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ILLINOIS SCIENCE AND
SOCIAL SCIENCE WORKSHOP
FOR ELEMENTARY EDUCATORSHow to incorporate the science and social science standards into your K-5 day
Jeanine Sheppard – ISBE Math/Science Content Specialist
Katie Elvidge – ISBE Social Science Content Specialist
Objectives• Become familiar with grade level standards
and key shifts
• Develop an understanding of how to facilitate inquiry
• Integrate science and social science content and standards into existing ELA curriculum
Welcome!Thank you for finding your grade level table(s). Please take a few moments to introduce yourselves to your tablemates.
Be sure to share:– Your name
– School District
– Role
– When you’re not teaching, what do you spend most of your time doing?
Before we begin…• We know how much new has been thrown at you recently!
• Our goal is to help make the Science and Social Science transition as seamless as possible.
• Many of these things are simply shifts to emphasize things great teachers already do in their classrooms!
With your table, make a two-column chart.
Fill a chart paper with these defining characteristics.
Activity
What did science traditionally
look like in your classroom?
What did social science traditionally look like in your
classroom?
How was a unit mapped out?
What were students doing?
What was the teacher doing?
What was the “destination”?
5 minutes
Illinois Science Standards Overview
7 Significant Shifts of NGSS1. K-12 Science Education Should Reflect the Interconnected Nature of
Science as it is Practiced and Experienced in the Real World.
2. The NGSS are Student Performance Expectations – NOT curriculum.
3. The Science Concepts in the NGSS Build Coherently from K-12.
4. The NGSS Focus on Deeper Understanding of Content as well as Application of Content.
5. Science and Engineering are Integrated in the NGSS, from K-12.
6. The NGSS are Designed to Prepare Students for College, Career, and Citizenship.
7. The NGSS and Common Core State Standards (ELA and Math) are Aligned.
http://www.nextgenscience.org/sites/default/files/Appendix%20A%20-
%204.11.13%20Conceptual%20Shifts%20in%20the%20Next%20Generation%20Science%20Standards.pdf
Scientific and Engineering Practices
1. Asking Questions and Defining Problems
2. Developing and Using Models
3. Planning and Carrying Out Investigations
4. Analyzing and Interpreting Data
5. Using Mathematics and Computational Thinking
6. Constructing Explanations and Designing Solutions
7. Engaging in Argument from Evidence
8. Obtaining, Evaluating, and Communicating Information
How students are learning
about content…
Skills to be developed in
every grade level.
Crosscutting Concepts1. Patterns
2. Cause and Effect
3. Scale, Proportion, and Quantity
4. Systems and System Models
5. Energy and Matter
6. Structure and Function
7. Stability and Change
Why students are learning
about content…
Underlying themes that
permeate content in every
grade level.
Disciplinary Core Ideas•Physical Science–Matter and Its Interactions–Motion and Stability: Forces and
Interactions–Energy–Waves and Their Applications in
Technologies for Information Transfer
•Engineering, Technology, & Applications of Science
–Engineering Design
–Links Among Engineering, Technology, Science and Society
•Life Science–From Molecules to Organisms:
Structures & Processes–Ecosystems: Interactions, Energy, &
Dynamics–Heredity: Inheritance & Variation of
Traits–Biological Evolution: Unity & Diversity
•Earth & Space Science–Earth’s Place in the Universe
–Earth’s Systems
–Earth and Human Activity
Performance Expectation
All of your grade level
Performance
Expectations are on
the handout in your
folder.
Just remember, there
is more information
available to you when
you are ready for it!
Three-Dimensional Lessons
• Video –
2nd Grade:
https://www.youtube.com/watch?v=XJBN6BX04Ms
ACTIVITY:• Write down the SEPs, CCCs, and DCIs covered by this
lesson.
• Write down the significant shifts you observe.
Illinois Social Science Standards Overview
What goals do we have for our students in the future?
–Providing students the skills they need to be functional citizens
–Students take ownership of learning to truly understand material
• Engaging them in the curriculum
–Intensified focus on understanding the why things happened and the impact of those events
• Less focus on memorization of dates/names
• Focus on key skills and concepts
ProcessStandards-writing task force, made up primarily of educators, began by solidifying a vision for our students for the future:
• “The Illinois Social Science Standards are designed to ensure that students across Illinois focus on a common set of standards and have the opportunity to develop the knowledge, dispositions, and skills necessary for success in college, career, and civic life in the 21st century.”
