1. 1 Welcome to the University Of North Dakota!

2. Welcome! Schedule Reimbursement Space Resources and Activities Nature of Science, NGSS, Engineering Design Process Teaching Strategies Numbered Heads Electronic forms on ndspacegrant.und.edu

3. GEN Goals and Objectives Goal 1: Help educators to engage students in areas of astronomy and general science, by using effective instructional strategies and educational resources, with engaging and inspiring content.

4. GEN Goals and Objectives Goal 2: Promote the effective use of NASA- developed and NASA-supported resources through integration of astronomy/space science content with Galileo-inspired science inquiry and exploration.

5. Four Essential Components of GEN Which enable flexible design and usage: Galileo-related activities, examining astronomy content and/or science inquiry (including science practices and the nature of science) NASA-developed and NASA-supported resources and science content Fundamental astronomy concepts to meet curriculum goals Resources adaptable for use in the classroom

6. Professional Development Objectives Participants will: 1. Develop their understanding of science practices. 2. Develop their understanding of the nature of science and how to facilitate student learning of the nature of science. 3. Develop their understanding of how to modify existing science activities to emphasize science practices and the nature of science. 4. Learn some fun stuff about space! 6

7. Introductions Caitlin Nolby Angie Bartholomay Space Pictionary!

8. Observing Jupiter You get to be the astronomers! Who first discovered the moons of Jupiter?

9. 9 Galileo Galilei (1564 – 1642)

10. 10 Jupiter as Seen by Galileo

11. 11 Observing Jupiter Night 1

12. 12 Day Time

13. 13 Observing Jupiter Night 2

14. 14 Day Time

15. 15 Observing Jupiter Night 3

16. 16 Day Time Make a Prediction for Night 4 …

17. 17 Observing Jupiter Night 4

18. 18 Day Time Make a Prediction for Night 5 …

19. 19 Observing Jupiter Night 5

20. 20 Day Time Make a Prediction for Night 6 …

21. 21 Observing Jupiter Night 6

22. 22 Day Time Make a Prediction for Night 7 …

23. 23 Trying to Observe Jupiter Night 7

24. 24 Day Time Make a Prediction for Night 8 …

25. 25 Observing Jupiter Night 8

26. 26 Day Time Make a Prediction for Night 9 …

27. 27 Observing Jupiter Night 9

28. 28 Analyzing Jupiter Data Work with your table group to analyze the Jupiter data. What patterns do you observe? How would you describe the data? Don’t try to explain the data!

29. 29 Modeling the Jupiter Data Work with your table group and discuss the following questions:  What does the data tell us about the motion of the 4 objects?  Can you build a model that explains the observations?  What do you think is the nature of these 4 objects? Other model ideas?

30. Video: Galileo's observations of the Moons of Jupiter. When watching the video, think about what Galileo did as a scientist and why he did it. Reflecting on Galileo’s Observations

31. 31 Reflecting on the Nature of Science Why did Galileo look at Jupiter? Why did Galileo repeat his observation? What question did Galileo ask? What did Galileo do that helped to answer his question?

32. 32 Understandings about the Nature of Science  Scientific knowledge is based on empirical evidence.  New technologies advance scientific knowledge.

33. 33 Reflecting on the Nature of Science Did Galileo follow the “scientific method”?

34. 34 Understandings about the Nature of Science Science investigations use diverse methods and do not always use the same set of procedures to obtain data.

35. 35 Reflecting on the Nature of Science Why do you think scientific knowledge changes? New Technologies allow us to collect new evidence

36. 36 Understandings about the Nature of Science Scientific explanations are subject to revision and improvement in light of new evidence. The certainty and durability of science findings varies. Science findings are frequently revised and/or reinterpreted based on new evidence.

37. 37 Reflecting on the Nature of Science Do you think Galileo’s work involved creativity?

38. 38 Understandings about the Nature of Science Science is a human endeavor. Scientists and engineers rely on human qualities such as persistence, precision, reasoning, logic, imagination, and creativity.

