NGSS Core Ideas: Matter and Its Interactionslearningcenter.nsta.org/.../NGSSCoreIdeas--MatterandItsInteractions... · 18 MS-PS1 Matter and Its Interactions Students who demonstrate

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NGSS Core Ideas: Matter and Its Interactions

Presented by: Joe Krajcik

September 10, 2013

6:30 p.m. ET / 5:30 p.m. CT / 4:30 p.m. MT / 3:30 p.m. PT

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Introducing today’s presenters…

Introducing today’s presenters

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Ted Willard National Science Teachers Association

Joe Krajcik Michigan State University

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Developing the Standards

Instruction

Curricula

Assessments

Teacher Development

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2011-2013

July 2011


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July 2011


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Three-Dimensions:

• Scientific and Engineering Practices

• Crosscutting Concepts

• Disciplinary Core Ideas

View free PDF from The National Academies Press at www.nap.edu

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A Framework for K-12 Science Education

1. Asking questions (for science)

and defining problems (for 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

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Scientific and Engineering Practices

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1. Patterns

2. Cause and effect: Mechanism and explanation

3. Scale, proportion, and quantity

4. Systems and system models

5. Energy and matter: Flows, cycles, and conservation

6. Structure and function

7. Stability and change

Crosscutting Concepts

Life Science Physical Science 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

PS1: Matter and Its Interactions

PS2: Motion and Stability: Forces and

Interactions

PS3: Energy

PS4: Waves and Their Applications in

Technologies for Information Transfer

Earth & Space Science Engineering & Technology

ESS1: Earth’s Place in the Universe

ESS2: Earth’s Systems

ESS3: Earth and Human Activity

ETS1: Engineering Design

ETS2: Links Among Engineering, Technology,

Science, and Society

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Disciplinary Core Ideas

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Life Science Earth & Space Science Physical Science Engineering & Technology

LS1: From Molecules to Organisms:

