1. 21 st Century Science Osborne (2007): 21st Century Scientific Literacy To become scientifically literate, science education requires a focus on: The scientific content of today, (e.g., nanotechnology) The scientific approach to inquiry (e.g., scientific argumentation; practical application) Understanding the social practices of the scientific community (e.g., dialogical activity through collaboration and interaction) Wilson (2013) Emphasizes active engagement in genuine scientific problems with a commitment to less is more

2. What’s new and different about NGSS Blend core ideas, practices and crosscutting concepts to form performance expectations Coherence: building and applying ideas across time in learning progressions Central role of engineering and technology which is the application of science to human problems Emphasis is on problem solving, application and meaning making

3. Investigating impacts AND how to improve design Learning in real-world contexts Design resources and environments Connection between the engineering design process, and reaching CAFÉ goals. Engineering Design Process

4. Let’s try it out! Your task is in the bag. Work with the members of your team using the engineering design process. Condensed version- You have 5 minutes. K: Senses 1: Animals 2: How does Garden Grows 3: Ecosystems 4: Energy 5: Human Body

5. Connections to PARCC “What engages all scientists, however, is a process of critique and argumentation. Because they examine each other’s ideas and look for flaws, controversy and debate among scientists are normal occurrences, neither exceptional nor extraordinary.” By Grade 12, students should be able to: Construct a scientific argument showing how the data support the claim. Identify possible weaknesses in scientific arguments, appropriate to the students’ level of knowledge, and discuss them using reasoning and evidence.

6. Connections to PARCC Claim- -Statement that expresses the answer or conclusion to a question or problem Evidence- -Scientific data that supports the claim -Appropriate data – scientifically relevant for supporting claim -Sufficient data – enough data to support claim Reasoning- -Justification that explains why the evidence supports the claim -Typically, it requires discussion of appropriate scientific principles

7. Bring it together On the iPads open to this link. https://docs.google.com/a/gse.upenn.edu/spreadsheets/d/1 TR8nBurYuS78pwhFdDl_FIuEs4aOWfIwlrAv- _MPv6c/edit?usp=sharing https://docs.google.com/a/gse.upenn.edu/spreadsheets/d/1 TR8nBurYuS78pwhFdDl_FIuEs4aOWfIwlrAv- _MPv6c/edit?usp=sharing At your table, have a brief conversation about one of your current science units, and record ideas about how you can make pedagogical shifts to reflect the engineering component of NextGen, while keeping the content the same. Similarly, discuss and record a way to assess this unit using claims, evidence, and reasoning.

8. Now what? After meeting I will be e-mailing STEM based activities that align with your current science units. I’m available to meet during PLC to provide any support Virtual Faculty Room- To share great things going on in your room. (insert google drive link) Use Go and Grow sessions to share current classroom practices.