39. 39 We will assume circular motion. Discuss with your table group how the data can be used to compare the times it takes each moon to complete an orbit. Analyzing Data

40. 40 1.Determine the time it takes for your moon to complete one orbit. [unit = day] 2.Determine the distance to Jupiter (or the radius of the orbit). [unit is million km] 3.Determine the length of the orbital path for your moon. [unit is million km] 4.Calculate the speed by dividing the length of the orbit by the time it takes the moon to complete it. [ unit = million km / day] Data Analysis Steps

41. 41 Graph the data for speed versus distance and describe what this graph tells you. Graphing the Data

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44. Sorting the Solar System 44  You are the astronomers!  And you get to travel back in time…  3 Envelopes of different time periods  Categorize solely based on information provided

45. Sorting the Solar System Use index cards to label/name each grouping and include the following information on the card: Name for your grouping Description of your grouping Criteria you used to create the categories. The Card numbers of the objects in your group 45

46. Let’s categorize! 46  Antiquity – 1799… Go!  1800 – 1950… Go!  1951 – Today… Go!

47. Reflection Individually answer the following question: How did your previous knowledge and experiences (related to Solar System objects) interfere or help you as you completed this investigation? 47

48. Reflection Individually answer the following question: How would you reply to a student who said “If science constantly changes, how can we trust it?” 48

49. Understandings About The Nature of Science The first four understandings are closely associated with Practices: 1.Scientific Investigations Use a Variety of Methods 2.Scientific Knowledge is Based on Empirical Evidence 3.Scientific Knowledge is Open to Revision in Light of New Evidence 4.Scientific Models, Laws, Mechanisms, and Theories Explain Natural Phenomena 49

50. Understandings About The Nature of Science The second four understandings are closely associated with Crosscutting Concepts: 1.Science is a Way of Knowing 2.Scientific Knowledge Assumes an Order and Consistency in Natural Systems 3.Science is a Human Endeavor 4.Science Addresses Questions About the Natural and Material World 50

51. Recommendations for Instruction About The Nature of Science Discuss the following question with a partner: ● What did we do today that got you thinking about one or more aspects of the nature of science? 51

52. Recommendations for Instruction About The Nature of Science 52 ● Students must reflect specifically on how the practices contribute to the accumulation of scientific knowledge. ● Students can begin to understand the importance of each practice and develop a nuanced appreciation of the Nature of Science. ● Using examples from the history of science is another method for presenting the Nature of Science. ● Curriculum materials: guide teachers to engage students in these reflections and provide examples from the history of science.

53. Understanding About the Nature of Science Across Grades ● Review Table of Nature of Science ● The Nature of Science Matrix on pages 5-6 presents eight major themes and grade level understandings about the Nature of Science. ● Review its progression across grades. ● Make notes about things you notice about the progression. 53

54. July 2011 The NGSS was Developed Based on a Framework ● The NGSS was developed based on a Framework for K-12 Education published by the National Academies. ● The NGSS incorporates our best understanding of how students learn science. ● The NGSS takes into account the needs of the 21st Century workplace. 54

55. The Framework is Designed to Help Realize a Vision of Science Education ● A vision of science education in which all students’ experiences over multiple years foster progressively deeper understanding of science. ● Students actively engage in science and engineering practices in order to deepen their understanding of crosscutting concepts and disciplinary core ideas. ● In order to achieve the vision embodied in the Framework and to best support students’ learning, all three dimensions should to be integrated into the system of standards, curriculum, instruction, and assessment. NRC Framework Page 217 55

56. NGSS Lead State Partners 56

57. Standards Integrate Core Ideas, Crosscutting Ideas, & Practices ● “Standards should emphasize all three dimensions articulated in the framework—not only crosscutting concepts and disciplinary core ideas but also science and engineering practices.” (NRC 2011, Rec 4) ● “Standards should include performance expectations that integrate the science and engineering practices with the crosscutting concepts and disciplinary core ideas. These expectations should require that students demonstrate knowledge-in-use and include criteria for identifying successful performance.” (NRC 2011, Rec 5). 57

