Middle School Science Career and College Readiness Conferences Summer 2015

A Review of NGSS 2

July 2011 Developing the Standards Instruction Curricula Assessments Professional Learning Pre-Service Education 3

A Framework for K-12 Science Education Three-Dimensions View free PDF form The National Academies Press at 4

Science and Engineering Practices 1.Asking questions (for science) and defining problems (for engineering) 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 (for science) and designing solutions (for engineering) 7.Engaging in argument from evidence 8.Obtaining, evaluating, and communicating information 5

1.Patterns 2.Cause and effect: Mechanism and explanation 3.Scale, proportion, and quantity 4.Systems and system models 5.Energy and matter: Flows, cycles, and conservation 6.Structure and function 7.Stability and change Crosscutting Concepts 6

Life SciencePhysical Science LS1:From Molecules to Organisms: Structures and Processes LS2: Ecosystems: Interactions, Energy, and Dynamics LS3:Heredity: Inheritance and Variation of Traits LS4: Biological Evolution: Unity and Diversity PS1: Matter and Its Interactions PS2: Motion and Stability: Forces and Interactions PS3: Energy PS4: Waves and Their Applications in Technologies for Information Transfer Earth & Space ScienceEngineering & Technology ESS1: Earth’s Place in the Universe ESS2: Earth’s Systems ESS3: Earth and Human Activity ETS1: Engineering Design ETS2: Links Among Engineering, Technology, Science, and Society 7 Disciplinary Core Ideas

Life ScienceEarth & Space SciencePhysical ScienceEngineering & Technology LS1: From Molecules to Organisms: Structures and Processes LS1.A:Structure and Function LS1.B:Growth and Development of Organisms LS1.C:Organization for Matter and Energy Flow in Organisms LS1.D:Information Processing LS2: Ecosystems: Interactions, Energy, and Dynamics LS2.A:Interdependent Relationships in Ecosystems LS2.B:Cycles of Matter and Energy Transfer in Ecosystems LS2.C:Ecosystem Dynamics, Functioning, and Resilience LS2.D:Social Interactions and Group Behavior LS3: Heredity: Inheritance and Variation of Traits LS3.A:Inheritance of Traits LS3.B:Variation of Traits LS4: Biological Evolution: Unity and Diversity LS4.A:Evidence of Common Ancestry and Diversity LS4.B:Natural Selection LS4.C:Adaptation LS4.D:Biodiversity and Humans ESS1: Earth’s Place in the Universe ESS1.A:The Universe and Its Stars ESS1.B:Earth and the Solar System ESS1.C:The History of Planet Earth ESS2: Earth’s Systems ESS2.A:Earth Materials and Systems ESS2.B:Plate Tectonics and Large- Scale System Interactions ESS2.C:The Roles of Water in Earth’s Surface Processes ESS2.D:Weather and Climate ESS2.E:Biogeology ESS3: Earth and Human Activity ESS3.A:Natural Resources ESS3.B:Natural Hazards ESS3.C:Human Impacts on Earth Systems ESS3.D:Global Climate Change PS1: Matter and Its Interactions PS1.A:Structure and Properties of Matter PS1.B:Chemical Reactions PS1.C:Nuclear Processes PS2: Motion and Stability: Forces and Interactions PS2.A:Forces and Motion PS2.B:Types of Interactions PS2.C:Stability and Instability in Physical Systems PS3: Energy PS3.A:Definitions of Energy PS3.B:Conservation of Energy and Energy Transfer PS3.C:Relationship Between Energy and Forces PS3.D:Energy in Chemical Processes and Everyday Life PS4: Waves and Their Applications in Technologies for Information Transfer PS4.A:Wave Properties PS4.B:Electromagnetic Radiation PS4.C:Information Technologies and Instrumentation ETS1: Engineering Design ETS1.A:Defining and Delimiting an Engineering Problem ETS1.B:Developing Possible Solutions ETS1.C:Optimizing the Design Solution ETS2: Links Among Engineering, Technology, Science, and Society ETS2.A:Interdependence of Science, Engineering, and Technology ETS2.B:Influence of Engineering, Technology, and Science on Society and the Natural World Note: In NGSS, the core ideas for Engineering, Technology, and the Application of Science are integrated with the Life Science, Earth & Space Science, and Physical Science core ideas Core and Component Ideas

