Science Techbook for CaliforniaNGSS Quick Start Guide

High School

Science Techbook for CaliforniaNGSS Quick Start Guide

1 Log Into Discovery EducationGo to DiscoveryEducation.com and click the sign-in button at the top of the screen. Enter your login credentials to start exploring. Username: CASciteacher, CAScistudent, Password: discovery

2 Choose Science TechbookClick on Science Techbook from the menu of options.

3 Select a CourseChoose your course from the drop down menu at the top of the screen.

Understanding and Describing MotionThe Five E Instructional ModelScience Techbook follows the 5E instructional model. This Model Lesson includes strategies for each of the 5Es. As you design the inquiry-based learning experience for students, be sure to collect data during instruction to drive your instructional decisions. Point-of-use teacher notes are also provided within each E-tab.

Engage 45–90 minutes

Engage Media ResourcesThe resources found in Engage are intended to stimulate students by exposing them to a phenomenon relevant to the content of the lesson. Engage also provides examples of relevant real-world applications that allow students to begin to make observations and relate the science content to their everyday lives. The Core Interactive Text (CIT) and media resources are carefully designed to prompt students to begin asking questions that they can investigate during the Explore phase of the lesson. They should also start collecting evidence to address the Explain question located at the bottom of the Engage page.

TEACHER NOTE Investigative Phenomenon: Typically, when studying motion of objects, students will have experience with fast moving objects, such as transportation vehicles, fast animals, or even falling objects. These examples from previous grades are grounded in the ability of the student to observe the motion of an object. There are many examples of motion that are not directly observable with the human eye.

Assist students to think of examples of motion they cannot directly observe with their eyesight. Generate a class chart with the following column headings: Description of Motion, Observable by Eyesight, Observable Using Technology, Fast, Slow, Evidence of Motion. Place several copies of the chart around the room. In small groups, ask students to complete the Description of Motion with at least five examples of motion. Rotate the groups to the next chart and ask them to check off if the motion can be observable by eyesight, technology, or both. Facilitate another rotation and groups should complete the fast and slow columns. Rotate one last time and ask the group to provide examples of evidence that would support the data represented by the previous groups. Ask students to return to their original poster and determine if they agree or disagree with the completed data.

As a summary, after clarifying any questions, if students did not include the movement of Earth systems such as tectonic plates or glaciers, pose either example and use an equitable calling strategy for several students to provide examples of how we know these objects move over time.

■■ Core Interactive Text: Glacier Movement

■■ Video: Impact of Glacier Movement

■■ Hands-On Activity: Glaciers and Climate Patterns

■■ Image: Jakobshavn Glacier July 31, 2015

■■ Image: Jakobshavn Glacier August 16, 2015

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4 Select a UnitSelect a Unit you wish to review. Find the corresponding Unit in the print Teacher Edition.

5 Anchor PhenomenonEach Unit begins with an engaging real-world Anchor Phenomenon. Unit resources include CAST-like Performance Based Assessments in both English and Spanish.

6 Select a ConceptChoose a Unit Concept. The Model Lesson option shows NGSS Standards and Lessons Resources.

Course StructureScience Techbook is a comprehensive teaching and learning package, featuring an award-winning digital platform, a print and digital Student Edition, and a print Teacher’s Edition.

UnitsCourses are organized into five to six units. Each unit launches with engaging, real-world anchor phenomena to hook students and to inspire them to ask the questions they want to investigate. At the end of the learning progression, students have the opportunity to solve problems related to the anchor phenomena with the culminating Unit Project. Teachers can “start with the end in mind” by reviewing the 3-dimensional performance-based assessment. This assessment is available in English and Spanish, and helps to prepare students for high-stakes testing.

ConceptsEach unit contains two to five concepts, which are the heart of the learning process. The concept supports the anchor phenomena with the development of student understanding of performance expectations through the use of text, multimedia, Hands-On Activities, and STEM projects.

Every concept . . .

■■ launches with Investigative Phenomena and a related Can You Explain? Question

■■ provides multiple pathways for students to demonstrate their learning, including the creation of scientific explanations in the claim, evidence, reasoning format

■■ encourages STEM career exploration■■ helps students summarize their understanding through a required STEM project

The 5EsEach concept is organized around the research-based 5E Instructional Model: Engage, Explore, Explain, Elaborate with STEM, and Evaluate.

HOW TO USE SCIENCE TECHBOOK

How to Use Science Techbook v

7 Engage with Investigative PhenomenaChoose and click into a concept and view the 5E lesson cycle across the top. In the Engage tab, students will be introduced to the science concept using Investigative Phenomena.

8 Explore the ConceptThe Explore tab provides students with the core interactive text. The text includes multiple differentiation options found in the right-hand toolbar, including text size, two Lexile reading levels, and the ability to toggle to authentically translated Spanish. Other tools include text-to-speech, an enhanced science glossary, highlighting, a student notebook that carries with the student for the life of the adoption and integrated multiple language translation for more than 90 languages. Also, the Beyond section contains videos, reading passages, hands-on activities, and simulations to deepen students’ understanding of the Concept.

9 Explain with EvidenceThe Explain tab provides students with opportunities to communicate their self-constructedscientific explanation, generated from evidence collected from the Explore tab. To meet different learning styles, students can represent their scientific explanation in multiple ways, such as uploading media or using our collaborative Studio tool that allows students to express themselves using different modalities.

