlight:

Declarative learning goals: The student will understand “x” Procedural learning goals: The student will be able to “y” Complex tasks: The student will understand “x” and be able to “y”

3. Reflect on how the practices will: impact instructionappear in the classroomhelp inform professional development needs

4. How do practices differ from grade K through grade 12?5. Prepare to give examples and share out with group.

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Teaching Channel Lesson – Identify the Mathematical Practices used in the Making Sense of Density Lesson.

Course Requirements and Standards

Using the Common Core State Standards document and/or the course description the participants will identify the critical areas of focus or big ideas for the course

“Chunks” or Big Ideas

1.Always begin with the course requirements defined by the standards in the course description.

2.“Chunk” the course content standards and/or benchmarks contained in the course description based upon these major areas of focus and identify the “big ideas”.

Instructional Design in Layers

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Major Learning GoalsStep 1: make a distinction between learning goals and learning activities or assignments.

A learning goal is a statement of what students will know or be able to do.

Students will understand _____ and be able to ______.

Progression Scales for Major Learning Goals

Step 2: Write a rubric or scale for each learning goal.

Step 3: Have students identify their own learning goals

Progress Monitoring Assessments

Instructional Design• Course requirements are defined by course

descriptions/frameworks approved by the State Board.• Districts determine the scope and sequence through

curriculum maps and “Chunk” the major units of focus or “Big Ideas”– Common Core Way of Work:

• Identify Major Learning Goals that are MEASURABLE!– Essential Questions (target specific learning goals)– Engaging Activities– Progression Scales

» Formative Assessments» Interim Assessments

Not driven by TEXTBOOKS or Test Item Specifications!Differentiated for ESE, ELL, and RtI

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Instructional Design Questions

Guidelines for Differentiating Instruction35

Is your learning environment optimized for student success?

Are you clear about what students need to know, understand and be able to do?

What data will you collect to assess student learning?

How can Common Core Literacy Standards be embedded into a lesson?

Agree or Disagree:• There are certain Career and Technical Education

courses that include science concepts.• Overlapping content has the pedagogical advantage

of enabling students to see the application and relevance of subject matter, which may increase students’ motivation, understanding, and retention of concepts.

IT MAKES SENSE!36

Collaborative Instruction/Planning and Collaborative Instruction/Planning and Integration!Integration!

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Course: Comprehensive Science 2 (200207001)Sample Lesson Plan

Learning Goal: The student evaluates the impact of the science of DNA analysis on the individual and society and analyzes the common methods used in different fields of science (SC.912.L.16.10).

Integrated Concepts:

• Describe and explain the purpose of DNA (Life Science)• Analyze methods used to obtain information in different fields of science (Nature of Science)

Objective(s): • To bring world relevance to text reading, establish a purpose for reading, model fluent reading, provide opportunities for students to become interactive with the text, and think critically about information in the text.

• To provide students with a demonstration of question generation and the opportunity for them to interact with the text by generating questions to further deepen their comprehension.

• To provide opportunities for students to interact with the text and with their peers to:• identify text information most significant to the final/essential question.• facilitate complex thinking and deep comprehension of text.

Essential Question:

How can advanced technologies such as the science of DNA analysis affect impact society and/or individuals?

Engaging Activity and Discussion Questions:

Predictive Written Response to Complex Text-Based Question: What are some positive and negative consequences of using the science of DNA analysis to solve crimes? Guiding Question: Using evidence from the text and video clip, why is it important to consider positive and negative impacts on society and/or individuals, when using DNA as evidence of a crime?

Formative Assessment Task:

Final Written Response to Complex Text-Based Question: Using evidence from the text, why is it important to consider positive and negative impacts on society and/or individuals, when using DNA as evidence of a crime?

Differentiated Instruction Strategies:

Tiered assignments; Four Corners; Vocabulary Instruction/front-loading; Use lower level examples for some students, use graphic representations. Display common prefixes, roots, and suffixes around the room. Group work.

Determining Text Complexity

A Four-step Process:

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QuantitativeQual

itativ

e

Reader and Task

4. Recommend placement in the appropriate text complexity band.

3. Reflect upon the reader and task considerations.

2. Analyze the qualitative measures of the text.

1. Determine the quantitative measures of the text.

The Common Core Standards' three equally important components of text complexity.

COMPREHENSION INSTRUCTIONAL SEQUENCEThe New “Look and Feel” of Instruction with Common Core

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Activate Prior Knowledge!• Hook Question: How can the science of DNA analysis

affect society?

