Elementary Science Leadership Network June 17, 2014 While you are getting settled, think about the...
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Transcript of Elementary Science Leadership Network June 17, 2014 While you are getting settled, think about the...
Elementary Science
Leadership Network
June 17, 2014
While you are getting settled, think about the NGSS probe and record your answers..
• Who are we and why are we here?
• Next Generation Science Standards
• Science & Engineering Practices
• Book Study
Today’s Agenda
• Learn more about the time line for NGSS implementation
• Understand the architecture of the NGSS
• Understand the intent of the Science & Engineering Practices
Today’s LearningTargets
Picture a Scientist…
Record…
• 5 words that describe the scientist
• 5 words that describe what that scientist does
• 5 interactions you have, or might have, with that scientist
Which of the pictures is closest to the scientist you imagined?
What does this say about your attitudes about science or scientists?
If you did this with your students, what picture would they choose?
There is a critical need to change students’ perceptions of:
• Who Scientists are / can be• Why they are Scientists
• What Scientists do
By Middle School, students have “disciplinary identities” and
conceptions of the nature of science.
Megan Bang, Professor, Learning Sciences and Human Development & Cognition, UW Institute for Science and
Math Education
Purpose of Elementary Science Work Group:
QUESTION: How can we transition elementary science, and elementary science teachers, to the Next Generation Science
Standards?
• Identify teachers who are passionate about science instruction and willing to lead the way
• Support teachers with professional development and cohort collaboration
• Provide tools and time to evaluate current curriculum, consider additional & supplemental curriculum, field test and adopt curriculum.
Apples
• Describe your apple• Assume you do not have prior experience.
• Write down as many descriptors as possible.
• What is each apple part for?
• How is the styrafoam apple a model of the actual apple?
• Other models• Put a check mark if the observation no longer applies.
Apple• How is the word “apple” a model of an apple?
Often in science we start with the word, and even with a definition students struggle for context.Also, we perpetuate a misconception that a model must be a 3-D model of the thing.
Next Generation Science Standards
What are the principles of the NGSS?
Where will you access the NGSS?
THE NGSS WERE BUILT ON THE PRINCIPLES OF
A FRAMEWORK FOR K-12 SCIENCE EDUCATION
Children are born investigators Understanding builds over time Science and Engineering require both
knowledge and practice Science connects to students’ interests
and experiences Instruction focuses on core ideas and
practices Science learning standards promote
equity
KEY SHIFTS IN NGSS
Focus: The NGSS are Focused on deeper understanding and application of science content reflecting real-world interconnectedness
Coherence: Science and engineering Build Coherently across K–12.
Integration: Science and Engineering are Integrated across K–12 in the NGSS.
THREE DIMENSIONS INTERTWINED….
The NGSS are written as Performance Expectations
NGSS will require contextual application of the three dimensions by students.
Focus is on how and why as well as what
Next Generation Science Standards
Let’s take a tour…
• http://www.nextgenscience.org/
• MasteryConnect app
• http://ngss.nsta.org/
Science & Engineering Practices…
• Find Appendix F: Science and Engineering Practices
• Number off to select a practice
• Skim the introduction:• Why are Science and Engineering Practices articulated in each Performance
Expectation?
• To what extent do the practices stand alone versus overlap with each other?
• Focus on your practice• What is the practice?
• What does it look like and sound like for students to be engaged?
• Share
In which practice have
we been engaged?
Embed the Science & Engineering Practices
• ~50% of points on MSP/Biology EOC are from Systems, Inquiry, and Application standards
Science Assessment—WERA December 2013
Grade 5 (et al) example
Science Assessment—WERA December 2013
• Practice 6: Design solutions
• More?• Crosscutting 2: Cause
and effect• More?• Core Idea 1: Physical
sciences
• From 2012 Updates
Reflect…
• 3 things you want to make sure you share with your colleagues
• 2 things that were new for you
• 1 question you still have
What is your rule for determining whether something is a liquid or a solid?
Pick up a bag of materials
and test your rule.
Rule for determining whether something is a solid or a liquid.
• What is your rule. This is the same as a claim.
• What evidence supported your claim?
• What evidence did not support your claim?
Rule for determining whether something is a solid or a liquid.
Reflection:• Which Science and Engineering Practices did you use?• Which standard, and grade level, do you think this might
connect to?2-PS1-1
Plan and conduct an investigation to describe and classify different kinds of materials by
their observable properties.
What do you think happens to matter when it changes form?
What do you think happens to matter when it changes form?
Gather Materials:
• Ziplock Bag
• Alka-Seltzer tablets
• Water
• Plastic cup
• Comic Strip template
1. 50 mL water in the bag.
2. Drop in the tablet
3. Remove air in the bag
4. Observe
5. Refine the process if necessary
6. Create a model of what happens to the particles in the bag
What do you think happens to matter when it changes form?
Reflection:• How do you know the model you created fits this situation?• Which Science and Engineering Practices did you use?• Which standard, and grade level, do you think this might
connect to?5-PS1-1
Develop a model to describe that matter is made of particles too small to be seen.
Book Study
• Before Reading: Scan the book, flip through the chapters…• Why do you think I chose this book?
• What sparks your curiosity?
• During Reading: • Chapters 1 & 2: How can you connect Science & Engineering Practices, and
emphasizing them in our instruction, to what you’re reading? What is relevant for right now?
• Chapter 3: How does this push your thinking specifically about models? What is relevant for right now?
• After Reading: What are the implications? What are you wondering now?