Transcript Science Instructional Leads

Elementary Science
Leadership Network
June 17, 2014
While you are getting settled, think about the NGSS probe and
record your answers..
Who are you?
Why are you here?
Today’s Agenda
• Who are we
and why are
we here?
• Next
Generation
Science
Standards
• Science &
Engineering
Practices
• Book Study
Today’s Learning
Targets
• Learn more
about the time
line for NGSS
implementation
• Understand the
architecture of
the NGSS
• Understand
the intent of
the Science &
Engineering
Practices
Picture a Scientist…
Record…
• 5 words that describe the scientist
• 5 words that describe what that scientist does
• 5 interactions you have, or might have, with that
scientist
Which of the pictures is
closest to the scientist you
imagined?
What does this say about
your attitudes about
science or scientists?
If you did this with your
students, what picture
would they choose?
There is a critical need to change students’
perceptions of:
• Who Scientists are / can be
• Why they are Scientists
• What Scientists do
By Middle School, students have “disciplinary
identities” and conceptions of the nature of
science.
Megan Bang, Professor, Learning Sciences and Human Development &
Cognition, UW Institute for Science and Math Education
Purpose of Elementary Science Work
Group:
QUESTION: How can we transition elementary science, and elementary science
teachers, to the Next Generation Science Standards?
• Identify teachers who are passionate about science instruction and willing to lead
the way
• Support teachers with professional development and cohort collaboration
• Provide tools and time to evaluate current curriculum, consider additional &
supplemental curriculum, field test and adopt curriculum.
Apples
• Describe your apple
•
•
•
•
Assume you do not have prior experience.
Write down as many descriptors as possible.
What is each apple part for?
How is the styrafoam apple a model of the actual apple?
• Other models
• Put a check mark if the observation no longer applies.
Apple
• How is the word “apple” a model of an apple?
Often in science we start with the word, and
even with a definition students struggle for
context.
Also, we perpetuate a misconception that a
model must be a 3-D model of the thing.
Next Generation Science Standards
What are the
principles of the
NGSS?
Where will you
access the NGSS?
THE NGSS WERE BUILT ON THE PRINCIPLES OF
A FRAMEWORK FOR K-12 SCIENCE EDUCATION
 Children are born investigators
 Understanding builds over time
 Science and Engineering require both
knowledge and practice
 Science connects to students’ interests
and experiences
 Instruction focuses on core ideas and
practices
 Science learning standards promote
equity
KEY SHIFTS IN NGSS
Focus: The NGSS are Focused on
deeper understanding and
application of science content
reflecting real-world
interconnectedness
Coherence: Science and engineering
Build Coherently across K–12.
Integration: Science and
Engineering are Integrated across
K–12 in the NGSS.
THREE DIMENSIONS INTERTWINED….
 The NGSS are written as
Performance Expectations
 NGSS will require contextual
application of the three
dimensions by students.
 Focus is on how and why as
well as what
Next Generation Science Standards
What do you
know about the
NGSS?
Where will you
access the NGSS?
Next Generation Science Standards
Let’s take a tour…
• http://www.nextgenscience.org/
• MasteryConnect app
• http://ngss.nsta.org/
Science & Engineering
Practices…
• Find Appendix F: Science and Engineering Practices
• Number off to select a practice
• Skim the introduction:
• Why are Science and Engineering Practices articulated in each Performance Expectation?
• To what extent do the practices stand alone versus overlap with each other?
• Focus on your practice
• What is the practice?
In which practice
• What does it look like and sound like for students to be engaged?
have we been
• Share
engaged?
Embed the Science & Engineering
Practices
• ~50% of points on MSP/Biology EOC are from Systems,
Inquiry, and Application standards
Science Assessment—WERA December 2013
Grade 5 (et al) example
• Practice 6: Design
solutions
• More?
• Crosscutting 2: Cause
and effect
• More?
• Core Idea 1: Physical
sciences
• From 2012 Updates
Science Assessment—WERA December 2013
Reflect…
• 3 things you want to make sure you share with your colleagues
• 2 things that were new for you
• 1 question you still have
Exploring Science and Engineering
Practices
and
Structure and Properties of Matter
What is your rule for determining whether
something is a liquid or a solid?
Pick up a bag of
materials and test
your rule.
Rule for determining whether something
is a solid or a liquid.
• What is your rule. This is the same as a claim.
• What evidence supported your claim?
• What evidence did not support your claim?
Rule for determining whether something
is a solid or a liquid.
Reflection:
• Which Science and Engineering Practices did you use?
• Which standard, and grade level, do you think this might connect to?
2-PS1-1
Plan and conduct an investigation to describe and classify
different kinds of materials by their observable properties.
What do you think happens to matter when it
changes form?
What do you think happens to matter
when it changes form?
Gather Materials:
•
•
•
•
•
Ziplock Bag
Alka-Seltzer tablets
Water
Plastic cup
Comic Strip template
1.
2.
3.
4.
5.
6.
50 mL water in the bag.
Drop in the tablet
Remove air in the bag
Observe
Refine the process if necessary
Create a model of what happens
to the particles in the bag
What do you think happens to matter
when it changes form?
Reflection:
• How do you know the model you created fits this situation?
• Which Science and Engineering Practices did you use?
• Which standard, and grade level, do you think this might connect to?
5-PS1-1
Develop a model to describe that matter is made of
particles too small to be seen.
Book Study
• Before Reading: Scan the book, flip through the chapters…
• Why do you think I chose this book?
• What sparks your curiosity?
• During Reading:
• Chapters 1 & 2: How can you connect Science & Engineering Practices, and emphasizing them
in our instruction, to what you’re reading? What is relevant for right now?
• Chapter 3: How does this push your thinking specifically about models? What is relevant for
right now?
• After Reading: What are the implications? What are you wondering now?
Reflection & Next Steps
• The NGSS have been adopted…now what?
• Sticky Note needs
• Next Meeting –> October 7th
• Location – NEWESD 101 Conference Center
• Agenda – Sense making, Common Core Connections through NGSS, Book Study