Structures and Processes

LS1.A: Structure and Function

LS1.B: Growth and Development of

Organisms

LS1.C: Organization for Matter and

Energy Flow in Organisms

LS1.D: Information Processing

LS2: Ecosystems: Interactions, Energy,

and Dynamics

LS2.A: Interdependent Relationships

in Ecosystems

LS2.B: Cycles of Matter and Energy

Transfer in Ecosystems

LS2.C: Ecosystem Dynamics,

Functioning, and Resilience

LS2.D: Social Interactions and Group

Behavior

LS3: Heredity: Inheritance and

Variation of Traits

LS3.A: Inheritance of Traits

LS3.B: Variation of Traits

LS4: Biological Evolution: Unity

and Diversity

LS4.A: Evidence of Common Ancestry

and Diversity

LS4.B: Natural Selection

LS4.C: Adaptation

LS4.D: Biodiversity and Humans

ESS1: Earth’s Place in the Universe

ESS1.A: The Universe and Its Stars

ESS1.B: Earth and the Solar System

ESS1.C: The History of Planet Earth

ESS2: Earth’s Systems

ESS2.A: Earth Materials and Systems

ESS2.B: Plate Tectonics and Large-Scale

System Interactions

ESS2.C: The Roles of Water in Earth’s

Surface Processes

ESS2.D: Weather and Climate

ESS2.E: Biogeology

ESS3: Earth and Human Activity

ESS3.A: Natural Resources

ESS3.B: Natural Hazards

ESS3.C: Human Impacts on Earth

Systems

ESS3.D: Global Climate Change

PS1: Matter and Its Interactions

PS1.A: Structure and Properties of

Matter

PS1.B: Chemical Reactions

PS1.C: Nuclear Processes

PS2: Motion and Stability: Forces

and Interactions

PS2.A: Forces and Motion

PS2.B: Types of Interactions

PS2.C: Stability and Instability in

Physical Systems

PS3: Energy

PS3.A: Definitions of Energy

PS3.B: Conservation of Energy and

Energy Transfer

PS3.C: Relationship Between Energy

and Forces

PS3.D: Energy in Chemical Processes

and Everyday Life

PS4: Waves and Their Applications in

Technologies for Information

Transfer

PS4.A: Wave Properties

PS4.B: Electromagnetic Radiation

PS4.C: Information Technologies

and Instrumentation

ETS1: Engineering Design

ETS1.A: Defining and Delimiting an

Engineering Problem

ETS1.B: Developing Possible Solutions

ETS1.C: Optimizing the Design Solution

ETS2: Links Among Engineering,

Technology, Science, and

Society

ETS2.A: Interdependence of Science,

Engineering, and Technology

ETS2.B: Influence of Engineering,

Technology, and Science on

Society and the Natural World

Note: In NGSS, the core ideas for Engineering, Technology, and the Application of Science are integrated with the Life Science, Earth & Space Science, and Physical Science core ideas

Disciplinary Core Ideas

Instruction

Curricula

Assessments

Teacher Development

2011-2013

July 2011

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2011-2013

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NGSS Lead State Partners

NGSS Writers

Adoption of NGSS

Adopted

Some step in consideration has been taken by an official entity in the state (from NASBE)

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MS-PS1 Matter and Its Interactions Students who demonstrate understanding can:

MS-PS1-d. Develop molecular models of reactants and products to support the explanation that atoms, and therefore mass, are conserved in a chemical reaction. [Clarification Statement: Models can include physical

models and drawings that represent atoms rather than symbols. The focus is on law of conservation of matter.] [Assessment Boundary: The use of atomic masses is not required. Balancing symbolic equations (e.g. N2 + H2 -> NH3) is not required.]

The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education:

Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts Developing and Using Models Modeling in 6–8 builds on K–5 and progresses to developing, using and revising models to support explanations, describe, test, and predict more abstract phenomena and design systems.

Use and/or develop models to predict, describe,

support explanation, and/or collect data to test ideas

about phenomena in natural or designed systems,

including those representing inputs and outputs, and

those at unobservable scales. (MS-PS1-a),

(MS-PS1-c), (MS-PS1-d)

---------------------------------------------

Connections to Nature of Science Science Models, Laws, Mechanisms, and Theories Explain Natural Phenomena

Laws are regularities or mathematical descriptions

of natural phenomena. (MS-PS1-d)


Substances react chemically in

characteristic ways. In a chemical

process, the atoms that make up the

original substances are regrouped into

different molecules, and these new

substances have different properties

from those of the reactants.

(MS-PS1-d), ( MS-PS1-e), (MS-PS1-f)

The total number of each type of atom

is conserved, and thus the mass does

not change. (MS-PS1-d)

Energy and Matter

Matter is conserved because

atoms are conserved in physical

and chemical processes.

(MS-PS1-d)

Note: Performance expectations combine practices, core ideas, and crosscutting concepts into a single statement of what is to be assessed.

They are not instructional strategies or objectives for a lesson.

Closer Look at a Performance Expectation

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---------------------------------------------
















Energy and Matter




(MS-PS1-d)




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---------------------------------------------
















Energy and Matter




(MS-PS1-d)




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---------------------------------------------
















Energy and Matter




(MS-PS1-d)




Core Ideas in Physical Science: Matter and Its Interactions

The opinions expressed herein are those of the authors and not necessarily those of the Achieve or the NRC.

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Joe Krajcik Michigan State University CREATE for STEM Institute

Who Am I ?

• Professor in science education at Michigan State University

• Director of CREATE for STEM – Institute for Collaborative Research in Education, Assessment and Teaching Environments for STEM

• Taught high school chemistry for 8 years in Milwaukee, Wisconsin

• Earned my PhD in science education at the University of Iowa

• My research focuses on designing learning environments to engage teachers and students in doing science (project-based learning)

• Served as the Lead Writer for the Core Ideas in Physical Science for the Framework for K – 12 Science Education and on the Leadership Team of NGSS and as the lead writer for the Physical Science Standards

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Overview

• What is a disciplinary core idea?

• Relationship of core ideas to science and engineering practices

• The Framework and NGSS

• Importance of building core ideas across time

• Supporting students in argumentation

• Examples of the value of core ideas

• Questions??

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What is the difference between a disciplinary core idea and a

science concept?

