Welcome! Please make a name tag The Next Generation Science Standards Putting it into Practice Seminar 1: January 26, 2015 Welcome! Please make a name tag

Agenda Welcome Ice Breaker activity Nuts and Bolts The NRC Framework and the 3 Dimensions of the NGSS Navigating the NGSS BREAK PE Analysis Tool Implementing in the classroom Anchoring Event Investigations Closure

Conceptual Shifts in the NGSS K-12 Science Education Should Reflect the Interconnected Nature of Science as it is Practiced and Experienced in the Real World. The Next Generation Science Standards are student performance expectations – NOT curriculum The science concepts build coherently from K-12. The NGSS Focus on Deeper Understanding of Content as well as Application of Content Science and Engineering are Integrated in the NGSS from K–12. NGSS content is focused on preparing students for the next generation workforce. The NGSS and Common Core State Standards ( English Language Arts and Mathematics) are Aligned. In many, these are separated out, so leads to separation in instruction and assessment. Do not pre-determine how the 3 are linked in curriculum, instruction, and assessment. Just clarify what expectations of what know and be able to to do. Progressions K-12 on a few DCIs Focus on core ideas, not necessarily the facts that are associated with them. These facts might be important. Evidence, but not sole focus of instruction.

Foundations that Shape Where We Find Ourselves Today

Building from research & key reports… Building Capacity in State Science Education BCSSE Building from research & key reports…

Take Away… Making Meaning occurs through the integration of science an engineering practices with core conceptual ideas. Thinking becomes visible when students have the opportunity to experience the science and engineering, talk about it, and write about it Deep Understanding requires coherent curriculum and instruction as students develop increasingly sophisticated thinking.

Vision for Science Teaching and Learning

NGSS Architecture is Based on the Framework Integration of practices, crosscutting concepts, and core ideas.

A Framework for K-12 Science Education Dimensions of the Framework Three-Dimensions: Scientific and Engineering Practices Crosscutting Concepts Disciplinary Core Ideas “Big Picture” You are familiar with these dimensions The most important message is… (next slide) Summary: p. 3 Box S-1, The Three Dimensions of the Framework

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. Developing explanations (for science) and designing solutions (for engineering) 7. Engaging in argument from evidence 8. Obtaining, evaluating, and communicating information

Disciplinary Core Ideas

Disciplinary Core Ideas Life Science Physical 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 Science Engineering & 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 Practices, 7 Crosscutting Concepts, and 13 Disciplinary Core Ideas

Engineering & Technology Core and Component Ideas Life Science Earth & Space Science Physical Science Engineering & 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 44 Component Ideas related to the Core Ideas

Crosscutting Concepts

Crosscutting Concepts Patterns Cause and effect Scale, proportion, and quantity Systems and system models Energy and matter Structure and function Stability and change

A Framework for K-12 Science Education Digging Deeper   Science and Engineering Practices Why do you think the Framework uses the term practices to describe this dimension of science? Disciplinary Core Ideas What does the section offer you in terms of preparing for instruction? Crosscutting Concepts How might these concepts integrate with and enhance the learning of the Disciplinary Core Idea? Have them look at them in the NGSS site or at the slides and discuss these questions in their groups and be prepared to report back. Three groups three sections. Share out with larger group what they discussed in response to the focus question.

Navigating the NGSS

Performance Expectation – What is Assessed Explain each of the components for slides 23-26.

Foundation Boxes

Connection Box

Navigating the NGSS Website Use the guide to explore the NGSS website.

Instructional Sequence Tool Bundling Standards Tool Examine and use tools that can be used to help understand the NGSS, plan instruction, and think about curriculum. Identify the learning that scaffolds the abilities students need to meet NGSS Performance Expectations Plan instruction that scaffolds the abilities students need to meet NGSS Performance Expectations Transition from standards to coherent curriculum PE Analysis Tool Instructional Sequence Tool Bundling Standards Tool

NGSS Performance Expectation Analysis - Purpose Identify the learning that scaffolds the abilities students need to meet NGSS Performance Expectations

NGSS Performance Expectation Analysis How does the research on teaching and learning, core explanatory ideas, and the practice of science and engineering come together to scaffold and determine a Performance Expectations from the Next Generation Science Standards?

NGSS Performance Expectation Analysis - Concept Identify the Science and Engineering Practices, Disciplinary Core Ideas, and Crosscutting Concepts required to meet a Performance Expectation Examine the K-12 Learning Progression for the DCI Use the Framework and Misconception research to identify important “supporting ideas” that students will need know. Think about using multiple Science and engineering Practices during instruction to scaffold and deepen learning.

Disciplinary Core Idea PS 4 Waves and Their Applications in Technologies for Information Transfer From PS4, we’ll analyze the Performance Expectations at grades 1, 4, and Middle School that assess the component idea PS4.A (Wave Properties)

PE Analysis Tool Wrap Up How did this analysis of a single PE deepen your understanding of the content and conceptual shifts of the NGSS?