–“The vision supporting this design is to produce Illinois graduates who are civically engaged, socially responsible, culturally aware, and financially literate.”
Process• College, Career, and Civic Life Framework (C3 Framework) was
used as a guide in developing the IL Social Science Standards
–National framework for social sciences based on use of inquiry
• Keeping in mind the vision for our students, the standards were developed to be skill based, rather than simply a list of content to cover.
–Districts have control to determine curriculum locally that incorporates state mandates
– Allow for the diversity of each district or community to be honored and integrated into the curriculum while still ensuring all students in IL have the foundational skills needed to think critically about the social sciences.
Standards FormatWhat do you know about difference in grade level formatting of the standards?
• Elementary Standards are based on themes and aligned to the disciplinary concepts.
The themes are:
• Kindergarten: My Social World
• First Grade: Living, Learning, and Working Together
• Second Grade: Families, Neighborhoods, and Communities
• Third Grade: Communities Near and Far
• Fourth Grade: Our State, Our Nation
• Fifth Grade: Our Nation, Our World
Components of Standards• Standards are divided into two portions that work in
tandem – Inquiry Skills and Disciplinary Concepts • Inquiry skills are the method in which you can accomplish your
disciplinary concepts
• Disciplinary concepts are divided into 4 categories:
–Civics, Geography, Economics, and History
–These emphasize the way each discipline provides foundational knowledge and skills essential to inquiry and action.
–Specific content should be determined locally and reflect the state mandates
• Inquiry skills are the vehicle that drives the learning of the disciplinary concepts
These are
the skills
students
should use...
…to understand
these concepts
Disciplinary concepts do
not focus on
memorization of facts or
dates but rather work
towards an
understanding of more
complex concepts.
Inquiry Skills• The Inquiry Skills Standards emphasize the importance that all of the grades be
engaged in inquiry (individually and collaboratively)
– Inquiry skills…
• …emphasize importance of inquiry and action (thinking and doing)
• …are methods and dispositions that students need to develop in order to be equipped to meet the challenges of college, career, and civic life in the 21st century.
• Divided into 3 main areas that mirror the dimensions of the C3 Framework (dimensions 1, 3, and 4)
– Developing Questions and Planning Inquiries
– Evaluating Sources and Using Evidence
– Communicating Conclusions and Taking Informed Action
The components of the inquiry skills, when used together, form an inquiry arc that guides learning in the classroom. The Inquiry Skills should guide how students learn about the disciplinary concepts.
Key Instructional ShiftsSince the New Illinois Learning Standards for Social Science were based upon the C3 Framework the five instructional shifts found in C3 are applicable to the standards.
Those shifts are:
– Craft questions that spark and sustain an inquiry.
– Cultivate and nurture collaborative and civic spaces.
– Integrate content and skills purposefully.
– Promote literacy practices and outcomes.
– Provide tangible opportunities for taking informed action.
The shifts and Inquiry Skills are asking us to adjust our thinking on the method students use when interacting with content.
Cross-Curricular Inquiry• Students are not only being exposed to the inquiry process and critical thinking skills in
the social sciences
• Science, with NGSS, has a large focus on students taking an active role in the inquiry process
• Social Emotional Learning connections in the social sciences:
– Goal 1 – Develop self-awareness and self-management skills to achieve school and life success.
– Goal 2 – Use social-awareness and interpersonal skills to establish and maintain positive relationships.
– Goal 3 – Demonstrate decision-making skills and responsible behaviors in personal, school, and community contexts.
• English/Language Arts, with their Illinois Learning Standards also focus on critical skills that strongly correlate with the Inquiry Skills portion of the Social Science Standards.
– Correlation document has been created for all grade levels/bands that details the connection between the social science and literacy standards
The top of each
document lists possible
connections that could
occur depending on the
tasks planned by the
teacher.
Social Science Standard
Literacy standard(s) that
directly connect to the
Social Science Standard
Inquiry-Based Learning
Inquiry-Based Learning Overview
–Inquiry = the act of asking questions in order to gather or collect information; a systematic investigation often of a matter of public interest (Merriam-Webster)
–Think of inquiry as an ongoing cycle of learning striving to use knowledge at increasingly complex levels as a way to integrate content.
