1. NGSS Science Practices for Elementary Students
Rebecca Katsh-Singer
Boston College

2. Agenda Activity 1: Science Lesson
Presentation: Introduction to the 8 Practices
Activity 2: Critique Science Lesson
BREAK
Presentation: Introduction to the Practices Continuum
Activity 3: Analyze Video
Activity 4: Analyze Vignette
Conclusions and Discussion
Goals:
Increase familiarity with the NGSS science practices.
Begin to consider the ways these practices can be integrated into current instruction and curriculum.

3. Introductions Introduce yourself to the group Name
Rate your familiarity with NGSS’ science practices

4. Activity #1 - Science Lesson
How strong is air?

5. Activity #1 - Science Lesson
Lesson Outline:
Introduce question – “How strong is air?” Show and discuss air bag with straw
Make predictions: Use a T-chart to list things air will lift and air will not lift
Discussion of how to record results
Conduct investigation
Discuss results
Make a t-chart with a partner to predict: Things air will life, things air will not life
-make class chart
-how will you record whether your predictions were right or wrong?
-conduct investigation
-discuss results – tell me something you correctly predicted air would lift, what incorrect predictions did you have?

6. Science Practices (NRC, 2012)
Why science practices?
“…students cannot fully understand scientific and engineering ideas without engaging in the practices of inquiry and the discourses by which such ideas are developed and refined. At the same time, they cannot learn or show competence in practices except in the context of specific content.” (p. 218)
Why “practices” and not inquiry?
“We use the term ‘practices’ instead of a term such as ‘skills’ to emphasize that engaging in scientific investigation requires not only skill but also knowledge that specific to each practice.” (p. 30)
Sci practices = doing what scientists do but in developmentally appropriate ways, intention is to learn content in ways that scientists make sense of the world

7. NGSS Science Practices
Asking questions
Developing and using models
Planning and carrying out investigations
Analyzing and interpreting data
Using mathematics and computational thinking
Constructing explanations
Engaging in argument from evidence
Obtaining, evaluating and communicating information

8. Practices Work Together
“The practices do not operate in isolation, and we argue that part of giving students opportunities to participate in authentic scientific and engineering work is ensuring that they can experience firsthand the interrelateness of these practices – as an unfolding and often overlapping sequence, or a cascade.” (Bell et al., 2012, p. 2)

9. 8 Science Practices

10. Science Practices Asking questions and defining problems
Developing and using models
Planning and carrying out investigations
Analyzing and interpreting data
Using mathematics and computational thinking
Constructing explanations and designing solutions
Engaging in argument from evidence
Obtaining, evaluating and communicating information
Resources:
Pass out ILSP Definition Sheet
Pass out NSTA NGSS handout

11. Asking Questions Scientific questions lead to explanations of how the
natural world works. These questions can be empirically tested.
Sample Standard:
Ask questions to determine cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other. (3-PS2-3)
Classroom Example:
Students are shown that a magnet can pick up paperclips and prompted to ask questions that can be answered by investigation, such as: How does the size of a magnet affect the number of paper clips it can pick up?

12. Developing and using models
A model is an abstract representation of phenomena
that is a tool used to predict or explain the world.
Models can be represented as diagrams, 3-D objects, mathematical representations, analogies or computer simulations.
Sample Standard:
Develop a model to represent the shape and kinds of land and bodies of water in an area. (2-ESS2-2)
Classroom Example:
Students create models of bodies of water and land out of clay, sand, and water. They then use the models to show how the movement of water causes changes in the shape of the land.
NOT JUST DESCRIPTIVE

13. Planning and carrying out investigations
An investigation is a systematic way to gather
data about the natural world either in the field or in a laboratory setting.
Sample Standard:
Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object. (3-PS2-1)
Classroom Example:
Students determine variables and then conduct an investigation about pushing and pulling an object using different forces.

14. Analyzing and interpreting data
Analyzing and interpreting data means that students
make sense of the data produced during investigations and from other sources. Because patterns are not always obvious, students may use a range of tools such as tables, graphs, and other visualization techniques to do so.
Sample Standard:
Use observations to describe patterns of what plants and animals (including humans) need to survive. (K-LS1-1)
Classroom Example:
Students use a class chart of animals’ food sources and organize the animals in various ways based on these sources. Students discuss the effects on animals of changes to different food sources.

15. Using mathematics and computational thinking
Mathematical and computational thinking involves using tools and mathematical concepts to address a scientific question.
Sample Standard
Measure and graph quantities to provide evidence that regardless of the type of change that occurs when heating, cooling or mixing substances, the total weight of matter is conserved. (5-PS1-2)
Classroom Example
Students graph data from an investigation they conducted in which various liquids were cooled, heated, and mixed together.

