Transcript Welcome to our Science Vertical Team Meeting

Next Generation Science Standards
September 2013
Paul Drummond
[email protected]
Jennifer Gottlieb
[email protected]
Macomb Intermediate School District
 Download the Socrative Student
Welcome!
App.
 Or go to m.socrative.com
Socrative
While you eat
dinner, please
take a moment
to answer some
survey
questions.
 Join Room 591748 and answer
the survey questions
How might you use
this in your
591748
classroom?
Welcome
What is the most important take-away
from your science class?
Objectives for today
 Explore the vision and structure of the Next
Generation Science Standards (NGSS)
 Examine the shifts in instructional practice
prescribed by the NGSS
Thriving in times of change
It is unreasonable to ask a professional to change
much more than 10 percent a year, but it is
unprofessional to change by much less than 10
percent a year.
~Steven Leinwand
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 see?
 What do you think
is going on?
 What does it make
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
Scientific
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
Architecture of the NGSS
See-Think-Wonder
Thinking Routine
Making Thinking
Visible
Ritchhart, Church,
and Morrison
How might you use
this in your
classroom?
 What do you see?
 What do you think
is going on?
 What does it make
you wonder?
Digging into the NGSS
A TREASURE HUNT
What’s happening with MDE?
What’s happening with MDE?
 May 2013: Anticipated State Board of Education
adoption
 2013-14: Begin planned implementation of NGSS
practices, focusing on areas of current curricula
that address NGSS content and cross-cutting
concepts
 2014-15 & 2015-16: Transitions to new curricula
 2016-17: Full K-12 implementation and assessment
NOTE: all of this info is subject to change…..
http://www.michigan.gov/documents/mde/Rev_Timeline_for_posting_2-813_410943_7.pdf
So I guess we have to focus on the
practice standards next
year…..what does that look like?
Science and Engineering Practices
1.
2.
3.
4.
5.
6.
7.
8.
Asking questions (science ) and defining problems
(engineering)
Developing and using models
Planning and carrying out investigations
Analyzing and interpreting data
Using mathematics and computational thinking
Constructing explanations (for science) and designing
solutions (for engineering)
Engaging in argument from evidence
Obtaining, evaluating, and communicating information
Shifts in Practice
1.
2.
3.
4.
5.
6.
7.
8.
Asking questions (science )
and defining problems
(engineering)
Developing and using models
Planning and carrying out
investigations
Analyzing and interpreting
data
Using mathematics and
computational thinking
Constructing explanations (for
science) and designing
solutions (for engineering)
Engaging in argument from
evidence
Obtaining, evaluating, and
communicating information
 Content
 Experimentation
 Scientific Models
 Social Interactions
Shifts in Practice
Content
Experimentation
Scientific Models
Social Interactions
Content
SHIFTS IN PRACTICE
Shifts in Practice: Content
Conventional Science
Instruction
Shifts in Practice for NGSS
Shifts in Practice: Content
Force and Motion High
School Content Expectations
mile wide and an inch deep
Shifts in Practice: Content
Force and Motion NGSS
(Disciplinary Core Ideas)
Deeper instruction focused
on core ideas
Shifts in Practice: Content
Force and Motion NGSS
Deeper instruction focused
on core ideas
Shifts in Practice: Content
Conventional Science
Instruction
MEAP Question
Pill bugs can often be found
underneath rocks and rotting
logs. When exposed to light, they
immediately try to find a dark
place to hide. This reaction by the
pill bugs is a result of
A migration.
B feeding behavior.
C energy requirements.
D changing environmental
conditions.
Shifts in Practice for NGSS
NGSS Performance
Expectation
Use a model to describe that
animals receive different types of
information through their senses,
process the information in their
brain, and respond to the
information in different ways.
Shifts in Practice: Content
Conventional Science
Instruction
 Overwhelming focus of
instruction and
assessment is content
mastery
 Learning objectives
attend to a broad and
comprehensive content
coverage
Shifts in Practice for NGSS
 Fewer concepts are emphasized
and explored in depth
 Interrelationships of ideas and
crosscutting concepts are
emphasized
 Content is put to use to generate
and investigate questions or
solve problems
 Assessment centers on the use of
knowledge and proficiency of the
science practices
How might
you shift
your
practice?
Content
Experimentation
SHIFTS IN PRACTICE
Shifts in Practice: Experimentation
Shifts in Practice: Experimentation
Conventional Science Instruction
How does the period of the pendulum depend on the amplitude of the swing?