–A complex process is involved when individuals attempt to convert information and data into useful knowledge. Useful application of inquiry learning involves several factors: a context for questions, a framework for questions, a focus for questions, and different levels of questions.
Inquiry-Based Learning Overview• Inquiry-based learning is a complex process where students
attempt to convert information into useful knowledge
– They do this by…
• asking “real” questions
• finding resources to gather information in answering “real” question
• interpreting the information
• reporting the findings
–As they go through this process students are constantly refining the “real” question, evaluating and verifying information, and reinterpreting information in light of new information.
Original Source Article: http://goo.gl/EWT19R
Claim, Evidence, Reasoning (CER)
http://www.activatelearning.com/claim-evidence-reasoning/
https://www.youtube.com/watch?v=faSAI0Anf9E
https://www.youtube.com/watch?v=5KKsLuRPsvU
5E Instructional Model for Science Inquiry
http://ngss.nsta.org/designing-units-and-lessons.aspx
5E Lesson Plan
Template
Inquiry-Based LearningTips to Apply Inquiry-Based Learning Specifically to Social Science Classes:
– Ensure your essential questions are ones that can be supported with factual evidence
• Great questions launch and support an inquiry - ideally, students are the ones who create questions
• Wiggins and McTighe define essential questions as “questions that are not answerable with finality in a brief sentence… Their aim is to stimulate thought, to provoke inquiry, and to spark more questions — including thoughtful student questions — not just pat answers” (106)
– Do not answer question for students – engage them in primary or secondary source documents
• Use inquiry as a method to investigate the misconceptions of history or investigate other perspectives
• Ask them their initial ideas about question first - ensure students are using high-quality sources that both confirm and cause them to question their view
• Continue pushing students towards more nuanced questions as they research through use of discussion and prompting
• No matter the outcome of the research, ensure students answer questions using evidence as support
• One of biggest challenges is finding a good variety of high quality sources – check out the links on the Classrooms in Action site as a starting point!
– Encourage critical thinkers with opportunities for discussion (whole class, small group, or with teacher)
• Having students get in the habit of taking a stance of healthy skepticism towards information they receive
• Discussion will help students process their learning and allow teachers to assess student progress, clear up misconceptions, and point students in the right direction for their inquiry
– Establish time for reflection upon and sharing of inquiry-based projects.
• Identify other possible views or solutions based on their research question, evaluate their sources, reconcile conflicting accounts or create interpretive accounts
• Emphasize that telling the learning process or “story of learning journey” (in some format) is vital component
“Teaching history through inquiry
helps students move toward
knowledge by engaging with the
primary documents of the past”
Understanding by Design by Grant Wiggins and Jay McTighe; “Teaching History Through Inquiry” article by Stephen Lazar Article Link: http://goo.gl/8JI46t
Full Article: http://goo.gl/br1OnL
What type of historical
misconceptions?
o Perhaps that James Earl Ray was the
only person involved in the
assassination of Martin Luther King Jr.
o Allow students to investigate other
evidence, such as the King family’s
civil law suit against the U.S.
government
o Use this intriguing fact, not often
shared in history books to pique
student interest in this time period
and launch an inquiry
Inquiry Stations
Groups for StationsOn today’s agenda you should see a colored sticker. This is your group for our station activity!
– RED group will start with Jeanine at the science station
– GREEN group will start with Katie at the social science station
If your sticker has gone missing please see one of us and we’ll help you find your station group.
Lunch BreakPlease be back promptly in 1 hour
Interdisciplinary Unit Planning
Where to start?• Choose your text(s)
– Is there a novel you’d like your students to read and experience interdisciplinary learning
– Do you use a reading series? Perhaps a story from your series or a paired text in your series?
• Our sample unit: 1st grade unit, literacy text series is used. A pair of stories are chosen as central text:
Our
reading
series:
Paired texts selected:
“Let’s Go to the Moon!” by Stephen R. Swinburne and
“Mae Jemison” by Debbie O’Brien
Standards• Next find the standards targeted by each story
– Determine what literacy standards each text may target (a text series may provide that information!)
• What are your priority or focus standards for ELA? Emphasize and assess those and touch on some of the others
– Examine your grade level’s science and social science standards to determine connections to content
• When determining standards, also consider driving questions for science concepts and essential questions for social science
– If you let student’s interests steer the inquiry these questions may change but predicting logical connections will help in the planning stages
• Our sample unit:
– Literacy standards addressed by stories are gathered from text. Focus standards for literacy are determined:
• RI.1.1 Ask and answer questions about key details.
