Transcript Practices and Crosscutting Concepts in FOSS

PRACTICES AND CROSSCUTTING
CONCEPTS IN FOSS
TRANSITIONING TO NGSS KINDERGARTEN – 2ND GRADE
VICKEI HRDINA
SCIENCE COORDINATOR
ESD112
LOGISTICAL INFORMATION
HOOOO!
ARE YOU?
• Where are you from?
• What grade(s) do you teach?
• What made you decide to take this course?
TODAY’S OBJECTIVES
• Learn about the Next Generation Science Standards (aka WSSLS)
implementation plan and architecture.
• Identify the Science and Engineering Practices & Crosscutting Concepts as
outlined in the K-12 Framework for Science Education.
• Apply the Practices/Crosscutting Concepts through model lessons and
activities.
• Identify Practices/Crosscutting in your current curriculum.
AGENDA
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Understanding the NGSS (Asking Questions and Defining Problems)
Jigsaw the Practices (Obtaining and Communicating Information)
Analyze the Practices/Crosscutting for Your Grade-level (Analyzing and
Interpreting Data)
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Lunch (Using mathematical and computational thinking) 
Samples of NGSS-like instruction (Developing and Using Models)
Investigating the Practices in FOSS (Planning and Carrying out Investigations)
Notes on Engineering, Technology & the Application of Science
Evaluations/Clock Hours (Constructing Explanations & Engaging in Argument
from Evidence)
PIPE CLEANER CHALLENGE!
•
Your architecture firm has received a shipment of brand new high-tech materials to
test for future construction projects. At your table, you must use your materials (pipe
cleaners) to build the tallest free-standing tower possible in order to test these
materials for strength and safety.
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•
•
You have 7 minutes to design and build your model.
Measurements will be taken from the table to the highest point of your tower.
No other tools or materials may be used.
Safety: the ends of your pipe cleaners may be very sharp.
What is the problem
we are trying to
solve? What criteria
do we need to meet?
Do we have any
constraints?
• Multiple solutions
compared to
criteria and
constraints.
• Making tradeoffs.
• Modifying
designs.
Optimize
Define
• Brainstorming.
• Initial ideas and
modeling
(sketches,
diagrams).
• Collecting data
on models for
refinement and
modification.
Develop
Solutions
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.
FACT OR MYTH?
• NGSS is the Common Core for
• Myth
Science.
• NGSS is aligned to CCSS (Math
and ELA)
• NGSS will require all districts to
• Fact
• Myth
adopt new materials.
• NGSS will be assessed at 5th
grade, just like MSP.
• NGSS provide grade-level
standards K-5
• Unknown!
• Fact
Any questions? Clarifying or otherwise?
THE STANDARD
IS THE
WHOLE PAGE
FOUNDATION
BOXES
PERFORMANCE
EXPECTATIONS
CONNECTION
BOXES
NGSS ARCHITECTURE
DISCIPLINARY CORE
IDEAS (DCI’s)
SCIENCE AND ENGINEERING
PRACTICES (SEP’s)
CROSSCUTTING
CONCEPTS (CC’s)
Washington State Transition Plan
WHEW! …TIME FOR A BREAK!
WHAT ELSE DO YOU NEED TO KNOW TO
IMPLEMENT WSSLS?
•
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Complete the Practices Inventory on your own
1 indicates that YOU have little understanding or experience with
that practice- 4 indicates that you have a high level of
understanding or experience.
Asking Questions and Defining Problems
THINK-PAIR-SHARE
Step 1:Think on your own: Do you agree with the following statements? Why or
why not?
1 – Presenting clear descriptions of scientific ideas is enough for
students to learn science.
2 – Completing applicable hands-on activities is enough for students to
learn science.
Step 2:Pair with someone sitting near you; try to find someone you do not
already know.
Step 3:Share your ideas with your partner, and the entire group.
SCIENTIFIC IDEAS AND ACTIVITIES ARE NOT
ENOUGH!
Why
‘practices’?
