NYSSLS Grade 6-8 Sequence Meeting – Part 2 Joyce Barry – Plainview-Old Bethpage jbarry@pobschools.org Mary Loesing, Ed.D. – Connetquot mloesing@ccsdli.org

Agenda – Today is a work day! Recap of Day 1 Experience a 3D lesson Breakout session: General Educators Examine the possibilities – Integrated Conceptual vs. Topic Model Examine the California Model Read the Learning Progression Overview Read the Topic Overview Examine the Massachusetts Model Appendix V – Case for an Integrated Approach Regents teachers subgroup Decide on a sample sequence or sequences Create a Rationale for the Sequence Share findings After Lunch Discussion: Can we have one sequence? How do we make room for acceleration within our sequence? Next steps

Recap 1st Session How to use NGSS/NYSSLS resources How instruction will change – Sample activity Different models Topical vs Integrated Things to consider Acceleration Teacher Certification Students moving from district to district Students transitioning into Accelerated

Teaching and Learning Science Activity A company that sells lunch coolers is asking students for input on how they can improve their products. Students were posed the following question: Which material will keep my lunch cooler? Make a Claim and Support it with Observations Planning and Carrying Out the Investigation Analyzing and Interpreting Data Explain Activity was developed by members of the NYS Science Consortium. Three dimensional activities ask students to learn by doing science and engineering practices to construct understandings and explain phenomena. Crosscutting is a lens to ask questions and make connections. Which material will keep my lunch cooler? Engage Activity: We have two materials and want to decide which will be best to use in a cooler. Observe the two materials and share with your partner. Make a claim for which material might be best for the new cooler. Is there something we can do to check which material might keep ice from melting? (make a claim and support with observation) Planning and Carrying Out Investigations: We have ice cubes. Decide on data you could collect that could be used as evidence to support your final material selection. (Put the ice cubes on the blocks at the same time and observe. ) Analyzing and Interpreting Data: Write or sketch the results of your investigation. Explain: Engaging in Argument from Evidence: Talk with your partner. Make a claim using evidence which material should be used in the new cooler. Explain your reasoning. Elaborate: Cause and Effect: How can changing the material in a cooler effect how well it keeps your lunch cool?

Middle School Sequencing Models - Evaluation Domain Model – PRO Simplified – flows by subject Earth Science focus in 8th grade – preparing students for Earth Science Regents in 9th grade and Earth Science acceleration will be the same topics as non-accelerated classes Topic based fits better with certifications Simplified structure, more coherent Covers individual topics in great detail Matches how Regents are organized Easier to find and collect resources by topic Certification specific Similar to how students will take Regents-level courses in high school and college courses Allows room in curriculum for inquiry Easier to follow for students; build on concept

Domain Model – CON   Less flexibility Concepts not interacting among disciplines (i.e., missing connections to other disciplines Chemistry and Physics might be a lot of material for 6th grade Connections between concepts may not be made What about MS 1-7 & 8 MS 3-6 NYSSLS – not NGSS? How do they fit/time-wise? Some concepts may be taught in great depth Would require us to revise largely from our current model Would students that are not accelerated in Earth Science receive the same content two years in a row? Accelerated students could miss content/standards Learning in isolation 6th grade certification could be an issue Depending on placement, students may not see LS for two years +

Conceptual Progression – PRO   Depends on what kind of assessments they come up with. We have to make sure we do not get another “fact” trivia test!! If state assessment is problem-solving this model is good Provides flexibility – by using smaller components we could move some around to ensure more/better flow of topics and increase connectivity Like that motion, forces, energy are put in 6th grade….fairly straightforward topics Could creatively explore one really cool phenomenon all year What we are doing now basically Provides variety for students Seems better for making connections/integration Exposes all students to some of the domains prior to accelerated courses in the 8th grade Build on what was learned in previous

