Transcript Welcome to our Science Vertical Team Meeting

MACA/MCAASE Science Update
February 25, 2015
Objectives for today
 Next Generation Science Standards (NGSS)
 Vision/Architecture
 Shifting Instructional Practice
 Adopting new science standards
 Pathways to adoption
 MISD: Support for 2015-16 and beyond
Next Generation Science
Standards
VISION
•
ARCHITECTURE
Grade Level Content Expectations and NGSS
GLCE
NGSS
 P.EN.03.21 Demonstrate
 1-PS4-3. Plan and conduct
that light travels in a
straight path and that
shadows are made by
placing an object in a
path of light.
 P.EN.03.22 Observe
what happens to light
when it travels from air
to water.
an investigation to
determine the effect of
placing objects made with
different materials in the
path of a beam of light.
 MS-PS4.2. Develop and
use a model to describe
that waves are reflected,
absorbed, or transmitted
through various materials.
Grade Level Content Expectations and NGSS
GLCE
NGSS
 P.EN.03.21 Demonstrate
 1-PS4-3. Plan and conduct
that light travels in a
straight path and that
shadows are made by
placing an object in a
path of light.
 P.EN.03.22 Observe
what happens to light
when it travels from air
to water.
an investigation to
determine the effect of
placing objects made with
different materials in the
path of a beam of light.
 MS-PS4.2. Develop and
use a model to describe
that waves are reflected,
absorbed, or transmitted
through various materials.
High School Content Expectations and NGSS
HSCE
NGSS
 P4.8e Given an angle of
 HS-PS4-1. Use
incidence and indices of
refraction of two materials,
calculate the path of a light
ray incident on the
boundary (Snell’s Law).
 P4.9B Explain how various
materials reflect, absorb, or
transmit light in different
ways.
mathematical
representations to
support a claim
regarding relationships
among the frequency,
wavelength, and speed of
waves traveling in
various media.
High School Content Expectations and NGSS
HSCE
NGSS
 P4.8e Given an angle of
 HS-PS4-1. Use
incidence and indices of
refraction of two materials,
calculate the path of a light
ray incident on the
boundary (Snell’s Law).
 P4.9B Explain how various
materials reflect, absorb, or
transmit light in different
ways.
mathematical
representations to
support a claim
regarding relationships
among the frequency,
wavelength, and speed of
waves traveling in
various media.
Architecture of the NGSS
 What do you
notice?
 What do you
wonder?
Architecture of the NGSS: Performance
Expectations
Performance
Expectations:
•These describe what a
student should be able
to do at the end of a
unit
•They are not meant to
be lesson sequences or
required activities
Architecture of the NGSS: 3 Dimensions
Disciplinary
Core Ideas
Science and
Engineering
Practices
Crosscutting
Concepts
Architecture of the NGSS: Connections
Connections to:
•Other content/gradebands within the NGSS
•Common Core State
Standards for
ELA/Literacy and
Mathematics
NGSS Resources
 http://www.nextgenscie
nce.org/next-generationscience-standards
What’s happening with MDE?
 Spring 2015: Anticipated State Board of Education
adoption
 Michigan Science Standards (but really...they’re
NGSS)
 4-5 year implementation timeline
NOTE: this info is subject to change…..
So what do the new standards
mean for our classrooms?
Our shift in thinking…
From thinking that one scientific
method fits all…
…To thinking about how to engage our
students in the practices of scientists
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•
•
•
Asking questions and defining
problems
Developing and using models
Planning and carrying out
investigations
Analyzing and interpreting data
Using mathematics and
computational thinking
Constructing explanations and
designing solutions
Engaging in argument from
evidence
Obtaining, evaluating and
communicating
information
Our shift in thinking…
From thinking that “hands-on”
science is ESSENTIAL…
…To thinking that engaging students
EVERY DAY in scientific practices
and thinking is POWERFUL
A new model for the practice of science
Shifting our practice…
•
•
•
•
•
•
•
•
Asking questions and defining
problems
Developing and using models
Planning and carrying out
investigations
Analyzing and interpreting data
Using mathematics and
computational thinking
Constructing explanations and
designing solutions
Engaging in argument from
evidence
Obtaining, evaluating and
communicating information
From…
How am I going to teach
this?