• Predictive Written Response to Complex Text-Based Question: What are some positive and negative consequences of using the science of DNA analysis to solve crimes?

• Vocabulary Front-Loading• Text Marking (Reading #1):

– An active reading strategy that helps students focus and isolate essential information in a text, improving their comprehension and retention of reading material.

• Directed Note-Taking (Reading #2)• First draft written response to essential question

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HandoutHandout

Vocabulary Front-loading

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Independently, identify/highlight/underline

words that are unfamiliar to you.

Pearson Digital Content Reading Coach

Science News for Kids


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Vocabulary Instruction•Direct students to locate words introduced in the text by paragraph number. •Model for students how to derive word meaning(s) from word parts (prefix, root, suffix) and/or context. •Record meanings of word parts and words on word wall, journal, etc.


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Text Marking

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+ -this section of text shows a positive impact of the science of DNA analysis on society or the individual– - this section of text shows a negative impact of the science of DNA analysis on society or the individualP – this section of text shows a problemS – this section of text shows a solution

9.1

Animal CSI or from science lab to crime lab

By Emily Sohn/ March 26, 2008 (http:/ /www.sciencenewsforkids.org/?s=DNA )

Robbery, vandalism, murder: Crimes happen every day. But people aren’t the only victims of illegal activity. Bad guys can also target animals. And since animals can’t tell police officers what they’ve seen, these are some of the toughest cases to solve.

Particularly challenging are the crimes that involve poaching—taking animals from the wild that are protected by law. Poachers can make a lot of money selling meat, tusks, fur, fins, and other parts of protected animals.

Federal inspectors took this suitcase from a traveler passing through Miami’s airport. Inside were poached shark fins and seahorses that NOAA enforcement officers later sent to researchers at Nova Southeastern University in Florida for identification.

R. Horn/Nova Southeastern Univ. Oceanographic Ctr.

Poaching can devastate even large wildlife populations if too many animals are taken in any year or from any area. The problem becomes even more serious when a species is endangered. Then, losing even a few animals can make it harder for the species to survive.

What’s really bad is that poaching creates an unfortunate cycle: As the animals become more rare, their parts become more valuable. So, poachers earn even greater rewards for their collection of protected species.

Now, scientists are helping fight back. Using the genetic material DNA, they are finding ways to clinch hard-to-solve cases involving a wide range of creatures, from elephants to seahorses.

P1

P2

P3

P4

P5

P

S+

Directed Note-Taking

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Present a guiding question to direct student thinking while taking notes. Teacher models note-taking with some examples from the text, and selects the category or categories that the statement supports. Students complete note-taking collaboratively or independently.

HandoutHandout

Directed Note-Taking

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Present a guiding question to direct student thinking while taking notes. Teacher models note-taking with some examples from the text, and selects the category or categories that the statement supports. Students complete note-taking collaboratively or independently.

HandoutHandout

Directed Note-Takingwith video

First Draft Written Response to Essential Question

Using evidence from the text, why is it important to consider positive and negative impacts on society and/or individuals, when using DNA as evidence of a crime?

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HandoutHandout

In small groups, take positions and discuss which factor is most significant/impactful

(based on the text), and come to consensus.

Group Consensus

Individual Vote #1

Individual Vote #2

Positive ImpactNegative ImpactProblemSolution

1) Count number of groups that selected each category.2) Count number of individuals that selected each category.

3) After hearing discussion and text-based evidence, did you change your mind? New independent vote! (Modification - Four Corners)

Question GenerationPurpose: To provide students with a demonstration of question generation and the opportunity for them to interact with the text by generating questions to further deepen their comprehension.

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Generate questions unanswered from your first text reading. Record your questions on your Student Question Generation paper as you work in pairs or small groups. In your groups, select one question and place on grid at front of room in appropriate category.

Final Response After Rereading and Extended Text Discussion

• Purpose: To provide opportunities for students to interact with the text and with their peers to:– identify text information most significant to the final/essential

question.– facilitate complex thinking and deep comprehension of text.

After the final discussion, answer the following question on your handout:

According to the text and extended text discussion, which factor is most likely the primary concern for scientists when conducting scientific research?

How does ethics play a role in scientific research?

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Course Requirements and Standards“Chunks” or Big Ideas

Debrief Lesson

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• The student evaluates the impact of biotechnology on the individual, society and the environment, including medical and ethical issues.