Closer Look at a Performance Expectation 9 2.PS1 Matter and Its Interactions Students who demonstrate understanding can: 2-PS1-1.Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties. [Clarification Statement: Observations could include color, texture, hardness, and flexibility. Patterns could include the similar properties that different materials share.] The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education: Science and Engineering PracticesDisciplinary Core IdeasCrosscutting Concepts Planning and Carrying Out Investigations Planning and carrying out investigations to answer questions or test solutions to problems in K–2 builds on prior experiences and progresses to simple investigations, based on fair tests, which provide data to support explanations or design solutions. Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence to answer a question. (2-PS1-1) PS1.A: Structure and Properties of Matter Different kinds of matter exist and many of them can be either solid or liquid, depending on temperature. Matter can be described and classified by its observable properties. (2-PS1-1) Patterns Patterns in the natural and human designed world can be observed. (2-PS1-1) Note: Performance expectations combine practices, core ideas, and crosscutting concepts into a single statement of what is to be assessed. They are not instructional strategies or objectives for a lesson.

Closer Look at a Performance Expectation 10 2.PS1 Matter and Its Interactions Students who demonstrate understanding can: 2-PS1-1.Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties. [Clarification Statement: Observations could include color, texture, hardness, and flexibility. Patterns could include the similar properties that different materials share.] The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education: Science and Engineering PracticesDisciplinary Core IdeasCrosscutting Concepts Planning and Carrying Out Investigations Planning and carrying out investigations to answer questions or test solutions to problems in K–2 builds on prior experiences and progresses to simple investigations, based on fair tests, which provide data to support explanations or design solutions. Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence to answer a question. (2-PS1-1) PS1.A: Structure and Properties of Matter Different kinds of matter exist and many of them can be either solid or liquid, depending on temperature. Matter can be described and classified by its observable properties. (2-PS1-1) Patterns Patterns in the natural and human designed world can be observed. (2-PS1-1) Note: Performance expectations combine practices, core ideas, and crosscutting concepts into a single statement of what is to be assessed. They are not instructional strategies or objectives for a lesson.

Closer Look at a Performance Expectation 11 2.PS1 Matter and Its Interactions Students who demonstrate understanding can: 2-PS1-1.Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties. [Clarification Statement: Observations could include color, texture, hardness, and flexibility. Patterns could include the similar properties that different materials share.] The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education: Science and Engineering PracticesDisciplinary Core IdeasCrosscutting Concepts Planning and Carrying Out Investigations Planning and carrying out investigations to answer questions or test solutions to problems in K–2 builds on prior experiences and progresses to simple investigations, based on fair tests, which provide data to support explanations or design solutions. Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence to answer a question. (2-PS1-1) PS1.A: Structure and Properties of Matter Different kinds of matter exist and many of them can be either solid or liquid, depending on temperature. Matter can be described and classified by its observable properties. (2-PS1-1) Patterns Patterns in the natural and human designed world can be observed. (2-PS1-1) Note: Performance expectations combine practices, core ideas, and crosscutting concepts into a single statement of what is to be assessed. They are not instructional strategies or objectives for a lesson.

Closer Look at a Performance Expectation 12 2.PS1 Matter and Its Interactions Students who demonstrate understanding can: 2-PS1-1.Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties. [Clarification Statement: Observations could include color, texture, hardness, and flexibility. Patterns could include the similar properties that different materials share.] The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education: Science and Engineering PracticesDisciplinary Core IdeasCrosscutting Concepts Planning and Carrying Out Investigations Planning and carrying out investigations to answer questions or test solutions to problems in K–2 builds on prior experiences and progresses to simple investigations, based on fair tests, which provide data to support explanations or design solutions. Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence to answer a question. (2-PS1-1) PS1.A: Structure and Properties of Matter Different kinds of matter exist and many of them can be either solid or liquid, depending on temperature. Matter can be described and classified by its observable properties. (2-PS1-1) Patterns Patterns in the natural and human designed world can be observed. (2-PS1-1) Note: Performance expectations combine practices, core ideas, and crosscutting concepts into a single statement of what is to be assessed. They are not instructional strategies or objectives for a lesson.

