Teaching and Learning in a Next Generation Science Classroom 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:  Scientific and Engineering Practices  Crosscutting Concepts  Disciplinary Core Ideas View free PDF form The National Academies Press at 4

5 A Framework for K-12 Science Education Not separate treatment of “content” and “practices” Curriculum materials, assessments and classroom instruction need to do more than present and assess scientific ideas Involve learners in using scientific practices to develop and apply scientific ideas

Scientific 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 6

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 7

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 8 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 10 HS. Structure and Properties of Matter Students who demonstrate understanding can: HS-PS1-1. Use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost energy level of atoms. [Clarification Statement: Examples of properties that could be predicted from patterns could include reactivity of metals, types of bonds formed, numbers of bonds formed, and reactions with oxygen.] [Assessment Boundary: Assessment is limited to main group elements. Assessment does not include quantitative understanding of ionization energy beyond relative trends.] 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 Developing and Using Models Modeling in 9–12 builds on K–8 and progresses to using, synthesizing, and developing models to predict and show relationships among variables between systems and their components in the natural and designed worlds. Use a model to predict the relationships between systems or between components of a system. (HS-PS1-1) PS1.A: Structure and Properties of Matter Each atom has a charged substructure consisting of a nucleus, which is made of protons and neutrons, surrounded by electrons. (HS-PS1-1) The periodic table orders elements horizontally by the number of protons in the atom’s nucleus and places those with similar chemical properties in columns. The repeating patterns of this table reflect patterns of outer electron states. (HS-PS1-1) Patterns Different patterns may be observed at each of the scales at which a system is studied and can provide evidence for causality in explanations of phenomena.(HS- 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 HS. Structure and Properties of Matter Students who demonstrate understanding can: HS-PS1-1. Use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost energy level of atoms. [Clarification Statement: Examples of properties that could be predicted from patterns could include reactivity of metals, types of bonds formed, numbers of bonds formed, and reactions with oxygen.] [Assessment Boundary: Assessment is limited to main group elements. Assessment does not include quantitative understanding of ionization energy beyond relative trends.] 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 Developing and Using Models Modeling in 9–12 builds on K–8 and progresses to using, synthesizing, and developing models to predict and show relationships among variables between systems and their components in the natural and designed worlds. Use a model to predict the relationships between systems or between components of a system. (HS-PS1-1) PS1.A: Structure and Properties of Matter Each atom has a charged substructure consisting of a nucleus, which is made of protons and neutrons, surrounded by electrons. (HS-PS1-1) The periodic table orders elements horizontally by the number of protons in the atom’s nucleus and places those with similar chemical properties in columns. The repeating patterns of this table reflect patterns of outer electron states. (HS-PS1-1) Patterns Different patterns may be observed at each of the scales at which a system is studied and can provide evidence for causality in explanations of phenomena.(HS-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 HS. Structure and Properties of Matter Students who demonstrate understanding can: HS-PS1-1. Use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost energy level of atoms. [Clarification Statement: Examples of properties that could be predicted from patterns could include reactivity of metals, types of bonds formed, numbers of bonds formed, and reactions with oxygen.] [Assessment Boundary: Assessment is limited to main group elements. Assessment does not include quantitative understanding of ionization energy beyond relative trends.] 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 Developing and Using Models Modeling in 9–12 builds on K–8 and progresses to using, synthesizing, and developing models to predict and show relationships among variables between systems and their components in the natural and designed worlds. Use a model to predict the relationships between systems or between components of a system. (HS-PS1-1) PS1.A: Structure and Properties of Matter Each atom has a charged substructure consisting of a nucleus, which is made of protons and neutrons, surrounded by electrons. (HS-PS1-1) The periodic table orders elements horizontally by the number of protons in the atom’s nucleus and places those with similar chemical properties in columns. The repeating patterns of this table reflect patterns of outer electron states. (HS-PS1-1) Patterns Different patterns may be observed at each of the scales at which a system is studied and can provide evidence for causality in explanations of phenomena.(HS-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 13 HS. Structure and Properties of Matter Students who demonstrate understanding can: HS-PS1-1. Use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost energy level of atoms. [Clarification Statement: Examples of properties that could be predicted from patterns could include reactivity of metals, types of bonds formed, numbers of bonds formed, and reactions with oxygen.] [Assessment Boundary: Assessment is limited to main group elements. Assessment does not include quantitative understanding of ionization energy beyond relative trends.] 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 Developing and Using Models Modeling in 9–12 builds on K–8 and progresses to using, synthesizing, and developing models to predict and show relationships among variables between systems and their components in the natural and designed worlds. Use a model to predict the relationships between systems or between components of a system. (HS-PS1-1) PS1.A: Structure and Properties of Matter Each atom has a charged substructure consisting of a nucleus, which is made of protons and neutrons, surrounded by electrons. (HS-PS1-1) The periodic table orders elements horizontally by the number of protons in the atom’s nucleus and places those with similar chemical properties in columns. The repeating patterns of this table reflect patterns of outer electron states. (HS-PS1-1) Patterns Different patterns may be observed at each of the scales at which a system is studied and can provide evidence for causality in explanations of phenomena.(HS-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.