• RF.1.1a Recognize the features of a sentence.
• SL.1.4 Describe people, places, things and events with relevant details, expressing ideas and feelings clearly.
– Science and social science standards connections at the first grade level:
• 1-PS4-2 Make observations to construct an evidence-based account that objects can be seen only when illuminated.
• 1-ESS1-1 Use observations of the sun, moon, and stars to describe patterns that can be predicted.
• SS.CV.1.1 Explain how all people, not just official leaders, play important roles in a community.
• SS.H.1.1 Create a chronological sequence of multiple events.
Starting point of all
possible standards from
which focus standards
were chosen
**Standards should drive
the instruction and
assessment of your unit**
Inquiry Skills Practiced:
(not assessed):
SS.IS.1.K-2
SS.IS.2.K-2
SS.IS.3.K-2
Plan UnitOur sample unit:
Activities• Brainstorm possible supporting and culminating activities and assessment options
– What activities will your students do to gather information? What format will they put the information in? (graphic organizer, chart, etc)
– How can you assess what students have learned about the literacy, science, and social science standards being targeted? What activity or activities can show understanding in those areas?
– Ensure that any assessment activities are assessing the standards targeted in each content area
• Our sample unit:
Supporting Activities:
As 1st graders, information learned and gathered will be kept in central locations in the classroom (chart paper/bulletin boards/etc). Individuals can use simple graphic organizers to organize research.
Culminating Activity/Assessment Ideas:
– Science – Phases of the Moon investigation
– Social Science – Astronaut Jigsaw
– Literacy – Standards assessed throughout unit and during Sci/SS culminating activities
• RI.1.1 Ask and answer questions about key details. (lit. series activities and moon and astronaut questioning)
• RF.1.1a Recognize the features of a sentence. (Astronaut Jigsaw)
• SL.1.4 Describe people, places, things and events with details and feelings clearly. (Moon observation discussions and astronaut discussions)
Culminating Activity/Assessment IdeasMoon Phases Investigation:
• Goals for understanding:
– Moon reflects light from the sun
– Observe the pattern of the phases of the moon and be able to make predictions of what would happen next
– Why may I not be able to see the moon?
• Launch investigation using the phenomenon of moon images
• Use moon data from previous weeks to fill in moon journal together (past 2 weeks to model)
• Have students fill in their own moon journal every night for the next two weeks (discuss daily in school for any who couldn’t complete at night)
• Oreo model of moon phases – help emphasize order of phases of the moon and make predictions about future phases
• Illuminate and observe shadow – Styrofoam ball moon phase model
Culminating Activity/Assessment IdeasAstronaut Jigsaw:
• Ensure activity assesses targeted standards:
– SS.CV.1.1: Explain how all people, not just official leaders, play important roles in a community.
– SS.H.1.1: Create a chronological sequence of multiple events.
• Whole class videos or texts about impact of astronauts and explore student questions
• Groups of 4 assigned a different astronaut
– Provide them with grade level appropriate resources and picture of astronaut
– Each group needs to include at least 4 important details about their astronaut and be sure to order them underneath their picture in chronological order
– Gallery walk to share learning
• Model process with Mae Jemison text
Sources• Gather as many grade-appropriate resources as possible
– What supplementary texts can be used?
– Internet? Videos? Images?
• Our sample unit:
StarChild Website Astronaut Info
Videos on astronauts
Teach UnitOur sample unit:
Week
1
Monday Tuesday Wednesday Thursday Friday
How does each day look? When is this taught within the school day?
Week
2
Read “Let’s Go to the
Moon!” and work on
supporting literacy
activities
Teal boxes = during literacy time
Green boxes = during science time
Blue boxes = during social science time
Show moon pictures
and have students
brainstorm questions
Sort moon questions
into research or
investigation.
Work with students to gather and compile answers to their researchable questions using a variety of
sources. Note questions in a central location for class as well as any additional questions generated.
Continue with literacy activities that support targeted literacy standards associated with this story,
incorporating chosen assessment as appropriate.
Launch Phases of the
Moon investigation by
looking at past 2
weeks moon phases.
Kids collect moon data nightly. Discuss/update charts daily in science
Kids collect moon data nightly. Discuss/update charts daily in science
Brainstorm types of
sources that can be
used to answer their
questions.
