NGSS and “Look-Fors” for Science Observations

for the Non-Science Administrator

Kim FeltreK-12 Science Supervisor, HMS STEM SupervisorHillsborough Township Public SchoolsOctober 20, 2016

The essential expectation is for students to reason; simply making observations and then communicating those observations is not sufficient.

Knowing ConsumersRetentionRecitation Topics

Conceptual Shifts

Students

Figuring OutProducers

TransferReasoning

Natural PhenomenaAnchoring Event

3-Dimensional Learning

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

2. Developing and using models3. Planning and carrying out

investigations4. Analyzing and interpreting data5. Using mathematics and

computational thinking6. Constructing explanations (for

science) and designing solutions (for engineering)

7. Engaging in argument from evidence

8. Obtaining, evaluating, and communicating information

Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts

Physical Science• Matter and its interactions• Motion and stability:Forces and

interactions• Energy• Waves and their applications in

technologies for information transferLife Science

• From molecules to organisms: structures and processes

• Ecosystems: interactions, energy, and dynamics

• Heredity: inheritance and variation of traits

• Biological evolution: unity and diversityEarth and Space Science

• Earth’s place in the universe• Earth’s systems• Earth and human activity

1. Patterns2. Cause and effect:

mechanism and explanation3. Scale, proportion, and

quantity4. Systems and system

models5. Energy and matter: flows,

cycles, and conservation6. Structure and function7. Stability and change

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INTEGRATION OF THE THREE DIMENSIONS

Core IdeasPractices

Crosscutting ConceptsIt is through engaging

the students in the science and engineering practices and having them look through the lenses of the crosscutting concepts that the students learn the disciplinary core ideas.

The Framework seeks to illustrate how knowledge and practice must be intertwined in designing learning experiences in K-12 science education. (Appendix E – p.1)

3-Dimensional Learning

● practices are used for making sense of the phenomena

● what students do when engaged in science performances

NGSS Appendix F

Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts● core ideas are those concepts,

laws, and theories in science that provide a significant and meaningful understanding and/or have a high explanatory value for making sense of phenomena

● in the past, core ideas were the outcome of instruction; in the new vision, the outcome of instruction is the student science performance at the intersection of the three dimensions

NGSS Appendix E

students use crosscutting concepts to

● establish underlying causality essential for making sense of science phenomena

● develop understanding of the systems being investigated

● recognize and use patterns as evidence to support explanations and arguments

NGSS Appendix G

Moulding, Bybee, and Paulson (2015). A Vision and Plan for Science Teaching and Learning.

https://www.teachingchannel.org/videos/next-generation-science-standards-achieve

NGSS: A Vision for K-12 Science Education

Focus: How does this NGSS vision look the same/different from the science classes you have observed/experienced?

NGSS Storylines

• phenomena to engage students in asking questions• sequence of investigations to FIGURE OUT parts of the

story• culminating performance expectation to put the story

together

Three-Dimensional Instruction - Krajcik Nov. 2015

● Making Thinking Visible➢ Word - phrase - sentence

➢ As you read, underline a sentence, [bracket a phrase], and circle a word that is meaningful to you or that resonates with you.

➢ Partner up and share your sentence, phrase, and word; explain your reasoning behind choosing the sentence, phrase, and word

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SCIENCE EDUCATION WILL INVOLVE LESS: SCIENCE EDUCATION WILL INVOLVE MORE:

Rote memorization of facts and terminology Facts and terminology learned as needed while developing explanations and designing solutions supported by evidence-based arguments and reasoning

Learning of ideas disconnected from questions about phenomena

Systems thinking and modeling to explain phenomena and to give a context for the ideas to be learned

Teachers providing information to the whole class Students conducting investigations, solving problems, and engaging in discussions with teachers’ guidance

Teachers posing questions with only one right answer

Students discussing open-ended questions that focus on the strength of the evidence used to generate claims

Students reading textbooks and answering questions at the end of the chapter

Students reading multiple sources, including science-related magazine and journal articles and web-based resources; students developing summaries of information

Pre-planned outcome for “cookbook” laboratories or hands-on activities

Multiple investigations driven by students’ questions with a range of possible outcomes that collectively lead to a deep understanding of established core scientific ideas

Worksheets Student writing of journals, reports, posters, and media presentations that explain and argue

Oversimplification of activities for students who are perceived to be less able to do science and engineering

Provision of supports so that all students can engage in sophisticated science and engineering practices

Turn and Talk

How do the shifts in science education compare to the recent shifts in other curricular areas?

Study - Cognitive Acceleration through Science Education (CASE)

● Middle school students (grades 7-8) ● 2 years (18 sessions)● articulate and explain their understanding/solutions (oral

and written)● The program focused on:

○ Engaging in argument from evidence(Adey & Shayer, 2001; Shayer, 1999)

From: NSTA Webinar: “Connections Between Practices in NGSS, Common Core Math, and Common Core ELA”, by Sarah Michaels (shared by Wil van der Veen)

CASE Science Results

Case schools are indicated in red.

