grade 2 science cohort professional development heinrich sartin elementary science specialist, esc...

1Grade 2 Science Cohort Professional Development

Heinrich SartinElementary Science Specialist, ESC Northheinrich.sartin@lausd.net

Educational Service Center NorthMonday, October 13, 2014

Achieving Scientific Literacy through NGSS – Day 2

21 + 1 Day Science Cohort PD Model

One-day PD & Planning

Support & Implementatio

n

One-day Follow-

up

• Selected grade 2 teachers attend NGSS professional development and begin to plan an NGSS lesson on Wednesday, September 10.

• Teachers receive lesson-planning support and implement lesson during September-October.

• Teachers share experiences from lessons, student work, and plan next steps on Monday, October 13.

Common Core 2013-14 Goals

Strategic Planning

Cycle

Plan

Deliver

Reflect

Revise

Common Core 2013-14 Goals

• Close Reading

• Text-Dependent Questions

• Complex Text

Common Core 2013-14 Goals

Technology Integration

6Learning Objectives

After completing today’s training, teachers will be able to:

• Plan rigorous science lessons that align with the three dimensions of the Next Generation Science Standards (NGSS)

• Make connections with students between NGSS and CCSS

• Use Depth of Knowledge (DOK) and Understanding by Design (UbD) to plan lessons that meet the needs of diverse learners

7Professional Learning Community Norms Be present

Start and end on time

Silence cell phones

Value each other’s input

Listen to understand

Focus on what the data tells us

Ask the hard questions

Think outside of the box

What is learned here leaves here

Be open to sharing and collaborating

8Agenda

Review of Day 1

Examining Student Work

Engineering Design in NGSS

The NGSS Science and Engineering

Practices

Constructing Evidence-based

Explanations

Planning for Next Steps

9Agenda

Review of Day 1

Examining Student Work

Engineering Design in NGSS

The NGSS Science and Engineering

Practices

Constructing Evidence-based

Explanations

Planning for Next Steps

10Life Science Lesson – First Impressions• Take a few minutes to examine the provided “Make

an Ant” lesson.

• Discuss the lesson with your table team and chart a list of things that you would recommend adding to the lesson to improve it.

• Table teams will share their recommendations with whole group.

• We will revisit this lesson and your recommendations later through the lens of the NGSS EQuIP rubric.

11Timeline for NGSS Implementation

2014-15

2015-16

2016-17

2017-18

• 2014-2016 – NGSS awareness training for teachers. Teachers will continue to use the current California science standards, but are encouraged to implement the NGSS scientific and engineering practices and try a few NGSS lessons.

• 2016-2017 - Formal instructional shifts will begin to prepare for full implementation.

• 2017-2018 – First year of full implementation with anticipated adoption of new instructional materials.

12Comparing CA Standards with NGSS Performance Expectations

Know

Do

Know & Do

Current CA Science Standards

• Students know objects fall to the ground unless something holds them up.

• Students will write or draw descriptions of a sequence of steps, events, and observations.

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

NGSS Performance Expectations

13

Performance

Expectations

Scientific and

Engineering

Practices

Disciplinary Core Ideas

Crosscutting

Concepts

Dimension 1

Dimension 2

Dimension 3

14Grade 2Physica

l Science

Performance Expectation

Scientific & Engineering Practices

Disciplinary Core Ideas

CrosscuttingConcepts

Connections to CCSS

15

Task:• Work in teams of two

Select the Correct Dimension

Scientific and

Engineering

Practices

Disciplinary Core Ideas

Crosscutting

Concepts

Dimension 1

Dimension 2

Dimension 3

• Use the following list of definitions to help guide your work

• Use the template to sort the statements in your envelope into the following three categories:

16

Task:• Work in teams of two

Select the Correct Domain

• Use the other side of the template to sort the Disciplinary Core Ideas into the domains of:• Life science• Earth science• Physical science• Engineering

17

Introducing… The EQuIP Rubric

• Read silently through the three parts of the “EQuIP Rubric for Lessons & Units: Science.”

• Discuss the rubric with your table team and create a poster that summarizes each of the three sections of the rubric.

• Table teams will share their findings with the whole group.

18

PS1

Matter and its

Interactions

PS2

Motion and Stability:

Forces and Interactions

PS3

Energy

PS4

Waves and Their

Applications in

Technologies for

Information Transfer

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

ESS1

Earth’s Place in

the Univers

e

ESS2

Earth’s System

s

ESS3

Earth and

Human Activity

K

1

2

3

4

5

NGSS Disciplinary Core Ideas by Grade Level

19

Analyze data obtained from testing different materials to determine which materials

have the properties that are best suited for an intended

purpose.

