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Implementation of the Next Generation Science Standards Leveraging the Common Core Kim Feltre, K-12 Science Supervisor, Hillsborough Township Public Schools.

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Presentation on theme: "Implementation of the Next Generation Science Standards Leveraging the Common Core Kim Feltre, K-12 Science Supervisor, Hillsborough Township Public Schools."— Presentation transcript:

1 Implementation of the Next Generation Science Standards Leveraging the Common Core Kim Feltre, K-12 Science Supervisor, Hillsborough Township Public Schools Michelle Hill, High School Teacher, Hillsborough Township Public Schools February 10, 2015 NJASCD

2 N ORMS Recognize that there is more to learn than time permits so this work is fast-paced and warrants your full attention Stay attentive to the task at hand Ask questions and share your thinking Focus on what we can do Remain positive and constructive Have fun and celebrate learning! 2

3 T HE P OWER OF THE NGSS 3

4 NJCCCS DIFFERENCES FROM NGSS 4 Science Practice Content Statement Cumulative Progress Indicator Performance Expectations

5 U NDERSTANDING THE NGSS 5 Assessments Curricula Instruction Teacher Development To understand and successfully implement NGSS, it is CRITICAL to understand this Framework and its vision for science teaching and learning since it is the basis for the NGSS.

6 A F RAMEWORK FOR K-12 S CIENCE E DUCATION “the framework seeks to illustrate how knowledge and practice must be intertwined in designing learning experiences in K-12 science education” – NRC Framework for K-12 Science Education 6 Vision for Science Teaching and Learning

7 I NTEGRATION OF THE T HREE D IMENSIONS Core Ideas Practices Crosscutting Concepts The practices are the processes of building and using the core ideas to make sense of the natural and designed world, and the cross cutting concepts hold the discipline together. 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) 7

8 NGSS 1.Asking questions (for science) and defining problems (for 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 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 transfer Life Science From molecules to organisms: structures and processes Ecosystems: interactions, energy, and dynamics Heredity: inheritance and variation of traits Biological evolution: unity and diversity Earth and Space Science Earth’s place in the universe Earth’s systems Earth and human activity 1.Patterns 2.Cause and effect:mechanism and explanation 3.Scale, proportion, and quantity 4.Systems and system models 5.Energy and matter: flows, cycles, and conservation 6.Structure and function 7.Stability and change

9 C OMMON C ORE S TATE S TANDARDS 9

10 ● knowing about → figuring out ● recitation → reasoning C ONCEPTUAL S HIFTS

11 ALL the standards — math, ELA and science — require that teachers focus more attention on disciplinary “practices” C OMMONALITY BETWEEN CCSS AND NGSS

12

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14 At the core is: Reasoning with evidence Building arguments and critiquing the arguments of others Participating in reasoning-oriented practices with others There’s a common core in all of the standards documents (ELA, Math, and Science) From: NSTA Webinar: “Connections Between Practices in NGSS, Common Core Math, and Common Core ELA”, by Sarah Michaels Feb 12, 2013

15 A CTIVITY ● Shake the jar (shake but don’t break) ● Record observations of the changes you see

16 Reasoning - a justification that shows why the data counts as evidence to support the claim and includes appropriate scientific principles Adapted from Toulmin (1958) CER F RAMEWORK Evidence Claim Reasoning Claim - a conclusion about a problem (answers a questions) Evidence - scientific data that is appropriate and sufficient to support the claim

17 ● knowing about → figuring out ● recitation → reasoning C ONCEPTUAL S HIFTS

18 1.Asking questions (for science) and defining problems (for 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 S CIENCE AND E NGINEERING P RACTICES Which did we do in the baby jar activity?

