Presentation is loading. Please wait.

Presentation is loading. Please wait.

Z OYA H OUJEIRI A Closer Look at NGSS: Implementing Standards in the Classroom.

Similar presentations


Presentation on theme: "Z OYA H OUJEIRI A Closer Look at NGSS: Implementing Standards in the Classroom."— Presentation transcript:

1 Z OYA H OUJEIRI A Closer Look at NGSS: Implementing Standards in the Classroom

2 S ESSION O BJECTIVES By the end of this session, attendees will have an understanding of: Next Generation Science Standards components. What practices are included with NGSS How to plan a storyline that aligns with NGSS.

3 NGSS development was not led by federal government and did not fund it. This was state-led effort. States can decide whether or not to adopt the standards. Developing the standards was undertaken by the National Research Center (NRC), National Science Teacher Association (NSTA), American Association for the Advancement of Science (AAAS), and Achieve. Professional organizations, teachers, scientists, engineers, etc. were heavily involved in development. NGSS Development

4 NGSS A DOPTION Eleven states — California, Delaware, Kansas, Kentucky, Illinois, Maryland, Nevada, Oregon, Rhode Island, Vermont, and Washington — and the District of Columbia have adopted the Next Generation Science Standards

5 Meaningful Logo 5

6 6

7 Foundation Boxes – 3 Dimensions

8 Science and Engineering Practices Asking questions and defining problems Developing and using models Planning and carrying out investigations Analyzing and interpreting data Using mathematics and computational thinking Constructing explanations and designing solutions Engaging in argument from evidence Obtaining, evaluating, and communicating information

9 T HE NOTION THAT THERE IS A SINGLE SCIENTIFIC METHOD OF OBSERVATION, HYPOTHESIS, DEDUCTION, AND CONCLUSION — A MYTH PERPETUATED TO THIS DAY BY MANY TEXTBOOKS — IS FUNDAMENTALLY WRONG. S CIENTISTS DO USE DEDUCTIVE REASONING, BUT THEY ALSO SEARCH FOR PATTERNS, CLASSIFY DIFFERENT OBJECTS, MAKE GENERALIZATIONS FROM REPEATED OBSERVATIONS, AND ENGAGE IN A PROCESS OF MAKING INFERENCES AS TO WHAT MIGHT BE THE BEST EXPLANATION. T HUS THE PICTURE OF SCIENTIFIC REASONING IS RICHER, MORE COMPLEX, AND MORE DIVERSE THAN THE IMAGE OF A LINEAR AND UNITARY SCIENTIFIC METHOD WOULD SUGGEST. —NRC F RAMEWORK, 2012, P. 78 Why Teach Practices Instead of the Scientific Method

10 S HIFTING THE PRACTICES FROM “L EARNING A BOUT ” TO “W ORKING O UT ” Engaging Students in practices means that students are trying to work out explanations or work out solutions. Practices should connect to the ideas. This means that students should know why they are doing what they are doing. All investigations should fit into the larger picture.

11 Instead of “what is evaporation?” Try “when it rains, water gathers in puddles. After some time, the puddle dries. Where did the water disappear? Instead of “what is weathering?” try “why do mountain roads crack?” Instead of “how does matter change state?” try “why does a full water bottle explode in the freezer?” Driving Questions Instead of This … Try This

12 Source: Reiser, B. (2014)- Storyline

13 P ERFORMANCE E XPECTATIONS THAT CAN BE COVERED BY THIS STORYLINE MS-LS1-2. Develop and use models to describe the function of a cell as a whole and ways parts of cells contribute to the function. MS-LS1-7. Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through organism. MS-LS1-3. Use argument supported by evidence for how the body is a system of interacting subsystems composed of group of cells.

14 14 Explanation Vs. Argumentation Practices Explanations are constructed from models and representations of reality—not out of data and warrants. With arguments, scientists attempt to logically reason from the data to a conclusion using appropriate warrants. Argumentation involves a level of uncertainty—one argues to clarify for herself or to persuade others who have a different idea.

15 E XAMPLES OF ARGUMENT QUESTIONS Were there purple and yellow dinosaurs? Is global warming real? Did life ever exist on Mars? Will Earth run out of fresh water? If the polar caps melt, will parts of Earth flood? Does eating canned food increase the chances of getting cancer? Are criminal inclinations inherited? Is global warming human caused?

16 16 Science Vs. Engineering Practices What is the goal of the activity? Is it to answer a question? If so, they are likely doing science. Is the purpose to define and solve a problem? If so, they are likely doing engineering. Can you include an engineering activity?

17 E NGINEERING IN THE NGSS Problem/Context:  Moved to a new house and brought my berry plant, but the berries aren’t growing.  Need to design a pollinator  2-LS2 and 2-LS4

18 E NGINEERING IN THE NGSS 18 Challenge:  Design a hand-held pollinator for this berry flower  Draw (model) your design  What materials would you use?  What else would you like to know?  How would you test your design?

19 S CIENTIFIC M ODELING IN E NGINEERING Modeling in engineering can be 3D, can be on the computer, can be hand-drawn. It’s a model in that it’s a hypothesis as to what will work to solve the problem. A prototype can be built from it that can then be tested to see if it actually works.

20 U SEFUL W EBSITES FOR E NGINEERING A CTIVITIES Engineering is Elementary Teach Engineering Technology and Engineering Education Association of Pennsylvania NC State University- The Engineering Place ators/k8plans.php

21 Remember! NGSS performance expectations (PEs) integrate practices with core ideas and cross cutting concepts. The PEs don't frequently identify multiple practices, but that is not meant to imply that instruction should only engage students in one practice. The PEs are not curriculum. Rather, they highlight the kinds of student performances that are the learning targets of instruction.

22 A CTIVITY – G ROUP W ORK : F ILL A S TORYLINE TASK: Consider a topic Consider the DCI for this topic at the provided grade level Think of a driving question Brainstorm what you might teach for this particular topic Complete the first part of the storyline

23 A CTIVITY – G ROUP W ORK : F ILL A S TORYLINE TASK: Consider the activities that you will include in the lesson. Link the practices to the ideas/concepts Add them to the storyline Remember! Make sure you cover the practices required by the standard. Try adding more practices.

24 A CTIVITY – G ROUP W ORK : F ILL A S TORYLINE TASK: Consider the Crosscutting Concepts. Provide examples on how they can be included in the unit

25 Look at the CCSS links Brainstorm Ideas Have you connected to these links in the practices? If not, how can you connect to them?

26 Performance Expectations Are they attainable for your students? What will be your scoring criteria?

27 Modeling Inquiry options Claim + evidence + reasoning Practices DCI’s CCC’s PE’s CCSS ELA and math connections Working on your unit, consider…


Download ppt "Z OYA H OUJEIRI A Closer Look at NGSS: Implementing Standards in the Classroom."

Similar presentations


Ads by Google