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1Grade 3 Menu Day Professional Development
Heinrich SartinElementary Science Specialist, ESC Northheinrich.sartin@lausd.net
Educational Service Center NorthThursday, February 26, 2015
Achieving Scientific Literacy through NGSS
2Today's Agenda
• Introduction
• Norms for Professional Learning Communities
• Engineering Design in the NGSS (Engineering Challenge)
• The Nature of Science (Black Boxes Task)
• Connections to the Common Core State Standards
• Evaluation
3Professional Learning Community Norms Be present
Start and end on time
Silence cell phones
Value each other’s input
Listen to understand
Focus on what the data tells us
Ask the hard questions
Think outside of the box
What is learned here leaves here
Be open to sharing and collaborating
4Engineering Design Task
• Cut a hole in an index card that is large enough to pass your entire body through
• Your finished product needs to be a continuous piece of paper that has not been reattached in any way
• Work with a partner to accomplish this task • You have 20 minutes
5Engineering Design Task
• Cut a hole in an index card that is large enough to pass your entire body through
• Your finished product needs to be a continuous piece of paper that has not been reattached in any way
• Work with a partner to accomplish this task • You have 20 minutes
7Engineering Design Task
Solution Steps
2. Beginning at one end of the slit, make alternating cuts from the inside and outside on one side of the card.
8Engineering Design Task
Solution Steps
3. Continue making cuts until you read the other end of the slit.
10Engineering Practices
• The engineering practices are a natural extension of science practices.
• Science instruction often includes opportunities for students to engage in engineering practices.
11Engineering Design (3 Components)
1. Defining the problem
2. Designing solutions
3. Optimizing the design solution
12Engineering Design in Grades K-2
• Engineering design in the earliest grades introduces students to “problems” as situations that people want to change.
• Students can use tools and materials to solve simple problems, use different representations to convey solutions, and compare different solutions to a problem and determine which is best.
13Engineering Design in Grades 3-5
• In the upper elementary grades, engineering design engages students in more formalized problem solving.
• Students define a problem using criteria for success and constraints or limits of possible solutions.
• Generating and testing solutions also becomes more rigorous as the students learn to optimize solutions by revising them several times to obtain the best possible design.
14Engineering Design for Elementary Grades• Students in the elementary grades are
not expected to come up with original solutions, although original solutions are always welcome.
• Emphasis is on thinking through the needs or goals that need to be met, and which solutions best meet those needs and goals.
15Comparing CA Standards with NGSS Performance Expectations
Know
Do
Know & Do
Current CA Science Standard (Gr. 3)
• Students know machines and living things convert stored energy to motion and heat.
• Use numerical data in describing and comparing objects, events, and measurements.
Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object.
NGSS Performance Expectation (Gr. 3)
16
Performance ExpectationScientific & Engineering Practice
Disciplinary Core Idea
CrosscuttingConcept
Connections to CCSS
17
3-PS2-1Grad
eLevel
Content Focus
Content Sub Idea
Performance
Expectation
Decoding the Numbers and Letters
19The 3 Dimensions of NGSS
Science and
Engineering Practices
Disciplinary Core Ideas
Crosscutting
Concepts
Dimension 1
Dimension 2
Dimension 3
20NGSS - Three Dimensions
Dimension 1
Science and
Engineering Practices
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. Developing explanations and designing solutions
7. Engaging in argument
8. Obtaining, evaluating, and communicating information
21NGSS - Three Dimensions
Dimension 2
Disciplinary Core Ideas
• Physical Sciences: PS1, PS2, PS3, & PS4
• Life Sciences: LS1, LS2, LS2, & LS4
• Earth & Space Sciences: ESS1, ESS2, & ESS2
• Engineering & Technical Subjects: ETS1, ETS2, & ETS3
22NGSS - Three Dimensions
Dimension 3
Crosscutting
Concepts
1. Patterns
2. Cause and effect
3. Scale, proportion and quantity
4. Systems and system models
5. Energy and matter
6. Structure and function
7. Stability and change
23
Performance Expectations
NGSS Performance Expectations
Science and
Engineering Practices
Disciplinary Core Ideas
Crosscutting
Concepts
Dimension 1
Dimension 2
Dimension 3
24Why New Standards?