19 Joe Krajcik, NSTA Webinar: Preparing for the Next Generation Science Standards – Engaging in Argument from Evidence argumentation – the action or process of reasoning systematically in support of an idea, action, or theory W HY A RGUMENTATION ? Students are expected to use argumentation to listen to, compare, and evaluate competing ideas and methods based on their merits

20 How would you describe the progression from K to 12? S&E Practice 7: Engaging in argument from evidence

21 E NGAGING IN A RGUMENT FROM E VIDENCE Grades K-2Grades 3-5Middle SchoolHigh School Make a claim and use evidence Construct and support scientific arguments drawing on evidence, data, or a model. Consider other ideas. Construct and present oral and written arguments supported by empirical evidence and reasoning to support or refute an explanation for a phenomenon. Construct a counter-argument that is based on data and evidence that challenges another proposed argument. Joe Krajcik, NSTA Webinar: Preparing for the Next Generation Science Standards – Engaging in Argument from Evidence Details in Appendix F – Science and Engineering Practices in the NGSS, p. 13 Increasing sophistication

22 10 min break

23 B ENEFITS OF ARGUMENTATION FROM EVIDENCE How does engaging in argument from evidence help students?

24 P RODUCTIVE T ALK Fourth Graders Discussing What makes the water level rise: weight or volume? The Inquiry Project -

25 D ISCUSSION How did the teacher set up the classroom for productive talk? How did the students engage in argumentation from evidence? How did we set up the classroom for your activity to engage in productive talk? How does productive talk help visualize the linkage between CCSS ELA and the NGSS?

26 L EVERAGING THE ELA C OMMON C ORE ●Speaking and Listening – 2 domains ■comprehension and collaboration (SL.1-SL.3) ■presentation of knowledge and ideas (SL.4-SL.6) conversation leads to building skills in reading and writing – speaking and listening serve as the foundation for reading and writing to happen as habits of mind

27 L EVERAGING THE ELA C OMMON C ORE active learning involves the students being engaged in conversation "If you want them to HEAR it, you talk. If you want them to LEARN it, THEY TALK." - Spencer Kagan

28 How can we leverage speaking and listening skills in the science classroom?

29 1.Asking questions (for science) and defining problems (for 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 S CIENCE AND E NGINEERING P RACTICES Which of the science and engineering practices can be used to leverage the ELA Common Core?

30 C ONNECTIONS TO THE C OMMON C ORE 30

31 D ISCIPLINARY C ORE I DEAS Physical Science Matter and its interactions Motion and stability:Forces and interactions Energy Waves and their applications in technologies for information transfer Life Science From molecules to organisms: structures and processes Ecosystems: interactions, energy, and dynamics Heredity: inheritance and variation of traits Biological evolution: unity and diversity Earth and Space Science Earth’s place in the universe Earth’s systems Earth and human activity Disciplinary Core Ideas: 1.Have broad importance across multiple sciences or engineering disciplines or be a key organizing principle of a single discipline. 2.Provide a key tool for understanding or investigating more complex ideas and solving problems. 3.Relate to the interests and life experiences of students or be connected to societal or personal concerns that require scientific or technological knowledge. 4.Be teachable and learnable over multiple grades at increasing levels of depth and sophistication. That is, the idea can be made accessible to younger students but is broad enough to sustain continued investigation over years.

32 M IDDLE S CHOOL D ISCIPLINARY C ORE I DEAS (DCI) Physical Science (discipline) Matter and its interactions (DCI) ●Structure and Properties of Matter (sub-idea) ●Chemical Reactions (sub-idea) Motion and stability:Forces and interactions (DCI) ●Forces and Motion (sub-idea) ●Types of Interactions (sub-idea) Energy (DCI) ●Definitions of energy (sub-idea) ●Conservation of energy and energy transfer (sub-idea) ●Relationship between energy and forces (sub-idea) ●Energy in chemical process and everyday life (sub-idea) Waves and their applications in technologies for information transfer (DCI) ●Wave properties (sub-idea) ●Electromagnetic radiation (sub-idea) ●Information technologies and instrumentation (sub-idea) Which DCI/sub-ideas did we address in the jar activity?

33 P ERFORMANCE E XPECTATIONS Cannot be completed in a single lesson Is an endpoint or goal in the learning process Performance expectations combine practices, core ideas, and crosscutting concepts into a single statement of what is to be assessed. Performance expectations are NOT instructional strategies or objectives for a lesson.