16. Constructing explanations
A scientific explanation is an explanatory account that articulates how or why a natural phenomenon occurs that is supported by evidence and scientific ideas.
Sample Standard:
Make observations to construct an evidence-based account that objects in darkness can be seen only when illuminated. (1-PS4-2)
Classroom Example:
Students write explanations about why a light source is needed for a person to see an object. Students utilize evidence from an investigation as well as scientific ideas to explain why this occurs.

17. Engaging in argument from evidence
Scientific argumentation is a process in which students debate, question, and critique explanations, models, or claims. An argument includes a claim supported by evidence and reasoning.
Sample Standard:
Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction. (4-LS1-1)
Classroom Example:
Students engage in a debate about whether an organism could survive without several key anatomical features. Students use evidence from observations of structures and their functions in other animals.

18. Obtaining, evaluating, and communicating information
Obtaining, evaluating and communicating information occurs through reading and writing texts as well as communicating orally. Scientific information needs to be critically evaluated and persuasively communicated.
Sample Standard:
Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment. (5-ESS3-1)
Classroom Example:
In small groups students read three articles about different communities that have instituted plans to conserve energy. They evaluate the information to create a plan for how their own community can conserve energy.

19. 8 Science Practices
Give out NSTA handout

20. Activity #2: Critique Science Lesson
In small groups, use the handout to critique the lesson you experienced earlier.
Which (if any) of the 8 science practices occurred during the lesson as it was enacted?
What evidence do you have for the occurrence of that science practice?

21. Activity #2: Critique Science Lesson
Lesson Outline:
Introduce question – “How strong is air?” Show and discuss air bag with straw
Make predictions: Use a T-chart to list things air will lift and air will not lift
Discussion of how to record results
Conduct investigation
Discuss results
Pass out handout
Image: Air in plastic bag holding up books

22. Activity #2: Critique Science Lesson
Discussion
What practices did you see in the lesson the way it was taught? What was your evidence?
What practices were missing from the lesson?
Were there specific practices that were harder for your group to decide whether or not they occurred during the lesson? What made them more challenging?

23. BREAK

24. Continuum for the 8 Science Practices
It takes time, support, and practice for students to develop proficiency in the science practices.
As teachers, we also have to think about and develop greater expertise around new ways of teaching science and supporting students.
Pass out continuum handout

25. Continuum for the 8 Science Practices
Pass out continuum handout
Explain Level 1 can really mean 2 things: 1)it’s not happening because the teacher doesn’t know to include it or how to include it OR
2) it’s not happening because it’s not appropriate to the lesson. Not all practices can or should be in any one lesson.

26. Activity 3: Analyze Video Clips
You are going to watch 2 short clips from a 3rd grade science lesson.
After watching the video, work with your group to use the continuum to analyze the video:
What practices do you think the videos focused on?
For those practices, what levels of the continuum would you place them at?

27. 3rd Grade Videos Context: Unit about force and motion
Video 1: Teacher introduces a propeller car and asks students for ideas about how it works.
Video 2: Students share journal entries about how the surface the car is on affects its speed.

28. 3rd Grade Videos
(videos 1 and 4)
Video 1 – explanation (what is causing the car to move, force=pushing) level 3
- analyzing data? 2/3
Video 2 – models (focus on causation) 3

29. Xinru’s Journal Entry
Adrian’s Journal Entry

30. Discussion of Videos
What science practices do you think the videos focused on?
For those practices, would you place them at a level 2, 3, or 4 on the continuum? Why?
Were there specific practices that were harder for your group to decide whether or not they occurred during the video? What made them more challenging?

31. Activity 4: Analyze Vignette
You are going to read a short vignette of a 2nd grade classroom. The vignette summarizes and provides some transcript of instruction focused on what plants and animals need to survive.
After reading the vignette, work with your group to use the continuum to analyze the vignette:
Which practices did not occur (Level 1)?
What practices did occur? For those practices, would you place them at a Level 2, 3 or 4?

32. Discussion of Vignette
What 2 or 3 practices do you think that the vignette focused on?
For those practices, would you place them at a Level 2, 3 or 4? Why?
How was this lesson similar and different from the video clip? Why?

33. Annotated Vignette
Intended Focus:
Asking questions
Planning and carrying out investigations
Using mathematical and computational thinking

34. Conclusions
Engaging students in science practices enables them to develop a richer understanding of and ability to engage in science (moving beyond just memorizing facts).
Each of the 8 practices has distinct characteristics, but they also work synergistically together.
Often lessons will include more than 1 practice, but they probably will not include all 8 practices.
Supporting students in science practices is challenging and requires multiple opportunities and different types of support for students.
Current curriculum and lessons can be adapted to include a greater focus on the practices.

35. Reflecting on Current Science Instruction
In what ways do you think a focus on science practices is similar to the ways you already teach?
In what ways do you think a focus on science practices is different than the ways you teach?
How would you modify the “air” lesson to incorporate a focus on 1-2 science practices?

36. Questions? Comments?
Contact Information:
Rebecca’s
Powerpoint available at