• Understanding content is inextricably linked to engaging in practices. Simply
“consuming” information leads to declarative, isolated ideas.
• Science is both a body of knowledge and the process that develops and
refines that body of knowledge. Understanding both the ideas and processes
is essential for progress in science.
• The learning of science is similar: students cannot learn one without the other.
JIGSAW APPENDIX F (DIMENSION 1)
• ALL: Read the intro, rational, and guiding principles.
• Count off by 8’s
• Read about your practice.
• Key details to share about that practice with the group
• How that practice is developed K-2
• Use a Frayer model
Obtaining, evaluating and
communicating information!
SCIENCE AND ENGINEERING PRACTICES
Don’t let the numbers fool ya! The practices work together – they are not separated!
1. Asking questions and
defining problems
5. Using mathematics and
computational thinking
2. Developing and using
models
6. Constructing explanations
and designing solutions
3. Planning and carrying out
investigations
7. Engaging in argument from
evidence
4. Analyzing and interpreting
data
8. Obtaining, evaluating, and
communicating
information
(Appendix F pp. 2 – 3)
SPHERES OF ACTIVITY FOR SCIENTISTS AND ENGINEERS
http://youtu.be/oc1iIRKZE9w
AN ANALOGY BETWEEN 3DIMENSIONAL LEARNING AND
COOKING
Basic Ingredients
(Core Ideas)
Kitchen Tools &
Techniques
(Practices)
Preparing a Meal
(Three dimensional Learning)
Herbs, Spices, &
Seasonings
(Crosscutting
Concepts)
WHY ARE SCIENCE AND ENGINEERING
PRACTICES ESSENTIAL?
• Practices of science help students understand how scientific
knowledge develops.
• Practices of engineering help students understand the work of
engineers & the links between engineering and science.
• Participating in both practices helps students form an
understanding of the crosscutting concepts and disciplinary
ideas.
• These can pique students’ curiosity, capture their interest, and
motivate their continued study.
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LUNCHTIME!! WE WILL RESUME AT 12:40
IS IT DEVELOPING AND USING MODELS?
• Complete the Probe on your own
• Discuss with an elbow partner your reasoning and some examples.
• Validate against definition in the SEP
• Bozeman Science on Modeling
• How to adapt/make more explicit/use the model/predict…
Developing and Using Models
THE DEVELOPMENT OF MODELING PRACTICE
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ROLLING CUPS
• Design and build a ramp so that your car (the cup) can roll down and park in
the garage underneath.
• What is the crosscutting concept that is most explicitly addressed through the
problem?
CROSSCUTTING CONCEPTS…THE WHY I AM
DOING THIS? PART
• Rolling Cups – taught through the lens of Scale, Proportion and Quantity
• In grades K-2, students use relative scales to describe object. They use standard units to
measure length.
• Using the current instructional model (the park the car problem)- how can you gather
information on student understanding of this CCC?
• The more you begin to work with the practices, the more you will start to
notice the crosscutting concepts.
IS TOOTHPASTE A SOLID OR A LIQUID?
• State your response to the question.
• Draw a model to explain why you answered this way. Label it!
• Use your best scientific evidence for your reasoning.
• Gallery walk – take sticky notes & jot down your ‘gotta haves’
• 1 person must stay at the model to be the Docent
• Add to your model and gotta haves that you discovered.
FORMALIZE YOUR EXPLANATION
1.
2.
3.
State your claim
List your evidence
Connect your evidence with your claim through reasoning
CLAIMS, EVIDENCE, REASONING – CONSTRUCTING
EXPLANATIONS
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INVESTIGATING THE DIMENSIONS IN FOSS
• Move yourselves to the kit that you wish to work on. (If there’s more than 3
people, move on or use the online version.)
• Using the rubric, indicate which lessons explicitly
provide opportunities for
students to attain understanding of the practice.
• Think about which crosscutting concept is most clearly connected to that
investigation/kit as a whole.
