next generation science standards

September 2013

Paul [email protected]

Jenni fer Gott l iebjgott l [email protected]

Macomb Intermediate School Distr ict

Next Generation Science Standards

mailto:[email protected]


Welcome!

While you eat dinner, please take a moment to answer some survey questions.

Download the Socrative Student App.

Or go to m.socrative.com

Join Room 591748 and answer the survey questions

591748

Socrative

How might you use this in your classroom?

Welcome

What is the most important take-away from your science class?

Objectives for today

Explore the vision and structure of the Next Generation Science Standards (NGSS)

Examine the shifts in instructional practice prescribed by the NGSS

Thriving in times of change

It is unreasonable to ask a professional to change much more than 10 percent a year, but it is unprofessional to change by much

less than 10 percent a year.

~Steven Leinwand

GLCE NGSS

P.EN.03.21 Demonstrate that light travels in a straight path and that shadows are made by placing an object in a path of light.

P.EN.03.22 Observe what happens to light when it travels from air to water.

1-PS4-3. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light.

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

Grade Level Content Expectations and NGSS

HSCE NGSS

P4.8e Given an angle of incidence and indices of refraction of two materials, calculate the path of a light ray incident on the boundary (Snell’s Law).

P4.9B Explain how various materials reflect, absorb, or transmit light in different ways.

HS-PS4-1. Use mathematical representations to support a claim regarding relationships among the frequency, wavelength, and speed of waves traveling in various media.

High School Content Expectations and NGSS

Architecture of the NGSS

What do you see?

What do you think is going on?

What does it make 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: 3 Dimensions

Scientific 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





http://www.nextgenscience.org/


Architecture of the NGSS

What do you see?

What do you think is going on?

What does it make you wonder?

See-Think-Wonder Thinking Routine

Making Thinking VisibleRitchhart, Church, and Morrison


A TREASURE HUNT

Digging into the NGSS

What’s happening with MDE?

What’s happening with MDE?

May 2013: Anticipated State Board of Education adoption

2013-14: Begin planned implementation of NGSS practices, focusing on areas of current curricula that address NGSS content and cross-cutting concepts

2014-15 & 2015-16: Transitions to new curricula

2016-17: Full K-12 implementation and assessment NOTE: all of this info is subject to

change…..http://www.michigan.gov/documents/mde/Rev_Timeline_for_posting_2-8-13_410943_7.pdf

So I guess we have to focus on the practice standards next

year…..what does that look like?

http://www.nextgenscience.org/

Science and Engineering Practices

1. Asking questions (science ) and defining problems (engineering)

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 (for science) and

designing solutions (for engineering) 7. Engaging in argument from evidence 8. Obtaining, evaluating, and communicating

information

Shifts in Practice

1. Asking questions (science ) and defining problems (engineering)

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 (for

science) and designing solutions (for engineering)

7. Engaging in argument from evidence

8. Obtaining, evaluating, and communicating information

Content

Experimentation

Scientific Models

Social Interactions

Content

Experimentation

Scientific Models

Social Interactions

Shifts in Practice

SHIFTS IN PRACTICE

Content

Conventional Science Instruction

Shifts in Practice for NGSS

Shifts in Practice: Content

Force and Motion High School Content Expectations


mile wide and an inch deep

Force and Motion NGSS (Disciplinary Core Ideas)


Deeper instruction focused on core ideas

Force and Motion NGSS


Deeper instruction focused on core ideas



MEAP QuestionPill bugs can often be found underneath rocks and rotting logs. When exposed to light, they immediately try to find a dark place to hide. This reaction by the pill bugs is a result of

A migration. B feeding behavior. C energy requirements. D changing environmental conditions.

NGSS Performance ExpectationUse a model to describe that animals receive different types of information through their senses, process the information in their brain, and respond to the information in different ways.




Overwhelming focus of instruction and assessment is content mastery

Learning objectives attend to a broad and comprehensive content coverage

Fewer concepts are emphasized and explored in depth

Interrelationships of ideas and crosscutting concepts are emphasized

Content is put to use to generate and investigate questions or solve problems

Assessment centers on the use of knowledge and proficiency of the science practices


Content

How might you shift your practice?

SHIFTS IN PRACTICE

Experimentation

Shifts in Practice: Experimentation

http://phet.colorado.edu/sims/pendulum-lab/pendulum-lab_en.html


Conventional Science InstructionHow does the period of the pendulum depend on the amplitude of the swing? Be sure to keep the mass and length constant Click on the button on the lower right which will activate the photogate timer Set the amplitude to 50o and start the pendulum. Start the photogate timer – this will automatically stop itself when it has recorded the time for

one complete swing (period) Enter the amplitude and period in excel – be sure to label the top of each column and the

correct units Continue to take readings for 40o, 30o and so on down to 10o Highlight the columns on your spreadsheet and insert a scatter plot of your results. Choose a chart layout that will allow you to give the graph a title and label the axes

with complete units Click on the chart itself and look for the layout tab Open the trendline option and then open “more trendline options” Select linear trendline, and display equation and r2 on graph Try other trendline options, (exponential, etc) until you find the one with an r2 value closest

to 1 Save the table, graph and trendline information


What questions do you have about the motion of a pendulum?

