Advancing NGSS in Academically Inclusive K-6 Elementary Science Classrooms Columbia Gorge ESD August 27, 2018 Facilitators: Jamie Rumage – Jamie.rumage@state.or.us Noelle Gorbett – Noelle.gorbett@state.or.us

Goals of the Session Create common understandings of the NGSS expectations Increase equity and access by using phenomena driven instruction Utilize high leverage instructional strategies to meet the needs of all students in an academically diverse classroom

These Two Documents Should Travel the World Together! Vision & Mission These Two Documents Should Travel the World Together!

Do All Students have an Opportunity to Engage in 3-D Learning? Equity in science education: “Equity in science education requires that all students are provided with equitable opportunities to learn science and become engaged in science and engineering practices; with access to quality space, equipment, and teachers to support and motivate that learning engagement; and adequate time spent on science. In addition, the issue of connecting to students’ interests and experiences is particularly important for broadening participation in science.” -NRC Framework, p. 28

Quick Check-in Write two things you know and/or have implemented pertaining to NGSS. Write two things you wonder about NGSS.

NGSS: Rethinking our approach to science education for the future of our student.

Architecture of the Standards Performance Expectations Foundational Boxes 5 min These P.E. do not need to be meet at the end of a lesson or unit; the intention is that they are meet by the end of school year. Again, these are the student outcomes to be meet by the end of the year and state what students should be able to do in order to demonstrate that they have met the standard. Make their thinking visible and apply concepts and knowledge to new situations. Connection Boxes

Explicit Ties to ELA & Math NGSS practices overlaps language use for CCSS ELA and math practices.

Do All Students have an Opportunity to Engage in 3-D Learning?

Why Phenomena-Driven Instruction?

As you engage in two related investigations, consider the following: How are students exploring phenomena and driving questions in a local context of home and community? How are students engaging in 3-Dimensional learning? How are students building and applying ideas over time (i.e., coherence or learning progressions)?

Developed by Okhee Lee & Rita Januszyk Can you see an object in the dark? 1st grade How do you see an object? 4th grade Developed by Okhee Lee & Rita Januszyk Former Elementary School Teacher NGSS Writer and NGSS Diversity and Equity Team Member

Can you see an object in the dark? 1st grade NGSS Performance Expectation (PE) 1-PS4-2. Make observations to construct an evidence-based account that objects can be seen only when illuminated. [Clarification Statement: Examples of observations could include those made in a completely dark room, a pinhole box, and a video of a cave explorer with a flashlight. Illumination could be from an external light source or by an object giving off its own light.]

Forms of Energy – Helpful Hints

Can you see an object in the dark? 1st grade What phenomena would you consider using to teach this NGSS performance expectation (PE) to first grade students? The phenomena need to be: Student-centered based on prior experience or knowledge In the context of home and community Generative over a period of instruction

Can you see an object in the dark? 1st grade What phenomenon(a) do you think your first grade students might come up in the context of their home and community?

Can you see an object in the dark? 1st grade Step 1 Look into the shoebox with the flap closed What do you observe?

Can you see an object in the dark? 1st grade Step 2 Look into the shoebox with the flap open What do you observe?

Can you see an object in the dark? 1st grade Look into the shoebox with the flashlight shining through the flap What do you observe?

Can you see an object in the dark? 1st grade Evidence-based Observations Discuss with your partner the cause and effect relationships between: An object Light source Open space or view not blocked

How to make students thinking visible?

How Do You See An Object? Grade 4 NGSS Performance Expectation (PE) 4-PS4- 2 Develop a model to describe that light reflecting from objects and entering the eye allows objects to be seen. [Assessment Boundary: Assessment does not include knowledge of specific colors reflected and seen, the cellular mechanisms of vision, or how the retina works.]

Forms of Energy – Helpful Hints

How Do You See an Object? 4th grade What phenomenon(a) do you think your first grade students might come up in the context of their home and community?

