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S HIFTING T OWARD NGSS Sara Dozier Integrated Middle School Science Partnership.

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Presentation on theme: "S HIFTING T OWARD NGSS Sara Dozier Integrated Middle School Science Partnership."— Presentation transcript:

1 S HIFTING T OWARD NGSS Sara Dozier Integrated Middle School Science Partnership

2 Shifting Assessment yellow Find your yellow half-sheet – “IMSS Summer Institute Formative Assessment” On the “Afternoon” side of the sheet, please answer the first question only!

3 Data From Last Week Average Before Reaction (g) After reaction, no gas release (g) After reaction, gas removed (g) % Change in apparent mass after reaction -1.8% % Change in apparent mass between reacted and removing gas -1.0% % Change in apparent mass before reaction and after removing gas -2.8% Change in apparent mass after reaction (g) 2.2 Change in apparent mass between reaction and removing gas (g) 1.2 Change in apparent mass before reaction and after removing gas (g) 3.3 Moles of CO2 released (before/after rxn) (44g/mol) Volume (L) of NTP using PV=NRT 1.83 Volume of gas (gallons) 0.48 Mass of Displaced Air (28.8 g/mol) 2.2 Weight of displaced air (mass* N/g) 0.021

4 Data From Last Week Average Before Reaction (g) After reaction, no gas release (g) After reaction, gas removed (g) % Change in apparent mass after reaction -1.8% % Change in apparent mass between reacted and removing gas -1.0% % Change in apparent mass before reaction and after removing gas -2.8% Change in apparent mass after reaction (g) 2.2 Change in apparent mass between reaction and removing gas (g) 1.2 Change in apparent mass before reaction and after removing gas (g) 3.3 Moles of CO2 released (before/after rxn) (44g/mol) Volume (L) of NTP using PV=NRT 1.83 Volume of gas (gallons) 0.48 Mass of Displaced Air (28.8 g/mol) 2.2 Weight of displaced air (mass* N/g) 0.021

5 What Happened? In your group, construct an explanation responding to this question: What processes occurred inside your bag and how does that relate to our data? – Claim (Statement in response to question) – Evidence (not inference!) that supports your claim – Reasoning (how does your evidence support your claim?) Be prepared to share your explanation

6 Drafting California Science Framework CA State Adoption of NGSS 2014 State NGSS Rollout PD Fall 2014 State NGSS Rollout PD Fall 2014 Next Generation S cience Standards Design Phase Awareness Phase 2015 IQC Reviews CA Framework Sp Grades 5, 8, 10 CST Science Test Sp Public Review of CA Framework Summer

7 2016 California Science Framework the details about HOW to teach NGSS in CA Approved by SBE Jan 2016 California Science Framework the details about HOW to teach NGSS in CA Approved by SBE Jan 2016 Possible New Monitoring Assessments Possible New Monitoring Assessments CA NGSS-Aligned Curricula Available 2017 Next Generation S cience Standards Implementation Phase 2018

8 Approaches to Science Teaching Information Frame: – Teacher is responsible for covering material and presenting knowledge about discipline Sense-making Frame: – Teacher supports students in the reasoning practices they use to figure out the science

9 Fist to Five – Fist = 0 – Three fingers = 3 – Wave = 5

10 Your Practice Where are you now? 0 Covering Content 5 Participation in Practice

11 Shifts from NGSS 1.K-12 science education should reflect the interconnected nature of science as it is practiced and experienced in the real world. 2.The NGSS are student performance expectations – NOT curriculum. 3.The science concepts build coherently from K The NGSS focus on deeper understanding of content as well as application of content. 5.Science and engineering are Integrated in the NGSS from K–12. 6.The NGSS are designed to prepare students for college, career, and citizenship. 7.The NGSS and Common Core State Standards (Mathematics and English Language Arts) are aligned.

12 NGSS Shifts Silently read the shift assigned to you. In small groups, complete the “Shifting to NGSS” table. Discuss how you would communicate these shifts. Complete the communication table on the reverse side of handout.

13 Presentation As a group, write two 1-minute presentations explaining the nature and importance of the shift For back to school night – Explain to parents For a staff meeting – Explain to administrators and non-science teachers

14 Your Practice Where do you want to be? 0 Covering Content 5 Participation in Practice

15 Thank You Please finish today’s exit slip YELLOW! YELLOW! – On “AFTERNOON” side, answer second question and add any comments Sign out (to get paid for the afternoon!) and hand in exit slip and name tag at table in hallway See you tomorrow morning for breakfast!


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