1. Grade 3 Menu Day Professional Development Heinrich Sartin Elementary Science Specialist, ESC North heinrich.sartin@lausd.net 1 Educational Service Center North Thursday, February 26, 2015 Achieving Scientific Literacy through NGSS

2. Today's Agenda Introduction Norms for Professional Learning Communities Engineering Design in the NGSS (Engineering Challenge) The Nature of Science (Black Boxes Task) Connections to the Common Core State Standards Evaluation 2

3. Professional Learning Community Norms 3  Be present  Start and end on time  Silence cell phones  Value each other’s input  Listen to understand  Focus on what the data tells us  Ask the hard questions  Think outside of the box  What is learned here leaves here  Be open to sharing and collaborating

4. Engineering Design Task Cut a hole in an index card that is large enough to pass your entire body through Your finished product needs to be a continuous piece of paper that has not been reattached in any way Work with a partner to accomplish this task You have 20 minutes 4

5. Engineering Design Task Cut a hole in an index card that is large enough to pass your entire body through Your finished product needs to be a continuous piece of paper that has not been reattached in any way Work with a partner to accomplish this task You have 20 minutes 5

6. Engineering Design Task Solution Steps 1. Cut a slit down the middle of the index card. 6

7. Engineering Design Task Solution Steps 2. Beginning at one end of the slit, make alternating cuts from the inside and outside on one side of the card. 7

8. Engineering Design Task Solution Steps 3. Continue making cuts until you read the other end of the slit. 8

9. Engineering Design Task Solution Steps 4. Mirror the cuts on the other side of the card. 9

10. Engineering Practices 10 The engineering practices are a natural extension of science practices. Science instruction often includes opportunities for students to engage in engineering practices.

11. Engineering Design (3 Components) 11 1.Defining the problem 2.Designing solutions 3.Optimizing the design solution

12. Engineering Design in Grades K-2 12 Engineering design in the earliest grades introduces students to “problems” as situations that people want to change. Students can use tools and materials to solve simple problems, use different representations to convey solutions, and compare different solutions to a problem and determine which is best.

13. Engineering Design in Grades 3-5 13 In the upper elementary grades, engineering design engages students in more formalized problem solving. Students define a problem using criteria for success and constraints or limits of possible solutions. Generating and testing solutions also becomes more rigorous as the students learn to optimize solutions by revising them several times to obtain the best possible design.

14. Engineering Design for Elementary Grades 14 Students in the elementary grades are not expected to come up with original solutions, although original solutions are always welcome. Emphasis is on thinking through the needs or goals that need to be met, and which solutions best meet those needs and goals.

15. 15 Comparing CA Standards with NGSS Performance Expectations Know Do Know & Do Current CA Science Standard (Gr. 3) Students know machines and living things convert stored energy to motion and heat. Use numerical data in describing and comparing objects, events, and measurements. Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object. NGSS Performance Expectation (Gr. 3)

16. 16 Performance Expectation Scientific & Engineering Practice Disciplinary Core Idea Crosscutting Concept Connections to CCSS

17. 17 3-PS2-1 Grade Level Content Focus Content Sub Idea Performance Expectation Decoding the Numbers and Letters

18. 18 3-PS2-1 Grade Level Content Focus Content Sub Idea Performance Expectation Decoding the Numbers and Letters

19. 19 The 3 Dimensions of NGSS Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts Dimension 1 Dimension 2 Dimension 3

20. NGSS - Three Dimensions 20 Dimension 1 Science and Engineering Practices 1. Asking questions and defining problems 2. Developing and using models 3. Planning and carrying out investigations 4. Analyzing and interpreting data 5. Using mathematics and computational thinking 6. Developing explanations and designing solutions 7. Engaging in argument 8. Obtaining, evaluating, and communicating information

21. NGSS - Three Dimensions 21 Dimension 2 Disciplinary Core Ideas Physical Sciences: PS1, PS2, PS3, & PS4 Life Sciences: LS1, LS2, LS2, & LS4 Earth & Space Sciences: ESS1, ESS2, & ESS2 Engineering & Technical Subjects: ETS1, ETS2, & ETS3