How Do You See an Object? 4th grade Develop a model that shows how you see the object in the shoebox. Considerations for grade 4 phenomenon: An object Path of light or light itself Open space or view not blocked Eye

How Do You See an Object? 4th grade How does “draw a picture” change into “develop a model”? Develop a model to explain how you see the object in the shoebox Models show relationships Models help to explain phenomena Models specify the cause and effect Models can be used to make predictions

What is Modeling? It Isn’t…. Modeling is…. Students producing: A correct answer in the form of a drawing Reproduce textbook explanations. Having students: Represent ideas Asking questions about initial models Learn what types of information and data needs to be gathered to refine the model Add or revise their models in a response to evidence

How Do You See an Object? 4th grade In your group, develop a model that shows how you see an object. Step 1: Look into the shoebox with the flap closed Step 2: Look into the shoebox with the flap open Step 3: Look into the shoebox with the flashlight shining through the flap

How Do You See an Object? 4th grade Group Investigation Talk with your group before developing the model that explains how you see the object. Make sure your group’s model shows relationships between (1) the eye, (2) object, (3) path of light, and (4) open space. Draw only one model per group and be ready to share your group’s model with all the participants.

Initial Model

Revised Model

Finalized Individual Model 1. Light travels in through the flap and reflects off Tuck into our eye so we can see Tuck. 2. The light reflects everywhere and lights up Tuck.

(Learning Progressions) Learning Progressions – NGSS: Appendix E Coherence between Performance Expectations (Learning Progressions) Learning Progressions – NGSS: Appendix E 1-PS4-2 Make observations to construct an evidence-based account that objects in darkness can be seen only when illuminated. 1-PS4-3 Plan and conduct investigations to determine the effect of placing objects made with different materials in the path of a beam of light 4-PS4-2 Develop a model to describe that light reflecting from objects and entering the eye allows objects to be seen. MS-PS4-2 Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials. HS-PS4-3 Evaluate the claims, evidence, and reasoning behind the idea that electromagnetic radiation can be described either by a wave model or a particle model, and that for some situations one model is more useful than the other.

Coherence (learning progressions): Three-dimensional learning becomes sophisticated over time. Lessons often raise questions that motivate what we need to figure out in subsequent lessons. (Figure by Brian Reiser)

Precision Explicit Complexity Coherence: As 3-dimensional learning becomes more sophisticated over time, language use becomes more precise, explicit and complex. Precision Does the discourse use discipline-specific terms appropriately? Is the discourse exact enough to communicate nuanced meaning? Would the audience understand the discourse without context? Could someone who is not in the classroom understand the discourse? Does the student appropriately use logical connectors (e.g., because, since, therefore, so) to be explicit about relationships between ideas? Does the student explain why? Does the student provide evidence to support a claim(s)? Does the student communicate about relationships between concepts? Explicit Complexity Goals of language in science: moving students along the continuum to more precision, explicitness, complexity Literacy for Science (2014)

4th grade classroom in Oregon What are the cognitive and language demands? What are the overlapping content practices? What instructional strategies were used? 5-10 Minutes Title I School with 780 Students 64% Economically Disadvantaged 34% Emerging Bilingual Students https://vimeo.com/166410948 Phenomenon: Forces that can shape a landscape E2: Build a strong base of knowledge through content rich texts E5: Read, write, and speak grounded in evidence M3 & E4: Construct viable arguments and critique reasoning of others S7: Engage in argument from evidence S7: Engage in argument from evidence M3 & E4: Construct viable arguments and critique reasoning of others Video Clip

How are the following included during instruction? High Level Engagement & Rigor Student Discourse Account for Students Cultural Backgrounds & Linguistic Diversity Making Students Thinking Visible Moment of Reflection 5-10 Minutes – Share with an elbow partner; allow for volunteers to share out if they want Engage in a discussion on how educators provide opportunity and access to learning? Turn and talk As we continue to move through, there may be strategies that you already use to implement NGSS, but we would ask for you to be open to some thinking that you may not yet use in your instruction.

NGSS Provides Opportunities for Equity, Access and Inclusion Curiosity & Rigor All students should have access to high-quality learning experiences in science. 7 Min video - NGSS are designed to engage all students scientific curiosity in meaningful ways, build coherence across the k12 system and provide the necessary rigor for the future success. Children Are Born Investigators: Investigation is a practice; the variety of ways students act on curiosity are within the practices.