58. July 2011 Developing the Standards 2011 - April 2013 Public Reviews: ● May 2012 ● January 2013 ● 95% of Performance Expectations rewritten. ● 33% of Performance Expectations removed. 58

59. To understand and successfully implement NGSS, which includes assessments, curricula, instruction, and teacher development, it is critical to understand this Framework and its Vision for Science Teaching and Learning that is the basis for the NGSS. Major Insight into NGSS 59

60. 60 Adopted: California Kansas Kentucky Maryland Rhode Island Vermont Delaware Washington **Oregon **Nevada **Illinois Arkansas Florida Iowa New Hampshire New Mexico New York Maine Michigan Ohio Florida West Virginia

61. First Look at the NGSS Individually, look at a page for the grade that you teach. ● How is the page structured? ● What is the purpose of each of the sections on the page? ● How do these sections relate to each other? 61

62. Content Competencies Performance Expectations Crosscutting Concepts Core Ideas Practices Connections Common Core Math and LA Across Grades With Same Grade 62

63. 63

64. MS.Space Systems Students who demonstrate understanding can: MS-ESS1-3. Analyze and interpret data to determine scale properties of objects in the solar system. [Clarification Statement: Emphasis is on the analysis of data from Earth-based instruments, space-based telescopes, and spacecraft to determine similarities and differences among solar system objects. Examples of scale properties include the sizes of an object’s layers (such as crust and atmosphere), surface features (such as volcanoes), and orbital radius. Examples of data include statistical information, drawings and photographs, and models.] [Assessment Boundary: Assessment does not include recalling facts about properties of the planets and other solar system bodies.] The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education: Science and Engineering PracticesDisciplinary Core IdeasCrosscutting Concepts Analyzing and Interpreting Data Analyzing data in 6-8 builds on K-5 experiences and progresses to extending quantitative analysis to investigations, distinguishing between correlation and causation, and basic statistical techniques of data and error analysis.  Analyze and interpret data to determine similarities and differences in findings. (MS-ESS1-3) ESS1.B: Earth and the Solar System  The solar system consists of the sun and a collection of objects, including planets, their moons, and asteroids that are held in orbit around the sun by its gravitational pull on them. (MS- ESS1-2),(MS-ESS1-3) Scale, Proportion, and Quantity  Time, space, and energy phenomena can be observed at various scales using models to study systems that are too large or too small. (MS-ESS1- 3) ------------------------------------- Connections to Engineering, Technology, and Applications of Science Interdependence of Science, Engineering, and Technology  Engineering advances have led to important discoveries in virtually every field of science and scientific discoveries have led to the development of entire industries and engineered systems. (MS-ESS1-3) Note: Performance expectations combine practices, core ideas, and crosscutting concepts into a single statement of what is to be assessed. They are not instructional strategies or objectives for a lesson. A Closer Look at Performance Expectations 64

