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Marnell A. CooperChair, Baltimore City Board of School Commissioners

Gregory E. Thornton, Ed.D.CEO, Baltimore City Public Schools

Science Overview

Learning Journey Community meeting

November 17, 2015

Agenda2

• Overview of Standards in Science• Scope and Sequence in Science• Questions

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NGSS Overview

https://youtu.be/SEc1ENq3FSs

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NGSS: 3-Dimensional Learning

A Framework for K-12 Science Education, pp. 1-2

Progression Across Grade LevelsYo-Yo Example

Practice: ModelingDisciplinary Core Idea: EnergyCrosscutting Concept: Energy & Matter

K-2: 3-5:

6-8: 9-12:

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Science Instructional Model9

TEACHER FACILITATED

STUDENT CENTERED

INDEPENDENT LEARNING

EVALUATE

E L A B O R AT EE X P L O R EE N G A G E E X P L A I N

LE

VE

L O

F C

ON

TR

OL

GUIDED INSTRUCTI ON

Source : Adapted f rom STEMscopes ’ Gradua l Re l ease o f I nqu i r y Mode l

Kindergarten Standards at a Glance10

Name Topic Performance Expectation

K-PS2-1Forces and

Interactions: Pushes and Pulls

Plan and conduct an investigation to compare the effects of different strengths or different directions of pushes and pulls on the motion of an object.

K-PS2-2Analyze data to determine if a design solution works as intended to change the speed or direction of an object with a push or a pull.*

K-ESS2-2 Interdependent Relationships in

Ecosystems:Animals, Plants,

and Their Environment

Construct an argument supported by evidence for how plants and animals (including humans) can change the environment to meet their needs.

K-ESS3-1Use a model to represent the relationship between the needs of different plants and animals (including humans) and the places they live.

K-ESS3-3Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environment.*

K-LS1-1Use observations to describe patterns of what plants and animals (including humans) need to survive.

K-ESS2-1

Weather and Climate

Use and share observations of local weather conditions to describe patterns over time.

K-ESS3-2Ask questions to obtain information about the purpose of weather forecasting to prepare for, and respond to, severe weather.*

K-PS3-1 Make observations to determine the effect of sunlight on Earth’s surface.

K-PS3-2Use tools and materials provided to design and build a structure that will reduce the warming effect of sunlight on Earth’s surface.*

2nd Grade Standards at a Glance11

Name Topic Performance Expectation

2-PS1-1

Structure and Properties of

Matter

Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties.

2-PS1-2Analyze data obtained from testing different materials to determine which materials have the properties that are best suited for an intended purpose.*

2-PS1-3Make observations to construct an evidence-based account of how an object made of a small set of pieces can be disassembled and made into a new object.

2-PS1-4Construct an argument with evidence that some changes caused by heating or cooling can be reversed and some cannot.

2-LS2-1Interdependent Relationships in

Ecosystems

Plan and conduct an investigation to determine if plants need sunlight and water to grow.

2-LS2-2Develop a simple model that mimics the function of an animal in dispersing seeds or pollinating plants.*

2-LS4-1Make observations of plants and animals to compare the diversity of life in different habitats.

2-ESS1-1

Earth's Systems:

Processes that Shape the Earth

Use information from several sources to provide evidence that Earth events can occur quickly or slowly.

2-ESS2-1

Compare multiple solutions designed to slow or prevent wind or water from changing the shape of the land.*

2-ESS2-2

Develop a model to represent the shapes and kinds of land and bodies of water in an area.

2-ESS2-3

Obtain information to identify where water is found on Earth and that it can be solid or liquid.

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2nd Grade Example Explore the Properties of Play Dough

Engineering is Elementary Unit GradeSounds Like Fun: Seeing Animal Sounds 1st

A Work In Process: Improving a Play Dough Process

2nd

The Attraction is Obvious: Designing Maglev 3rd

A Stick in the Mud: Evaluating a Landscape 4th A Slick Solution: Cleaning an Oil Spill 5th Images from:

http://www.eie.org/overview/engineering-design-process http://www.eie.org/eie-curriculum/curriculum-units/work-process-improving-play-dough-process

6th Grade Standards at a Glance13

Name Topic Performance Expectation

MS-ESS2-1

Earth's Systems

Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process.

MS-ESS2-4Develop a model to describe the cycling of water through Earth's systems driven by energy from the sun and the force of gravity.

MS-ESS3-1

Construct a scientific explanation based on evidence for how the uneven distributions of Earth's mineral, energy, and groundwater resources are the result of past and current geoscience processes.

MS-ESS1-4History of

Earth

Construct a scientific explanation based on evidence from rock strata for how the geologic time scale is used to organize Earth's 4.6-billion-year-old history.

MS-ESS2-2Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales.

MS-ESS2-3Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions.

MS-ESS3-2Human Impacts

Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.

MS-ESS3-3Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.*

MS-ESS3-4Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth's systems.

MS-ESS1-1Space

Systems

Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons.

MS-ESS1-2Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system.

MS-ESS1-3 Analyze and interpret data to determine scale properties of objects in the solar system.

MS-ESS2-5Weather and

Climate

Collect data to provide evidence for how the motions and complex interactions of air masses results in changes in weather conditions.

MS-ESS2-6Develop and use a model to describe how unequal heating and rotation of the Earth cause patterns of atmospheric and oceanic circulation that determine regional climates.

MS-ESS3-5Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century.