A. Disciplinary core ideas can serve as thinking tools whereas

science concepts are much smaller in scope

B. Disciplinary core ideas need to develop across time whereas

a concept might be taught in a shorter period of time

C. There is no difference; a disciplinary core idea is just another

way of saying science concept

D. Disciplinary core ideas represent several science concepts

E. A and B

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Poll

What is a disciplinary core idea?

• Disciplinary significance – Serves as a key organizing concept within a discipline

• Explanatory power – Can be used to explain a variety of phenomena

• Generative – Provides a key tool for understanding or investigating more complex

ideas and solving problems

• Relevant to peoples’ lives – Relates to the interests and life experiences of students, connected to

societal or personal concerns

• Usable from K to 12 – Is teachable and learnable over multiple grades at increasing levels of

depth and sophistication

Value of Using Core Ideas

• Allows time for:

– Exploring important concepts and principles

– Developing integrated understanding

– Using science and engineering practices

– Reflecting on the nature of science and scientific knowledge

• Provides a more coherent way for science to develop across grades K-12

Integrated Understanding Ideas linked together; New and existing knowledge structured around a

core idea; Knowledge is useful for problem solving and learning new ideas

Atoms rearrange

Chemical change

ionic

Electron transfer

Gain electrons

Covalent

Lose electron

Share electron

Non-metal metals

Does

not involve

involves

Physical change

can be

can be

A graphical illustration of little, if any, understanding: Learners cannot use ideas for further learning or problem solving

Bond breaking

Electrons

Physical change

Chemical change

Atoms

Compounds

Disciplinary Core Ideas: Physical Sciences • PS1 Matter and its interactions

• PS1.A: Structure and Properties of Matter • PS1.B: Chemical Reactions • PS1.C: Nuclear Processes

• PS2 Motion and stability: Forces and interactions • PS2.A: Forces and Motion • PS2.B: Types of Interactions • PS2.C: Stability and Instability in Physical Systems

• PS3 Energy • PS3.A: Definitions of Energy • PS3.B: Conservation of Energy and Energy Transfer • PS3.C: Relationship Between Energy and Forces • PS3.D: Energy in Chemical Processes and Everyday Life

• PS4 Waves & their applications in technologies for information transfer

• PS4.A: Wave Properties • PS4.B: Electromagnetic Radiation • PS4.C: Information Technologies and Instrumentation

Disciplinary Core Ideas: Physical Sciences • PS1 Matter and its interactions

• PS1.A: Structure and Properties of Matter • PS1.B: Chemical Reactions • PS1.C: Nuclear Processes

• PS2 Motion and stability: Forces and interactions • PS2.A: Forces and Motion • PS2.B: Types of Interactions • PS2.C: Stability and Instability in Physical Systems

• PS3 Energy • PS3.A: Definitions of Energy • PS3.B: Conservation of Energy and Energy Transfer • PS3.C: Relationship Between Energy and Forces • PS3.D: Energy in Chemical Processes and Everyday Life

• PS4 Waves & their applications in technologies for information transfer

• PS4.A: Wave Properties • PS4.B: Electromagnetic Radiation • PS4.C: Information Technologies and Instrumentation

Richard Feynmen (The Feynman Lectures on Physics)

“If, in some cataclysm, all of scientific knowledge were to be

destroyed, and only one sentence passed on to the next

generation of creatures, what statement would contain the most

information in the fewest words?

“I believe it is the atomic hypothesis (or the atomic fact, or

whatever you wish to call it) that all things are made of atoms—

little particles that move around in perpetual motion, attracting

each other when they are a little distance apart, but repelling upon

being squeezed into one another.”

Chemists typically ask these questions:

• What is it?

• How much of it is there?

• Where might it have come from, where might it go?

• How fast did it get there?

• How do I know?

From: Ege, S.N., Coppola, B.P., & Lawton R.J., (1997). The University of Michigan Undergraduate Chemistry Curriculum: Philosophy, Curriculum, and the Nature of Change, Journal of Chemical Education, 74(1), 74-83.

The core idea of Matter and Its Interactions gives learners the conceptual tools to respond to these questions.

One of the big questions that Matter and Its Interactions allows students to answer is:

How can we account for all the different materials in the world, when there are so few elements?