65. MS.Space Systems Students who demonstrate understanding can: MS-ESS1-3. Analyze and interpret data to determine scale properties of objects in the solar system. [Clarification Statement: Emphasis is on the analysis of data from Earth-based instruments, space-based telescopes, and spacecraft to determine similarities and differences among solar system objects. Examples of scale properties include the sizes of an object’s layers (such as crust and atmosphere), surface features (such as volcanoes), and orbital radius. Examples of data include statistical information, drawings and photographs, and models.] [Assessment Boundary: Assessment does not include recalling facts about properties of the planets and other solar system bodies.] The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education: Science and Engineering PracticesDisciplinary Core IdeasCrosscutting Concepts Analyzing and Interpreting Data Analyzing data in 6-8 builds on K-5 experiences and progresses to extending quantitative analysis to investigations, distinguishing between correlation and causation, and basic statistical techniques of data and error analysis.  Analyze and interpret data to determine similarities and differences in findings. (MS-ESS1-3) ESS1.B: Earth and the Solar System  The solar system consists of the sun and a collection of objects, including planets, their moons, and asteroids that are held in orbit around the sun by its gravitational pull on them. (MS- ESS1-2),(MS-ESS1-3) Scale, Proportion, and Quantity  Time, space, and energy phenomena can be observed at various scales using models to study systems that are too large or too small. (MS-ESS1- 3) ------------------------------------- Connections to Engineering, Technology, and Applications of Science Interdependence of Science, Engineering, and Technology  Engineering advances have led to important discoveries in virtually every field of science and scientific discoveries have led to the development of entire industries and engineered systems. (MS-ESS1-3) Note: Performance expectations combine practices, core ideas, and crosscutting concepts into a single statement of what is to be assessed. They are not instructional strategies or objectives for a lesson. A Closer Look at Performance Expectations 65

66. MS.Space Systems Students who demonstrate understanding can: MS-ESS1-3. Analyze and interpret data to determine scale properties of objects in the solar system. [Clarification Statement: Emphasis is on the analysis of data from Earth-based instruments, space-based telescopes, and spacecraft to determine similarities and differences among solar system objects. Examples of scale properties include the sizes of an object’s layers (such as crust and atmosphere), surface features (such as volcanoes), and orbital radius. Examples of data include statistical information, drawings and photographs, and models.] [Assessment Boundary: Assessment does not include recalling facts about properties of the planets and other solar system bodies.] The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education: Science and Engineering PracticesDisciplinary Core IdeasCrosscutting Concepts Analyzing and Interpreting Data Analyzing data in 6-8 builds on K-5 experiences and progresses to extending quantitative analysis to investigations, distinguishing between correlation and causation, and basic statistical techniques of data and error analysis.  Analyze and interpret data to determine similarities and differences in findings. (MS-ESS1-3) ESS1.B: Earth and the Solar System  The solar system consists of the sun and a collection of objects, including planets, their moons, and asteroids that are held in orbit around the sun by its gravitational pull on them. (MS- ESS1-2),(MS-ESS1-3) Scale, Proportion, and Quantity  Time, space, and energy phenomena can be observed at various scales using models to study systems that are too large or too small. (MS-ESS1- 3) ------------------------------------- Connections to Engineering, Technology, and Applications of Science Interdependence of Science, Engineering, and Technology  Engineering advances have led to important discoveries in virtually every field of science and scientific discoveries have led to the development of entire industries and engineered systems. (MS-ESS1-3) Note: Performance expectations combine practices, core ideas, and crosscutting concepts into a single statement of what is to be assessed. They are not instructional strategies or objectives for a lesson. A Closer Look at Performance Expectations 66

67. MS.Space Systems Students who demonstrate understanding can: MS-ESS1-3. Analyze and interpret data to determine scale properties of objects in the solar system. [Clarification Statement: Emphasis is on the analysis of data from Earth-based instruments, space-based telescopes, and spacecraft to determine similarities and differences among solar system objects. Examples of scale properties include the sizes of an object’s layers (such as crust and atmosphere), surface features (such as volcanoes), and orbital radius. Examples of data include statistical information, drawings and photographs, and models.] [Assessment Boundary: Assessment does not include recalling facts about properties of the planets and other solar system bodies.] The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education: Science and Engineering PracticesDisciplinary Core IdeasCrosscutting Concepts Analyzing and Interpreting Data Analyzing data in 6-8 builds on K-5 experiences and progresses to extending quantitative analysis to investigations, distinguishing between correlation and causation, and basic statistical techniques of data and error analysis.  Analyze and interpret data to determine similarities and differences in findings. (MS-ESS1-3) ESS1.B: Earth and the Solar System  The solar system consists of the sun and a collection of objects, including planets, their moons, and asteroids that are held in orbit around the sun by its gravitational pull on them. (MS- ESS1-2),(MS-ESS1-3) Scale, Proportion, and Quantity  Time, space, and energy phenomena can be observed at various scales using models to study systems that are too large or too small. (MS-ESS1- 3) ------------------------------------- Connections to Engineering, Technology, and Applications of Science Interdependence of Science, Engineering, and Technology  Engineering advances have led to important discoveries in virtually every field of science and scientific discoveries have led to the development of entire industries and engineered systems. (MS-ESS1-3) Note: Performance expectations combine practices, core ideas, and crosscutting concepts into a single statement of what is to be assessed. They are not instructional strategies or objectives for a lesson. A Closer Look at Performance Expectations 67