22. NGSS - Three Dimensions 22 Dimension 3 Crosscutting Concepts 1.Patterns 2.Cause and effect 3.Scale, proportion and quantity 4.Systems and system models 5.Energy and matter 6.Structure and function 7.Stability and change

23. Performance Expectations 23 NGSS Performance Expectations Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts Dimension 1 Dimension 2 Dimension 3

24. Why New Standards? The U.S. ranks 27th out of 29 developed nations in the proportion of college students receiving undergraduate degrees in science and engineering. SOURCE: NATIONAL RESEARCH COUNCIL 24

25. Why New Standards? Nearly 90 percent of high school graduates say they’re not interested in a career or a college major involving science, technology, engineering or math, known collectively as STEM, according to a survey of more than a million students who take the ACT test. SOURCE: NEW YORK TIMES 25

26. Timeline for NGSS Implementation 26 Stage 1 2014-15 Stage 1 2014-15 Stage 2 2015-16 Stage 2 2015-16 Stage 3 2016-17 Stage 3 2016-17 Stage 4 2017-18 Stage 4 2017-18. 2014-2015 - Initial Exposure to NGSS 2015-2016 - Deepening Understanding of NGSS 2016-2017 - Planning Instruction around NGSS 2017-2018 - Full Alignment of Instruction to NGSS

27. Timeline for NGSS Implementation 27 Stage 1 2014-15 Stage 1 2014-15 Stage 1 – “Initial Exposure” - 2014-2015 Teachers are beginning to learn and become familiar with the conceptual shifts (innovations), the three dimensions of learning, and the performance expectations of the NGSS. Teachers will continue to use the current California science standards, but are encouraged to implement the NGSS scientific and engineering practices and the NGSS Crosscutting Concepts. The CST will continue to be administered in grades 5, 8, and 10.

28. Timeline for NGSS Implementation 28 Stage 1 2014-15 Stage 1 2014-15 Stage 2 2015-16 Stage 2 2015-16 Stage 2 – “Deepening Understanding” - 2015-2016 Teachers engage in on-going research and the building of personal understanding of the conceptual shifts (innovations), the three dimensions of learning, and the performance expectations of the NGSS. Teachers will continue to use the current California science standards, but are encouraged to implement the NGSS scientific and engineering practices and the NGSS Crosscutting Concepts. The CST will continue to be administered in grades 5, 8, and 10.

29. Timeline for NGSS Implementation 29 Stage 1 2014-15 Stage 1 2014-15 Stage 2 2015-16 Stage 2 2015-16 Stage 3 2016-17 Stage 3 2016-17 Stage 3 – “Planning Instruction” - 2016-2017 Teachers begin planning lessons and units aligned to the three dimensions and performance expectations of the NGSS, returning to the previous stage as needed to ensure coherence with the conceptual shifts (innovations) of the NGSS. Formal instructional shifts will begin to prepare for full implementation with anticipated adoption of new science instructional materials. If there is no new NGSS-aligned assessment in place, then the CST will continue to be administered in grades 5, 8, and 10.

30. Timeline for NGSS Implementation 30 Stage 1 2014-15 Stage 1 2014-15 Stage 2 2015-16 Stage 2 2015-16 Stage 3 2016-17 Stage 3 2016-17 Stage 4 – “Full Alignment” - 2017-2018 Teachers design and plan instruction aligned to NGSS curriculum and assessment. Teachers use newly-adopted science materials. Students take NGSS-aligned science assessment. Stage 4 2017-18 Stage 4 2017-18

31. Engaging in the NGSS Science and Engineering Practices 31 I found some black boxes. Each one has a round object inside. They are permanently glued and taped shut, so I can’t open them. Can you help me figure out what the inside of the these boxes look like?