Use phases of moon
model to discuss
moon illumination
Use phases of the
moon simulation or
video to examine
moon illumination
Read “Mae Jemison”
and work on
supporting literacy
activities
Have students
brainstorm additional
questions about Mae
Jemison and
astronauts in general
Discuss Astronaut
Jigsaw and model with
Mae Jemison, divide
into groups and roles
Work with students to gather and information
about their astronaut. Use additional sources to
explore other questions and importance of
astronauts in general.
Wrap-up Phases of the
Moon Investigation
with assessment and
reflection
Students work to create Astronaut Wall Hanging
with information. Emphasizing and discussing
that events are in chronological order.
Discuss and practice
phases of the moon
using Oreos and
flipbook
Continue with literacy activities that support targeted literacy standards associated with this story,
incorporating chosen assessment as appropriate.
Gallery walk of
Astronaut Wall
Hangings where
students share info
and learning
Reflect
Reflection should occur both DURING AND AFTER THE UNIT
Think about things such as:
– Did the activities target the standards I intended them to?
– Did my assessment match standards?
– How did the timing or order of activities work for students?
– How was the pacing? Too little time? Too much time?
– Were sources appropriate? Content and reading level?
– Was class structured to flow smoothly?
– Did content blocks interconnect well with literacy?
– What did the students love? Why?
– What did I love? Why?
Your Turn!Interdisciplinary Unit Planning
Your Turn!Work on your own unit planning using your literacy series or novel study
– Choose central text(s) that may have science or social science connections (or both!)
– Look for standards connections for all applicable subjects
• If the text and your ideas don’t target standards at your grade level – back up and choose a different text that is supported by standards
– Brainstorm supporting activities and assessment options that align to the standards
– Start looking for supporting resources
This is your time to work, brainstorm, ask questions, bounce ideas off of grade-level peers or content-specialists!
What upcoming unit can we help you get started planning?
Available Resources• Illinois State Board of Education – Learning Standards
– https://www.isbe.net/Pages/Academics.aspx
• Illinois Classrooms in Action Science and Social Science Resources
– www.ilclassroomsinaction.org
• Classroom Resources (Blue Button)
• Then select either Science or Social Science resources
Available ResourcesScience Resources
Check out these external resources on the Classrooms In Action website: (Disclaimer: the site contains external vetted resources that may support your implementation, they are not an endorsement of curricular materials by the state)
• National Science Teachers AssociationThe NSTA has compiled a thorough library of resources that will benefit anyone regardless of where they are on their journey to full implementation of the NGSS.
• Teachers Try ScienceThis website has several science lessons that have passed inspection using the NGSS EQuIP Rubric as well as some videos that will aid in implementation of the NGSS.
• PRISM: Practices Resource in Science and MathThe PRISM website is a resource made by teachers for teachers who want to learn more about engaging students in the Science and Engineering Practices as described in the Next Generation Science Standards and in the Mathematical Thinking
• The Inquiry Project and Talk ScienceThe Inquiry Project is a research project exploring the use of inquiry and investigative practices to deepen student understanding of matter for students in grades 3-5. Talk Science is web-based professional development to specifically build educators skills for productive discussion in the science classroom.
Social Science Resources
Check out these external resources on the Classrooms In Action website: (Disclaimer: the site contains external vetted resources that may support your implementation, they are not an endorsement of curricular materials by the state)
Inquiry Resources:
C3 Teachers – C3’s official website with an inquiry design model, generator, and sample inquiries.
Right Question Institute – Organization that developed the Question Formulation Technique (QFT) we experienced earlier. QFT strives to provide a simple, yet powerful way to get students asking their own questions and building off their peers’ questions.
Content-specific resources – look for resources that can be modified if needed to fit inquiry structure but support your content
Primary source resources –Library of Congress, World Digital Library, American Archive of Public Broadcasting
Government/Civics – iCivics, Civics Renewal Network
US/World History – Teaching History, History Channel
Geography – Illinois Geographic Alliance, Global Awareness Map
Economics – EconIllinois, EconEdLink
Your Turn!Before we leave, everyone will share out with the group:
–what you worked on during this time
–your next step before the end of this year
–what you want to focus on or what 1 unit you will create for next year
Hearing ideas from others may help us find new inspiration before you leave.
Please turn in completed evaluation forms at the registration table where you can pick
up your Evidence of Completion form.
Thank you so much for coming today!
