1. First Grade Science: Day 1
November 12, 2013
11/12/13 !!!!
First Grade Science: Day 1

2. Welcome!
Paul Drummond
Jennifer Gottlieb
Science Consultants, MISD

3. Hopes and Fears?

4. Next Generation Science Standards

5. What do scientists do?
They approach problems in many different ways and with many different preconceptions. There is no single “scientific method” universally employed by all. Scientists use a wide array of methods to develop hypotheses, models, and formal and informal theories. They also use different methods to assess the fruitfulness of their theories and to refine their models, explanations, and theories. They use a range of techniques to collect data systematically and a variety of tools to enhance their observations, measurements, and data analyses and representations.
-excerpt from Ready, Set, Science

6. Orchestra students are musicians; students on the basketball team are athletes; what opportunities do our science students have to be scientists?
In other words, if orchestra students are musicians, and students on the basketball team are athletes, are our science students scientists?
Pause the video as you consider this question with your group.

7. Next Generation Science Standards (NGSS)
What do you see?
What do you think?
What do you wonder?

8. Architecture of the NGSS: Performance Expectations
These describe what a student should be able to do at the end of a unit
They are not meant to be lesson sequences or required activities

9. Architecture of the NGSS
Disciplinary Core Ideas
Science and Engineering Practices
Crosscutting Concepts

10. Architecture of the NGSS: Connections
Connections to:
Other content/grade-bands within the NGSS
Common Core State Standards for ELA/Literacy and Mathematics

11. NGSS Resources

12. Today, we are going to focus on instructional practice
Science and Engineering Practices
Crosscutting Concepts
Disciplinary Core Ideas

13. From thinking that one scientific method fits all
Our shift in thinking…
From thinking that one scientific method fits all
To thinking about how to engage our students in the practices of scientists
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

14. From thinking that “hands-on” science is ESSENTIAL
Our shift in thinking…
From thinking that “hands-on” science is ESSENTIAL
To thinking that engaging students EVERY DAY in scientific practices and thinking is POWERFUL

15. A new model for the practice of science

16. Shifting our practice…
From… How am I going to teach this? To… How are students going to learn about this?
Next Generation Science Standards
Science & Engineering 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

17. Exploring the Science and Engineering Practices
Rank the practices from the one you know the least about to the one you know the most about
Each color post-it corresponds to a practice
Put your rankings on the chart paper

18. Exploring the Science and Engineering Practices
While reading…
Students do this regularly in my classroom
I do this regularly in my classroom
! This is not a regular practice in my classroom

19. What is argument?

20. What does argument mean in our everyday language?

21. Argument in Science
In science, an argument is used… “to promote as much understanding of a situation as possible and to persuade colleagues of the validity of a specific idea….[it] is ideally about sharing, processing, and learning about ideas” (NRC 2008, p 89)

22. A new model for the practice of science

23. Why is argument important?
“Traditional science laboratory activities are structured around the laboratory report format. Students are expected to engage in a format that outlines the hypothesis, procedures, observations, results, and discussion. Unfortunately, scientists use this format not in the laboratory but primarily to report their work in journals for publication. In the lab, they pose questions, make claims, gather evidence, debate with each other, compare their answers with others in the field, and attempt to look for patterns across their results. Scientists are engaged in argumentation – at the very core of science activity is scientific argument. Having completed this process of argument, scientists then prepare their written reports for publication.”
~Hand, Norton-Meier, Staker, and Bintz

24. Orchestra students are musicians; students on the basketball team are athletes; what opportunities do our science students have to be scientists?
In other words, if orchestra students are musicians, and students on the basketball team are athletes, are our science students scientists?
Pause the video as you consider this question with your group.