Grade 2 Physical Science Performance Expectation PS1-3

20

Lesson 4 - Absorbency

21Depth of Knowledge (DOK)DOK 1 DOK 2 DOK 3 DOK 4

List the ingredients of a peanut butter and jelly sandwich.

Design a plan to feed the entire class using the following information: one jar of peanut butter makes 10 sandwiches, one jar of jelly serves 8, and one loaf of bread contains 18 slices.

Investigate how many people are coming to dinner and formulate the appropriate amounts of ingredients for 8 people.

Collect the ingredients for a peanut butter and jelly sandwich and write the recipe.

22

Hess’ Cognitive Rigor Matrix & Curricular Examples: Applying Webb’s Depth-of-Knowledge Levels to Bloom’s Cognitive Process Dimensions – Math/Science

Revised Bloom’s Taxonomy

Webb’s DOK Level 1 Recall & Reproduction

Webb’s DOK Level 2 Skills & Concepts

Webb’s DOK Level 3 Strategic Thinking/ Reasoning

Webb’s DOK Level 4 Extended Thinking

Remember Retrieve knowledge from long-term memory, recognize, recall, locate, identify

o Recall, observe, & recognize facts, principles, properties

o Recall/ identify conversions among representations or numbers (e.g., customary and metric measures)

Understand Construct meaning, clarify, paraphrase, represent, translate, illustrate, give examples, classify, categorize, summarize, generalize, infer a logical conclusion (such as from examples given), predict, compare/contrast, match like ideas, explain, construct models

o Evaluate an expression o Locate points on a grid or

number on number line o Solve a one-step problem o Represent math relationships in

words, pictures, or symbols o Read, write, compare decimals

in scientific notation

o Specify and explain relationships (e.g., non-examples/examples; cause-effect)

o Make and record observations o Explain steps followed o Summarize results or concepts o Make basic inferences or logical

predictions from data/observations o Use models /diagrams to represent

or explain mathematical concepts o Make and explain estimates

o Use concepts to solve non-routine problems

o Explain, generalize, or connect ideas using supporting evidence

o Make and justify conjectures o Explain thinking when more than

one response is possible o Explain phenomena in terms of

concepts

o Relate mathematical or scientific concepts to other content areas, other domains, or other concepts

o Develop generalizations of the results obtained and the strategies used (from investigation or readings) and apply them to new problem situations

Apply Carry out or use a procedure in a given situation; carry out (apply to a familiar task), or use (apply) to an unfamiliar task

o Follow simple procedures (recipe-type directions)

o Calculate, measure, apply a rule (e.g., rounding)

o Apply algorithm or formula (e.g., area, perimeter)

o Solve linear equations o Make conversions among

representations or numbers, or within and between customary and metric measures

o Select a procedure according to criteria and perform it

o Solve routine problem applying multiple concepts or decision points

o Retrieve information from a table, graph, or figure and use it solve a problem requiring multiple steps

o Translate between tables, graphs, words, and symbolic notations (e.g., graph data from a table)

o Construct models given criteria

o Design investigation for a specific purpose or research question

o Conduct a designed investigation o Use concepts to solve non-routine

problems o Use & show reasoning, planning,

and evidence o Translate between problem &

symbolic notation when not a direct translation

o Select or devise approach among many alternatives to solve a problem

o Conduct a project that specifies a problem, identifies solution paths, solves the problem, and reports results

Analyze Break into constituent parts, determine how parts relate, differentiate between relevant-irrelevant, distinguish, focus, select, organize, outline, find coherence, deconstruct

o Retrieve information from a table or graph to answer a question

o Identify whether specific information is contained in graphic representations (e.g., table, graph, T-chart, diagram)

o Identify a pattern/trend

o Categorize, classify materials, data, figures based on characteristics

o Organize or order data o Compare/ contrast figures or data o Select appropriate graph and

organize & display data o Interpret data from a simple graph o Extend a pattern

o Compare information within or across data sets or texts

o Analyze and draw conclusions from data, citing evidence

o Generalize a pattern o Interpret data from complex graph o Analyze similarities/differences

between procedures or solutions

o Analyze multiple sources of evidence

o analyze complex/abstract themes

o Gather, analyze, and evaluate information

Evaluate Make judgments based on criteria, check, detect inconsistencies or fallacies, judge, critique

o Cite evidence and develop a logical argument for concepts or solutions

o Describe, compare, and contrast solution methods

o Verify reasonableness of results

o Gather, analyze, & evaluate information to draw conclusions

o Apply understanding in a novel way, provide argument or justification for the application

