Welcome to: Next Generation Science Standards (NGSS) – Creativity: Applications and Assessment Before we start, if you have a smart phone please download the NGSS App.

Next Generation Science Standards (NGSS) – Creativity: Applications and Assessment Presenter: Amine Kamal Hamdan

In groups of 3 – 4 note down on a white paper, the years of experience (as a teacher) for each group member. Calculate the total number of years in each group. What is the total number of experience in this room? Starter - Experience!

How well do you understand the NGSS? I am new I am well aware of the three dimensions of NGSS only Read it, but don’t know how to deliver I am ok with some aspects but not confident about a lot more Mastered it and can support those who need help

NGSS - Common Grounds 1)Changing the name of the curriculum doesn’t mean you actually changed the curriculum. 2) Implementing the NGSS is a long process that should take more than one academic year. 3)The NGSS are for all students, and all students are expected to achieve proficiency with respect to all of the performance expectations in the NGSS. 4)The NGSS are not intended to be an exhaustive list of all that could be included in a student’s science education nor should they prevent students from going beyond the standards where appropriate. 5)The NGSS performance expectations should not limit the curriculum. Students interested in pursuing science further (through Advanced Placement or other advanced courses) should have the opportunity to do so through additional coursework. 6)The performance expectations are not a set of instructional or assessment tasks. They are statements of what students should be able to do after instruction. Decisions on how best to help students meet these PEs are left to states, districts, and teachers.

NGSS - Common Grounds All students no matter what their future education and career path must have a solid K–12 science education in order to be prepared for college, careers, and citizenship. – NGSS Appendix A, Conceptual Shifts 7)The NGSS are not instructional strategies. 8)The NGSS are not lesson objectives.

Planning – From PE to Activity Step 1: - Arrange in groups of 3 – 4 - Group members must be teaching different subjects (Physics, Chemistry, Biology, Science) - Use to the resources in front of you (only) to present your work. - Each group will be given 2 min for the presentation / demonstration. - The other teams will evaluate the creativity of the presenting group. Activity 1 The performance expectation of this lesson is: Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance.

Using the materials given to you (mobile phones are allowed only if used as a source of light or sound), your task is to come up with methods (one or more) of communication understood by the members of your team. Prepare a 2 min demonstration showing the effectiveness of the design and the science behind it (example: waves, sound, energy…) Assessment Criteria: 1- Effectiveness of the method 2- Effectiveness of the design that serves the purpose 3- Clarity of demonstration and presentation. Activity 1 The performance expectation of this lesson is: Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. 6 – 8 min Planning – From PE to Activity

Demonstration & Evaluation 2 Teams Activity 1 The performance expectation of this lesson is: Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. Use the evaluation sheet given to you. 2mins Planning – Evaluating Creativity

The performance expectation of this lesson is: Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance. Use the form given to you to draft a lesson plan for the previous activity. The plan must include: - at least one of the “Cross Cutting Concept”. - at least one of the “Science and Engineering Practices”. - the assessment method you’ll use. Planning – Teaching Strategy 5mins

Planning – Lesson Plan

Inquiry Based Learning Is a process where students Formulate questionsInvestigate Build new knowledge Communicate learning to others Enhances students’ CreativityIndependence Problem solving skills Achievement NGSS - Inquiry Based Learning

Pose the problem to students Students research and find information Students design how to research the question and conduct analysis Students analyze the results individually or in groups Students write their own conclusions based on the evidence and present it to others Open Pose the problem to students Present a series of lessons and resource materials Assist students in the design of how to research the question and conduct analysis Students analyze the results individually or in groups Students write their own conclusions based on the evidence Guided Pose the problem to students Present a series of lessons and resource materials Model how to use the materials and notes Assist students with the analysis based on notes, materials, and observations. Students write their own conclusions based on the evidence Structure Levels of Inquiry NGSS - Inquiry Based Learning

What do I know? K How do I find out? F What will I do next time? N How do I use what I learned? U What did I learn? L What do I want to know? W NGSS - Inquiry Based Learning

“If students leave schools without knowing how to continuously create and innovate, they will be underprepared for the challenges of the society and workforce. Daniel Pink NGSS - Creativity

Creativity in Schools NGSS - Creativity

How some schools approach creativity… PrincipalMiddle Leader NGSS - Creativity

Teachers, The school has decided we should be more creative… Get on to it, please. ??? ??!! #!%! Huh! Middle Leader Teachers NGSS - Creativity

BUT…… HOW??!!!! NGSS - Creativity

Promoting creativity in class. Finding solutions or better solutions Example: In some countries, people with color blindness are not allowed to drive. One reason is the traffic lights. Design a traffic system that doesn’t depend on colors. Brainstorming Example: Your coffee cools too quickly in the cup. Ask students to brainstorm a list of things that might slow down the cooling process, write a hypothesis about each one, and design an experiment to test one hypothesis. Producing new ideas or reorganizing existing ideas in a new way Example: - Identify a problem for which multiplication would be useful in finding the solution - Identify a problem for which DNA studies would be useful in finding the solution. Putting two things or ideas together Example: - How the events that led up to World War One might be handled if they happened Today - Use your knowledge about waves and properties of materials to design a communication tool. NGSS – Promoting Creativity

NGSS – Rubric for Creativity

MS-LS1-6. Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms. [Clarification Statement: Emphasis is on tracing movement of matter and flow of energy.] [Assessment Boundary: Assessment does not include the biochemical mechanisms of photosynthesis.] NGSS - Practice IBL and Creativity MS-PS3-3. Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer.* [Clarification Statement: Examples of devices could include an insulated box, a solar cooker, and a Styrofoam cup.] [Assessment Boundary: Assessment does not include calculating the total amount of thermal energy transferred.] 1- Choose one of the Performance Expectations below and suggest an Inquiry Based Learning approach (Structure, Guided or Open). 2- Explain briefly how will you conduct this approach. 3- Suggest an activity that can promote creativity. 5mins

Feedback Please… Please fill out the feedback form before you go. For further questions: Name: Amine Kamal Hamdan