• Evaluate advances in biotechnology that impact agriculture (Agriscience)

• Identify common diseases and disorders of each body system including etiology, prevention, pathology, diagnosis and treatment/rehabilitation (Health Science).

• Describe cell structure and function in diseased and healthy tissues (Health Science).

Which Literacy standards did we implement into this lesson?

LACC.68.RST.1.1 Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.

LACC.68.WHST.3.9 Draw evidence from informational texts to support analysis, reflection, and research.

• Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks [attending to special cases or exceptions defined in the text].

• Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context.

• Integrate [Translate] quantitative or technical information expressed in words in a text with a version of that information expressed visually [into visual form and translate information expressed visually or mathematically into words].

• Write informative/explanatory texts, including scientific procedures, experiments, or technical processes.

• Draw evidence from informational texts to support analysis reflection, and research.

• Use units as a way to understand problems and to guide the solution of multi-step problems.

• Describe qualitatively the functional relationship between two quantities by analyzing a graph.

Key Ideas & Details: LACC.68.RST.1.3[LACC.910.RST.1.3 ]

Craft & Structure: LACC.68/910.RST.2.4

Please stand if you agree that the statement describes an activity you would expect to observe in a science, CTE or health education class.

Integrated ContentRELATED STANDARDS/BENCHMARKS

Integration of Knowledge & Ideas: LACC.68.RST.3.7LACC.910.RST.3.7

Text Types & Purposes: LACC.68/910.WHST.1.2Research : LACC.68.WHST.3.9

Functions: MACC.8.F.2

Quantities: MACC.912.N-Q.1.1

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Make sense of problems and persevere in solving them. Reason abstractly and quantitatively. Construct viable arguments and critique the reasoning

of others Model with mathematics Use appropriate tools strategically Attend to precision Look for and make sense of structure Look for and express regularity in repeated reasoning

Please stand if you agree that the statement describes an activity you would expect to observe in a science, CTE or

health education class.Integrated Content

Standards for Mathematical Practices

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“Chunking” Big IdeasSC.7.L.16.1 Understand and explain that every organism requires a set of instructions thatspecifies its traits, that this hereditary information (DNA) contains genes located in thechromosomes of each cell, and that heredity is the passage of these instructions from onegeneration to another. (Also assesses SC.7.L.16.2 and SC.7.L.16.3.)SC.7.N.1.5 Describe the methods used in the pursuit of a scientific explanation as seen indifferent fields of science such as biology, geology, and physics. (Also assesses SC.7.N.3.2,SC.8.N.1.5, and SC.8.E.5.10.)

LACC.68.RST.1.1 Cite specific textual evidence to support analysis of science andtechnical texts, attending to the precise details of explanations or descriptions.LACC.68.WHST.3.9 Draw evidence from informational texts to support analysis,reflection, and research.

MACC.K12.MP.1: Make sense of problems and persevere in solving them.MACC.K12.MP.2: Reason abstractly and quantitatively.MACC.K12.MP.3: Construct viable arguments and critique the reasoning of others.MACC.K12.MP.7: Look for and make use of structure.MACC.K12.MP.8: Look for and express regularity in repeated reasoning.

The CIS lesson covered (chunked) several benchmarks and was an example of one activity that demonstrated the inclusion of the Literacy Standards with the NGSSS.

Comprehension Instructional Sequence (CIS)

Facilitates students…

• Using background knowledge, i.e., predicting, inferring

• Identifying key ideas from text

• Learning and using text structures

• Monitoring comprehension and employing fix-up strategies

• Using a variety of reading strategies effectively

• Paraphrasing, explaining, and summarizing information to construct conclusions

• Engaging in question generation

• Extended text discussion and writing58

CIS Brochure from Just Read, Florida!

Discuss It!

• Based upon this lesson, how might you describe the new “look and feel” of instruction with Common Core Literacy Standards?

• How might you differentiate instruction for struggling students, Students with Disabilities (SWD), or English Language Learners (ELL)?

Florida Dept. of Education 60Bureau of Curriculum & Instruction

“The fact that students

differ may be inconvenient, but it is inescapable.

Adapting to that diversity is the inevitable price of

productivity, high standards, and fairness to kids.”

Theodore Sizer, Brown University

61Adapted from Florida Inclusion Network (FIN) and Florida Diagnostic & Learning Resources System (FDLRS)

HandoutFor ESEHandout

For ELL

Instructional Design Questions

Guidelines for Differentiating Instruction62

Is your learning environment optimized for student success?

Are you clear about what students need to know, understand and be able to do?

What data will you collect to assess student learning?

“The goal is no longer to teach a unit and then see who got it, but rather to

understand student progressions toward learning goals throughout a

unit and adjust teaching as necessary to guide each student to success.

The Differentiated School , by Tomlinson, Brimijoin, & Narvaez

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The starting place for all effective instruction is designing and communicating clear learning goals.

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Marzano (2009)

Without a precise description of where they are headed, too many students are "flying blind."

Moss, Brookhart, Long (2011). Knowing Your Learning Target. Educational Leadership. 68 (6). pp. 66-69.




Instructional Design in Layers

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Major Learning Goals

Statements of what learners will know and/or be able to do. In teaching situations, effective teachers state learning goals in a rubric (or scale) format where ascending levels of proficiency of the goal are specified.

• Learning Goals, Scales, and Learning Activities• Text Coding Activity (Intro through Learning Goals section)

– D = I already DO this (be prepared– N = This is NEW to me– ? = I would like to know about this

• For more information:– https://www.floridaschoolleaders.org– https://www.floridaschoolleaders.org/resources/index.aspx

Florida Dept. of Education Bureau of Curriculum & Instruction 66

HandoutHandout

True or False?(Gut-check!)

• Learning goals are NOT the same as topics.• Learning goals are NOT the same as standards.• Learning goals are NOT the same as activities.

There is a reason many teachers are activity-based rather than goal-based: you can survive the day without a goal, but you cannot survive the day without an activity.

Mike Rutherford

Practice

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You Be the Judge-Learning Goal or Not?Declarative Knowledge or Procedural Knowledge?

The student…1. Understands that the sun is the largest body in the solar system. 2. Describes how materials change when they are heated or cooled. 3. Flips a coin one hundred times to determine probability of heads. 4. Creates a model of the moon and earth rotating on their axis.5. Summarizes what was read or learned and write a short

statement of the main points or the big ideas.6. Correctly administers subcutaneous injections.7. Practices solving several equations in cooperative groups.

68Adapted from Kentucky Department of Education, Module 1 and 2: Learning Targets

With a shoulder partner, determine if the following statements are a learning goal or activity. Identify the learning goals as declarative or procedural.

Reflection ActivityLet’s take a moment to individually reflect on current practices

on the following questions: • How clear are you about the distinction between a

learning goal and a learning activity/assignment? • How do you communicate the difference to students?• To what extent do you communicate learning goals in a

way that makes explicit to students how they can improve?

• To what extent do you have students restate rubrics in their own words?

• To what extent do you have students design their own learning goals for units of instruction? If you do not, how might you do so?

69Marzano. R.J. (2007). The Art and Science of Teaching: A Comprehensive Framework for Effective Instruction. ASCD, Alexandria, VA.

Please share some of your reflections and/or questions with your group.

Summarizing: Learning Goals• Determine learning goals or targets needed to master

standard/benchmark.– Remember that several learning goals or targets may be needed

to master the standard/benchmark– Levels of mastery are indicated by defined criteria and set the

stage for student success.

• Sources for Learning Goals– Next Generation Sunshine State Standards (NGSSS)

• Big Ideas • Benchmarks

– Common Core Standards• Domains• Standards

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LET’S TAKE LEARNING GOALS ONE STEP FURTHER…

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Knowledge Learning Goals

Master factual knowledge, to be learned outright or retrieved

• Recognizes and describes patterns• Understands long-term physiological benefits

of regular participation in physical activity• Explains the important characteristics of U.S.

citizenship• Knows that energy can be transformed

between various forms

Adapted from Kentucky Department of Education, Module 1 and 2: Learning Targets 72

Reasoning Learning Goals

Use knowledge to reason and solve problems

• Uses statistical methods to describe, analyze, evaluate, and make decisions

• Analyzes fitness assessments to set personal fitness goals, strategizes ways to reach goals, evaluates activities

• Examines data/results and proposes meaningful interpretation


Skill Learning GoalsDemonstrate mastery of specific performance skills

•Measures length in metric and US units•Reads aloud with fluency and expression•Dribbles to keep the ball away from an opponent•Participates in civic discussion with the aim of solving current problems•Uses simple equipment and tools to gather data


Product (Performance) Learning Goals

Create quality products

• Constructs bar graphs• Develops a personal health-related fitness plan• Constructs physical models of familiar objects• Creates an Xtranormal presentation on biotechnology


Learning Goal Types tend to be cumulative or hierarchical

• Knowledge = Knowledge

• Knowledge + Reasoning = Reasoning

• Knowledge + Reasoning + Skill = Skill• Knowledge + Reasoning + Skill + Product = Product


Use the Literacy Standards handout where standards were identified as declarative or procedural. Identify which standards would also require skill and/or product to show mastery of the standard.




