Transcript Document
NGSS in the Classroom: Connecting Inquiry Science to the New Standards facilitated by Christine Bouma, 5th Grade Teacher, Weaver Elementary, Los Alamitos USD Susan Gomez Zwiep, K-12 Alliance Regional Director/CSULB Science Ed California Science Teachers Association Conference October, 2013 Session Outcomes • Provide an overview of NGSS. • Experience an inquiry lesson to connect to NGSS. • Reflect on issues in your context. Starting Points What do you know about NGSS? What concerns do you have? What do you hope to get out of this session? In The Classroom New Opportunities for learners Math Science ELA 21st Century Skills Components of NGSS Basic Structure of NGSS Let’s try an Activity • You will work in pairs for this activity. • Try to experience this as a student – don’t worry about the details of the lesson. Make Observations • You will now be given some materials. • Individually, make observations of the materials and record them in your “notebook”. • When you are ready, discuss and compare your observations with your partner. Mixing it up • You are now going to mix the materials. Predict what you think will happen when this occurs. • Using the pipette, place some of the liquid into the cup with the powder. • Observe and record Mixing it up cont. •We are going to repeat the previous activity. •This time we are going to mix our materials in a zip lock bag. •Discuss with your partner why we might be asking you to use the zip lock bag this time. Mixing it up cont. Mix and observe Record in your notebook So what happened? • What happened when the materials were mixed in the first cup? In the second? • What additional evidence was collected when we observed the mixture in the zip lock bag? Some new information Many substances react chemically with other substances to form new substances with different properties. These chemical changes in properties results from the ways in which atoms from the original substances are combined and rearranged in the new substances. Evidence may include the appearance of a new color, gas, or precipitate. Changes in matter in which the molecules do not change, but their positions and their motion relative to each other do change also occur (e.g., What does the evidence suggest? • Develop a claim about each mixture: was it a physical or chemical change? • Support your claim with evidence from your observations and information provided. Next Step • We are going to continue investigating these events. • What we might change (cause) that could change the amount of gas (effect)? • Discuss with your partner and be ready to share. Deconstruction You will be given a copy of the NGSS standards for 5th grade. Identify what elements of NGSS this activity might address: – Disciplinary Core Ideas – Cross Cutting Concepts and – Scientific and Engineering Practices Deconstruction You will be given a copy of the NGSS standards for 3rd and 8th grade standards. Identify what previous and future standards this activity could lead to for: – Disciplinary Core Ideas – Cross Cutting Concepts and – Scientific and Engineering Practices Prepare to share You will get some chart paper, pens and post-it notes to facilitate your discussion. We will share in 10 min. Remaining Questions • 2-1 -two things you want to remember -one question you still want to consider