March 17, 2014H a p p y S t . Pa t r i c k ’ s D a y

Macomb Science Leadership Council

Welcome!

 

What is the most important take-away

from K-12 science?  

 

 

 

 

 

 

 

 

A: Elementary Teacher

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 visionSharing:

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

ARCHITECTURE●

SHIFTING INSTRUCTIONAL PRACTICE

NGSS Updates

GLCE NGSS

P.EN.03.21 Demonstrate 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.

1-PS4-3. Plan and conduct 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 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.

1-PS4-3. Plan and conduct 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

HSCE NGSS

P4.8e Given an angle of 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.

HS-PS4-1. Use 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 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.

HS-PS4-1. Use 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

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

Science and Engineering Practices

Crosscutting Concepts

Disciplinary Core Ideas

Architecture of the NGSS: An Analogy to Cooking

Cooking Skills

Seasoning, flavor profile

Quality Ingredient

s

Architecture of the NGSS: Connections

Connections to:

• Other content/grade-bands within the NGSS

• Common Core State Standards for ELA/Literacy and Mathematics

NGSS Resources

http://www.nextgenscience.org/next-generation-science-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. Asking questions (science ) and defining problems (engineering)

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 (for science) and

designing solutions (for engineering) 7. Engaging in argument from evidence 8. 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…

1. Asking questions and defining problems

2. Developing and using models3. Planning and carrying out

investigations4. Analyzing and interpreting data5. Using mathematics and

computational thinking6. Constructing explanations and

designing solutions7. Engaging in argument from

evidence8. Obtaining, evaluating and

communicating information

From thinking that one scientific method fits all…

…To thinking about how to engage our students in the practices of scientists

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

1. Asking questions and defining problems

2. Developing and using models3. Planning and carrying out

investigations4. Analyzing and interpreting data5. Using mathematics and

computational thinking6. Constructing explanations and

designing solutions7. Engaging in argument from

evidence8. Obtaining, evaluating and

communicating information

Shifting our practice…

From…How am I going to teach this?

To…How are students going to learn about this?

Shifts in Instructional Practice

1. Asking questions (science ) and defining problems (engineering)

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 (for

science) and designing solutions (for engineering)

7. Engaging in argument from evidence

8. Obtaining, evaluating, and communicating information

Content

Experimentation

Scientific Models

Social Interactions

Content

Experimentation

Scientific Models

Social Interactions

Shifts in Practice

SHIFTS IN PRACTICE

Content

Conventional Science Instruction

Shifts in Practice for NGSS

Shifts in Practice: Content

Michigan Force and Motion High School Content

Expectations

NGSS Force and Motion

Disciplinary Core Ideas

Force and Motion High School Content Expectations

Shifts in Practice: Content

mile wide and an inch deep

Force and Motion NGSS (Disciplinary Core Ideas)

Shifts in Practice: Content

Deeper instruction focused on core ideas

Force and Motion NGSS

Shifts in Practice: Content

Deeper instruction focused on core ideas

Conventional Science Instruction

Shifts in Practice for NGSS

MEAP QuestionPill 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.

NGSS Performance ExpectationUse 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

Shifts in Practice for NGSS

Overwhelming focus of instruction and assessment is content mastery

Learning objectives attend to a broad and comprehensive content coverage

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

Shifts in Practice: Content

Content

How might you shift your practice?

SHIFTS IN PRACTICE

Experimentation

Shifts in Practice: Experimentation

Shifts in Practice: Experimentation

Conventional Science InstructionHow 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 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

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 search for answers to their questions as they read the text.

?

Students ask questions about cloud formation and do some investigating on their own.

Conventional Science Instruction

Shifts in Practice for NGSS

A science course begins 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

Scientific investigations are 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

Shifts in Practice: Experimentation

Experimentation

How might you shift your 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 formulas:

Students use formulas to get answers:

Students observe the motion of a car going down a hill

Shifts in Practice: Scientific Models

v = vo + atx = xo + vot + ½ at2

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

Students create graphical and mathematical models of the motion

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?

v = vo + atx = xo + vot + ½ at2

Conventional Science Instruction

Shifts in Practice for NGSS

Physical models are the main type explored by students and they are used to help conceive of scientific ideas

Mathematical formulas are used to find answers

Models are designed and used to generate evidence, test ideas, and make predictions

Students have the opportunity to build mathematical models

Shifts in Practice: Scientific Models

Scientific Models

How might you shift your practice?

SHIFTS IN PRACTICE

Social Interactions

Conventional Science Instruction

Shifts in Practice for NGSS

Shifts in Practice: Social Interaction

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 InteractionTABLE 1Chemical Formula Name

NaCl sodium chloride

K2O potassium oxide

MgCl2 magnesium chloride

AlBr3 aluminum bromide

KI potassium iodide

Cs3N cesium nitride

TABLE 2Chemical Formula Name

P2O5diphosphorus pentoxide

CO2 carbon dioxide

CO carbon monoxide

N2O dinitrogen monoxide

NF3 nitrogen trifluoride

CCl4 carbon tetrachloride

• What patterns do you notice?

• Develop some conventions for naming compounds, based on the patterns in Tables 1 and 2.

Set up opportunities for productive struggle and

discourse.

Conventional Science Instruction

Shifts in Practice for NGSS

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

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

Shifts in Practice: Social Interaction

Social Interaction

How might you shift your practice?

Shifts in Practice

1. Asking questions (science ) and defining problems (engineering)

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 (for

science) and designing solutions (for engineering)

7. Engaging in argument from evidence

8. Obtaining, evaluating, and communicating information

Content

Experimentation

Scientific Models

Social Interactions

What does it mean to be a

scientist?

BECOMING NGSS READY

Getting started in your district

Brainstorm!

Generate “As-Is” statements that describe science education in your district.

Write one statement per sentence strip.

All science teachers have had CITW

trainingScience is perceived as a difficult subject

High school lab programs are supported with appropriate equipment

Definitions

Culture: Group norms, accepted behavior, beliefs and customs

Conditions: Technical structures in place that impact work

Competencies: Skills, abilities, effective functioning

Culture

CompetenciesConditions

Based on Harvard Change Leadership Group

“As-Is” ModelWhere are we now?

“To-Be” ModelWhere do we want to

be?

Culture

Competencies

Conditions

A Model for Change

Culture

Competencies

Conditions

Based on Harvard Change Leadership Group

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

“To-Be” ModelWhere do we want to

be in 3-5 years?CONDITIONS• •

• •

• •

•

“To-Be” ModelWhere do we want to

be in 3-5 years?

COMPETENCIES

• • • • • • •

“To-Be” Model

Where do we want to

be in 3-5 years?

CULTURE

• • • • • • •

“As-Is” ModelWhere are we now?

“To-Be” ModelWhere do we want to

be?

Culture

Competencies

Conditions

A Model for Change

Culture

Competencies

Conditions

Based on Harvard Change Leadership Group

?

How will we get there?

Becoming NGSS Ready

ACTION PLAN• • • • • • • • •

low resistance

high impact on student learning

low impact on student learning

high resistance

Priorities Grid

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-scienc

e-standardsProductive Struggle and Discourse

Resources: http://tools4teachingscience.org/ www.inquiryproject.terc.edu

Sarah Michaels’ NSTA Webinar: http://learningcenter.nsta.org/products/symposia_se

minars/NGSS/files/ConnectionsBetweenPracticesinNGSSCommonCoreMathandCommonCoreELA_2-12-2013.pdf

Paul Drummondpdrummond@misd.net

Jenni fer Gott l i ebjgot t l i eb@misd.net

Mike K le inmkle in@misd.net

Questions?