25. How are these connected?
Next Generation Science Standards
Science & Engineering 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

26. ~Hand, Norton-Meier, Staker, and Bintz
When procedures are uniform for all students, where data are similar, and where claims match expected outcomes, then the reportage of results and conclusions often seems meaningless to students and lacks opportunities for deeper student learning about the topic or for developing scientific reasoning skills. (If everyone gets the same answer why ask the question? How meaningful is this type of experience? Is this just another school exercise done to them?)
~Hand, Norton-Meier, Staker, and Bintz
As you consider this quote, what are the implications for our classrooms?

27. Pulling it All Together…
Next Generation Science Standards
Science & Engineering 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

28. We need to change our thinking with respect to experimentation!

29. Experimentation Conventional
Then spend the rest of the year learning content through text resources or telling.
Separate Unit on the Scientific Method

30. ? Experimentation Conventional
Students then observe the cloud in a jar that confirms what they already “know.”
Students read the text to learn vocabulary and background information about clouds.

31. Shifts in Practice for NGSS
Experimentation
Shifts in Practice for NGSS ?
Students ask questions about cloud formation and do some investigating on their own.
Students search for answers to their questions as they read the text.

32. 5E Learning Cycle
5E Model is based from the SCIS Model of Instruction by researchers Atkins and Karplus in 1967.
5E Model was originally proposed by BSCS (Biological Science Curriculum Study) in the late1980’s.

33. Engage Explore Explain Elaborate Evaluate 5E Learning Cycle

34. Time to embrace your inner child….

35. Engage How do humans change as they grow? Find your partner!
How are young plants and animals alike, but not exactly alike, their parents?

36. Engage

37. Explore
How are young plants and animals alike, but not exactly alike, their parents?
What can you find out about parents and their young at the different stations?
Station 1: Worms
Station 2: The Zoo!
Station 3: Big Book Exploration
Station 4: Dogs and Puppies

38. Explore

39. Explain Class discussion Students construct explanations
Claim
Evidence
Students construct explanations
Text/Web resources

40. Explain

41. Elaborate What about plants?
How are young plants and animals alike, but not exactly alike, their parents?

42. Evaluate
Share your Big Book with the kindergarten class

43. As we consider the CCSS in ELA…
How are the ideas and information that you read connected to our conversation about argument?
What new ideas did you get that extended or broadened your thinking in new directions?
What challenges or puzzles have come up in your mind from the ideas and information presented?
Adapted from Making Thinking Visible; Ritchhart, Church, and Morrison; pages 132 – 139.

44. Architecture of the NGSS: Connections
Connections to:
Other content/grade-bands within the NGSS
Common Core State Standards for ELA/Literacy and Mathematics

45. What’s common? Math CCSS NGSS ELA CCSS ALL the standards —
Math CCSS, ELA CCSS and NGSS —
require that teachers focus more attention on disciplinary practices.
ELA CCSS

46. An Examination of Practices

47. An Examination of Practices

48. Instead of practices, the ELA CCSS identify the capacities of a literate individual

49. http://learningcenter. nsta

50. http://learningcenter. nsta

51. As we consider the NGSS Science and Engineering Practices…
How are the ideas and information that you read connected to our conversation about argument?
What new ideas did you get that extended or broadened your thinking in new directions?
What challenges or puzzles have come up in your mind from the ideas and information presented?
Adapted from Making Thinking Visible; Ritchhart, Church, and Morrison; pages 132 – 139.

52. Scientific Argument
Student Discourse
Writing

53. Student Discourse

54. Why is talk important in the science classroom?
Talk Science Primer, Pages 4 – 6

55. AS we consider the importance of talk in the science classroom…
How are the ideas and information that you read connected to our conversation about argument?
What new ideas did you get that extended or broadened your thinking in new directions?
What challenges or puzzles have come up in your mind from the ideas and information presented?
Adapted from Making Thinking Visible; Ritchhart, Church, and Morrison; pages 132 – 139.

56. Goals for Productive Discussion
Talk Science Primer, Page 9

57. How does student talk fit into the 5E lesson cycle?
Engage
Explore
Explain
Elaborate
Evaluate

58. Planning for student talk

59. Before we meet again…

60. What Would you Like to do Next time?