Transcript Welcome to our Science Vertical Team Meeting

Macomb Science Leadership
Council
March 17, 2014
Happy St. Patrick’s Day
Welcome!
A: Elementary Teacher
What is the most
important take-away
from K-12 science?
B: Secondary Teacher
C: Coordinator/Teacher Leader
D: Building Administrator
E: Central Office Administrator
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.
What is your current level of
understanding of the Next
Generation Science Standards?
A: NGSS Jedi: I am very familiar with the
NGSS expectations and am already shifting
my practice to meet them.
B: NGSS Journeyman: I’ve attended some
PD….I’m in the process of learning what to do.
C: NGSS Apprentice: I know they’re coming,
but I’m not really sure what that means for
teaching and learning yet…
D: NGSS What?: We have new standards??
What is your most
memorable
science learning
experience?
(Formal or
informal)
Objectives for today
 NGSS Update:
 Explore the vision and structure of the Next Generation
Science Standards (NGSS)
 Examine the shifts in instructional practice prescribed by the
NGSS
 Getting Started in your District:
 Developing a vision
 Sharing:
 What are you already doing?
 What are your needs?
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
NGSS Updates
ARCHITECTURE
●
SHIFTING INSTRUCTIONAL PRACTICE
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
Science and
Engineering
Practices
Crosscutting
Concepts
Architecture of the NGSS: An Analogy to Cooking
Quality
Ingredients
Cooking
Skills
Seasoning,
flavor
profile
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?
 December 2014: Anticipated State Board of
Education adoption
 5-7 year implementation timeline
NOTE: this info is subject to change…..
So I guess we have to focus on the
practice standards now…..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
What do scientists do?
They approach problems in many different ways and with
many different preconceptions. There is no single “scientific
method” universally employed by all. Scientists use a wide
array of methods to develop hypotheses, models, and formal
and informal theories. They also use different methods to
assess the fruitfulness of their theories and to refine their
models, explanations, and theories. They use a range of
techniques to collect data systematically and a variety of tools
to enhance their observations, measurements, and data
analyses and representations.
-excerpt from Ready, Set, Science
Orchestra students are
musicians;
students on the basketball team
are athletes;
what opportunities do our
science students have to be
scientists?
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
1. Asking questions and defining
problems
2. Developing and using models
3. Planning and carrying out
investigations
4. Analyzing and interpreting data
5. Using mathematics and
computational thinking
6. Constructing explanations and
designing solutions
7. Engaging in argument from
evidence
8. 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…
1. Asking questions and defining
problems
2. Developing and using models
3. Planning and carrying out
investigations
4. Analyzing and interpreting data
5. Using mathematics and
computational thinking
6. Constructing explanations and
designing solutions
7. Engaging in argument from
evidence
8. Obtaining, evaluating and
communicating information
From…
How am I going to teach
this?
To…
How are students going
to learn about this?
Shifts in Instructional 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
Michigan Force
and Motion High
School Content
Expectations
Shifts in Practice for NGSS
NGSS Force and
Motion
Disciplinary Core
Ideas
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?
Experimentation
Conventional
Separate Unit on the Scientific
Method
Then spend the rest of the year
learning content through lecture
and text resources.
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 with a
 Scientific investigations are
 Hands-on science instruction
 Students have the opportunity
unit on the scientific
method
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
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
 Models are designed and
the 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
interactions 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
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
What does it
mean to be a
scientist?
 Experimentation
 Scientific Models
 Social Interactions
Getting started in your district
BECOMING NGSS READY
Brainstorm!
 Generate “As-Is”
statements that describe
science education in your
district.
 Write one statement per
sentence strip.
High school lab programs are supported with appropriate equipment
Definitions
 Culture: Group norms,
accepted behavior,
beliefs and customs
Culture
 Conditions: Technical
structures in place that
impact work
Conditions
 Competencies: Skills,
abilities, effective
functioning
Based on Harvard Change Leadership Group
Competencies
A Model for Change
“As-Is” Model
Where are we now?
“To-Be” Model
Where do we want to be?
Culture
Culture
Conditions
Competencies
Conditions
Based on Harvard Change Leadership Group
Competencies
AND NOW….
It’s time for learning
about NGSS…in order
to inform the vision of
science education in
your district
Create a “To-Be” Model for your category
A Model for Change
“As-Is” Model
Where are we now?
“To-Be” Model
Where do we want to be?
Culture
Culture
?
Conditions
Competencies
Conditions
Based on Harvard Change Leadership Group
Competencies
How will we get there?
Priorities Grid
high impact on
student learning
low resistance
high resistance
low impact on student
learning
Becoming NGSS Ready
By May 1st, please
complete the Planning
Draft and be ready to
share with the group
Sharing
Reflection
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
As you consider
your own
professional
learning path this
year with respect
to the NGSS,
what will be your
10 percent?
Resources
 Next Generation Science Standards:
 http://www.nextgenscience.org/next-generation-sciencestandards
 Productive Struggle and Discourse Resources:
 http://tools4teachingscience.org/
 www.inquiryproject.terc.edu
 Sarah Michaels’ NSTA Webinar:
 http://learningcenter.nsta.org/products/symposia_semina
rs/NGSS/files/ConnectionsBetweenPracticesinNGSSComm
onCoreMathandCommonCoreELA_2-12-2013.pdf
Questions?
Paul Drummond
[email protected]
Jennifer Gottlieb
[email protected]
Mike Klein
[email protected]