So, what does this look like in the classroom? Anchoring Event and Gathering Ideas Discussion Investigation Making Meaning Discussion Goal: Examine and experience how the NGSS can play out in instruction: DCIs, practices of argumentation, explanation, modeling,

The Inquiry Learning Cycle We talked earlier about why practices. One idea is that it helps us with the multiple definitions of inquiry. It also extends and expands what we want students to engage in to develop understanding. Inquiry is one form of scientific practice and inquiry investigations can utilize many other science practices. With that in mind, it is useful to have some instructional models for inquiry. Here is one that many are familiar with (go through it)

The Purposes of the Four Stages of the Inquiry Learning Cycle Engage: to provoke curiosity, questions, connections to prior experience, and ideas Design and Conduct Investigations: to focus on a question, plan and implement investigations Draw Conclusions: to analyze and synthesize data, make claims based on evidence, and explain Communicate: to convey what has been done and learned to others

The Inquiry Learning Cycle Gathering-Ideas Discussions Occur Here The Inquiry Learning Cycle Giving students opportunities to engage in carefully planned large and small group discussions is a key part of inquiry based instruction (and is often overlooked). Gathering Ideas Discussions Making Meaning Making-Meaning Discussions Occur Here

Anchoring Event 3 Common Problems for students when learning science: Series of seemingly unrelated lessons Not clear on why doing the science activities. Don’t see how relates to everyday lives or how can be used to learn science ideas. Anchoring Events: an event or process that is puzzling and also challenging to explain. Has an underlying causal explanation Windschitl (2012) Identifying Anchoring Events. Without elements like group discussions and ways to connect ideas, promotes disjointed learning three very common problems for students trying to learn science: Students often experience instruction as a series of unrelated and isolated lessons, one after another. They don’t understand how readings or new concepts fit in with bigger science ideas They don’t know why they are doing particular science activities—when asked they will say “Because the teacher wants me to.” They don’t see how science relates to their everyday experiences or how their lived experiences can be used as resources to help them and others learn important science ideas. The root of all three of these problems is that there is nothing on the horizon for students to focus on. There is no genuine puzzlement, interest, or larger learning goal that they are aware of. . So, another approach is that of Model Based Inquiry which includes much more than just the inquiry investigations that are reflected in the previous model.

Model Based Inquiry Big Idea and Anchoring Event Eliciting and Utilizing Initial Ideas Making Meaning and sense of activity Developing evidence based explanations Windschitl, et al 2012

Gathering Ideas Discussions Model Based Inquiry Big Idea and Anchoring Event Eliciting and Utilizing Initial Ideas Making Meaning and sense of activity Developing evidence based explanations Making Meaning Discussions Gathering Ideas Discussions Windschitl, et al 2012

Anchoring Event: Sound Breaking Glass

Initial Model/Explanation Draw your model of what they think is happening with the wine glass. Consider using a Before, During, and After Model

Norms/Expectations Listen respectfully Take turns Stay focused on the discussion topic Respond to one another Build on one another’s ideas Challenge and disagree respectfully Defend ideas

Gathering Ideas Discussion: Why do you think sound is capable of breaking the glass and what kinds of sound might be able to do this?

Discussion Prompt: Gathering-Ideas Discussion With a partner, discuss the following: What do you think was the purpose of the discussion? How did the facilitator support active participation and science reasoning?

Gathering-Ideas Discussions Purposes to elicit and activate prior knowledge to generate and share experiences, ideas, questions, and wonderings to provoke curiosity to prepare for the investigation at hand Key Characteristics are open-ended focus on a science topic or idea begin with a statement or productive question

Investigation Question What evidence can we find that sound travels through different forms of matter? The Investigation Process do observe discuss record

Drawing Conclusions: Some Definitions Conclusion: Includes a claim with the supporting evidence, followed by a possible explanation, new question, speculation, and/or idea for next steps. Claim: A brief concise statement about the phenomenon that can be supported by evidence from the collected data. Evidence: Selected data that can support a claim. Explanation: An investigator’s current thinking (may be very tentative) that explains why something might happen the way it does. As a group: Bring a Claim, Evidence and Explanation to the Scientist Meeting.

Homework “Trying it Out” – Anchoring Event and Gathering Ideas Discussion Readings (will be on website): Fulton, L. and Poeltler, E. (2013) Developing a Scientific Argument: Modeling and practice help students build skills in oral and written discourse. Science and Children. Pp. 30- 35. Brodsky, L.; Falk, A.; Beals, K. (2013) Helping Students Evaluate Evidence in Scientific Arguments. Science Scope pp 22-28. Schwartz, Y., Weizman, A., Fortus, D. Sutherland, LA, Merritt, J and Krajcik, J (2013). Talking Science: Classroom Discussions and their role in Inquiry Based Learning Environments. Science Teacher. Pp 44-47. Bybee, R. (2011) Scientific and Engineering Practices in the K-12 Classroom. Science and Children. Pp. 10-16.