To…
How are students going
to learn about this?
Orchestra students are
musicians;
students on the basketball team
are athletes;
what opportunities do our
science students have to be
scientists?
Experimentation
Conventional
Separate Unit on the Scientific
Method
Then spend the rest of the year
learning content through lecture
and text resources.
Shifting Instructional Practice: Experimentation
Conventional Science Instruction
?
Students read the text to learn
vocabulary and background
information about clouds.
Students then observe the
cloud in a jar that confirms what
they already “know.”
Shifting Instructional Practice: Experimentation
Shifts in Practice for NGSS
?
Students ask questions about
cloud formation and do some
investigating on their own.
Students search for answers to
their questions as they read the
text.
Shifting Instructional Practice: Experimentation
Shifting Instructional Practice: Experimentation
Conventional Science Instruction
How does the period of the pendulum depend on the amplitude of the swing?
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Be sure to keep the mass and length constant
Click on the button on the lower right which will activate the photogate timer
Set the amplitude to 50o and start the pendulum.
Start the photogate timer – this will automatically stop itself when it has recorded the time for
one complete swing (period)
Enter the amplitude and period in excel – be sure to label the top of each column and
the correct units
Continue to take readings for 40o, 30o and so on down to 10o
Highlight the columns on your spreadsheet and insert a scatter plot of your results.
Choose a chart layout that will allow you to give the graph a title and label the axes
with complete units
Click on the chart itself and look for the layout tab
Open the trendline option and then open “more trendline options”
Select linear trendline, and display equation and r2 on graph
Try other trendline options, (exponential, etc) until you find the one with an r2 value closest
to 1
Save the table, graph and trendline information
Shifting Instructional Practice: Experimentation
Shifts in Practice for NGSS
 What questions do you
have about the motion of a
pendulum?
 How might you use this
simulation to answer your
questions?
 What kind of models might
you develop to represent
the motion of the
pendulum?
Shifting Instructional Practice: Scientific Models
Conventional Science
Instruction
Shifts in Practice for NGSS
Shifting Instructional Practice: Social Interaction
Conventional Science
Instruction
Shifts in Practice for NGSS
http://tools4teachingscience.org/
Getting Started with NGSS in
your District
A Model for Change
“As-Is” Model
Where are we now?
“To-Be” Model
Where do we want to be?
Culture
Culture
?
Conditions
What’s the plan
Competencies
Conditions
to move toward
the “To-Be”
Model?
Based on Harvard Change Leadership Group
Competencies
Adopting NGSS in your District
Instructional Alignment
Curricular Alignment
3 Dimensional Teaching and
Learning
Disciplinary
Core Ideas
Scope and Sequence
Science and
Engineering
Practices
Crosscutting
Concepts
When do they learn about plate
tectonics?
Adopting NGSS in your District
Instructional Alignment
Curricular Alignment
3 Dimensional Teaching and
Learning
Disciplinary
Core Ideas
Scope and Sequence
Science and
Engineering
Practices
Crosscutting
Concepts
When do they learn about
volcanoes?
Some Possible NGSS Readiness Pathways
All dates are
speculative…
2014-15
2015-16
2016-17
Option 1
NGSS
Awareness
and
Urgency
Instructional Alignment
Option 2
NGSS
Awareness
and
Urgency
Curricular
and
Instructional
Alignment
Option 3
NGSS
Awareness
and
Urgency
Curricular
Alignment in
grades K, 3, 6,
9
2017-18
2018-19
Adopt
Curricular
Materials
Curricular
Alignment
Instructional Alignment
Curricular
Alignment in
grades 1, 4, 7,
10
Curricular
Alignment in
grades 2, 5, 8,
11
Instructional Alignment
Curricular
Alignment in
grade 12
Getting Started
 Great activities for
developing awareness
about the NGSS.