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
Shifts in 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?
Shifts in 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.”
Shifts in 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.
Shifts in Practice: Experimentation
Conventional Science
Instruction
Shifts in Practice for NGSS
 A science course begins
 Scientific investigations are
with a unit on the scientific
method
 Hands-on science
instruction is used to
demonstrate facts of
science and thereby
reinforce concept mastery
 Clear directions are
provided for experiments
designed to generate evidence
and answer and inspire
questions
 Students have the opportunity
to invent and/or evaluate
approaches to investigations
 Revisions to investigative
approaches and multiple
attempts are routine
How might
you shift
your
practice?
Experimentation
Scientific Models
SHIFTS IN PRACTICE
Shifts in Practice: Scientific Models
Conventional Science
Instruction
Shifts in Practice for NGSS
Shifts in Practice: Scientific Models
Conventional Science
Instruction
Shifts in Practice for NGSS
Shifts in Practice: Scientific Models
Conventional Science
Instruction
Shifts in Practice for NGSS
 Teacher provides
 Students observe the
formulas:
v = vo + at
x = xo + vot + ½ at2
 Students use formulas
to get answers:
A roller coaster car starts at the top of a hill with an
initial velocity of 3 m/s. If the acceleration down
the hill is 4.5 m/s2, and the hill is 20 m long, how
long will it take to get to the bottom of the hill?
How fast will it be going?
motion of a car going
down a hill
Shifts in Practice: Scientific Models
 Students create graphical and mathematical models
of the motion
v = vo + at
x = xo + vot + ½ at2
 Students apply these models to new situations
A roller coaster car starts at the top of a hill with an
initial velocity of 3 m/s. If the acceleration down
the hill is 4.5 m/s2, and the hill is 20 m long, how
long will it take to get to the bottom of the hill?
How fast will it be going?
Shifts in Practice: Scientific Models
Conventional Science
Instruction
Shifts in Practice for NGSS
 Physical models are the
 Models are designed and
main type explored by
students and they are
used to help conceive of
scientific ideas
used to generate
evidence, test ideas, and
make predictions
 Students have the
 Mathematical formulas
are used to find answers
opportunity to build
mathematical models
How might
you shift
your
practice?
Scientific Models
Social Interactions
SHIFTS IN PRACTICE
Shifts in Practice: Social Interaction
Conventional Science
Instruction
Shifts in Practice for NGSS
http://tools4teachingscience.org/
Shifts in Practice: Social Interaction
www.inquiryproject.terc.edu
Shifts in Practice: Social Interaction
www.inquiryproject.terc.edu
Shifts in Practice: Social Interaction
Set up opportunities for
productive struggle and
discourse.
TABLE 1
Chemical
Formula
NaCl
sodium chloride
K 2O
potassium oxide
MgCl2
magnesium chloride
AlBr3
aluminum bromide
KI
potassium iodide
Cs3N
cesium nitride
TABLE 2
Chemical
Formula
•What patterns do you notice?
•Develop some conventions for
naming compounds, based on
the patterns in Tables 1 and 2.
Name
Name
P 2O 5
diphosphorus
pentoxide
CO2
carbon dioxide
CO
carbon monoxide
N2O
dinitrogen monoxide
NF3
nitrogen trifluoride
CCl4
carbon tetrachloride
Shifts in Practice: Social Interaction
Conventional Science
Instruction
 Group work is used to
manage logistical
challenges such as the
need to share materials
 Cooperative learning
occurs to help with
student motivation while
mastering content
Shifts in Practice for NGSS
 Productive social
interaction center on
evidence, argumentations,
and discourse
 Norms of discussion are
established, practiced, and
necessary to support a
classroom culture centered
on student learning
How might
you shift
your
practice?
Social Interaction
Speed Sharing
Speed Sharing
How might you use
this in your
classroom?
Adapting Existing Lessons to
Meet the NGSS
CONTENT

EXPERIMENTATION

SCIENTIFIC MODELS

SOCIAL INTERACTIONS
Reflecting on a Science Lesson
 Is there an opportunity for
students to investigate
their own questions?
 Is there an opportunity to
use a model to generate
evidence, test ideas, or
make predictions?
 Is there an opportunity for
students to talk with each
other as they analyze and
interpret evidence?
Tuning Protocol
Next Steps
Compass
Reflection
WORK IN GRADE
LEVEL/CONTENT AREA
GROUPS TO DETERMINE
EXCITEMENT
WORRIES
How might you use N E E D S
this in your
STEPS
classroom?
Coming soon to MISD!
 Science Council
 October 3, December 4, February 4, April 16
 5 – 8 pm
 Dinner!
 Writing and Argumentation in Elementary Science
 November 6 & January 29
 Writing and Argumentation in Secondary Science
 December 10 & February 6
Tri-County Collaborative for Science
Lots of choices….
including:
 NGSS Aligned
Kindergarten Science
Workshop for K-2
Teachers
 Engineering is
Elementary
 NGSS Practices in HS
Physics
Register online at www.misd.net
Resources
 Next Generation Science Standards:
 http://www.nextgenscience.org/next-generation-sciencestandards
 MDE Information:
 http://www.michigan.gov/documents/mde/Rev_Timeline_fo
r_posting_2-8-13_410943_7.pdf
 Productive Struggle and Discourse Resources:
 http://tools4teachingscience.org/
 www.inquiryproject.terc.edu
Questions?
PAUL DRUMMOND
[email protected]
586.228.3467
JENNIFER GOTTLIEB
[email protected]
586.228.3464
@jgottlieb2