Shifts in Instruction in NGSS 13 Less… More…

Scientific Ideas & Uncertainty 14 University of California Museum of Paleontology's Understanding Science (

Where to look first for appropriate instructional strategies? 15 Really?!?

16 Here???

Or maybe here? 17 Classroom Sample Tasks Evidence Statements Classroom Resources Curriculum Planning Bundles of PEs Professional Learning EQuIP Rubric

Let’s look at a “bundle” 18 MS-ESS3-5. Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century. MS-PS3-5. Construct and present arguments to support the claim that when the kinetic energy of an object changes, energy is transferred to or from the object. MS-ESS2-2. Construct an explanation based on evidence for how geoscience processes have changed Earth’s surface at varying time and special scales. MS-ESS2-6. Develop and use a model to describe how unequal heating and rotation of the Earth cause patterns of atmospheric and oceanic circulation that determine regional climates.

One possibility… 19 What is causing islands to disappear in the Chesapeake Bay?

20 Is there data to support this question? SEA LEVEL IPCC, 2007

What questions would students ask to help them understand the phenomenon? (1) (2) (3) (4) (5) 21 Questions and more questions

 What effect does water temperature have on sea level rise? 22 Here’s one…

23 Let’s investigate thermal expansion of water… Demo on You Tube

24 We have one possible lesson What effect does water temperature have on sea level rise? Investigate the effect of an increase in temperature on the volume of water As water temperature increases, volume increases

 Examine evidence that shows islands in the Chesapeake Bay are disappearing.  What else?  Practices  Crosscutting concepts  DCIs 25 What else would students need to do/learn to better understand the phenomenon?

26 What is a “story line?”

Phenomena-driven question… What is the relationship between CO 2 levels and temperature in Earth’s atmosphere? 27 Let’s look more in depth at another lesson

What science practices would students use to answer the CO 2 vs. temp question? 1)……… 2)……… 3)……… 4)……… 5)……… 28 Make sense of phenomena using “Science Practices”

29 For our storyline What is the relationship between CO 2 levels and temperature in Earth’s atmosphere? Conduct CO 2 vs. temp data analysis Climate data trends show rising temps related to increasing CO 2

 How does the 5E lesson format fit NGSS?  What does 3-dimensional teaching and learning look like?  Do some of my existing lessons fit the 3-D model?  Where are opportunities for formative assessment, i.e., evidence of student learning?  What tool does your LEA use to evaluate instructional materials from vendors and organizations? 30 Sample lesson template

31 Evidence Statement

32 Chesapeake Islands Storyline

33 The Shifts of NGSS 1.No rote memorization of facts or terms 2.Link learning to phenomena – systems thinking and modeling 3.Student centered class, not teacher centered 4.Students addressing open ended questions – use of evidence to generate claims 5.Using multiple sources, not just textbooks 6.Investigations driven by student questions 7.No worksheets – use of journals, reports, posters 8.Equal access to all students – student supports

34 University of California Museum of Paleontology's Understanding Science (

35

 Choose a bundle of related PEs  Think about a phenomenon to which they are related  Describe a potential storyline  Identify a potential driving question  Identify potential student questions related to understanding the phenomenon  Recall appropriate activities related to the DCIs  Frame activities to be student-centered  Include all three Dimensions  Incorporate frequent formative assessments 36 When deciding on instruction…

 Supplement the Chesapeake Islands story line with ideas for additional lessons OR  Identify your own phenomenon, driving question and story line and begin to identify ideas for potential lessons 37 Your turn

 Mary M. Thurlow, Coordinator for Science  Jeremy Haack, Science Specialist  Gary Hedges, Science and Environmental Ed Specialist  JoAnn Roberts, Disciplinary Literacy Specialist 38 MSDE Science Staff