Next Generation Science Standards Science/Literacy/Mathematics February 12, 2013 SAD 75

Supports that are needed Great models for lessons that show the practices Released items Materials models and resources that meet the science standards- for elementary – criteria Engineering resources – Models of lesson planning – Bybee Where you want the HS teachers to be – triage ASU models in physics- materials in Bio/ ChemEarth sci Graphic organizer analysis tool

Common Core - College and Career Ready in Reading, Writing, Speaking, Listening and Language "Students cite specific evidence when offering an oral or written interpretation of a text. They use relevant evidence when supporting their own points in writing and speaking, making their reasoning clear to the reader or listener and they constructively evaluate other's use of evidence." (page 7, Introduction)

Common Core - College and Career Readiness Anchor Standards for Writing Text Type and Purposes: 1. Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence. (Page 18, CC)

Writing Gr writing_811.pdf writing_811.pdf Grade 7 Write arguments to support claims with clear reasons and relevant evidence. Grade Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

Common Core - College and Career Readiness Anchor Standards for Speaking and Listening Presentation of Knowledge and Ideas Listening and Speaking: ELA 4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience. (Page 22, CC)

Speaking and Listening Gr. 1 – 12 Down/ccss-speaking_and_listening_811.pdf Down/ccss-speaking_and_listening_811.pdf Grade 7 Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation. Grade Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.

Framework: Constructing Explanations and Designing Solutions "Asking students to demonstrate their own understanding of the implications of a scientific idea by developing their own explanations of phenomena, whether based on observations they have made or models they have developed, engages them in an essential part of the process by which conceptual change can occur." (Framework - page 68)

I think... constructing evidence-based explanations is as important to the science classroom as it is to the ELA classroom. Both support literacy.

Where do explanations fit into the 8 scientific practices?

Developing Explanations in Science

Elementary Examples Constructing Explanations and Designing Solutions

High School Examples Constructing Explanations and Designing Solutions

Example: Osmolarity in Bloodworms After some initial research and instruction about marine worms and osmoregulation, students were asked to make a claim, collect evidence, and develop reasoning to explain; Are bloodworms osmoregulators or osmoconformers? High School

Students make a claim: If marine worms are osmoconformers, the body volume of the worms will________________when put in saltwater that has a different salinity than their own body. If marine worms are osmoregulators, the body volume of the worms will ______________________ when placed in saltwater that has a different salinity than their own body.

High School Next, students design an experimental procedure to gather evidence to support their claim. For the most part, students decided to place worms in trays of salt water with different salinity. They observed the worms and measured their mass over a few days. Evidence consists of observations and measured data.

High School

Experimental Data

High School

As a result of this investigation, students should have sufficient information to construct an explanation to answer the original question. Are bloodworms osmoregulators or osmoconformers?

Reasoning

This organizer would have been extremely helpful for students as they began the process. As students become proficient in writing good explanations, they may not need this support. This organizer could also be useful for oral explanations.

Chat - Have any of these examples and/or tools helped you think about constructing explanations in a different way? If so, how?

Scaffolding Student Writing and Talking Use sentence starters, questions, or graphic organizers that give hints about what to include in scientific explanations. Have a visual reminder in the classroom. Provide general AND content specific support (Instructional Strategies: (McNeill and Krajcik 2008b)

Questions that support good student explanations

Developing a “good” question Identifying opportunities: Identify data students can use as evidence Identify scientific principles (e.g. core ideas) students can apply to make sense of the data Ensure questions have multiple plausible answers Writing the question Consider the clarity of the question

Examples of Good Questions Why does a tree camouflage a squirrel? What colors and patterns would help moths survive in a meadow or woods? Does wind help laundry on a line dry? Is the temperature usually warmer or colder at night? Do all hard things sink? Can heavy things float?

Examples of Good Questions What bird beak is the best adaptation for this environment? What type of bonding is present in this sports drink powder? Use the data table (e.g. yellow,lemon flavor, dissolves in water, conducts electricity when dissolved) below to justify your answer. Which biodiesel recipe is the best?

Student Challenges Using evidence to support their ideas Explaining why their evidence supports their ideas Considering multiple explanations or solutions Revising explanations and solutions based on new evidence or scientific knowledge

Teacher talk moves that support good student explanations

Talk Moves from Ready, Set, Science! (Michaels et al., 2008, p.91)

Talk Moves From Katherine MacNeill

Your Thoughts... Chat - Which talk move might you add to your instruction?

Supporting Students 1. Developing “good” questions to support explanations and solutions 2. Talk moves and classroom culture 3. Scaffolding student writing and talking

What tools?

Resources A Framework for K-12 Science Education Ready Set Science! NSTA Webinar "Constructing Explanations and Designing Solutions" 10.aspx

SciTech Framework

National Science Teachers Association Practices Webinars eminars/Ngss/webseminar.aspx

Next Generation Science Standards and ELLs Webinar with Helen Quinn and Okhee Lee science-standards-ells

Timeline NGSS Lead State Selection – September 2011 First public draft - May 2012 Second and final public draft - January 2013 FINAL NGSS – End of 1 st quarter of 2013 Adoption of NGSS- Anticipated in 2013 Session

What NOT To Do RESIST the urge to develop new materials aligned to the draft. REFRAIN from printing out the NGSS 2 nd Public Draft.

What To Do LEARN about the practices and build them into your current teaching SUPPORT each other to participate in the Public Feedback of the 2 nd Draft of NGSS FOLLOW the SciTech Framework Blog TRY ON instruction in the intersection of the 3 Dimensions of A Framework for K-12 Science Education

What supports do Maine teachers need? Who should provide those supports?

Contact Information Anita Bernhardt MDOE Science and Technology Specialist: