1. Sneak Peek for Primary Teachers
August 11, 2014

2. Goals We will provide A brief review of NGSS
An overview of process used by teachers to develop components of curriculum
A walk thru of the curriculum guide (hard copy)
A walk thru of the curriculum portal (electronic)
Time to answer questions
Go over goals
Participants will use todays meet to post questions, concerns, etc. that we can address at the end

3. Review of NGSS
Intro Slide to Review of NGSS

4. How will Science Instruction change? Conceptual Shifts
Reflect how science is practiced in the real world
2. Student performance expectations– NOT curriculum
3. Science concepts build coherently from K – 12
4. Focus in on deeper understanding and application
5. Science and engineering integrated
Prepare students for college, career, citizenship
Align with CCSS ELA and Math
These conceptual shifts identify how science instruction will change. These conceptual shifts are a constant reminder of how we plan for and deliver instruction.

5. How are the NGSS Organized?
Scientific and Engineering Practices
Crosscutting Concepts
Disciplinary Core Ideas
Organization of NGSS

6. What is 3-Dimensional Learning
Organization of NGSS Supports 3 Dimensional Learning
The working together of the three dimensions (core ideas, crosscutting concepts and scientific and engineering practices) to focus instruction and assessment
Three-dimensional learning shifts the focus of the science classroom to environments where students use core ideas, crosscutting concepts with scientific practices to explore, examine, and use science ideas to explain how and why phenomena occur or to design solutions to problems.
The organization of NGG supports 3 Dimensional learning…

7. Content and Practices Work together to Build Understanding: 3 – Dimensional Learning
To form useable understanding, knowing and doing cannot be separated
Scientific ideas are best learned when students engage in practices
Allows for problem-solving, decisions making, explaining real- world phenomena, and integrating new ideas
Crosscutting Concepts
Core
Ideas
Practices
The 3 dimensions work together…not in isolation. We think of this as blending instruction.

8. An Analogy between 3-Dimensional Learning and Cooking
Basic Ingredients
(Core Ideas)
Herbs, Spices, & Seasonings
(Crosscutting Concepts)
Kitchen Tools & Techniques (Practices)
Core Ideas ….Basic ingredients for the meal
Practices ~ Kitchen tools and techniques…you can’t do anything with the basic ingredients without the kitchens tools and techniques
Crosscutting…Herbs, Spices and Seasoning. They provide a flavor that can bring all the pieces together.
Preparing a Meal
(Three dimensional Learning)

9. Performance Expectations Build Across Years
9-12
6-8
3-5
HS-PS1-1. Use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost energy level of atoms.
MS-PS1-2. Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred.
Without a solid foundation of that of the particle model, won’t be able to meet these later performance expectations.
5-PS1-3. Make observations and measurements to identify materials based on their properties.
2-PS1-2. Analyze data obtained from testing different materials to determine which materials have the properties that are best suited for an intended purpose.
Modified from Brian Reiser

10. Instruction Builds Toward PEs
Performance Expectation
It is the 3 dimensional learning/instruction builds towards the performance expectation. The performance expectation is not instruction…it is the goal for instruction.

11. Putting It All Together
During a recent workshop I had to develop my own analogy.
Car…
Core Ideas ~ Engine ~ Car won’t work without the engine
Practices ~ Tires ~ without the tires the car won’t move
Crosscutting ~ body ~ holds all the parts of the car together
Performance Expectations ~ where we are going…52 miles represent that instruction occurs overtime not one shot deal for each PE
Student ~ in the driver’s seat with the key…they are the center of learning
Teacher ~ provides gas to the car for learning to occur…facilitator of learning

12. Process for Developing Components of the Curriculum

13. Working from the Standards

14. From the Standards Development of Overarching and Essential Questions
How do sunrise and sunset patterns change as seasons change?
How does daylight change throughout the year?
How do cycles repeat?

15. Insert picture of sample
From the Standards
Development of Overarching and Essential Questions
Development of SAMPLE Assessment Tasks and Formative Assessments
Insert picture of sample

16. From the Standards Development of Overarching and Essential Questions
Development of SAMPLE Assessment Tasks and Formative Assessments
Develop SAMPLE 5 E lessons & lesson seeds and identify resources to support instruction
Instructional Resources include but not limited to S

17. Curriculum Guide
Walk Thru of Hard Copy

18. Walk Thru Tab 1 Tab 2 Tab 3 Tab 4
We need to add what is in each section

19. Walk Thru of Electronic Copy
Curriculum Portal
Walk Thru of Electronic Copy

21. https://todaysmeet.com/SneakPeek
Questions