 30 minutes – 6 hours
 Every district has one
copy – see your Macomb
Science Leadership
Council representative if
you’d like to take a look.
MISD Support for 2015-16 and
beyond…
High quality professional learning is…
 …job-embedded
 …ongoing and routine
 …impacts student
learning
 …sustained over time
Exploring the NGSS Practices through
Action Research
Sept
Overview
Day
3-D
Teaching
and
Learning
Action
Research
Oct
Nov
Dec
Managing Exploration and
Modeling
Jan
Feb
Mar
Apr
May
K
Physical
Science
Grade 1
Physical
Science
Argument and Explanation
Development
Science and Engineering
Practices with Mathematics
Grade 3
Physical
Science
Grade 4
Physical
Science
Embedding Engineering
Data
Analysis
Day
Grade 2
Physical
Science
Grade 5
Physical
Science
Evening
Learning
Showcase:
Action
Research
Projects
Displayed
Example: 3rd grade teacher registers for
Managing Exploration and Modeling
Sept
Overview
Day
3-D
Teaching
and
Learning
Action
Research
Oct
Nov
Dec
Managing Exploration and
Modeling
Jan
Feb
Mar
Apr
May
K
Physical
Science
Grade 1
Physical
Science
Argument and Explanation
Development
Science and Engineering
Practices with Mathematics
Grade 3
Physical
Science
Grade 4
Physical
Science
Embedding Engineering
Data
Analysis
Day
Grade 2
Physical
Science
Grade 5
Physical
Science
Evening
Learning
Showcase:
Action
Research
Projects
Displayed
Example: 3rd grade teacher registers for
Managing Exploration and Modeling
Sept
Overview
Day
Oct
Nov
Dec
Jan
Feb
Apr
May
Managing Exploration and
Modeling
3-D
Teaching
and
Learning
Action
Research
Mar
Data
Analysis
Day
5 Full days
and one
evening
Grade 3
Physical
Science
Evening
Learning
Showcase:
Action
Research
Projects
Displayed
Example: 5th grade teacher registers for
Embedding Engineering
Sept
Overview
Day
3-D
Teaching
and
Learning
Action
Research
Oct
Nov
Dec
Managing Exploration and
Modeling
Jan
Feb
Mar
Apr
May
K
Physical
Science
Grade 1
Physical
Science
Argument and Explanation
Development
Science and Engineering
Practices with Mathematics
Grade 3
Physical
Science
Grade 4
Physical
Science
Embedding Engineering
Data
Analysis
Day
Grade 2
Physical
Science
Grade 5
Physical
Science
Evening
Learning
Showcase:
Action
Research
Projects
Displayed
Example: 5th grade teacher registers for
Embedding Engineering
Sept
Oct
Nov
Dec
Jan
Feb
Mar
Apr
May
Overview
Day
3-D
Teaching
and
Learning
5 Full days
and one
evening
Data
Analysis
Day
Action
Research
Embedding Engineering
Grade 5
Physical
Science
Evening
Learning
Showcase:
Action
Research
Projects
Displayed
Other MISD Support
 NGSS Readiness
Pathway Development
(15-16)
 Administrator
Workshops (15-16)
 K-5 Content Area
Workshops in Life and
Earth Science (16-17, 1718)
 Middle School Content
Area Workshops (16-17)
Macomb Science Leadership Council
The purpose of this group is to provide professional
learning, support, and networking opportunities
for district-level science curriculum and instruction
leaders in Macomb County.
Our work will center on supporting districts as we plan
for the Next Generation Science Standards.
Next meeting:
April 16, 1:00 – 4:00 PM