From Science Standards to Classroom Instruction (K‐5) Charlotte Neugebauer 5 minutes Have teachers make name holders for their work area as they arrive (markers, cardstock) Introduce ourselves Ask teachers to introduce themselves (name, district and school, grade they teach, goal for the conference) 1

New to the Science Standards Introductions NGSS/3D review Performance expectations BSCS 5 E Model Constructivism 3D Activity Phenomena Lesson Design learn about figure out 2

Why NGSS? learn about figure out https://www.youtube.com/watch?v=SEc1ENq3FSs

NGSS 3 Dimensional Teaching Practices- Core Ideas- Crosscutting Concepts https://www.nextgenscience.org/ Use NGSS website to walk teachers through the performance expectation. Emphasize shift from 1D – primarily teaching the core idea to 3D – teach practices, core ideas, and crosscutting concepts Go to …. Search for standards – Standards by topic Hover over each of the 3 dimensions Show how to find evidence statements - review a statement Discuss that Performance expectations are the end result. That teachers will need to plan a unit by backwards design. Thinking about all the skills they will need to understand and be able to do in order to complete the performance expectations. Throughout the lessons each part will either be in the forground or background. Have participants look up a standard at their grade level and read the evidence statements. 4

Performance Expectations Performance expectations describe what students should know and be able to do at the end of instruction. Performance expectations guide summative and formative assessments.

The 5Es represent five stages of a sequence for teaching and learning What are the 5Es? The 5Es represent five stages of a sequence for teaching and learning Engage Explore Explain Extend (or Elaborate) Evaluate Embed activity – Do activity and then discuss the stage.

Engage Pique student interest The purpose for the stage is to pique student interest and get them personally involved in the lesson, while pre-assessing prior understanding.  Pique student interest Get them personally involved in the lesson Pre-assess prior understanding Activity: Phenomena – Light switch on and off During this experience, students first encounter and identify the instructional task. During the ENGAGE stage, students make connections between past and present learning experiences, setting the organizational ground work for upcoming activities.

Explore The purpose for the stage is to get students involved in the topic; providing them with a chance to build their own understanding. Students learning through inquiry-based investigations and engineering challenges Students get directly involved with phenomena and materials Emphasis: Questioning and critical thinking Activity: Sparky – Make a electric circuit EXPLORE: The purpose for the EXPLORE stage is to get students involved in the topic; providing them with a chance to build their own understanding. In the EXPLORATION stage the students have the opportunity to get directly involved with phenomena and materials. As they work together in teams, students build a set of common experiences which prompts sharing and communicating. The teacher acts as a facilitator, providing materials and guiding the students' focus. The students' inquiry process drives the instruction during an exploration. Students are actively learning through inquiry-based science instruction and engineering challenges. Emphasis is placed on: Questioning, Data Analysis and Critical Thinking.

Explain The purpose for the stage is to provide students with an opportunity to communicate what they have learned so far and figure out what it means. Communication occurs between peers, with the facilitator, and through reflective process. Students build their own understanding. Vocabulary is introduced Facilitator asks for justification (evidence) Students white board and explain energy transfer Explore and explain repeat cycles to expand on understanding Conductors and insulators Switches Students share out understandings EXPLAIN: The purpose for the EXPLAIN stage is to provide students with an opportunity to communicate what they have learned so far and figure out what it means. EXPLAIN is the stage at which learners begin to communicate what they have learned. Language provides motivation for sequencing events into a logical format. Communication occurs between peers, with the facilitator, and through the reflective process. Once students build their own understanding. These segments introduce vocabulary in context and correct or redirect misconceptions.

Extend/Elaborate Students expand on concepts The purpose for the stage is to allow students to use their new knowledge and continue to explore its implications.  Students expand on concepts Make connections to other related concepts Apply understandings to the world around them in new ways Activity – Build a light for cave activity Before this activity may want to do conductor/insulator activity and open/closed circuit activity EXTEND: The purpose for the EXTEND stage is to allow students to use their new knowledge and continue to explore its implications. At this stage students expand on the concepts they have learned, make connections to other related concepts, and apply their understandings to the world around them in new ways. apply what they learned to new and unfamiliar situations.

Evaluate The purpose for the stage is for both students and teachers to determine how much learning and understanding has taken place. On-going diagnostic process -Can occur at all points along the continuum of the process Journals, drawings, models, and performance tasks Rubrics, teacher observation, student interview, portfolios, project, and problem-based learning products EVALUATE: The purpose for the EVALUATION stage is for both students and teachers to determine how much learning and understanding has taken place. EVALUATE, the final "E", is an on-going diagnostic process that allows the teacher to determine if the learner has attained understanding of concepts and knowledge. Evaluation and assessment can occur at all points along the continuum of the instructional process. Some of the tools that assist in this diagnostic process are: rubrics, teacher observation, student interviews, portfolios, project and problem-based learning products. Students will be excited to demonstrate their understanding through journals, drawings, models and performance tasks. 

Who developed the 5E model Who developed the 5E model? The Biological Science Curriculum Study (BSCS), a team led by Principal Investigator Roger Bybee, developed the instructional model for constructivism, called the "Five Es". Other models have been adapted from this model including the 6E and 7E models.  The 5E learning cycle model requires instruction to include the following discrete elements: engage, explore, explain, elaborate, and evaluate. The proposed 7E model expands the engage element into two components—elicit and engage. Similarly, the 7E model expands the two stages of elaborate and evaluate into three components—elaborate, evaluate, and extend. The transition from the 5E model to the 7E model is illustrated in Figure 1. http://www.nsta.org/publications/news/story.aspx?id=48547

What is constructivism What is constructivism? Constructivism is a philosophy about learning that proposes learners need to build their own understanding of new ideas. Two of the most prominent constructivist researchers are: Jean Piaget (stages of cognitive development) and Howard Gardner (multiple intelligences). 

What is constructivism? http://www.thirteen.org/edonline/concept2class/constructivism/ It says that people construct their own understanding and knowledge of the world, through experiencing things and reflecting on those experiences To do this, we must ask questions, explore, and assess what we know.  it usually means encouraging students to use active techniques (experiments, real-world problem solving) to create more knowledge and then to reflect on and talk about what they are doing and how their understanding is changing. The teacher makes sure she understands the students' preexisting conceptions, and guides the activity to address them and then build on them.  One of the teacher's main roles becomes to encourage this learning and reflection process. 

Phenomena https://www.ngssphenomena.co/m

Phenomena

Lesson Design Time Choose a performance expectation that you will teach. Work with any other teachers that teach your grade level Identify the 3 dimensions in the lesson. What phenomena could you use to engage students? Design a lesson using the 3 dimensions. How will it look different than a traditional lesson? Time for them to think about a science lesson, look up the standards and see what 3 dimensions they need - maybe create a form. Use the 5E model lesson plan format 17

“Children learn as they play “Children learn as they play. Most importantly, in play children learn how to learn.” Finish for day 1 Also - we need a day one feedback activity - upside down sticky notes? 18