32. Focus Question #1 What does the inside of your box look like? Work in teams of two Write down questions that you have about your black box. Write a short description of what you think the inside of the black box looks like and include a detailed drawing with labeled parts Focus on shape and location 32

33. Black Boxes Sharing Ideas Locate the chart paper for your box (A-D) and draw your team’s idea of what the inside of your black box looks like. 33

34. Black Boxes Collaboration & Consensus Get together with another team that has the same black box (A-D) and come to consensus about what the inside of your black box looks like. 34

35. Black Boxes Consensus Drawing Choose a representative from your combined group of four to draw a revised plan of your black box. 35

36. Black Boxes Focus Question #2 How did working with other scientists change your original thinking about your black box? 36

37. Black Boxes Debriefing the Experience The term “black box” is a general term scientists and engineers use to describe a system that works in mysterious or unknown ways. For most people, a TV is a black box. Electricity goes in and a picture miraculously appears on the screen. A telephone is another example of a black box. What are other examples of black boxes? 37

38. Black Boxes Debriefing the Experience Which NGSS Science and Engineering Practices were evident? How does this lesson connect to CCSS ELA and math standards and practices? 38

39. Practices in Mathematics, Science, and English Language Arts* MathScienceELA M1. Make sense of problems and persevere in solving them. M2. Reason abstractly and quantitatively. M3. Construct viable arguments and critique the reasoning of others. M4. Model with mathematics. M5. Use appropriate tools strategically. M6. Attend to precision. M7. Look for and make use of structure. M8. Look for and express regularity in repeated reasoning. S1. Asking questions (for science) and defining problems (for engineering). S2. Developing and using models. S3. Planning and carrying out investigations. S4. Analyzing and interpreting data. S5. Using mathematics, information and computer technology, and computational thinking. S6. Constructing explanations (for science) and designing solutions (for engineering). S7. Engaging in argument from evidence. S8. Obtaining, evaluating, and communicating information. E1. They demonstrate independence. E2. They build strong content knowledge. E3. They respond to the varying demands of audience, task, purpose, and discipline. E4. They comprehend as well as critique. E5. They value evidence. E6. They use technology and digital media strategically and capably. E7. They come to understanding other perspectives and cultures. * The Common Core English Language Arts uses the term “student capacities” rather than the term “practices” used in Common Core Mathematics and the Next Generation Science Standards.

40. Connections to the CCSS 40

41. 41 NGSS Disciplinary Core Ideas by Grade Level PS1 Matter and its Interactions PS2 Motion and Stability: Forces and Interactions PS3 Energy PS4 Waves and Their Applications in Technologies for Information Transfer LS1 From Molecules to Organisms: Structures and Processes LS2 Ecosystems: Interactions, Energy, and Dynamics LS3 Heredity: Inheritance and Variation of Traits LS4 Biological Evolution: Unity and Diversity ESS1 Earth’s Place in the Universe ESS2 Earth’s Systems ESS3 Earth and Human Activity K  1  2  3  4  5 

42. 42 PS1 Matter and its Interactions PS2 Motion and Stability: Forces and Interactions PS3 Energy PS4 Waves and Their Applications in Technologies for Information Transfer LS1 From Molecules to Organisms: Structures and Processes LS2 Ecosystems: Interactions, Energy, and Dynamics LS3 Heredity: Inheritance and Variation of Traits LS4 Biological Evolution: Unity and Diversity ESS1 Earth’s Place in the Universe ESS2 Earth’s Systems ESS3 Earth and Human Activity K  1  2  3  4  5  NGSS Disciplinary Core Ideas by Grade Level

43. 43 PS1 Matter and its Interactions PS2 Motion and Stability: Forces and Interactions PS3 Energy PS4 Waves and Their Applications in Technologies for Information Transfer LS1 From Molecules to Organisms: Structures and Processes LS2 Ecosystems: Interactions, Energy, and Dynamics LS3 Heredity: Inheritance and Variation of Traits LS4 Biological Evolution: Unity and Diversity ESS1 Earth’s Place in the Universe ESS2 Earth’s Systems ESS3 Earth and Human Activity K  1  2  3  4  5  NGSS Disciplinary Core Ideas by Grade Level