68. MS.Space Systems Students who demonstrate understanding can: MS-ESS1-3. Analyze and interpret data to determine scale properties of objects in the solar system. [Clarification Statement: Emphasis is on the analysis of data from Earth-based instruments, space-based telescopes, and spacecraft to determine similarities and differences among solar system objects. Examples of scale properties include the sizes of an object’s layers (such as crust and atmosphere), surface features (such as volcanoes), and orbital radius. Examples of data include statistical information, drawings and photographs, and models.] [Assessment Boundary: Assessment does not include recalling facts about properties of the planets and other solar system bodies.] The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education: Science and Engineering PracticesDisciplinary Core IdeasCrosscutting Concepts Analyzing and Interpreting Data Analyzing data in 6-8 builds on K-5 experiences and progresses to extending quantitative analysis to investigations, distinguishing between correlation and causation, and basic statistical techniques of data and error analysis.  Analyze and interpret data to determine similarities and differences in findings. (MS-ESS1-3) ESS1.B: Earth and the Solar System  The solar system consists of the sun and a collection of objects, including planets, their moons, and asteroids that are held in orbit around the sun by its gravitational pull on them. (MS- ESS1-2),(MS-ESS1-3) Scale, Proportion, and Quantity  Time, space, and energy phenomena can be observed at various scales using models to study systems that are too large or too small. (MS-ESS1- 3) ------------------------------------- Connections to Engineering, Technology, and Applications of Science Interdependence of Science, Engineering, and Technology  Engineering advances have led to important discoveries in virtually every field of science and scientific discoveries have led to the development of entire industries and engineered systems. (MS-ESS1-3) Note: Performance expectations combine practices, core ideas, and crosscutting concepts into a single statement of what is to be assessed. They are not instructional strategies or objectives for a lesson. A Closer Look at Performance Expectations 68

69. ● Practices, Crosscutting concepts and Core Ideas will be assessed simultaneously. ● The Academy of Sciences produced a report with recommendation in Fall 2013 (TBD). Implications for Assessment 69 Core Ideas Practices Crosscutting Concepts

70. Standards, Curriculum, and Instruction Standards are like the blueprint of a house. Curriculum is the house after it is built with all its walls, floors, doors, windows, and roof in place. Instruction is how you make this house your home, how you decorate it, and where you spend your time. 70

71. ● Curriculum Materials must contain an instructional sequence that would lead students to required performance. ● Curriculum materials need to do more than present and assess scientific ideas – they need to involve learners in using scientific practices to develop and apply the scientific ideas. Implications for Curriculum Materials and Instruction 71 Core Ideas Practices Crosscutting Concepts

72. What can you do now to Prepare for the Implementation of the NGSS ● Engage in PD related to the NGSS, particularly those that focus on Practices and Crosscutting Concepts: ● Start using the Practices, Crosscutting Concepts and Performance Expectations that align with the content that you already teach. 72

73. What you should NOT do now ● At this point it is not advisable to purchase new curricula or make major changes in what content is taught at what grade level. 73

74. 74 Gots and Needs ● On one post-it describe one of the following: ● One thing that you really got from today ● A major “aha” ● Something you never thought about ● Something you found very intriguing ● On the other post-it describe one of the following: ● One thing you are struggling with ● Something you still need help with ● Something you would like to know more about