The U.S. ranks 27th out of 29 developed nations in the proportion of college students receiving undergraduate degrees in science and engineering.
SOURCE: NATIONAL RESEARCH COUNCIL
25Why New Standards?
Nearly 90 percent of high school graduates say they’re not interested in a career or a college major involving science, technology, engineering or math, known collectively as STEM, according to a survey of more than a million students who take the ACT test.
SOURCE: NEW YORK TIMES
26Timeline for NGSS ImplementationStage
12014-
15
Stage 2
2015-16
Stage 3
2016-17
Stage 4
2017-18
.
2014-2015 - Initial Exposure to NGSS2015-2016 - Deepening Understanding of NGSS2016-2017 - Planning Instruction around NGSS2017-2018 - Full Alignment of Instruction to NGSS
27Timeline for NGSS ImplementationStage
12014-
15
Stage 1 – “Initial Exposure” - 2014-2015
• Teachers are beginning to learn and become familiar with the conceptual shifts (innovations), the three dimensions of learning, and the performance expectations of the NGSS.
• Teachers will continue to use the current California science standards, but are encouraged to implement the NGSS scientific and engineering practices and the NGSS Crosscutting Concepts.
• The CST will continue to be administered in grades 5, 8, and 10.
28Timeline for NGSS ImplementationStage
12014-
15
Stage 2
2015-16
Stage 2 – “Deepening Understanding” - 2015-2016
• Teachers engage in on-going research and the building of personal understanding of the conceptual shifts (innovations), the three dimensions of learning, and the performance expectations of the NGSS.
• Teachers will continue to use the current California science standards, but are encouraged to implement the NGSS scientific and engineering practices and the NGSS Crosscutting Concepts.
• The CST will continue to be administered in grades 5, 8, and 10.
29Timeline for NGSS ImplementationStage
12014-
15
Stage 2
2015-16
Stage 3
2016-17
Stage 3 – “Planning Instruction” - 2016-2017
• Teachers begin planning lessons and units aligned to the three dimensions and performance expectations of the NGSS, returning to the previous stage as needed to ensure coherence with the conceptual shifts (innovations) of the NGSS.
• Formal instructional shifts will begin to prepare for full implementation with anticipated adoption of new science instructional materials.
• If there is no new NGSS-aligned assessment in place, then the CST will continue to be administered in grades 5, 8, and 10.
30Timeline for NGSS ImplementationStage
12014-
15
Stage 2
2015-16
Stage 3
2016-17
Stage 4 – “Full Alignment” - 2017-2018
• Teachers design and plan instruction aligned to NGSS curriculum and assessment.
• Teachers use newly-adopted science materials.
• Students take NGSS-aligned science assessment.
Stage 4
2017-18
31Engaging in the NGSS Science and Engineering Practices
I found some black boxes. Each one has a round object inside. They are permanently glued and taped shut, so I can’t open them. Can you help me figure out what the inside of the these boxes look like?
32Focus Question #1
What does the inside of your box look like? • Work in teams of two• Write down questions that you have about
your black box.• Write a short description of what you think
the inside of the black box looks like and include a detailed drawing with labeled parts
• Focus on shape and location
33Black Boxes
Sharing Ideas
Locate the chart paper for your box (A-D) and draw your team’s idea of what the inside of your black box looks like.
34Black Boxes
Collaboration & Consensus
Get together with another team that has the same black box (A-D) and come to consensus about what the inside of your black box looks like.
35Black Boxes
Consensus Drawing
Choose a representative from your combined group of four to draw a revised plan of your black box.
36Black Boxes
Focus Question #2
How did working with other scientists change your original thinking about your black box?
37Black Boxes
Debriefing the Experience• The term “black box” is a general term scientists and
engineers use to describe a system that works in mysterious or unknown ways.
