NGSS in the Classroom: Connecting Inquiry Science to the New

Standards facilitated by

Christine Bouma, 5th Grade Teacher, Weaver Elementary, Los Alamitos USD

Susan Gomez Zwiep, K-12 Alliance Regional Director/CSULB Science Ed

California Science Teachers Association ConferenceOctober, 2013

Session Outcomes

• Provide an overview of NGSS.Provide an overview of NGSS.

• Experience an inquiry lesson to Experience an inquiry lesson to connect to NGSS.connect to NGSS.

• Reflect on issues in your context.Reflect on issues in your context.

Starting Points

What do you know about NGSS?

What concerns do you have?

What do you hope to get out of this session?

In The Classroom

Math Science

21st Century Skills

ELA

New Opportunities for learners

Components of NGSS

Basic Structure of NGSS

Let’s try an Activity• You will work in pairs for this

activity.

• Try to experience this as a student – don’t worry about the details of the lesson.

Make Observations• You will now be given some materials.• Individually, make observations of the

materials and record them in your “notebook”.

• When you are ready, discuss and compare your observations with your partner.

Mixing it up

• You are now going to mix the materials. Predict what you think will happen when this occurs.

• Using the pipette, place some of the liquid into the cup with the powder.

• Observe and record

Mixing it up cont.

•We are going to repeat the previous activity.•This time we are going to mix our materials in a zip lock bag.•Discuss with your partner why we might be asking you to use the zip lock bag this time.

 

Mixing it up cont.

Mix and observe

Record in your notebook

So what happened?

• What happened when the materials were mixed in the first cup? In the second?

• What additional evidence was collected when we observed the mixture in the zip lock bag?

Some new informationMany substances react chemically with other substances to form new substances with different properties. These chemical changes in properties results from the ways in which atoms from the original substances are combined and rearranged in the new substances. Evidence may include the appearance of a new color, gas, or precipitate.

Changes in matter in which the molecules do not change, but their positions and their motion relative to each other do change also occur (e.g., the forming of a solution, a change of state). Such changes are generally easier to reverse than chemical changes.

What does the evidence suggest?

• Develop a claim about each mixture: was it a physical or chemical change?

• Support your claim with evidence from your observations and information provided.

Next Step

• We are going to continue investigating these events.

• What we might change (cause) that could change the amount of gas (effect)?

• Discuss with your partner and be ready to share.

Deconstruction

You will be given a copy of the NGSS standards for 5th grade.

Identify what elements of NGSS this activity might address:

– Disciplinary Core Ideas– Cross Cutting Concepts and – Scientific and Engineering Practices

Deconstruction

You will be given a copy of the NGSS standards for 3rd and 8th grade standards.

Identify what previous and future standards this activity could lead to for:

– Disciplinary Core Ideas– Cross Cutting Concepts and – Scientific and Engineering Practices

Prepare to share

You will get some chart paper, pens and post-it notes to facilitate your discussion.

We will share in 10 min.

Remaining Questions

•2-1-two things you want to

remember-one question you still want to

consider