14 Instructional Shifts More …. Less ….

 Become familiarized with the Performance Expectations found in the Structure and Properties of Matter topic of the NGSS  Model the development of a NGSS aligned unit  Identify the NGSS shifts in creating a NGSS aligned unit 15 Outcomes

Creating a Storyline 16

17 NGSS Storyline  Phenomena to spark questions  Initial Ideas  Driving Question  Sequence of investigations to figure out part of the story  A culminating performance expectation to put the story together Reiser- NSELA 2014

Planning a NGSS unit 18 Looking at the bundle of PE in the Topic Bundle: Structure and Properties of Matter, what are some interesting scenarios (storyline) or phenomena? Start with a bundle of Performance Expectations (PE) Come up with an interesting scenario (storyline). Develop a Driving Question and Performance Task

19 Radium Girls  Read the article and make a list of at least three questions you have after reading the article.

20 Radium Storyline  Phenomena = Several watch face painters died from exposure to the element radium. Why did this element, and no other element, cause them to die?  Driving Question = Why is radium such a dangerous element?  Performance Task = Students will create a brochure making people aware of the properties and dangers of radium. The brochure will apply scientific reasoning, theory and models to link evidence to support the conclusion that people with wells should have their water tested for the presence of radium.

21 Radium Storyline  Phenomena = Several watch face painters died from exposure to the element radium. Why did this element, and no other element, cause them to die?  Driving Question = Why is radium such a dangerous element?  Performance Task = Students will create a brochure making people aware of the properties and dangers of radium. The brochure will apply scientific reasoning, theory and models to link evidence to support the conclusion that people with wells should have their water tested for the presence of radium.

Planning a NGSS unit 22 Start with a bundle of Performance Expectations (PE) Come up with an interesting scenario (storyline). Clarify or reassess the bundle of PE Develop a Driving Question and Performance Task Which of the four PE in this topic could still be used in the radium storyline? Are there other PE in other places that could be used?

23 Unit Bundle HH S-PS1-1. Use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost energy level of atoms. HH S-PS1-8. Develop models to illustrate the changes in the composition of the nucleus of the atom and the energy released during the processes of fission, fusion, and radioactive decay.

Planning a NGSS unit 24 Start with a bundle of Performance Expectations (PE) Come up with an interesting scenario (storyline). Clarify or reassess the bundle of PE Develop phenomena driven questions using the criteria of the DCI, SEP and CCC in the PE Select related MCCR standards and other discipline connections Develop a Driving Question and Performance Task

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26 MCCR standards alignment  RI Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.  RST Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.  MP.4 – Model with mathematics.  HSN-Q.A.2 – Define appropriate quantities for the purpose of descriptive modeling.  HSN-Q.A.3 – Choose a level of accuracy appropriate to limitations on measurement when reporting quantities.

Lesson Activities and Evidence Statements 27

Planning a NGSS unit 28 Start with a bundle of Performance Expectations (PE) Come up with an interesting scenario (storyline). Clarify or reassess the bundle of PE Develop phenomena driven questions using the criteria of the DCI, SEP and CCC in the PE Select related MCCR standards and other discipline connections Develop a Driving Question and Performance Task Identify possible lesson activities related to the Performance Task What student centered activities would move students along the storyline?

29 Lesson Activities  Build models of atoms and ions to illustrate the atomic properties of the atom (PhET simulation)  Carry out an investigations to determine how the number of protons, electrons, and neutrons reflect an element’s isotopic notation (Atomic Mass of Candium lab)  Explore periodic trends found on the Periodic Table in order to explain how atomic structure influences the trends (Periodic Trend lab)  Use a mathematical model to describe radioactive decay in order to identify harmful isotopes of an element (Half life lab/PhET simulation)

Planning a NGSS unit 30 Start with a bundle of Performance Expectations (PE) Come up with an interesting scenario (storyline). Clarify or reassess the bundle of PE Develop phenomena driven questions using the criteria of the DCI, SEP and CCC in the PE Write the statements of evidence that the task requires. What must students be able to do? (Prior knowledge) Select related MCCR standards and other discipline connections Develop a Driving Question and Performance Task Identify possible lesson activities related to the Performance Task Where in the NGSS document can prior knowledge be found?