• For most people, a TV is a black box. Electricity goes in and a picture miraculously appears on the screen. A telephone is another example of a black box.
• What are other examples of black boxes?
38Black Boxes
Debriefing the Experience• Which NGSS Science and Engineering Practices
were evident?• How does this lesson connect to CCSS ELA and
math standards and practices?
Practices in Mathematics, Science, and English Language Arts*
Math Science ELAM1. Make sense of problems and persevere in solving them.
M2. Reason abstractly and quantitatively.
M3. Construct viable arguments and critique the reasoning of others.
M4. Model with mathematics.
M5. Use appropriate tools strategically.
M6. Attend to precision.
M7. Look for and make use of structure.
M8. Look for and express regularity in repeated reasoning.
S1. Asking questions (for science) and defining problems (for engineering).
S2. Developing and using models.
S3. Planning and carrying out investigations.
S4. Analyzing and interpreting data.
S5. Using mathematics, information and computer technology, and computational thinking.
S6. Constructing explanations (for science) and designing solutions (for engineering).
S7. Engaging in argument from evidence.
S8. Obtaining, evaluating, and communicating information.
E1. They demonstrate independence.
E2. They build strong content knowledge.
E3. They respond to the varying demands of audience, task, purpose, and discipline.
E4. They comprehend as well as critique.
E5. They value evidence.
E6. They use technology and digital media strategically and capably.
E7. They come to understanding other perspectives and cultures.
* The Common Core English Language Arts uses the term “student capacities” rather than the term “practices” used in Common Core Mathematics and the Next Generation Science Standards.
41
NGSS Disciplinary Core Ideas by Grade Level
PS1
Matter and its
Interactions
PS2
Motion and Stability:
Forces and Interactions
PS3
Energy
PS4
Waves and Their
Applications in
Technologies for
Information Transfer
LS1
From Molecules
to Organisms
: Structures
and Processes
LS2
Ecosystems:
Interactions, Energy,
and Dynamics
LS3
Heredity: Inheritance
and Variation of Traits
LS4
Biological Evolution: Unity and Diversity
ESS1
Earth’s Place in
the Univers
e
ESS2
Earth’s System
s
ESS3
Earth and
Human Activity
K
1
2
3
4
5
42
PS1
Matter and its
Interactions
PS2
Motion and Stability:
Forces and Interactions
PS3
Energy
PS4
Waves and Their
Applications in
Technologies for
Information Transfer
LS1
From Molecules
to Organisms
: Structures
and Processes
LS2
Ecosystems:
Interactions, Energy,
and Dynamics
LS3
Heredity: Inheritance
and Variation of Traits
LS4
Biological Evolution: Unity and Diversity
ESS1
Earth’s Place in
the Univers
e
ESS2
Earth’s System
s
ESS3
Earth and
Human Activity
K
1
2
3
4
5
NGSS Disciplinary Core Ideas by Grade Level
43
PS1
Matter and its
Interactions
PS2
Motion and Stability:
Forces and Interactions
PS3
Energy
PS4
Waves and Their
Applications in
Technologies for
Information Transfer
LS1
From Molecules
to Organisms
: Structures
and Processes
LS2
Ecosystems:
Interactions, Energy,
and Dynamics
LS3
Heredity: Inheritance
and Variation of Traits
LS4
Biological Evolution: Unity and Diversity
ESS1
Earth’s Place in
the Univers
e
ESS2
Earth’s System
s
ESS3
Earth and
Human Activity
K
1
2
3
4
5
NGSS Disciplinary Core Ideas by Grade Level
44
PS1
Matter and its
Interactions
PS2
Motion and Stability:
Forces and Interactions
PS3
Energy
PS4
Waves and Their
Applications in
Technologies for
Information Transfer
LS1
From Molecules
