November 20, 2013 SECOND GRADE SCIENCE: DAY 1. Paul Drummond Jennifer Gottlieb Science Consultants,...
48
November 20, 2013 SECOND GRADE SCIENCE: DAY 1
-
Upload
norah-palmer -
Category
Documents
-
view
215 -
download
1
Transcript of November 20, 2013 SECOND GRADE SCIENCE: DAY 1. Paul Drummond Jennifer Gottlieb Science Consultants,...
November 20, 2013SECOND GRADE
SCIENCE: DAY 1
Paul Drummond
Jennifer Gottlieb
Science Consultants, MISD
WELCOME!
HOPES AND FEARS?
NEXT GENERATION SCIENCE STANDARDS
WHAT DO SCIENTISTS DO?
They approach problems in many diff erent ways and with many diff erent preconceptions. There is no single “scientifi c method” universally employed by all. Scientists use a wide array of methods to develop hypotheses, models, and formal and informal theories. They also use diff erent methods to assess the fruitfulness of their theories and to refi ne 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?
NEXT GENERATION SCIENCE STANDARDS (NGSS)
What do you see?
What do you think?
What do 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
Science and Engineering Practices
Crosscutting Concepts
Disciplinary Core Ideas
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
TODAY, WE ARE GOING TO FOCUS ON INSTRUCTIONAL PRACTICE
Science and Engineering Practices
Crosscutting Concepts
Disciplinary Core Ideas
OUR SHIFT IN THINKING…
From thinking that one scientifi c method fi ts all
To thinking about how to engage our students in the
practices of scientists1. Asking questions and
defining problems2. 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
OUR SHIFT IN THINKING…
From thinking that “hands-on” science is ESSENTIAL
To thinking that engaging students EVERY DAY in scientifi c practices and thinking is POWERFUL
A NEW MODEL FOR THE PRACTICE OF SCIENCE
Next Generation Science Standards
Science & Engineering Practices
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. Constructing explanations and designing solutions
7. Engaging in argument from evidence
8. 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?
Rank the practices from the one you know the least about to the one you know the most about
Each color post-it corresponds to a practice
Put your rankings on the chart paper
EXPLORING THE SCIENCE AND ENGINEERING PRACTICES
ARCHITECTURE OF THE NGSS: CONNECTIONS
Connections to:
•Other content/grade-bands within the NGSS
•Common Core State Standards for ELA/Literacy and Mathematics
What’s common?
ALL the standards —Math CCSS, ELA CCSS
and NGSS —require that teachers
focus more attention on disciplinary practices.
Math CCSS
ELA CCSS
NGSS
AN EXAMINATION OF PRACTICES
AN EXAMINATION OF PRACTICES
INSTEAD OF PRACTICES, THE ELA CCSS IDENTIFY THE CAPACITIES OF A
LITERATE INDIVIDUAL
http://learningcenter.nsta.org/products/symposia_seminars/NGSS/files/ConnectionsBetweenPracticesinNGSSCommonCoreMathandCommonCoreELA_2-12-2013.pdf
http://learningcenter.nsta.org/products/symposia_seminars/NGSS/files/ConnectionsBetweenPracticesinNGSSCommonCoreMathandCommonCoreELA_2-12-2013.pdf
Scientific Argument
Student Discourse
Writing
WHAT IS ARGUMENT?
WHAT DOES ARGUMENT MEAN IN OUR EVERYDAY LANGUAGE?
In science, an argument is used…
“to promote as much understanding of a
situation as possible and to persuade
colleagues of the validity of a specific
idea….[it] is ideally about sharing,
processing, and learning about ideas” (NRC
2008, p 89)
ARGUMENT IN SCIENCE
A NEW MODEL FOR THE PRACTICE OF SCIENCE
“Traditional science laboratory activities are structured around the laboratory report format.
Students are expected to engage in a format that outlines the hypothesis, procedures, observations,
results, and discussion. Unfortunately, scientists use this format not in the laboratory but primarily to
report their work in journals for publication. In the lab, they pose questions, make claims, gather
evidence, debate with each other, compare their answers with others in the field, and attempt to look
for patterns across their results. Scientists are engaged in argumentation – at the very core of science activity is scientific argument. Having
completed this process of argument, scientists then prepare their written reports for publication.”
~Hand, Norton-Meier, Staker, and Bintz
WHY IS ARGUMENT IMPORTANT?
When procedures are uniform for all students, where data are similar, and where claims match expected outcomes, then the reportage of results and conclusions often seems meaningless to students and lacks opportunities for deeper student learning
about the topic or for developing scientific reasoning skills. (If everyone gets the same
answer why ask the question? How meaningful is this type of experience? Is this just another school exercise done to them?)
~Hand, Norton-Meier, Staker, and Bintz
As you consider this quote, what are the implications for our classrooms?
We need to change our thinking with
respect to experimentation!
EXPERIMENTATION
Conventional
Separate Unit on the Scientific Method
Then spend the rest of the year learning content through text resources or telling.
EXPERIMENTATION
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.”
Conventional
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.
5E LEARNING CYCLE
5E Model is based from the SCIS Model of Instruction by researchers Atkins and Karplus in 1967.
5E Model was originally proposed by BSCS (Biological Science Curriculum Study) in the late1980’s.
5E LEARNING CYCLE
EngageExploreExplainElaborateEvaluatehttp://www.bscs.org/bscs-5e-instructional-model
TIME TO EMBRACE YOUR INNER
CHILD….
ENGAGE
Pre-Assessment: Sort items into solid vs. liquid.
My beginning understandings – define solid and liquid
How are the properties of solids and liquids the same and different?
EXPLORE
Explore different materials – what evidence do you have that _________ is a solid? A liquid?
How are the properties of solids
and liquids the same and different?
Class discussionClaimEvidence
Students construct explanations
Text/Web resources
EXPLAIN
ELABORATE
What about an ice cube?
How are the properties of solids
and liquids the same and different?
EVALUATE
Write your answer to the focus question. Use evidence to support your answer.
WHAT WOULD YOU LIKE TO DO NEXT
TIME?
GLCE
Life cycle of plants
Surface changes of earth
Water
NGSS
Ecosystems
Processes that shape the earth
WHAT WOULD YOU LIKE TO DO NEXT TIME?