Create Reorganize elements into new patterns/structures, generate, hypothesize, design, plan, construct, produce

o Brainstorm ideas, concepts, or perspectives related to a topic

o Generate conjectures or hypotheses based on observations or prior knowledge and experience

o Synthesize information within one data set, source, or text

o Formulate an original problem given a situation

o Develop a scientific/mathematical model for a complex situation

o Synthesize information across multiple sources or texts

o Design a mathematical model to inform and solve a practical or abstract situation

Wh

at

Typ

e o

f Th

inkin

g

How Deep is the Understanding

23

UbD Stage 1:Identify Desired

Results

UbD Stage 2: Determine Acceptable Evidence

UbD Stage 3: Plan Learning Experiences &

Instruction

Understanding by Design (UbD)

24

5E Instructional Model• Engage• Explore• Explain• Elaborate• Evaluate

25Agenda

Review of Day 1 Examining Student Work

Engineering Design in NGSS

The NGSS Science and Engineering

Practices

Constructing Evidence-based

Explanations

Planning for Next Steps

Groups of 4

3 Work Samples Each

Examining Student Work

Participants A, B, & C

• Review the 3 student work samples

• Discuss

• Round 1 (Describe)

• Round 2 (Interpret)

• Round 3 (Question)

Presenting Participant

• Listens silently & takes notes

Participant A

Participant C

Participant BPresenting Participant

Examining Student Work

Presenting Participant

• Comments on the student work and responds to questions

• Shares insights from surprising or unexpected comments

Participants A, B, & C

• Listen

Participant A

Participant C

Participant BPresenting Participant

Examining Student Work

Participants B, C, & D

• Review the 3 student work samples

• Discuss

Presenting Participant

• Listen silently & take notes

Presenting Participant

Participant C

Participant BParticipant D

Repeat the Process

Examining Student Work

30Agenda

Review of Day 1 Examining Student Work

Engineering Design in NGSS

The NGSS Science and Engineering

Practices

Constructing Evidence-based

Explanations

Planning for Next Steps

31Engineering an Opening

• Cut an opening in an index card that is large enough to pass your entire body through

• Your finished product needs to be a continuous piece of paper that has not been reattached in any way

• Work with a partner to accomplish this task • You have 20 minutes

32Engineering Design Task

Solution Steps

1. Cut a slit down the middle of the index card.

33Engineering Design Task

Solution Steps

2. Beginning at one end of the slit, make alternating cuts from the inside and outside on one side of the card.

34Engineering Design Task

Solution Steps

3. Continue making cuts until you read the other end of the slit.

35Engineering Design Task

Solution Steps

4. Mirror the cuts on the other side of the card.

36Reading/Writing Task

After silently reading the selection about engineering design (pp. 2-3), please respond in writing to the following two questions:

• What connections do you find between the “Engineering an Opening” task and the Engineering Design elements in the NGSS?

• Why do you think it is a good idea to include engineering design in these new standards?

37Agenda

Review of Day 1 Examining Student Work

Engineering Design in NGSS

The NGSS Science and Engineering

Practices

Constructing Evidence-based

Explanations

Planning for Next Steps

38Black Boxes

I found some black boxes. Each one has a round object inside. They are permanently glued and taped shut, so I can’t open them. Can you help me figure out what the inside of the these boxes look like?

39Black Boxes

Focus Question #1

What does the inside of your box look like? • Work in teams of two to infer what the

inside of your box looks like.• Write a short description of what you think

the inside of the black box looks like. Include a detailed drawing with labeled parts

• Focus on shape and location

40Black Boxes

Sharing Ideas

• Use a dark marker to create a model of your black box on the provided outline.

• Remember to focus on shape and location.• You do not need to include the round object in

your drawing.• Post your model on the chart paper that

matches your letter (A-D).

41Black Boxes

Building Consensus/Science Conference

• Get together with another team that has the same black box (A-D) and come to consensus about what the inside of your black box looks like.

• Choose a representative from your combined group of four to draw a revised plan of your black box.

42Black Boxes

Focus Question #2

How did working with other scientists change your original thinking about your black box?

Use your science notebook to answer the focus question.

43Black Boxes

Reverse Engineering: Building a Better ModelTask• Work with your original partner to create a

three-dimensional model of your black box using the provided materials.