to Organisms
: Structures
and Processes
LS2
Ecosystems:
Interactions, Energy,
and Dynamics
LS3
Heredity: Inheritance
and Variation of Traits
LS4
Biological Evolution: Unity and Diversity
ESS1
Earth’s Place in
the Univers
e
ESS2
Earth’s System
s
ESS3
Earth and
Human Activity
K
1
2
3
4
5
NGSS Disciplinary Core Ideas by Grade Level
45
PS1
Matter and its
Interactions
PS2
Motion and Stability:
Forces and Interactions
PS3
Energy
PS4
Waves and Their
Applications in
Technologies for
Information Transfer
LS1
From Molecules
to Organisms
: Structures
and Processes
LS2
Ecosystems:
Interactions, Energy,
and Dynamics
LS3
Heredity: Inheritance
and Variation of Traits
LS4
Biological Evolution: Unity and Diversity
ESS1
Earth’s Place in
the Univers
e
ESS2
Earth’s System
s
ESS3
Earth and
Human Activity
K
1
2
3
4
5
NGSS Disciplinary Core Ideas by Grade Level
46
PS1
Matter and its
Interactions
PS2
Motion and Stability:
Forces and Interactions
PS3
Energy
PS4
Waves and Their
Applications in
Technologies for
Information Transfer
LS1
From Molecules
to Organisms
: Structures
and Processes
LS2
Ecosystems:
Interactions, Energy,
and Dynamics
LS3
Heredity: Inheritance
and Variation of Traits
LS4
Biological Evolution: Unity and Diversity
ESS1
Earth’s Place in
the Univers
e
ESS2
Earth’s System
s
ESS3
Earth and
Human Activity
K
1
2
3
4
5
NGSS Disciplinary Core Ideas by Grade Level
47
PS1
Matter and its
Interactions
PS2
Motion and Stability:
Forces and Interactions
PS3
Energy
PS4
Waves and Their
Applications in
Technologies for
Information Transfer
LS1
From Molecules
to Organisms
: Structures
and Processes
LS2
Ecosystems:
Interactions, Energy,
and Dynamics
LS3
Heredity: Inheritance
and Variation of Traits
LS4
Biological Evolution: Unity and Diversity
ESS1
Earth’s Place in
the Univers
e
ESS2
Earth’s System
s
ESS3
Earth and
Human Activity
K
1
2
3
4
5
NGSS Disciplinary Core Ideas by Grade Level
48
Physical Science Life Science
Earth and Space
Science
Engineering and
Technical Subjects
Total
K 4 1 5 3 13
1 4 3 2 3 12
2 4 3 4 3 14
3 4 8 3 3 18
4 7 2 5 3 17
5 6 2 5 3 16
Performance Expectations by Grade Level
49
Physical Science Life Science
Earth and Space
Science
Engineering and
Technical Subjects
Total
K 4 1 5 3 13
1 4 3 2 3 12
2 4 3 4 3 14
3 4 8 3 3 18
4 7 2 5 3 17
5 6 2 5 3 16
Performance Expectations by Grade Level
50
As a grade-level team, discuss how the new NGSS Performance Expectations will impact teaching and learning at your grade level.
The NGSS Performance Expectations
51
STEPHEN PRUITT, ACHIEVE SENIOR VICE PRESIDENT AND LEAD DEVELOPER OF THE NGSS
“…continue to teach what you are currently teaching, but endeavor to modify how you teach it—align instruction with the guidance provided in the Framework regarding implementation of the scientific and engineering practices.”
What Can Teachers Do Right Now?
52Summary• We are all learning this together.• Engineering design in science will be new for CA.• Feel free to do more research by reading the
Framework and the NGSS.• Locate and examine NGSS science lessons on the
Internet to see how the three dimensions work together with the Performance Expectations.
• Begin to integrate the Scientific and Engineering Practices into your science lessons.
53
Resources for Further Research and Learning• The Next Generation Science Standards:
http://www.nextgenscience.org
• A Framework for K-12 Science Education
http://www.nap.edu/openbook.php?record_id=13165
• NGSS Videos from Paul Anderson (Bozeman Science)
http://www.youtube.com/watch?v=o9SrSBGDNfU
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