Transcript Document

3 Dimensions of the Next
Generation Science Standards
Spokane County Water Resource Center
Wendy Whitmer- Regional Science
Coordinator
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Goals
• Participants will examine the Next Generation
Science Standards and think about instructional
implications.
• Participants will consider how the NGSS might
translate into the classroom
• Participants will look at how science and
engineering practices, cross-cutting concepts, and
disciplinary core ideas will integrate through a
student’s K-12 science education experience.
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Agenda
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Preview NGSS
A look at the 3 dimensions
Grades 2 and 5 concepts
MS and HS concepts
Learning Progressions
Implications
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Anatomy of a Next
Generation Science
Standard
Building an Understanding of the Architecture of the
NGSS: Foundation Boxes
Building an Understanding of the Architecture of
the NGSS: Performance Expectations
Building an Understanding of the Architecture of
the NGSS: Performance Expectations
Architecture of the System
Code for
Topic Name
Connections
Foundation
Boxes
Assessable
Component
Grade Level
Coded
Performance
Expectations
Code in
parentheses
designate which
of the
performance
expectations use
this Practice
Code in
parentheses
designate which of
the performance
expectations
incorporate this
Disciplinary Core
Idea
Code in parentheses
designate which of the
performance
expectations
incorporate this
Crosscutting Concept
NGSS Preview
• www.NextGenScience.org
• “Share Your Thinking” Card
• Choose a standard
– Find a partner
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What are your
celebrations
about this
standard?
What are your
concerns or
questions about
this standard?
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FAQs
• Jigsaw FAQs
– 1 person per question except for:
• 2, 7, 8, and 10
– Report out
• Key ideas
• Implications for instruction
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Transition Plan
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Year 0, 1, 2, 3
Alignment?
How do you get started?
What do you think might be the biggest
shifts?
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Framework
• Page 3: Summary
• Page 50: Science and
Engineering Practices
• Page 84: Cross-Cutting
Concepts
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Classroom Practice?
• Choose 2
Performance
Expectations that
could be “bundled”.
• What might an
instructional
sequence look like?
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Classroom Practice?
• Use the worksheet to
analyze your
sequence.
• What did the
students do?
• What did the teacher
do?
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Reflection Grade 2
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Grade 2- Structures and Properties of Matter
• 2-PS1-1. Plan and conduct an investigation to
describe and classify different kinds of
materials by their observable properties.
[Clarification Statement: Observations could
include color, texture, hardness, and flexibility.
Patterns could include the similar properties
that different materials share.]
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Grade 2- Structures and Properties of Matter
• What is your “rule” for deciding if something
is a solid or a liquid?
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Grade 2- Structure and Properties of Matter
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Grade 2- Structures and Properties of Matter
• Page 3:
– What Science and Engineering Practices did you
use?
– What Cross-Cutting Concepts did you use?
2-PS1-1. Plan and conduct an investigation to
describe and classify different kinds of materials by
their observable properties.
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Grade 5- Structure and Properties of Matter
Focus: What do you think happens to matter when
it changes form?
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Grade 5- Structure and Properties of
Matter
Explore:
5-PS1-1. Develop a
model to describe that
matter is made of
particles too small to be
seen. [Clarification Statement: Examples
of evidence could include adding air to
expand a basketball, compressing air in a
syringe, dissolving sugar in water, and
evaporating salt water.] [Assessment
Boundary: Assessment does not include the
atomic-scale mechanism of evaporation and
condensation or defining the unseen
particles.]
Materials
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Ziploc sandwich bag
Seltzer tablets
Water
Beakers
Comic Strip handout
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Grade 5- Structure and Properties of Matter
• Reflection:
• How do you know that the model you
created fits this situation?
• Which Practices & Crosscutting
Concepts were integrated into the
lesson?
• 5-PS1-1. Develop a model to describe
that matter is made of particles too
small to be seen.
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Implications
• What do these endpoints or performance
expectations imply for the elementary
classroom?
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Thinking about Engineering as an
iterative process with science…
Grade 8- Structure and Properties of Matter
MS-PS1-4. Develop
a model that
predicts and describes changes
in particle motion, temperature,
and state of a pure substance
when thermal energy is added
or removed. [Clarification Statement:
Emphasis is on qualitative molecular-level models of
solids, liquids, and gases to show that adding or
removing thermal energy increases or decreases
kinetic energy of the particles until a change of state
occurs. Examples of models could include drawings and
diagrams. Examples of particles could include
molecules or inert atoms. Examples of pure substances
could include water, carbon dioxide, and helium.]
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How can a model help you predict and
describe changes in particle motion?
• Explore:
1. Construct a model “Air Thermometer”.
2. Place the model Air Thermometer in cold and warm
water to investigate your claim about what happens
to molecules when temperature changes.
3. Use evidence from the investigation to construct an
explanation for the changes you observe.
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Grade 8- Structure and Properties of Matter
• How did the evidence from this investigation
support or not support your original
explanation?
• Create diagrams to show your understanding.
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Grade 8- Structure and Properties of Matter
• What practices and cross-cutting concepts
were in this lesson?
• How has a student’s understanding about
properties of matter progressed thus far?
• MS-PS1-4. Develop a model that predicts and
describes changes in particle motion,
temperature, and state of a pure substance
when thermal energy is added or removed.
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Brain Break!!
http://spokane.access2experience.com/
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Grade 12- Structures and Properties of Matter
• HS-PS1-1. Use the periodic table as a model to predict the
relative properties of elements based on the patterns of
electrons in the outermost energy level of atoms. [Clarification
Statement: Examples of properties that could be predicted from patterns could
include reactivity of metals, types of bonds formed, numbers of bonds formed,
and reactions with oxygen.] [Assessment Boundary: Assessment is limited to main
group elements. Assessment does not include quantitative understanding of
ionization energy beyond relative trends.]
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Grade 12- Structures and Properties of Matter
• Use the information
provided to make
predictions about the
two missing elements.
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Common Core Connections
• Read the
Mendeleyev article.
• How was your
methodology the
same or different
from Mendeleyev’s?
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Grade 12- Structure and Properties of Matter
• What practices and cross-cutting concepts
were in this lesson?
• How has a student’s understanding about
models progressed through the day?
• HS-PS1-1. Use the periodic table as a model to
predict the relative properties of elements
based on the patterns of electrons in the
outermost energy level of atoms.
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• Pages 224-225 is a sample learning
progression.
• Consider: How did the concept of structure
and properties of matter progress?
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How will instruction stay the same,
how will instruction change?
Same
Pre-NGSS
Post-NGSS
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Instructional Shifts in the
NGSS
1. Focus on big picture, not
lessons
2. Learning Progressions
3. Science and Engineering
Practices
4. Evidence of learning
Learning Progression
• Choose a standard that relates to something
you are currently teaching.
• Find the other PEs from the other grade levels.
• Record: the SEP, the CCC, the DCIs
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Classroom Practice?
• Choose 2
Performance
Expectations that
could be “bundled”.
• What might an
instructional
sequence look like?
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Classroom Practice?
• Use the worksheet to
analyze your
sequence.
• What did the
students do?
• What did the teacher
do?
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How do you know what they know?
• How would you know if the student has
mastered the performance expectations you
chose?
– Strategies?
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Evaluation
• www.esd101.net/page/950
• www.tinyurl.com/esdevaluation
• Thank you!!
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