Conceptual Progression – CON   Model the way it is laid out has some bad connections and “orphans” who do not fit Not a lot of Earth Science in 8th grade Does not match up with certifications – each grade level teaches all topics Students might have difficulty connecting the various domains unless the teacher is able to creatively help them (perhaps a global graphic organizer) The teacher has to cover many topics A range of topics that may be difficult to make connections to one another Teachers may be more comfortable with Physical Science vs. Life Science topics

Recap 1st Session How to use NGSS/NYSSLS resources How instruction will change – Sample activity Different models – share comments from last meeting Topical vs Integrated Things to consider Acceleration Teacher Certification Students moving from district to district Students transitioning into Accelerated

Models Topic model – original to NGSS Modified to meet NYSSLS ES Accelerated LE Accelerated California Integrated model

Topic Model from NGSS 6th Grade 7th Grade 8th Grade PS1: Matter and Its Interactions LS1: From Molecules to Organisms LS4: Biological Evolution: Unity and Diversity PS2: Motion and Stability: Forces and Interactions LS2: Ecosystems, Interactions, Energy, and Dynamics ESS2: Earth Systems PS3: Energy LS3: Heredity: Inheritance and Variation of Traits ESS3: Earth and Human Activity ESS1: Earth’s Place in the Universe PS4: Waves and Their Applications in Technology for Information Transfer

Topic Model from NGSS - Modified 6th Grade 7th Grade 8th Grade PS1: Matter and Its Interactions LS1: From Molecules to Organisms ESS1: Earth’s Place in the Universe PS2: Motion and Stability: Forces and Interactions LS2: Ecosystems, Interactions, Energy, and Dynamics ESS2: Earth Systems PS3: Energy LS3: Heredity: Inheritance and Variation of Traits ESS3: Earth and Human Activity PS4: Waves and Their Applications in Technology for Information Transfer LS4: Biological Evolution: Unity and Diversity

Acceleration How do we teach all of the standards and still be able to accelerate in 8th grade? Is it possible to teach some 8th grade science topics with a Regents level course? Is it reasonable to accelerate in 6th grade? How can we make room for students to join the accelerated class in 7th or 8th grade? Regents Teachers Subgroup: Please compare the NYSSLS for 6-8 band with the HS standards for LE and ES. Suggestion: Use the framework benchmarks shown in the last session. Determine how MS standards would be impacted by jumping/offering the HS standards in an accelerated class. Generate a chart that will demonstrate findings.

Group Work Form a group with another school district Examine the California and Massachusetts models www.cde.gov/pd/ca/sc/ngssstandards.asp www.doe.mass.edu/frameworks/scitech/2016-04.pdf Look at other states work – New Jersey, Kentucky – as well as the NGSS site http://www.state.nj.us/education/aps/cccs/science/ http://education.ky.gov/curriculum/conpro/science/Pages/default.aspx www.nextgenscience.org Determine which sequence would be most effective – use the research provided on all websites. Be prepared to share with the rest of the group your sequence and the rationale for the plan that you are advocating.

Worksheets Grade Life Earth and Space Physical Science Engineering 6 7 8 If you are accelerating in 8th grade are there changes that need to take place in 7th grade? What would that model look like? Grade Life Earth and Space Physical Science Engineering 6 7 for the accelerated student 8 Accelerated

Group Discussion Can we have one sequence? How do we make room for acceleration within our sequence? Is there a sequence that most groups in the room can agree with? What obstacles, if any, do you see to have one set sequence implemented in your district/ across Long Island? How can we overcome these obstacles?

Alignment What is our preferred sequence? Does it align to the NYSSLS – are all middle school standards represented?

Resources Develop a list of resources that teachers/administrators/schools can use to help develop curriculum for these standards.

Before the April 24th Meeting Please review the suggested sequence(s) with your colleagues and be prepared to share their viewpoints when we return for the next meeting. Are the teachers/administrators in your district willing to adopt this sequence, if not, what changes would need to be made to gain their buy in?