In fact, a majority of material in our world is made of C, N, O, H and a few other types of atoms such as Fe, Mg, etc.

Maleic Acid Fumaric Acid

Chemical Formula C4H4O4 C4H4O4

Molecular Mass 116 grams/mole 116 grams/mole

Are they the same? Are they different?

Do they have the same properties?

Same or Not the Same: An Example


Chemical Formula C4H4O4 C4H4O4

Molecular Mass 116 grams/mole 116 grams/mole

Appearance White crystal White Crystal

Melting Point 130 – 139 0C 287 0C

Solubility in Water Taste

Soluble Pungent, repulsive

Somewhat soluble Fruity, acidic

How can it be???

Structure and arrangement makes the difference!


“Science is not just a body of knowledge that reflects current understanding of the world; it is also a set of practices used to establish, extend, and refine that knowledge.” (Framework for K – 12 Science Education, NRC, 2012)

How Scientific and Engineering Practices Work Together

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 from evidence

8. Obtaining, evaluating, and communicating information

Engage in science as a set of related practices.

Shows how science is really done!

Content and Practice Work Together to Build Understanding

• Understanding content is inextricably linked to engaging in practices

• Learning practices are inextricably linked to content!

• Content and practices co-develop!

Core Ideas

Practices

Crosscutting Concepts

Build Scientific Disposition

• Building core ideas, scientific and engineering practices, and crosscutting concepts across time will support learning and build scientific dispositions (think like a scientist)

• Knowing when and how to seek and build knowledge

– Hmm, what do I need to know?

– I wonder if?

– Do I have enough evidence?

• Students will learn to think like scientists and understand the purpose of evidence

Questions?

• Questions about the definition of disciplinary core ideas

• Questions about the value of core ideas

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PS1.A: Structure and Properties of Matter

Answers the question: How do particles combine to form the variety of substances one observes?

• The substructure of atoms determines how they combine and rearrange to form substances.

• Electrical attractions and repulsions between charged particles (i.e., atomic nuclei and electrons) in matter explain the structure of atoms and the forces between atoms that cause them to form molecules which range in size from two to thousands of atoms.

• Atoms also combine due to these forces to form extended structures, such as crystals or metals.

PS1.A continued

• The varied properties of materials can be understood in terms of the atomic and molecular constituents present and the electrical forces within and between them.

• Within matter, atoms and their constituents are constantly in motion. The arrangement and motion of atoms vary in characteristic ways, depending on the substance and its current state which of course depends on temperature and chemical composition.

What science practices work well with core idea: Structure and Properties of Matter?

• Developing and using models

• Planning and carrying out investigations

• Constructing explanations

Example 1: Middle School Student Pre and Posttest – Modeling and PS1

Pretest

Shayna had a small bottle of Bromine gas. The bottle was closed with a cork. She tied a string to the cork and then placed the bottle inside a larger bottle. She sealed the large bottle shut. (See Figure 1.) Next, Shayna opened the small bottle by pulling the string connected to the cork. Figure 2 shows what happened after the cork of the small bottle was opened. First, draw a model that shows what is happening in this experiment. Second, explain in writing what is happening in your model.

Figure 1 Figure 2

Example 1: Middle School Student Pre and Posttest – Modeling and PS1

Shayna had a small bottle of Bromine gas. The bottle was closed with a cork. She tied a string to the cork and then placed the bottle inside a larger bottle. She sealed the large bottle shut. (See Figure 1.) Next, Shayna opened the small bottle by pulling the string connected to the cork. Figure 2 shows what happened after the cork of the small bottle was opened. First, draw a model that shows what is happening in this experiment. Second, explain in writing what is happening in your model.

Figure 1 Figure 2

Posttest

Example 2: 9th Grade Physical Science – Modeling and PS1

A student example, 9th grade physical science (drawn with computer tools)

After using a simulation to collect data about the distribution of positive charges in atoms, students were asked what impact this new data would have on their atomic models. Students then revised their models of atoms for a second time, incorporating this new information. Draw a model of an atom with three as an example.

How do students learn core ideas?