10 Elaborate with STEM TabThe Elaborate with STEM tab provides students with a STEM in Action section that connects real-world career opportunities related to the science content. STEM Project Starters allow for an extension of learning and student collaboration; students are presented with authentic problems that connect science, technology, engineering, and mathematics and are expected to research and design solutions. Each Unit also has a culminating STEM project that corresponds to the Unit Anchor Phenomenon.

Explain 45–90 minutes

In Explore, students 1. uncovered scientific understandings 2. conducted investigations 3. analyzed data, text, and other media resources 4. collected evidence to support their scientific explanation

In Explain, provide students with time to formally compose their scientific explanations around the Explain or student-generated questions using evidence collected from Explore.

Scientific explanations are student responses, either written or orally presented, that explain scientific phenomena based upon evidence. Developing a scientific explanation requires students to analyze and interpret data to construct meaning out of the data. There are three main components to the scientific explanation: the claim, the evidence, and the reasoning.

To help students to communicate their scientific explanations, allow them to utilize the multimedia creation tools such as Board Builder and Whiteboard. Remind them that they may upload image, audio, and video files using the “attach file” option to communicate their scientific explanations.

Students may construct their scientific explanations individually or within a small group of students. Students should communicate their explanations with other classmates, and provide constructive criticism and refine their explanations prior to submission to the teacher. If explanations are used as a formative assessment, you can provide additional feedback and comments to support students as they refine their explanations.

EXPLAINHow can we describe the motion of glaciers and the forces that cause the movement of glaciers?

8 UNIT 1: Forces and Motion

Elaborate with STEM 45–135 minutes

*Elaborate with STEM are optional extension resources available after students have demonstrated proficiency with standards addressed previously in the concept.

NGSS Components

SEP CCC

■■ Asking Questions and Defining Problems

■■ Developing and Using Models

■■ Analyzing and Interpreting Data

■■ Using Mathematics and Computational

Thinking

■■ Constructing Explanations and Designing

Solutions

■■ Patterns

■■ Systems and System Models

■■ Stability and Change

STEM In Action 45 minutes

STEM in Action ties the scientific concepts to real-world applications, with many connecting to STEM careers. Technology Enhanced Items (TEIs) expect students to critically read the Core Interactive Text (CIT) and review the provided media resources.

Applying Understanding and Describing Motion

■■ Core Interactive Text: Applying Understanding and Describing Motion

■■ Image: Robots Welding Car Parts

■■ Video: Different Frames of Reference for Newton’s Falling Apple

■■ Image: Timing of Spacecraft Launches

TEACHER NOTE This constructed response is intended to provide the teacher with feedback on student understanding of the relationship between force, acceleration, and velocity for an object undergoing centripetal acceleration. It addresses the common misconception that an object traveling at a constant speed in a circular path does not experience a force. This summative assessment is best suited to a think-pair-share activity.

TEI Satellite Motion

1.1 Understanding and Describing Motion 9

11 Evaluate UnderstandingThe Evaluate tab provides a review for students and multiple options for summative assessment, in-cluding brief and extended constructed response items, multiple choice questions, and technology enhanced items. Summative assessments mirror the format of the CAST and are available in English and Spanish.

12 Model Lessons and Teacher NotesThe Model Lesson tab provides curriculum alignment information, full lesson plans, common misconceptions, content background for the teacher, tips for differentiation, lists of required hands-on materials, and more. Use the Teacher Presentation Mode toggle to access point-of-use teacher notes available on the right side of any Concept.

Lesson Question: What Are Frames of Reference and How Do They Relate to Motion? Recommended 75 minutes

TEACHER NOTE Connections: Crosscutting Concept: Systems and System Models: Throughout this concept, students evaluate the merits and limitations of different frames of reference in order to select a frame that best fits a problem. To engage the class, have students engage in a thought experiment. Ask them to imagine they are riding in an airplane, train, bus, or automobile. If they had a ball and threw it up in the air while they were moving, what would happen to the ball? Ask students if they can think of similar situations in which we are moving, but the movement is imperceptible. For example, we are on the surface of Earth as it rotates, yet we do not detect motion. Have students develop models to illustrate the behavior of objects in motion and forces within each example of a system. In their models, students should represent the boundaries for each system. Students should share their models with one another and allow students to construct and collect questions about the models. These questions can be used as driving questions throughout the lesson.

As students read and comprehend complex texts, view the videos, and complete the interactives, labs, and other Hands-On Activities, have them summarize and obtain scientific and technical information. Students will use this evidence to support their initial ideas on how to answer the Explain Question or their own question they generated during Engage. Have students record their evidence using My Notebook.

TEACHER NOTE Misconception: Students may think there is a single “true” set of coordinates and coordinate axes for a given problem. In fact, coordinates and coordinate axes can be freely chosen, and different parts of a single problem might be easier to solve with different coordinates.

TEACHER NOTE Students may think that distance and displacement are the same or that speed and velocity are the same. In fact, distance and speed are scalars (only a magnitude), and displacement and velocity are vectors (having both magnitude and direction).

■■ Core Interactive Text: What Are Frames of Reference and How Do They Relate to Motion?

■■ Image: Frames of Reference for Spacecraft

■■ Image: Choosing a Frame of Reference

■■ Exploration: Understanding and Describing Motion

■■ Image: Rooms as Frames of Reference

■■ Video: Bungee Jumping without Being Attached

■■ Video: Mach, Einstein, and Relativity

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