How might you use this simulation to answer your questions?

What kind of models might you develop to represent the motion of the pendulum?





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.”



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.



A science course begins with a unit on the scientific method

Hands-on science instruction is used to demonstrate facts of science and thereby reinforce concept mastery

Clear directions are provided for experiments

Scientific investigations are designed to generate evidence and answer and inspire questions

Students have the opportunity to invent and/or evaluate approaches to investigations

Revisions to investigative approaches and multiple attempts are routine


Experimentation



SHIFTS IN PRACTICE

Scientific Models



Shifts in Practice: Scientific Models



Teacher provides formulas:

Students use formulas to get answers:

Students observe the motion of a car going down a hill


v = vo + atx = xo + vot + ½ at2

A roller coaster car starts at the top of a hill with an initial velocity of 3 m/s. If the acceleration down the hill is 4.5 m/s2, and the hill is 20 m long, how long will it take to get to the bottom of the hill? How fast will it be going?


Students create graphical and mathematical models of the motion

Students apply these models to new situations A roller coaster car starts at the top of a hill with an

initial velocity of 3 m/s. If the acceleration down the hill is 4.5 m/s2, and the hill is 20 m long, how long will it take to get to the bottom of the hill? How fast will it be going?

v = vo + atx = xo + vot + ½ at2



Physical models are the main type explored by students and they are used to help conceive of scientific ideas

Mathematical formulas are used to find answers

Models are designed and used to generate evidence, test ideas, and make predictions

Students have the opportunity to build mathematical models


Scientific Models


SHIFTS IN PRACTICE

Social Interactions



Shifts in Practice: Social Interaction

http://tools4teachingscience.org/


www.inquiryproject.terc.edu

http://inquiryproject.terc.edu/prof_dev/resources/video_cases/video_case.cfm?&case_type=tp&case_grade=4&case_num=1&case_return=library&case_step=step1


www.inquiryproject.terc.edu

http://inquiryproject.terc.edu/prof_dev/resources/video_cases/video_case.cfm?&case_type=tp&case_grade=4&case_num=1&case_return=library&case_step=step2

Shifts in Practice: Social InteractionTABLE 1Chemical Formula Name

NaCl sodium chloride

K2O potassium oxide

MgCl2 magnesium chloride

AlBr3 aluminum bromide

KI potassium iodide

Cs3N cesium nitride

TABLE 2Chemical Formula Name

P2O5diphosphorus pentoxide

CO2 carbon dioxide

CO carbon monoxide

N2O dinitrogen monoxide

NF3 nitrogen trifluoride

CCl4 carbon tetrachloride

• What patterns do you notice?

• Develop some conventions for naming compounds, based on the patterns in Tables 1 and 2.

Set up opportunities for productive struggle and

discourse.



Group work is used to manage logistical challenges such as the need to share materials

Cooperative learning occurs to help with student motivation while mastering content

Productive social interaction center on evidence, argumentations, and discourse

Norms of discussion are established, practiced, and necessary to support a classroom culture centered on student learning


Social Interaction


Speed SharingSpeed Sharing


CONTENT

EXPERIMENTATION

SCIENTIFIC MODELS

SOCIAL INTERACTIONS

Adapting Existing Lessons to Meet the NGSS

Reflecting on a Science Lesson

Is there an opportunity for students to investigate their own questions?

Is there an opportunity to use a model to generate evidence, test ideas, or make predictions?

Is there an opportunity for students to talk with each other as they analyze and interpret evidence?

Tuning Protocol

WORK IN GRADE LEVEL/CONTENT AREA GROUPS TO DETERMINE

EXCITEMENT

WORRIES

NEEDS

STEPS

Next StepsCompass Reflection


Coming soon to MISD!

Science Council October 3, December 4, February 4, April 16 5 – 8 pm Dinner!

Writing and Argumentation in Elementary Science November 6 & January 29

Writing and Argumentation in Secondary Science December 10 & February 6

Tri-County Collaborative for Science

Lots of choices…. including:NGSS Aligned

Kindergarten Science Workshop for K-2 Teachers

Engineering is Elementary

NGSS Practices in HS Physics Register online at www.misd.net

Resources

Next Generation Science Standards: http://www.nextgenscience.org/next-generation-scienc

e-standardsMDE Information:

http://www.michigan.gov/documents/mde/Rev_Timeline_for_posting_2-8-13_410943_7.pdf

Productive Struggle and Discourse Resources: http://tools4teachingscience.org/ www.inquiryproject.terc.edu





http://www.inquiryproject.terc.edu/

http://www.inquiryproject.terc.edu/

PAUL [email protected]

586 .228 .3467

JENNIFER GOTTLIEBjgott l i [email protected]

586 .228 .3464@jgott l i eb2

Questions?