Progression –Appendix E K PS1.A Structure of matter (includes PS1.C Nuclear processes) Matter exists as different substances that have observable different properties. Different properties are suited to different purposes. Objects can be built up from smaller parts. Because matter exists as particles that are too small to see, matter is always conserved even if it seems to disappear. Measurements of a variety of observable properties can be used to identify particular materials. The fact that matter is composed of atoms and molecules can be used to explain the properties of substances, diversity of materials, states of matter, phase changes, and conservation of matter. The sub-atomic structural model and interactions between electric charges at the atomic scale can be used to explain the structure and interactions of matter, including chemical reactions and nuclear processes. Repeating patterns of the periodic table reflect patterns of outer electrons. A stable molecule has less energy than the same set of atoms separated; one must provide at least this energy to take the molecule apart 31

32 Evidence Statements  A description of the observable and measurable features of the proficient level of student performance on each task component.  Each NGSS PE has one created for it. evidence-statements evidence-statements  What do you think a good evidence statement should include?

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Lesson Planning and Culminating Event 34

Planning a NGSS unit 35 Start with a bundle of Performance Expectations (PE) Come up with an interesting scenario (storyline). Clarify or reassess the bundle of PE Develop phenomena driven questions using the criteria of the DCI, SEP and CCC in the PE Write the statements of evidence that the task requires. What must students be able to do? (Prior knowledge) Develop a coherent sequence of lessons that blend SEP, DCI and CCC. Student centered Select related MCCR standards and other discipline connections Develop lesson PE’s (objectives) that align to the original bundle Develop a Driving Question and Performance Task Identify possible lesson activities related to the Performance Task

36 What are the SEP and CCC? Science and Engineering Practices  Developing and using models  Illustrate relationships between components of a system (HS- PS1-8)  Predict relationships between systems (HS-PS1-1) Crosscutting Concepts  Patterns (HS-PS1-1)  Energy and Matter (HS-PS1-8)

What lesson PE could be developed for the Radium storyline? 37  Identify the isotopes of radium and explain if they are stable or radioactive.  Create a model of radioactive decay for radium that would identify its by-products and possible harmful effects.  Use the pattern of electron configuration in the Periodic Table to explain why radium caused healthy dial painters to die.

38 Lesson Planning  Day 1 – Build models of atoms and ions to illustrate the atomic properties of the atom (PhET simulation)  Day 2 – Carry out an investigations to determine how the number of protons, electrons, and neutrons reflect an element’s isotopic notation (Atomic Mass of Candium lab)  Day 3 – Explore periodic trends found on the Periodic Table in order to explain how atomic structure influences the trends (Periodic Trend lab)  Day 4/5 – Use a mathematical model to describe radioactive decay in order to identify harmful isotopes of an element (Half life lab/PhET simulation)  Day 6 – Use evidence collected to present their informational brochure to the class (science discourse)

Planning a NGSS unit 39 Start with a bundle of Performance Expectations (PE) Come up with an interesting scenario (storyline). Clarify or reassess the bundle of PE Develop phenomena driven questions using the criteria of the DCI, SEP and CC in the PE Write the statements of evidence that the task requires. What must students be able to do? (Prior knowledge) Develop a coherent sequence of lessons that blend SEP, DCI and CC. Student centered Select related MCCR standards and other discipline connections Develop lesson PE’s (objectives) that align to the original bundle Determine the evidence for assessing lesson level performance (formative and summative) Implement making sure students are moving towards an understanding of the PE Develop a Driving Question and Performance Task Identify possible lesson activities related to the Performance Task

40 Your Turn Work to modify the Radium storyline for your students or create a new storyline from other PE.

Reflection Identify which NGSS shifts that are addressed in this presentation. Share with a partner.

42 1.Facts and terminology learned as needed while developing explanations and designing solutions supported by evidence-based arguments and reasoning. 2.Systems thinking and modeling to explain phenomena and to give a context for the ideas to be learned. 3.Students conducting investigations, solving problems, and engaging in discussions with teachers’ guidance. 4.Students discussing open-ended questions that focus on the strength of the evidence used the generate claims. 5.Students reading multiple sources, including science-related magazine and journal articles and web-based resources. Students developing summaries of information. 6.Multiple investigations driven by students’ questions with a range of possible outcomes that collectively lead to a deep understanding of established core scientific ideas. 7.Students writing of journals, reports, posters, media presentations that explain and argue. 8.Providing supports so that all students can engage in sophisticated science and engineering practices. The Shifts of NGSS – MORE…