Plants and Animals First Grade Transitional NGSS Plants and Animals First Grade

CA NGSS TIMELINE AWARENESS – 2013-2015 TRANSITION – 2015-2016 IMPLEMENTATION – 2016-2017 What does awareness mean? Implications for awareness for 2 years? CST in science for 5th grade/FOSS kits, no adoption until 2017 No California Framework yet Possible assessments for implementation phase – will be performance based CURRENTLY smarter balance resource – NGSS app (free) – NGSS website; PAs and CST for this year (5th, 8th, 11th) CA NGSS TIMELINE

Next Generation Science Standards: Looking to the Future CA Science Standards Students will know… NGSS – Dimension 3 Students will do… Life Science Earth & Space Science Physical Science Engineering, Technology, & Applications of Science Life Science Earth Science Physical & Space Science Investigation & Experimentation Knowing was not specifically defined in the CST; Doing is specifically defined in NGSS Moved from Knowing to Doing (plan, conduct, analyze, determine, develop, use, construct, communicate, ask, read, etc.,) Space moved from Physical to Earth Engineering added and embedded throughout.

How can we prepare our teachers for the NGSS shifts?

From thinking that one scientific method fits all Our shift in thinking… From thinking that one scientific method fits all To thinking about how to engage our students in the practices of scientists Asking questions and defining problems Developing and using models Planning and carrying out investigations Analyzing and interpreting data Using mathematics and computational thinking Constructing explanations and designing solutions Engaging in argument from evidence Obtaining, evaluating and communicating information

A new model for the practice of science

Architecture of the NGSS Disciplinary Core Ideas Science and Engineering Practices Crosscutting Concepts ----- Meeting Notes (3/14/15 09:56) ----- `

http://learningcenter. nsta http://learningcenter.nsta.org/products/symposia_seminars/NGSS/files/ConnectionsBetweenPracticesinNGSSCommonCoreMathandCommonCoreELA_2-12-2013.pdf

An Examination of Practices

What’s common? Math CCSS NGSS ELA CCSS ALL the standards — Math CCSS, ELA CCSS and NGSS — require that teachers focus more attention on disciplinary practices. ELA CCSS

Overlap of Practices

Focus on ELA and Science ----- Meeting Notes (3/14/15 10:45) ----- add technology engineering Focus on ELA and Science

The Dimensions of Next Generation Science Standards (NGSS) 8 Practices

Next Generation Science Standards (NGSS) Awareness: What are the students expected to do? 8 Practices consistent across all grade levels and aligned with ELA and Math Shifts Content: Disciplinary Core Ideas K-12 7 Cross-Cutting Concepts specific to grade-levels

Dimension 1-Science and Engineering Practices Asking questions (for science) and defining problems (for engineering) Developing and using models Planning and carrying out investigations Analyzing and interpreting data Using mathematics and computational thinking Constructing explanations (for science) and designing solutions (for engineering) Engaging in argument from evidence Obtaining, evaluating, and communicating information

Disciplinary Core Ideas LS1.A Structure and Function LS1.B Growth and Development of Organisms LS3.A Inheritance of Traits LS3.B Variation of Traits Crosscutting Concepts Patterns Structure and Function Science and Engineering Practices Obtaining, evaluating, and communicating information Analyzing and Interpreting Data Using mathematics and computational thinking

Investigation 1: Grains and Seeds, Part 3 “Wheat” Plants and Animals

Elicitation Discussion Plants are important sources of food for people. What kinds of plants do people eat? Has anyone heard of plants called grains? What are some of the grains you have eaten? Elicitation Discussion

Each students assembles 2 “wheat straws”

Focus Question: How does a wheat seed grow? Record wheat growth data for 7-10 days

Collecting Data

Consolidation Discussion Data Acquisition Frames for discussion Today, I observe____ The parts I see are___ The wheat seed has changed because now___ Wheat is different than___ because _____ I wonder_____ Consolidation Discussion Data Acquisition

Data Organization

How are the roots and leaves different? Compare measurements. Why do you think the roots grow down and the leaves grow up? How are the roots and leaves helping the wheat plant grow? Data discussion

Explanation Discussion What so you observe in your straw planters? How many days has it been since you planted your wheat seeds? What has changed since the last time you observed your wheat plants? Where do the leaves grow? Are they all the same? Explanation Discussion

Major ideas Seeds are alive and grow into plants Plants have basic needs The root is the part of the plant that brings in water. If a plant didn’t have roots, it couldn’t get water, so it would die. Nutrients that help plants grow come into the plant with the water. Roots take up nutrients needed by the plant. Major ideas

Answer the focus question: How does a wheat seed grow?

Disciplinary Core Ideas LS1.A Structure and Function ETS1.B Growth and Development of Organisms ETS1.C Optimizing the Design Solution Crosscutting Concepts Patterns Structure and Function Science and Engineering Practices Obtaining, evaluating, and communicating information Analyzing and Interpreting Data Using mathematics and computational thinking