1. Page 1 New SD Science Standards – What Is Important? Marcia Torgrude – mtorgrude@tie.netmtorgrude@tie.net

2. Page 2 Agenda The workshop will focus on: The 3-Dimensions found within the Framework Science and Engineering Practices Crosscutting Concepts Disciplinary Core Ideas Locate phenomena to gather, reason, and communicate about science Visit the Year at a Glance Process

3. Page 3 Essential Questions What is a student science performance? How can teachers know they are teaching to the standards with a science performance? What instructional strategies would teachers use to engage students in science performances?

4. Page 4 Conceptual Shift Teaching science facts 3-D student performance

5. Page 5 Science and Engineering Practices Disciplinary Core Ideas 3D Student Performance (outcome of science instruction) 3D Student Performance (outcome of science instruction) Crosscutting Concepts

6. Page 6 Science Performance – Practices Focus Charge It! Gathering (10 minutes) 1.Collaborate to ask questions to explain how a can is able to be moved by the balloon without making contact. 2.Collaborate to use questions to plan and conduct an investigation to provide evidence for the cause of the movement. Reasoning (15 minutes) 1.Use evidence to construct an explanation of what causes the forces within the system. 2.Use a model of the system to develop your reasoning using evidence. 3.Write your thinking individually Communicating (10 minutes) 1.Develop an argument for why your evidence supports your explanation of how the forces act within the system to cause the phenomenon. 2.Use a model to communicate your arguments.

7. Page 7 Practices-Jigsaw Count off 1-8. 1.Read the introduction and the information specific to your assigned practice. 2.Following this independent reading activity, you will get into groups to share your understanding. 3.Share out whole group

8. Page 8 Practicing Practices Compare Science and Engineering Practices and Instructional Strategies. Take notes as you watch the Monica Dorn video.the Monica Dorn video As a table group, come to a consensus on Science and Engineering practices observed in the footage. As a table group, determine what instructional strategies were used to engage students in the practices listed. Each small group will communicate a connection between instructional strategy and a Science and Engineering Practice in large group setting.

9. Page 9 Scientific InquiryEngineering Design Ask a questionDefine a problem Obtain, evaluate and communicate technical information Plan investigationsPlan designs and tests Develop and use models Design and conduct tests of experiments or models Design and conduct tests of prototypes or models Analyze and interpret data Use mathematics and computational thinking Construct explanations using evidenceDesign solutions using evidence Engage in argument using evidence Adapted from A Framework for K-12 Science Education (NRC, 2011) Similarities and Differences

10. Page 10 Gather Reason Communicate Obtain Information Ask Questions/Define Problems Plan & Carry Out Investigations Use Models to Gather Data Use Mathematics & Computational Thinking Evaluate Information Analyze Data Use Mathematics and Computational Thinking Develop Arguments from Evidence Construct Explanations/Solve Problems Use Models to Predict & Develop Evidence Communicate Information Argue from Evidence (written & oral) Use Models to Communicate

11. Page 11 Crosscutting Concepts Science and Engineering Practices Disciplinary Core Ideas 3D Student Performance (outcome of science instruction) 3D Student Performance (outcome of science instruction) Crosscutting Concepts

12. Page 12 1.Patterns 2.Cause and Effect 3.Scale, Proportion, and Quantity 4.Structure and Function 5.Systems and System Models 6.Matter and Energy 7.Stability and Change Read the crosscutting concepts in the progressions portion of Appendix G Share out Big Ideas Crosscutting Concepts

13. Page 13 Crosscutting Concepts How do these crosscutting concepts intersect with the science and engineering practices? What crosscutting concepts was I focused on with Charge It performance?

14. Page 14 Disciplinary Core Ideas Science and Engineering Practices 3D Student Performance (outcome of science instruction) 3D Student Performance (outcome of science instruction) Crosscutting Concepts Disciplinary Core Ideas

15. Page 15 Group Performance (20 minutes) 1.Investigate the height a golf balls bounces off of a hard surface (concrete, tile) when dropped from various heights (engineer ways to make accurate measurements). 2.Collect data and use organizational representations to determine patterns and mathematical relationships for the data. Put your data in the spreadsheet. 3.Define the system and ask questions about what causes the observed patterns in heights. 4.Develop mathematical relationship between height of drop and bounce. Does this mathematical relationship work on another surface? Individual Performance (10 minutes) 5.Write your explanation that may be used to explain this phenomena to others. Include evidence to support your explanation for why a pattern exists between the height of the drop and the bounce. Discussion/Group Reflection (15 minutes) 6.Reflect on examples of other phenomena that have patterns and the forces that cause those patterns. 7.Reflect on the importance of graphing data and using models to make sense of phenomena. Science Performance 2

16. Page 16 Disciplinary Core Ideas SD Standards Progressions for each core idea K-12 Sam’s Handout How might these resources help with your Year at a Glance? http://bit.ly/elemscience Time to bring it all together in a Science Performance!

17. Page 17 3-D Instruction As you watch the video, make note of student evidence for each of the three dimensions. doe.sd.gov

18. Page 18 3-D I.D. Performance Expectation: Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Write the above expectation on a sticky note and do the following: 1.Circle Scientific/Engineering Practice 2.Underline Disciplinary Core Idea 3.Box-in Crosscutting Concept Find the corresponding “Core Idea” within Appendix E “NGSS Progressions.” When does this performance occur?

19. Page 19 Lunch

20. Page 20 3 Dimensions doe.sd.gov Science and Engineering Practices Disciplinary Core Ideas Student Performance (outcome of science instruction) Crosscutting Concepts

21. Page 21 Lesson Plan Development

22. Page 22 Looking For Good Performances or Lessons What a new science lesson looks like Finding good lessons or good performances that can become good lessons. Share out best lessons or performances In the Livebinder under resources

23. Page 23 Year at a Glance Science Your grade level standards DCI Progression document Create your Science Year at a Glance Discuss with K-2 and 3-5 teams to confirm there are no overlaps or gaps