A. Core ideas develop over time as students grapple

with more complex situations

B. Most core ideas can be developed/taught in a single

class period

C. Teachers should focus on core ideas in teaching

science but not for assessment

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Poll

Core Ideas Develop Over Time

• Learning is constructed and reworked over time

• Learning difficult ideas takes time and often comes together as students work on a task that forces them to synthesize ideas

• Learning is facilitated when new and existing knowledge is structured around the core ideas

• Developing understanding is dependent on instruction

Progression for Core Idea: Structure and Properties of Matter

Highest level

Lowest level

By the end of 8th grade Atomic/Molecular Model – explains properties and diversity of materials

Particle Model – explains phase changes and phases

Macroscopic Model – describes matter

Atomic Structure Model – provides a mechanistic model for explaining why molecules form

By the end of 2nd grade

By the end of 5th/6th grade

By the end of 12th grade

Developing Core Ideas through Coherent Instruction

• Develop core ideas by using coherent instruction

• Some strategies – Activate and use students’ prior knowledge and

experiences

– Make explicit links to core ideas across time

– Make explicit how core ideas explain phenomena and solve problems

– Use and link core ideas to explain phenomena and solve problems

Questions?

• Questions about PS1.A: Structures and Properties of Matter

• Questions about ideas developing across time

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Poll

Why are chemical reactions important?

A. Chemical reactions are occurring all around us

B. Chemical processes underlie many important biological and geophysical phenomena

C. Chemical reactions account for the conservations of mass

D. All of the above

What happens to the mass of steel wool if you burn it?

Initial mass of steel wool: 5.72g

Steel wool burning

Make a prediction— what would be the mass?

Final mass of steel wool: 6.56g

How does this compare to your prediction?

What might explain this change?

Most students would predict that the mass would decrease.


Answers the questions: How do substances combine or change (react) to make new substances? How does one characterize and explain these reactions and make predictions about them?

• Many substances react chemically with other substances to form new substances with different properties.

• This change results from the atoms which make up the original substances combining and rearranging to form new substances.

• Total number of each type of atom is conserved (does not change) in any chemical process, and thus mass does not change either.

Progression for Core Idea: Chemical Reactions

Highest level

Lowest level

By the end of 8th grade Atomic/Molecular Model – Substances react chemically. The atoms that make up the original substances are regrouped into different molecules. These new substances have different properties. Atoms are always conserved. Some chemical reactions release energy, others store energy.

Descriptive Model – When two or more different substances are mixed, a new substance with different properties may be formed. Mass is always conserved.

Descriptive Model – Heating or cooling a substance may cause changes.

Atomic Structure Model – Chemical processes, their rates, and whether or not energy is stored or released can be understood by the collisions that occur between molecules and the rearrangements of atoms into new molecules. In many situations, a dynamic and reversible reaction determines the numbers of all types of molecules present.

By the end of 2nd grade

By the end of 5th/6th grade

By the end of 12th grade

What science practices work well with core idea: Chemical Reactions?

• Developing and using models

• Planning and carrying out investigations

• Constructing explanations

Example 3: Middle School - Substance and Property Explanation Task

Examine the following data table:

Density Color Mass Melting Point

Liquid 1 0.93 g/cm3 no color 38 g -98 °C

Liquid 2 0.79 g/cm3 no color 38 g 26 °C

Liquid 3 13.6 g/cm3 silver 21 g -39 °C

Liquid 4 0.93 g/cm3 no color 16 g -98 °C

Questions?

• Questions about PS1.B: Chemical Reactions

• Questions about how this core idea develops over time

• Questions about use of practices

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PS1.C: Nuclear Processes

Answers the questions: What forces hold nuclei together and mediate nuclear processes? Why doesn’t the nucleus fly apart?

•Phenomena involving nuclei are important to understand, as they explain the formation and abundance of the elements, radioactivity, the release of energy from the sun and other stars, and the generation of nuclear power.

•Explaining and predicting nuclear processes involves two additional types of interactions—known as strong and weak nuclear interactions.

•They play a fundamental role in explaining why a nucleus doesn’t fly apart.