6th Grade Example Build Earthquake Resistant Structures

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Image from: http://www.pitsco.com/iCongoProductImages/iCg_EQsNewPlatesDetail.jpg

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8th Grade Standards at a GlanceName Topic Performance Expectation

MS-PS1-2

Chemical Reactions

Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred.MS-PS1-5

MS-PS1-6

Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved.Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes.*

MS-PS3-1

Energy

Construct and interpret graphical displays of data to describe the relationships of kinetic energy to the mass of an object and to the speed of an object.MS-PS3-2

MS-PS3-3Develop a model to describe that when the arrangement of objects interacting at a distance changes, different amounts of potential energy are stored in the system.

MS-PS3-4

Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer.*Plan an investigation to determine the relationships among the energy transferred, the type of matter, the mass, and the change in the average kinetic energy of the particles as measured by the temperature of the sample.

MS-PS3-5Construct, use, and present arguments to support the claim that when the kinetic energy of an object changes, energy is transferred to or from the object.

MS-PS2-1

Forces and Interaction

s

Apply Newton’s Third Law to design a solution to a problem involving the motion of two colliding objects.*

MS-PS2-2Plan an investigation to provide evidence that the change in an object’s motion depends on the sum of the forces on the object and the mass of the object.

MS-PS2-3 Ask questions about data to determine the factors that affect the strength of electric and magnetic forces.

MS-PS2-4Construct and present arguments using evidence to support the claim that gravitational interactions are attractive and depend on the masses of interacting objects.

MS-PS2-5Conduct an investigation and evaluate the experimental design to provide evidence that fields exist between objects exerting forces on each other even though the objects are not in contact.

MS-PS1-1Stucture

and Properties of Matter

Develop models to describe the atomic composition of simple molecules and extended structures.

MS-PS1-3Gather and make sense of information to describe that synthetic materials come from natural resources and impact society.

MS-PS1-4Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed.

MS-PS4-1 Waves and Electromag

netic Radiation

Use mathematical representations to describe a simple model for waves that includes how the amplitude of a wave is related to the energy in a wave.

MS-PS4-2Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials.

MS-PS4-3Integrate qualitative scientific and technical information to support the claim that digitized signals are a more reliable way to encode and transmit information than analog signals.

8th Grade Example Accelerated Motion with CO2 Cars

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Image from: http://www.pitsco.com/iCongoProductImages/iCg_EZstartGatewCars.jpg

High School Standards17

Discipline Topic Performance Expectations

Physical Science

Chemical Reactions HS-PS1-2, HS-PS1-4, HS-PS1-5, HS-PS1-6, HS-PS1-7Energy HS-PS3-1, HS-PS3-2, HS-PS3-3, HS-PS3-4, HS-PS3-5Forces and Interactions HS-PS2-1, HS-PS2-2, HS-PS2-3, HS-PS2-4, HS-PS2-5Structure and Properties of Matter

HS-PS1-1, HS-PS1-3, HS-PS1-8, HS-PS2-6

Waves and Electromagnetic Radiation

HS-PS4-1, HS-PS4-2, HS-PS4-3, HS-PS4-4, HS-PS4-5, HS-PS4-3, HS-PS4-4, HS-PS4-5

Life Science

Inheritance and Variation of Traits

HS-LS1-4, HS-LS3-1, HS-LS3-2, HS-LS3-3

Interdependent Relationships in Ecosystems

HS-LS2-1, HS-LS2-2, HS-LS2-6, HS-LS2-7, HS-LS2-8, HS-LS4-6

Matter and Energy in Organisms and Ecosystems

HS-LS1-5, HS-LS1-6, HS-LS1-7, HS-LS2-3, HS-LS2-4, HS-LS2-5

Natural Selection and Evolution

HS-LS4-1, HS-LS4-2, HS-LS4-3, HS-LS4-4, HS-LS4-5

Structure and Function HS-LS1-1, HS-LS1-2, HS-LS1-3,

Earth & Space Science

Earth's Systems HS-ESS2-2, HS-ESS2-3, HS-ESS2-5, HS-ESS2-6, HS-ESS2-7History of Earth HS-ESS1-5, HS-ESS1-6, HS-ESS2-1Human Sustainability HS-ESS3-1, HS-ESS3-2, HS-ESS3-3, HS-ESS3-4, HS-ESS3-6Space Systems HS-ESS1-1, HS-ESS1-2, HS-ESS1-3, HS-ESS1-4Weather and Climate HS-ESS2-4, HS-ESS3-5

Engineering, Tech. & Applied Science

Engineering DesignHS-ETS1-1, HS-ETS1-2, HS-ETS1-3, HS-ETS1-4

High School Biology ExampleBuild Sealed Aquatic Ecosystems

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AlgaeDaphniaElodeaHydraLumbriculusPond Snails

Comments or Questions?19

Joshua GabrielseScience Coordinator

jmgabrielse@bcps.k12.md.us443-799-7558

20Board of School CommissionersMarnell Cooper, ChairTina Hike-Hubbard, Vice‑ChairLisa AkchinCheryl CascianiLinda ChinniaMartha James‑HassanPeter KannamJonathan Townes, Student Commissioner A.J. Bellido de Luna, Board Executive Officer

Senior Management TeamGregory Thornton, Chief Executive OfficerNaomi Gubernick, Chief of StaffLinda Chen, Chief Academic OfficerTheresa Jones, Chief Achievement and Accountability OfficerDonald Kennedy, Sr., Chief Financial OfficerKarl Perry, Sr., Chief School Supports OfficerKeith Scroggins, Chief Operations OfficerDeborah Sullivan, Interim Chief Human Capital OfficerKenneth Thompson, Chief Technology OfficerTammy Turner, Chief Legal Officer