• Use masking tape to fasten the shapes in place.

• Test to see if the round object behaves the same way in your model as in the original black box.

44Black Boxes

Debriefing the Experience• The term “black box” is a general term scientists

and engineers use to describe a system that works in mysterious or unknown ways.

• For most people, a TV is a black box. Electricity goes in and a picture miraculously appears on the screen. A telephone is another example of a black box.

• What are other examples of black boxes?

45Black Boxes

Debriefing the Experience• Which Science and Engineering Practices were

evident in this activity?• Which Crosscutting Concepts were evident in this

activity?• How does this activity connect to CCSS ELA and

math standards and practices?• What features of this lesson would address the

needs of your diverse learners?

46Examining the Science and Engineering Practices

Guiding Question for Reading

• Read “Scientific and Engineering Practices,” pp. 42-44

• Quickwrite: Why is it important for students to engage in scientific and engineering practices?

47Depth of Knowledge (DOK)

Using Webb’s Depth of Knowledge (DOK), how would you rate:

• The Black Box drawing, writing, and collaboration tasks?

• How could you move these tasks to a higher level?

48Agenda

Review of Day 1 Examining Student Work

Engineering Design in NGSS

The NGSS Science and Engineering

Practices

Constructing Evidence-based

Explanations

Planning for Next Steps

49Student Difficulties with Evidence-based Explanations

Evidence• Students have difficulty using appropriate evidence

and connecting evidence to a claim. • Students typically discount data if the data contradicts

their current theory.

Reasoning • Most explanations include claims with little backing.

50What is an Evidence-based Explanation?

Definition: A discussion/argument of how or why a phenomenon occurs and the conditions and consequences of the observed event.

51Components of an Evidence-based Explanation

Claim: a conclusion about a problem. Typically the claim answers a question.

Evidence: scientific data that supports the claim. Evidence needs to be appropriate and sufficient.

Reasoning: a justification that shows why the data counts as evidence to support the claim and includes appropriate scientific principles. The explanation should consider alternative explanations.

(Adapted from Toulmin’s model of argumentation)

52Ice and Alcohol

53Group Performance Task• You and your partner will create a system that consists

of a plastic cup filled with isopropyl alcohol (100 ml) and two ice cubes. Fill the cup with the alcohol first, then add the ice cubes.

• In your science notebook, make observations and detailed drawings (with labeled parts) of the system and changes to the system over time (15 minutes).

• Formulate questions and construct an explanation for the behavior of the system.

• Develop evidence that supports your explanation for the causes of the changes in the system.

54Individual Performance Task

Write an explanation for the causes of the changes (effect) to the system. (A few volunteers will share their explanations.)

Teacher Reflection

Write a reflection on the type of instruction that would lead students to develop high-quality evidence-based explanations.

55A Closer Look at Scientific Explanations

• Read “Constructing Explanations and Designing Solutions” pp. 67-70

• Use this information you learned to revise your scientific explanation

56More Information

Density = Mass/Volume

Substance Density

Liquid Water 1.00 g/cm3

Solid Water (Ice) .92 g/cm3

Alcohol .79 g/cm3

57Ice and Alcohol

Debriefing the Experience• Which Science and Engineering Practices were

evident?• Which Crosscutting Concepts were evident?• How does this activity connect to CCSS ELA and

math standards and practices?• What features of this lesson would address the

needs of your diverse learners?

58Scientific Explanations

The goal of science is to construct explanations for the causes of phenomena. Students are expected to construct their own explanations, as well as apply standard explanations they learn about from their teachers or reading.

SOURCE: NGSS APPENDIX F

59Agenda

Review of Day 1 Examining Student Work

Engineering Design in NGSS

The NGSS Science and Engineering

Practices

Constructing Evidence-based

Explanations

Planning for Next Steps

60Next Steps

Take some time to reflect on what you learned from:

• Day 1 (September 10)

• The NGSS lesson that you planned and delivered

• Today’s professional development

• On the provided sheet, write down what your next steps will be.

• Your next steps will be shared anonymously with the group

61

Thank you!Heinrich SartinElementary Science SpecialistESC North OfficeEmail: heinrich.sartin@lausd.netPhone: (818) 654-3717

62

Resources for Further Research and Learning• The Next Generation Science Standards:

http://www.nextgenscience.org

• A Framework for K-12 Science Education http://www.nap.edu/openbook.php?record_id=13165

• NGSS Videos from Paul Anderson (Bozeman Science)http://www.youtube.com/watch?v=o9SrSBGDNfU