Conclusions

• Core ideas explain a variety of phenomena, allow us to solve problems, and learn more

• Matter and Its Interactions explains how we have such a diversity of material in the world with so few atoms and how we can identify them

• Matter and Its Interactions are critical ideas that all learners to need to understand

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Matters and Its interactions provides learners the conceptual tools to respond to these questions:

• What is it?

• How much of it is there?

• Where might it have come from, where might it go?

• How fast did it get there?

• How do I know?

From: Ege, S.N., Coppola, B.P., & Lawton R.J., (1997). The University of Michigan Undergraduate Chemistry Curriculum: Philosophy, Curriculum, and the Nature of Change, Journal of Chemical Education, 74(1), 74-83.

Read: A Framework for K-12 Science Education: Practices, Crosscutting

Concepts and Core Ideas

http://goo.gl/7wiM9

Questions?

• Questions about Matter and Its Interactions

• Questions about core ideas

• Questions about developing core ideas over time

• Other questions

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Further Reading

• Mayer, K., Damelin, D. Krajcik, J.S. (2013). Linked In: Using modeling as a link to other scientific practices, disciplinary core ideas and crosscutting concepts, The Science Teacher, 80(6) 57-62, National Science Teachers Association.

• Krajcik, J.S. (2013), The Next Generation Science Standards: a Focus on Physical Science, The Science Teacher, National Science Teachers Association.

• Krajcik, J., & Merritt, J. (2012) Engaging Students in Scientific Practices: What does constructing and revising models look like in the science classroom? The Science Teacher, March, pgs. 10-13, National Science Teachers Association.

Contact Information

Joe Krajcik • [email protected]

• http://create4stem.msu.edu/

• CREATE for STEM: Institute for Collaborative Research in Education, Assessment and Teaching Environments for Science, Technology, Engineering and Mathematics at Michigan State University

http://create4stem.msu.edu/

On the Web

nextgenscience.org

nsta.org/ngss

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Connect and Collaborate

Discussion forum on NGSS in the Learning center

NSTA Member-only

Listserv on NGSS

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Web Seminars on Core Ideas

September 10: Matter and Its Interactions

September 24: Waves and Their Applications

October 8: Energy

October 22: Motion and Stability: Forces and Their Interactions

November 5: Earth’s Place in the Universe

November 19: Earth’s Systems

December 3: Earth and Human Activity

Coming in 2014: Life science and engineering design

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Online Short Courses on NGSS

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Moving Toward NGSS: Visualizing K-6 Engineering Education

Led by Dr. Christine Cunningham and Martha Davis from the Boston Museum of Science’s Engineering is Elementary (EiE) program September 16 – October 4

Members: $179; Nonmembers: $199

Learn more and register at http://learningcenter.nsta.org/ngss

NSTA Resources on NGSS

Web Seminar Archives

• Practices (archives from Fall 2012)

• Crosscutting Concepts (archives from Spring 2013)

Journal Articles

• Science and Children

• Science Scope

• The Science Teacher

From the NSTA Bookstore

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Future Conferences

Charlotte, NC November 7–9

National Conference

Boston – April 3-6, 2014

Portland, OR October 24–26

Denver, CO December 12–14

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Thanks to today’s presenters!

Introducing today’s presenters

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Ted Willard National Science Teachers Association

Joe Krajcik Michigan State University

Thank you to the sponsor of today’s web seminar:

This web seminar contains information about programs, products, and services offered by third parties, as well as links to third-party websites. The presence of a listing or

such information does not constitute an endorsement by NSTA of a particular company or organization, or its programs, products, or services.

Thank you to the sponsor of tonight’s web seminar—1 of 6

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Thank you to NSTA administration—2 of 6

National Science Teachers Association

David Evans, Ph.D., Executive Director

Al Byers, Ph.D., Acting Associate Executive Director, Services

NSTA Web Seminar Team

Flavio Mendez, Senior Director, NSTA Learning Center

Brynn Slate, Manager, Web Seminars, Online Short Courses, and Symposia

Jeff Layman, Technical Coordinator, Web Seminars, SciGuides, and Help Desk

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NGSS Core Ideas: Matter and Its Interactionslearningcenter.nsta.org/.../NGSSCoreIdeas--MatterandItsInteractions... · 18 MS-PS1 Matter and Its Interactions Students who demonstrate