Control schools are indicated in green.

National average is indicated in blue.

From: NSTA Webinar: “Connections Between Practices in NGSS, Common Core Math, and Common Core ELA”, by Sarah Michaels (shared by Wil van der Veen)

11th grade test

British National Achievement Test

CASE Math & ELA Results

From: NSTA Webinar: “Connections Between Practices in NGSS, Common Core Math, and Common Core ELA”, by Sarah Michaels (shared by Wil van der Veen)

Case schools are indicated in red.

Control schools are indicated in green.

National average is indicated in blue.

3 years later!

Instructional Strategies

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

2. Developing and using models3. Planning and carrying out investigations4. Analyzing and interpreting data5. Using mathematics and computational

thinking6. Constructing explanations (for science) and

designing solutions (for engineering)7. Engaging in argument from evidence8. Obtaining, evaluating, and communicating

information

1. Question Formulation Technique (QFT)

2. Analogy Map3. Process-Oriented Guided-Inquiry

Learning (POGIL)4. I2 Method5. PhET Simulations6. Claims, Evidence, Reasoning

(CER) Framework7. CER Framework8. Making Thinking Visible

Science and Engineering Practices Strategies

Question Formulation Technique (QFT)

http://ecx.images-amazon.com/images/I/41LhkEaVA5L.jpg

Handout

Analogy Map

Feature of the model

is/are like...

Feature of the real world because...

I2 Method for Scaffolding Data Interpretation

Identify and Interpret Method for Data Analysis

Identify: What do I see?

Interpret: What does It mean?

Reasoning - a justification that shows why the data counts as evidence to support the claim and includes appropriate scientific principles

CER FRAMEWORK

Evidence

Evidence

Evidence

Claim

Reasoning

Claim - a conclusion about a problem (answers a question)

Evidence - scientific data that is appropriate and sufficient to support the claim

Making a Difference – one learner at a time!

KLEWSWhat do we

think we Know?

What are we Learning?

What Evidence have we

collected?

What are we Wondering?

What is the Science that explains this?

Students share their thinking

Misconceptions

Planning instruction

Students make a claim about their findings after explorations…

Every item must also show evidence

Students must give evidence for each claim

Teacher records questions heard during investigations and asks for questions during class discussions

These may become investigatable questions

Students explain the how and why using the science they have learned

What do NGSS classrooms look like?

Energy & Matter Across Science Disciplines

This video shows what the NGSS can look like in a high school classroom. Science teacher Tricia Shelton has students use energy concepts to make connections between physical and life science systems. (9 min) Teachingchannel.org

Making Claims from Evidence

In this video, watch second grade teacher Becki Cope engage her students in designing ways to lessen the effects of wind and water on a sandcastle. Watch students learn about erosion while simultaneously experiencing the three dimensions of the NGSS. (10 min) Teaching channel.org

Making Thinking Visible

Create a poster post-it of look-fors

LS1A: Structure and Function

1-LS1-1: Use materials to design a solution to a human problem by mimicking how plants and/or animals use their external parts to help them survive, grow, and meet their needs.*

4-LS1-1: Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.

MS-LS1-1: Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells.

HS-LS1-1: Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions of life through systems of specialized cells.

Structure and Function

Scale, Proportion, and Quantity

Systems and System Models

Structure and Function

Performance Expectations

Assessment: Highlighting the Contrast

The major movement of the plates and description of plate boundaries of the Earth are...

A.ConvergentB.DivergentC.TransformD.All of the Above

A. Draw a model of volcano formation at a hot spot using arrows to show movement in the model. Be sure to label all parts of your model.

B. Use your model to explain what happens with the plate and what happens at the hot spot when a volcano forms.

C. Draw a model to show the side view (cross-section) of volcano formation near a plate boundary (at a subduction zone or divergent boundary). Be sure to label all parts of your model.

D. Use your model to explain what happens when a volcano forms near a plate boundary.

Colson, M. & Colson, R. (2016). Planning NGSS-Based Instruction. Science Scope. NSTAPress

● Real learning takes time. ● Engaging students with the practices takes lots

of time. ● It’s okay to not cover everything. ● It’s okay to try something new and fail at it. ● The six most powerful instructional words in

the NGSS-friendly classroom are: “I don’t know; let’s find out.”

In planning to engage students in [the NGSS], I have to remind myself weekly of the following ideas:

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Kim FeltreK-12 Science Supervisor, HMS STEM SupervisorHillsborough Township Public Schoolskfeltre@htps.us908-431-6600 x 2013@kfeltre

Thank you!

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