1. November 20, 2013 SECOND GRADE SCIENCE: DAY 1

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

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?

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 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 Science and Engineering Practices Crosscutting Concepts Disciplinary Core Ideas

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 http://www.nextg enscience.org/nex t-generation- science-standards

12. TODAY, WE ARE GOING TO FOCUS ON INSTRUCTIONAL PRACTICE Science and Engineering Practices Crosscutting Concepts Disciplinary Core Ideas

13. 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 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.Constructing explanations and designing solutions 7.Engaging in argument from evidence 8.Obtaining, evaluating and communicating information

14. 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. Next Generation Science Standards Science & 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.Constructing explanations and designing solutions 7.Engaging in argument from evidence 8.Obtaining, evaluating and communicating information SHIFTING OUR PRACTICE… From… How am I going to teach this? To… How are students going to learn about this?

17.  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 EXPLORING THE SCIENCE AND ENGINEERING PRACTICES

18. ARCHITECTURE OF THE NGSS: CONNECTIONS Connections to: Other content/grade- bands within the NGSS Common Core State Standards for ELA/Literacy and Mathematics

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

20. AN EXAMINATION OF PRACTICES

22. INSTEAD OF PRACTICES, THE ELA CCSS IDENTIFY THE CAPACITIES OF A LITERATE INDIVIDUAL

23. http://learningcenter.nsta.org/products/symposia_seminars/NGSS/files/ConnectionsBetweenPracticesinNGSSCommonCoreMathandC ommonCoreELA_2-12-2013.pdf

25. Scientific Argument Student DiscourseWriting

26. WHAT IS ARGUMENT?

27. WHAT DOES ARGUMENT MEAN IN OUR EVERYDAY LANGUAGE?

28. 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) ARGUMENT IN SCIENCE

29. A NEW MODEL FOR THE PRACTICE OF SCIENCE

30. “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 WHY IS ARGUMENT IMPORTANT?

31. 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?

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

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

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

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

36. 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.

37. 5E LEARNING CYCLE  Engage  Explore  Explain  Elaborate  Evaluate http://www.bscs.org/bscs-5e-instructional-model

38. TIME TO EMBRACE YOUR INNER CHILD….

39. ENGAGE  Pre-Assessment: Sort items into solid vs. liquid.  My beginning understandings – define solid and liquid How are the properties of solids and liquids the same and different?

40. ENGAGE

41. EXPLORE Explore different materials – what evidence do you have that _________ is a solid? A liquid? How are the properties of solids and liquids the same and different?

42. EXPLORE

43.  Class discussion  Claim  Evidence  Students construct explanations  Text/Web resources EXPLAIN

45. ELABORATE  What about an ice cube? How are the properties of solids and liquids the same and different?

46. EVALUATE  Write your answer to the focus question. Use evidence to support your answer.

47. WHAT WOULD YOU LIKE TO DO NEXT TIME?

48. GLCE  Life cycle of plants  Surface changes of earth  Water NGSS  Ecosystems  Processes that shape the earth WHAT WOULD YOU LIKE TO DO NEXT TIME?