• Brainstorm some CCSS connections/modifications to enhance the connection to
practice/crosscutting
Planning and Carrying out Investigations
WHAT NOW?
• Join the K-2 FOSS Forum on Wiggio
• Password: K2FOSS
• Share your success!
• As a result of today’s workshop, can you…
Locate and explain information on NGSS/WSSLS to others?
Describe the Practices/Crosscutting Concepts in the NGSS?
Recognize why Practices are an important function of science learning?
Identify places in your FOSS kits that you can make Practices explicit for your students?
WWW. TINYURL.COM/K2PRACTICES
TITLE OF TRAINING – SELECT OTHER THEN ENTER:
TRANSITIONING TO NGSS: PRACTICES IN K2 SCIENCE KITS
COURSE NUMBER TRAINING DATE – DECEMBER 4, 2014
NUMBER OF HOURS OF TRAINING - 6
ESD PROVIDING TRAINING – ESD112
WRITE A RESPONSE (15 MINUTES)
1. What is one way that students can benefit by integrating
science and engineering practices in science curriculum and
instruction?
2. How would you explain to parents or others the importance of
science and engineering practices to students’ science
learning?
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TRANSITIONING TO NGSS USING FOSS
INTEGRATION OF SEPs and CCCs & THE 5E INSTRUCTIONAL SEQUENCE
5E Stage
Engage
Explore
Explain
Elaborate
Evaluate
Science/Engineering
What the Teacher Does…
Practice or Crosscutting
Concept Foregrounded
What the Students Do…
What Are Students Learning?
What Evidence of Learning is
Available?
Obtaining, evaluating and Asks probing questions to
communicating
students to tell about a plant or
information
animal and where it lives.
Challenges students to think of
weird or exciting places that
organisms live (caves, inside us).
Planning and Carrying Explicitly explains that
out investigations
scientists plan investigations to
gather information about what
kinds of plants and animals live
in an area. Plans a trip to school
yard.
Analyzing and
Guides students to summarize
interpreting data.
their investigations into charts.
Explicitly states that students
were acting as scientists when
they made observations to learn
about the organisms. Defines
habitat & diversity.
Asking questions
Challenges teams to identify the
most diverse groups of organisms
Patterns (CCC)
that live in different habitats on
land and in water (extend
understanding of diversity).
Construction
Guides students to organize
explanations
claims-evidence into written
statement. Administers
performance-based assessment.
Each student has a chance to
respond. Students in 2nd grade
may record observations in a
notebook.
Plants and animals live in a
variety of areas. Student
responses and notebooks serve as
formative assessment.
In teams of 2, document type,
How many plants or animals
quantity and place of organisms can we observe in the school
they observe.
yard? Notebooking.
Organize their data into charts.
State claim to answer the question
in the Explore phase. Present
findings. Relate how their
investigation was scientific.
Students present a claim and
provide evidence through their
charts. Understanding is clarified
and modified through the
introduction of concepts.
Search internet and magazines for The response describes how the
pictures of different organisms.
plants and animals are different in
Decide which habitats contain the the respective habitats.
most diversity.
Organize their understanding of
the concepts of habitat and
diversity into a written
explanation.
The response describes how the
plants and animals are different in
the respective habitats.
GRADE-LEVEL TRANSITION PLANS:
SCIENCE AND ENGINEERING PRACTICES &
CROSSCUTTING
• Using your grade levels transition document, read the SEPs and CCCs that are
primarily emphasized in the grade you teach.
• On the document:
• Note next to the Practice or Concept where in your curriculum you teach
with this.
• Note how you can make this Practice or Concept more explicit.
• Highlight if you DO NOT currently address this Practice or Concept.
Analyzing and Interpreting Data!
WRAPPING UP
• Question: Pick one core idea that you will teach in your class. What science and
engineering practices will you help students develop as they learn the content?
Why?
• Turn and talk: Share your ideas, discuss them and firm up your thoughts based
on the discussion.
• Talk Out: Share thoughts and ideas with the entire group.
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