44. 44 PS1 Matter and its Interactions PS2 Motion and Stability: Forces and Interactions PS3 Energy PS4 Waves and Their Applications in Technologies for Information Transfer LS1 From Molecules to Organisms: Structures and Processes LS2 Ecosystems: Interactions, Energy, and Dynamics LS3 Heredity: Inheritance and Variation of Traits LS4 Biological Evolution: Unity and Diversity ESS1 Earth’s Place in the Universe ESS2 Earth’s Systems ESS3 Earth and Human Activity K  1  2  3  4  5  NGSS Disciplinary Core Ideas by Grade Level

45. 45 PS1 Matter and its Interactions PS2 Motion and Stability: Forces and Interactions PS3 Energy PS4 Waves and Their Applications in Technologies for Information Transfer LS1 From Molecules to Organisms: Structures and Processes LS2 Ecosystems: Interactions, Energy, and Dynamics LS3 Heredity: Inheritance and Variation of Traits LS4 Biological Evolution: Unity and Diversity ESS1 Earth’s Place in the Universe ESS2 Earth’s Systems ESS3 Earth and Human Activity K  1  2  3  4  5  NGSS Disciplinary Core Ideas by Grade Level

46. 46 PS1 Matter and its Interactions PS2 Motion and Stability: Forces and Interactions PS3 Energy PS4 Waves and Their Applications in Technologies for Information Transfer LS1 From Molecules to Organisms: Structures and Processes LS2 Ecosystems: Interactions, Energy, and Dynamics LS3 Heredity: Inheritance and Variation of Traits LS4 Biological Evolution: Unity and Diversity ESS1 Earth’s Place in the Universe ESS2 Earth’s Systems ESS3 Earth and Human Activity K  1  2  3  4  5  NGSS Disciplinary Core Ideas by Grade Level

47. 47 PS1 Matter and its Interactions PS2 Motion and Stability: Forces and Interactions PS3 Energy PS4 Waves and Their Applications in Technologies for Information Transfer LS1 From Molecules to Organisms: Structures and Processes LS2 Ecosystems: Interactions, Energy, and Dynamics LS3 Heredity: Inheritance and Variation of Traits LS4 Biological Evolution: Unity and Diversity ESS1 Earth’s Place in the Universe ESS2 Earth’s Systems ESS3 Earth and Human Activity K  1  2  3  4  5  NGSS Disciplinary Core Ideas by Grade Level

48. 48 Physical Science Life Science Earth and Space Science Engineering and Technical Subjects Total K 4153 13 1 4323 12 2 4343 14 3 4833 18 4 7253 17 5 6253 16 Performance Expectations by Grade Level

49. 49 Physical Science Life Science Earth and Space Science Engineering and Technical Subjects Total K 4153 13 1 4323 12 2 4343 14 3 4833 18 4 7253 17 5 6253 16 Performance Expectations by Grade Level

50. As a grade-level team, discuss how the new NGSS Performance Expectations will impact teaching and learning at your grade level. The NGSS Performance Expectations 50

51. STEPHEN PRUITT, ACHIEVE SENIOR VICE PRESIDENT AND LEAD DEVELOPER OF THE NGSS “…continue to teach what you are currently teaching, but endeavor to modify how you teach it—align instruction with the guidance provided in the Framework regarding implementation of the scientific and engineering practices.” What Can Teachers Do Right Now? 51

52. Summary We are all learning this together. Engineering design in science will be new for CA. Feel free to do more research by reading the Framework and the NGSS. Locate and examine NGSS science lessons on the Internet to see how the three dimensions work together with the Performance Expectations. Begin to integrate the Scientific and Engineering Practices into your science lessons. 52

53. Resources for Further Research and Learning The Next Generation Science Standards: http://www.nextgenscience.org A Framework for K-12 Science Education http://www.nap.edu/openbook.php?record_id=13165 NGSS Videos from Paul Anderson (Bozeman Science) http://www.youtube.com/watch?v=o9SrSBGDNfU 53

54. Thank you! Heinrich Sartin Elementary Science Specialist ESC North Office Email: heinrich.sartin@lausd.net Phone: (818) 654-3717 54