1. Integrating Statistical Analysis in CC-Math/NGSS Classrooms 9-12

2. Today’s Presenters Richard Newton Mathematics Department Chair Tracy High School rnewton@tusd.net Bret States STEM Coordinator San Joaquin County Office of Education bstates@sjcoe.net 2

3. Today’s Resources: www.edmodo.com group code: du5c4k www.STEMccm.com www.desmos.com NetLogo: https://ccl.northwestern.edu/netlogo/ http://www.netlogoweb.org/ 3

4. Goals for Today Overview of 3-D NGSS Structure – Analyzing and Interpreting Data – Developing and Using Models Overview of CCSS-M Statistics – Statistics and Probability in first three years of high school, regardless of pathway Experience the Bifocal Modeling Process – Coupling real experiments with computational models 4

5. NGSS Overview 5 A New Vision for Teaching and Learning Science for ALL Students 3 Dimensional Coherent Learning across Grades National Research Council Board on Science Education

6. NGSS – Science for All Students 6 Science, engineering and technology are cultural achievements and a shared good of humankind Science, engineering and technology permeate modern life and as such are essential at the individual level Understanding of science and engineering is critical to participation in public policy and good decision-making

7. Vision of Science Education 7 All students’ experiences over multiple years foster progressively deeper understanding of science. Students actively engage in scientific and engineering practices in order to deepen their understanding of crosscutting concepts and disciplinary core ideas. All three dimensions should to be integrated into the system of standards, curriculum, instruction, and assessment to best support student learning NRC Framework Page 217

8. Conceptual Shifts in NGSS 8 1.K-12 science education should reflect the interconnected nature of science as it is practiced and experienced in the real world. 1.The NGSS are student performance expectations – NOT curriculum. 1.The science concepts build coherently from K-12. 1.The NGSS focus on deeper understanding of content as well as application of content. 1.Science and engineering are Integrated in the NGSS from K–12. 1.The NGSS are designed to prepare students for college, career, and citizenship. 1.The NGSS and Common Core State Standards (Mathematics and English Language Arts) are aligned.

9. What’s in a Logo? Science and Engineering Core ideas in the discipline Concepts across disciplines

10. 3 Dimensions 10

11. Dimension 1 Scientific and Engineering Practices 11 1.Asking questions (science) and defining problems (engineering) 2.Developing and using models 3.Planning and carrying out investigations 4.Analyzing and interpreting data 5.Using mathematics and computational thinking 6.Constructing explanations (science) and designing solutions (engineering) 7.Engaging in argument from evidence 8.Obtaining, evaluating, and communicating information For each, the Framework includes a description of the practice, the culminating 12 th grade learning goals, and what we know about progression over time. Framework Pages 41-82

12. Interconnected and Aligned to CCSS 12

13. Bifocal Modeling 13 “Bifocal Modeling is a new framework to inquiry-driven science learning. It challenges students to experience a scientific phenomenon through two lenses in parallel – a real experiment and a model.” Transformative Learning Technologies Lab (TLTL) Stanford Graduate School of Education https://tltl.stanford.edu/project/bifocal-modeling

14. 14 https://tltl.stanford.edu/project/bifocal-modeling

15. Bifocal Modeling 15

16. 16 Group Code: du5c4k

17. Statistical Analysis 17 www.STEMccm.com

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20. 20 Activity 1 Outline Participants will construct box and whisker plots to display information regarding the amount of forest burned under various conditions. - Frame the conversation with standards and forestry. (slides 21 and 22) - Have participants use the fire model to generate data at a specific forest density. (slide 23) - Use EdModo to collect data. - Use the Desmos Box and Whisker Plot Template to create the plot. (slide 24) - Explain the features of the graph (min, Q1, Med, Q3, and max). (slide 25) - Use the fire model and have students collect data at various densities (several data points per student). Goal is to have many data points at densities ranging from 10 to 90. - Create a large scatterplot on the board – should appear as many vertical box and whisker plots. (slides 26 and 27) Activity 1

21. 21 Data and Forestry -NGSS Performance Expectation HS-ESS3 Earth and Human Activity 4. Evaluate or refine a technological solution that reduces impacts of human activities on natural systems. -CCSS-M Performance Expectation Statistics and Probability S.ID - Statistics, Interpreting Categorical and Quantitative Data 1. Represent data with plots on the real number line (dot plots, histograms, and box plots). ★ -Skill Developed: Using a modeling in NetLogo to drive instruction Using the statistical software Desmos Activity 1

22. 22 Data and Forestry Activity 1

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24. 24 https://www.desmos.com/calculator/avntywmp7c Use this Desmos template and edit L1.

25. 25 Activity 1

26. 26 Activity 1

27. 27 Activity 1 http://blog.revolutionanalytics.com/2014/07/agent-based-models-and-rnetlogo.html

28. 28 Activity 2 Outline Participants will measure their heights and construct a histogram of the distribution. Then participants will take several time measurements for the time it takes an electric car to cover a track and plot the distribution. - Frame the conversation with standards and task (slides 29 and 30) - Have participants collect data on all their heights. - Use EdModo to collect data. - Use Excel to create a histogram of the data. (slides 31 and 32) - See the slides for a tutorial on how to setup Excel to create histograms and establish bin size. - Repeat the data collection and plotting process but using the car experiment. (slide 33) Activity 2

29. 29 Measurement and Distributions -CCSS-M Performance Expectation Statistics and Probability S.ID Interpreting Categorical and Quantitative Data 4. Use the mean and standard deviation of a data set to fit it to a normal distribution and to estimate population percentages. Recognize that there are data sets for which such a procedure is not appropriate. Use calculators, spreadsheets, and tables to estimate areas under the normal curve. ★ -Skill Developed: Data Collection and Summarization using Histograms Using the statistical software Desmos Activity 2

30. 30 Measurement and Distributions Activity 2

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34. 34 Activity 3 Outline Participants will construct a scatterplot displaying the relationship between time and heart rate.. - Frame the conversation with standards and forestry. (slides 35 and 36) - Have participants use the heart rate program. - Export the plot from the heart rate program into excel. - Plot a scatterplot in excel. - Have participants download the heart rate App on their cell phones and do an experiment in which they have a participant run in place and generate data (time vs. heart rate). - Compare and contrast the model data and real world data and their graphs. Activity 3

35. 35 Analyzing Trends in Time -NGSS Performance Expectation HS-LS1 From Molecules to Organisms: Structures and Processes 3. Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis. -CCSS-M Performance Expectation Statistics and Probability S.ID Interpreting Categorical and Quantitative Data 6. Represent data on two quantitative variables on a scatter plot and describe how the variables are related. ★ -Skill Developed: Data collection using Cell Phones Using a modeling in NetLogo to drive instruction Using the statistical software Excel Activity 3

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37. 37 Activity 3 Analyzing Trends in Time

38. Questions? 38 Richard Newton Mathematics Department Chair Tracy High School rnewton@tusd.net Bret States STEM Coordinator San Joaquin County Office of Education bstates@sjcoe.net