1. Planetary SEPOF NGSS Optional Webinar Grade 3 – Grade 5

2. Goal  Become familiar with NGSS changes and opportunities  What opportunities are here for planetary science to connect students with our programs and support teacher implementation of NGSS?

3. Discussion  Have you been concerned with grades 3-5 in the past?  How does the renewed interest on K-12(14) STEM affect your concerns going forward?

4. Performance Expectations and Lessons  Weave the pieces together  Science and Engineering Practices  DCI (Disciplinary Core Idea)  Crosscutting Concepts  Focus instruction on student understanding  Metacognition about what the students are doing  Inquiry based  Promotes connections between knowledge  Engineering is an area that can and should be addressed at any level

5. 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 (Begins in 5 th grade)  6. Constructing explanations (for science) and designing solutions (for engineering)  7. Engaging in argument from evidence  8. Obtaining, evaluating, and communicating information

6. Discussion: Science Practices  How does this affect your current program?  Are your programs and products going to be able to incorporate these?  How does this change what you are thinking/doing?

7. 3-5 DCI Storyline Copyright Achieve, Inc. 2013 Appendix E, p.2

8. Crosscutting Concepts  1. Patterns.  2. Cause and effect: Mechanism and explanation.  3. Scale, proportion, and quantity.  4. Systems and system models.  5. Energy and matter: Flows, cycles, and conservation.  6. Structure and function.  7. Stability and change.

9. What’s missing? Copyright Achieve, Inc. 2013 Appendix E, p.2

10. Discussion: Move of Solar System to 6-8  How does this affect your program?  (not having the solar system in 3-5)  How does this change what you are thinking/doing?  How does the renewed interest on K-12(14) STEM affect your program going forward?

11. What is the same about NGSS 3-5  Grade 3: Weather & Climate  Grade 4: Weathering & Erosion  Grade 5: Gravity

12. What is the same about NGSS 3-5  Grade 5: Shadows, Day and Night, Seasons  5-ESS1-2. Represent data in graphical displays to reveal patterns of daily changes in length and direction of shadows, day and night, and the seasonal appearance of some stars in the night sky.  [Clarification Statement: Examples of patterns could include the position and motion of Earth with respect to the sun and selected stars that are visible only in particular months.]  [Assessment Boundary: Assessment does not include causes of seasons.]

13. What has changed about NGSS 3-5  The Sun is the closest star  5-ESS1-1. Support an argument that the apparent brightness of the sun and stars is due to their relative distances from Earth.  [Assessment Boundary: Assessment is limited to relative distances, not sizes, of stars. Assessment does not include other factors that affect apparent brightness (such as stellar masses, age, stage).]

14. What has changed about NGSS 3-5  Grade 5: Interactions between Earth’s Layers  5-ESS2-1. Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact.  [Clarification Statement: Examples could include the influence of the ocean on ecosystems, landform shape, and climate; the influence of the atmosphere on landforms and ecosystems through weather and climate; and the influence of mountain ranges on winds and clouds in the atmosphere. The geosphere, hydrosphere, atmosphere, and biosphere are each a system.]  [Assessment Boundary: Assessment is limited to the interactions of two systems at a time.]  Grade 5: Distribution of Water on Earth  5-ESS2-2. Describe and graph the amounts and percentages of water and fresh water in various reservoirs to provide evidence about the distribution of water on Earth.  [Assessment Boundary: Assessment is limited to oceans, lakes, rivers, glaciers, ground water, and polar ice caps, and does not include the atmosphere.]

15. Discussion: Similarities and Differences with NGSS 3-5  How does this affect your current program?  Are your programs and products going to be able to incorporate these features?  How does this change what you are thinking/doing?

16. What hidden opportunities exist?  Comparative Planetology  4-ESS1-1. Identify evidence from patterns in rock formations and fossils in rock layers to support an explanation for changes in a landscape over time.  [Clarification Statement: Examples of evidence from patterns could include a canyon with different rock layers in the walls and a river in the bottom, indicating that over time a river cut through the rock.]  4-ESS2-1. Make observations and/or measurements to provide evidence of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation.  [Clarification Statement: Examples of variables to test could include angle of slope in the downhill movement of water, amount of vegetation, speed of wind, relative rate of deposition, cycles of freezing and thawing of water, cycles of heating and cooling, and volume of water flow.]  4-ESS2-2. Analyze and interpret data from maps to describe patterns of Earth’s features.  [Clarification Statement: Maps can include topographic maps of Earth’s land and ocean floor, as well as maps of the locations of mountains, continental boundaries, volcanoes, and earthquakes.]

17. What hidden opportunities exist?  Command and control  4-PS4-3. Generate and compare multiple solutions that use patterns to transfer information.  [Clarification Statement: Examples of solutions could include drums sending coded information through sound waves, using a grid of 1’s and 0’s representing black and white to send information about a picture, and using Morse code to send text.]

18. What hidden opportunities exist?  Mission and Spacecraft Design  3-5-ETS1-1. Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.  3-5-ETS1-2. Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.  3-5-ETS1-3. Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved

19. Discussion: Hidden Opportunities  How does this affect your current program?  How does this change what you are thinking/doing?

20. Concerns  What are your concerns?  type them in the chat box   For example: Only 5 states have adopted NGSS (MA, VT, KS, RI, KN)  What do you think are common concerns of teachers?  Brainstorm some in the chat box   What is pressing that you want to discuss next time?

21. Goal  Become familiar with NGSS changes and opportunities  What opportunities are here for planetary science to connect students with our programs and support teacher implementation of NGSS?

22. Next Steps  Take a short survey  http://www.surveygizmo.com/s3/1001739/McREL2012-2013PEF http://www.surveygizmo.com/s3/1001739/McREL2012-2013PEF  Continue the conversation on the workspace:  http://smdepo.org/node/5517  Tune in next time (September 12) to find out how dynamic planetary science can be in middle school!