34 Which PE could this lesson inform and why?

35 45 minutes

36 T ALK M OVES Mathematical Discussion The Teaching Channel: Improving Participation with Talk Moves

37 M ATHEMATICS In Science: mathematics represents variables In Engineering: mathematics used to improve design

38 1.Asking questions (for science) and defining problems (for 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 S CIENCE AND E NGINEERING P RACTICES

39

40 M ATHEMATICS AND C OMPUTATIONAL T HINKING Mathematics Computational Thinking Quantities and Units Mathematical Relationships Mathematical Models Simulations

41 C OMPUTATIONAL T HINKING In science: ● using computers to perform calculations ● way of using computers to help us model and understand the world ● manipulation and analysis of big data In engineering: ● simulations

42 M ATHEMATICS AND C OMPUTATIONAL T HINKING How would you describe the progression from K to 12? S&E Practice 5: Mathematical & Computational Thinking

43 D EVELOPING AND USING MODELS ●A scientific model is an abstract, simplified representation of a system that makes its most important features explicit and visible. ●Models are external representations of mental (internal) concepts. Scientific modeling: ● Developing a model ● Evaluating a model ● Revising a model ● Using a model to illustrate, predict, or explain

44 A NALOGY M APS An analogy map is a tool to help students to better understand the parts of the model that they are using and how these parts relate to the world. An analogy map describes: ● Each part or feature of the model which includes objects and processes. ● The features of the real world that it represents. Ask students to critique the model: ● What does the model represent? ● What does the model NOT represent? ● Evaluating the uses for which the model might be more or less well suited.

45 A CTIVITY Natural Selection PhET

46 N ATURAL S ELECTION A NALOGY M AP Feature of the model is/are like... Feature of the real worldbecause... bunnies wolves time until next generation add a friend button population chart

47

48 R EFLECTION East-West: E – excites you; W – worries you West East

49 ●Next Generation Science Standards - generation-science-standardshttp://www.nextgenscience.org/next- generation-science-standards ●NSTA resources for NGSS - services/http://ngss.nsta.org/nsta-products-and- services/ ●Math CCSS - ●ELA CCSS - ●The Inquiry Project - ●The Teaching Channel - https://www.teachingchannel.org/videoshttps://www.teachingchannel.org/videos ●Zemelman, S. Daniels, H. & Hyde, A. (2005). 3rd ed. Best practice: Today’s standards for tacheing and learning in America’s schools. Portsmoutn, NH: Heinemann. R ESOURCES

50 Framework Chapter 3: Dimension 1: Scientific and Engineering Practices Appendix F – Science and Engineering Practices in the NGSS %20Practices%20in%20the%20NGSS%20-%20FINAL% pdf %20Practices%20in%20the%20NGSS%20-%20FINAL% pdf Appendix I – Engineering Design in NGSS %20Engineering%20Design%20in%20NGSS%20-%20FINAL_V2.pdf %20Engineering%20Design%20in%20NGSS%20-%20FINAL_V2.pdf Brian Reiser, NSTA Webinar: Preparing for the Next Generation Science Standards—Asking Questions and Defining Problems Joe Krajcik, NSTA Webinar: Preparing for the Next Generation Science Standards – Engaging in Argument from Evidence Sarah Michaels, NSTA Webinar: Connections Between Practices in NGSS, Common Core Math and Common Core ELA NGSSCommonCoreMathandCommonCoreELA_ pdf NGSSCommonCoreMathandCommonCoreELA_ pdf Mariel Milano, NSTA Webinar: Engineering Practices in the NGSS enerationScienceStandards_ pdf enerationScienceStandards_ pdf 50

51 R ESOURCES Venn Diagram for Common Core and Science and Engineering Practices - Tina Cheuk ell.stanford.edu Common Core State Standards Next Generation Science Standards The Inquiry Project – resources for productive talk Mehalik, Doppelt, and Schunn, Margaret Heffernan Ted Talk Dare to Disagree Stuart Firestein Ted Talk The Pursuit of Ignorance The Toulmin Model of Argumentation Practice 7 – Engaging in Argument from Evidence Preparing for NGSS Engaging in Argument from Evidence podcast 51


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