Biotechnology Lesson in Layers

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HE.912.C.1.8 Analyze strategies for prevention, detection, and treatment of communicable and chronic diseases.SC.912.L.16.10 Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues.

LACC.910.RST.1.1 Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.LACC.910.RST.2.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9–10 texts and topics.LACC.910.WHST.3.9 Draw evidence from informational texts to support analysis, reflection, and research.

Major Learning GoalsThe student analyzes strategies for prevention, detection, and treatment of communicable and chronic diseases.

The student explains the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics.

The student evaluates the impact of biotechnology on the individual, society and the environment, including medical and ethical issues.

The student describes how scientific inferences are drawn from scientific observations and provide examples from the content being studied.

Knowledge Learning Goal

Reasoning Learning Goal

Reasoning Learning Goal

Identify the Learning Goal type .

Knowledge Learning Goal




Biotechnology Lesson in Layers

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SC.912.L.15.1 Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change.SC.912.L.15.14 Discuss mechanisms of evolutionary change other than natural selection such as genetic drift and gene flow.SC.912.L.15.15 Describe how mutation and genetic recombination increase genetic variation.SC.912.N.1.3 Recognize that the strength or usefulness of a scientific claim is evaluated through scientific argumentation, which depends on critical and logical thinking, and the active consideration of alternative scientific explanations to explain the data presented.SC.912.N.1.4 Identify sources of information and assess their reliability according to the strict standards of scientific investigation.SC.912.N.1.6 Describe how scientific inferences are drawn from scientific observations and provide examples from the content being studied.LACC.910.RST.1.1 Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.LACC.910.RST.2.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9–10 texts and topics.LACC.910.WHST.3.9 Draw evidence from informational texts to support analysis, reflection, and research.

Major Learning GoalsThe student provides examples from the content being studied.

The student cites specific textual evidence to support analysis of science and technical texts.

The student determines the meaning of key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context.

The student draws evidence from informational texts to support analysis, reflection, and research.

Product Learning Goal (Knowledge + Reasoning + Skill)

Skill Learning Goal (Knowledge + Reasoning)

Reasoning Learning Goal (Knowledge )

Skill Learning Goal (Knowledge + Reasoning)

Identify the Learning Goal type .

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Course Requirements/StandardsSample Unit

The student evaluates the impact of biotechnology on the individual, society and the environment, including medical and ethical issues (SC.912.L.16.10).

The student describes how scientific inferences are drawn from scientific observations and provide examples from the content being studied (SC.912.N.1.6).

Learning Goal 3The student analyzes strategies for prevention, detection, and treatment of communicable and chronic diseases. (HE.912.C.1.8).

Learning Goal 4The student explains the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics.

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Course Requirements/StandardsSample Unit

Design Learning Goal 3

Design Learning Goal 4

HandoutHandout

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Course Requirements/Standards

“Chunking” and Big Ideas

Using a course description, work with your small group to identify a learning goal from your course that may take a student weeks, months, or even all year to master.

Please sit with peers that teach the same/similar course(s).

• “Chunk” the unit standards/benchmarks into related, measurable Learning Goals that guide students toward successful mastery.

• Determine what the student needs to know and/or do to demonstrate mastery of the selected Learning Goal.

• Complete the Standards portion of the Learning Goal Template for your first goal (left side only).

• Design a learning goal(s) for the selected standard(s)/benchmark(s).• Identify type of Learning Goal (knowledge, reasoning, skill, product).

• Identify the Literacy standards and mathematical practices that are applicable to the Learning Goal.

• Repeat this process for other standard(s)/benchmark(s).• Select one learning goal to share with group and using chart paper

identify the learning goal and the scale/rubric/progress points.

Reflections and FeedbackParking Lot – on a sticky-note, pick at least one to answer• How do you see the Literacy Standards and Mathematical

Practices supporting and enhancing your curriculum?• What concerns you the most about the transition to

implementation of CCSS Literacy Standards and Mathematical Practices?

• How can these concerns be addressed?

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Exit slip - on separate sticky-notes, please complete • I used to think….• But, now I know…

science literacy and common core

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