What is Three-Dimensional Learning? 3 Mins Practices are the behaviors that scientists engage in as they investigate and build models and theories about the natural world, as well as the key set of engineering practices that engineers use as they design and build models and systems. The term practices is used instead of “skills” to emphasize that engaging in scientific investigation requires not only skill but also knowledge that is specific to each practice. Crosscutting concepts have applications across all disciplines of science. As such, they are a way of linking the different disciplines of science by providing ways of looking at and making sense of phenomena and/or of designing solutions to problems. – Provide an organizational schema for interrelating knowledge for various science fields into a coherent and scientifically based view of the world. Disciplinary core ideas are the big ideas — the most important aspects — of science that provide scientists, engineers, and students with the concepts and the foundations to make sense of phenomena and/or to design solutions to problems.

Three- Dimensions of the Framework for K-12 Science The Standards are written as Performance Expectations This will require Contextualized Applications of the three-dimensions by students Focus is on the How and the Why as well as the What 3 Mins Performance Expectations state what students should be able to do in order to demonstrate that they have met the standard. Make their thinking visible and apply concepts and knowledge to new situations.

Instructional Shifts in Three-Dimensional Learning

The Framework focuses on equitable strategies Need for learning opportunities across the K-12 system Increased cognitive expectations of all student Effective implementation strategies Integration of CCSS-ELA & CCSS- Math

Next Steps with State Assessment Field Test Assessment Questions 2017-2018 Embedded within Current OAKS Platform Local Performance Tasks The 2017-18 OAKS Science Assessment contains field test items aligned to the 2014 Oregon Science Standards (NGSS). The items may either be a ‘cluster’ or a ‘stand alone’ item. The stand-alone items more closely resemble our current operational assessment items in format with a short stimulus, and most-likely only one or two questions to be answered by the student. The new cluster items tend to be longer with a lengthier stimulus and several questions.

Summative Cluster Example ‘Mineral Hardness’ cluster 5-PS1-3 Make observations and measurements to identify materials based on their properties. The ‘Mineral Hardness’ cluster item can be found in the new item type training test on the Oaks portal among the student practice tests at grades 5, 8, and high school.

Summative Cluster Example Stimulus: Three mineral crystals are placed on a table. The three crystals have a similar color. They look like clear glass. However, they are all different minerals. Figure 1 shows all three unknown minerals. Here is an example of a cluster item stimulus. Notice how a phenomena is provided to give context to the cluster item. The stimulus goes on to provide background information that the student may need to complete the task. The task assesses all three dimensions of the standard (performance expectation). Minerals can be identified by their properties. One common property is hardness. A hardness test can be used to determine the identity of a mineral. Hardness testing is done by scratching a mineral with another mineral or tool. For example, diamond is the hardest known mineral and will scratch all other minerals.

Stimulus (continued): Summative Cluster Example Stimulus (continued): Table 1 shows the mineral hardness scale. The identities of Minerals A, B, and C are shown in bold. Your Task In the questions that follow, you will investigate the hardness of the unknown minerals to identify which mineral is halite, which is calcite, and which is quartz. The stimulus may contain pictures, videos, tables, maps, and other media to provide the student with information. Every cluster states the task the student is to accomplish.

In this particular cluster the student begins with a simulation that will assist them in identifying the minerals through the use of the hardness scale. -disciplinary core idea Students choose from the drop-down menus and click on ‘run trial’ to run their test. The data from the test is given in the accompanying table. In this particular cluster the student is being scored on their ability to plan their investigation which is one of the 3 dimensions of this particular standard (performance expectation). -Science and Engineering Practice of Planning and Carrying out an investigation Note: because students are being assessed on their ability to plan their investigation, they are not given an opportunity to ‘re-test’ any of their trials. In other clusters students may see a small trash can at the end of each row of collected data. By clicking on that trashcan, it deletes the data in that row and allows the student to retest. Students are using a scale (Moh’s hardness scale) thus assessing the third dimension of the standard- crosscutting concept (standard units are used to measure and describe physical quantities

Summative Cluster Example In the second part of the response portion of the cluster, students identify the minerals based on their test data.

Science Assessment Resources 5th Grade Science New Item Type Training Test is available on Oaksportal.org Assessment Item Specifications examples can be found on the ODE Science Assessment webpage.

We Need Your Feedback: http://tinyurl.com/ORscienceFeedback Consider what you have heard today: What resonates with you? What additional supports are needed to engage ALL students in science? Additional Questions? We Need Your Feedback: http://tinyurl.com/ORscienceFeedback

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