Where we are and where we are headed 2013 SCIENCE WORKSHOP

Goals of Workshop Articulation – What are we currently doing? Alignment – What are the new NGSS and how are we currently meeting them? What do we need to do differently? Action – How can I meet and integrate the standards into my classroom?

Articulation Brainstorming – Using the website Padlet, we are going to do an on-line chalk talk. Go to your and click on the link provided in the I sent you. It should take you to a wall with that says “What is science?”. To enter comments on the wall, double click any where and a text box should pop up. It is anonymous. Please enter your thoughts on what science is and what it looks like. Feel free to comment off of others if they spark a thought for you.

The Lingo STEM – Science, Technology, Engineering, and Mathematics STEAM – Science, Technology, Engineering, Arts, and Mathematics Regardless, both are looking at a blending of subjects with an emphasis of math and the scientific process being an integral part of everyday lives.

Science Inquiry vs. Engineering Design Scientific Inquiry – The essence of science Draws observations from the world in order to better understand how something works Students ask questions as a way investigating the natural world and use evidence to answer them (observation vs. inference). An investigation is conducted in which data is collected and then analyzed for meaning and a conclusion is drawn about the meaning of the results and errors/limitations are identified. Communication of the investigation and its results are a critical part (posters/write-ups).

Science Inquiry vs. Engineering Design Four main parts to Science Inquiry: 1.Background & hypothesis – The question we are trying to answer, what we know about it all ready, and the prediction of what is going to occur & why 2.Procedure – The method, including exact amounts and materials, for conducting the investigation 3.Results – The data, both raw and processed 4.Analysis & Conclusion – What data/results mean in terms of science, how results relate to hypothesis (support or reject & why), errors/limitations of investigation, and recommendations for future study.

Science Inquiry Question : What affect does shape have on the time it takes a piece of paper to fall? Conclusion : The crumpled paper only took ____ seconds to fall, but the flat paper took ____ seconds to fall. Paper that takes up less space falls ___________ than paper that takes up more space. PAPER SHAPE TIME (Seconds) Flat Folded Crumpled

Science Inquiry vs. Engineering Design Engineering Design – Design is the essence of engineering Ideas that reshape the world – solve a problem Formulation of a problem that can be solved through design Engineering Design Process: 1.Identify problem - State the challenge problem. Example: How can we design a _______ that will ________? 2.Identify criteria and constraints – the requirements of the design 3.Brainstorm possible solutions - Each student on the team sketches his or her own ideas as the group discusses ways to solve the problem. These sketches should be brief and use basic labels to show the basic mechanics of the item. 4.Generate ideas - Each student should develop two or three ideas more thoroughly. Students create new drawings that are more detailed. 5.Explore Possibilities - Share and discuss the ideas among team members. Students should discuss the pros and cons of each design idea.

Science Inquiry vs. Engineering Design Engineering Design Process Continued: 6.Select an Approach - Identify a design that best appears to solve the problem and create a statement that describes why this solution was chosen for future use. In this statement, include how criteria and constraints are addressed by design. 7.Build a Model or Prototype - Construct a full-size or scale model based on the drawings. Students should include in write up instructions for building prototype with a detailed drawing. 8.Test Prototype – Collect data on how well the prototype meets the criteria and solves the problem. 9.Refine the Design - Examine and evaluate the prototype based on the criteria and constraints listed previously. Based on the criteria and constraints, the team will identify any problems and pose additional solutions – a new prototype.

ENGINEERING DESIGN Problem : Build a structure that will hold a ping pong ball. Analysis: The structure ________ the criteria within the constraints. It could be improved by __________________________________________ ________________________________________________________________ ________________________________________________________________. CRITERIACONSRAINTS ๏ The structure must be at least 50 cm tall. ๏ The structure must stably hold a ping pong ball. ✓ The structure can only be made of two sheets of paper and one meter of tape. ✓ The structure must be built in three minutes.

Alignment What are we currently doing? Going to create a map of what each grade is currently doing in terms of science so we can have an idea of what we are doing and what we need to do when we examine the standards. Going to use a program called Mindomo. You should have an from me in your inbox inviting you to collaborate. Click on the link in the . Once there you will need to create an account. It should open a map called “Sample Mind Map”. Find your grade level box and then when you click on the down arrow another box will appear and you can click on the box to enter content. When you hit enter, what you have entered will appear on other people’s maps.

Next Generation Science Standards National Science Teachers Association Science is divided into 3 major disciplines: Physical Science Life Science Earth Science These are each divided into core ideas and sub-core ideas Each core idea has 3 categories called Foundation Boxes to address: Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts

Physical ScienceLife ScienceEarth and Space Science PS1 Matter and Its Interactions PS1A Structure and Properties of matter PS1B Chemical Reactions PS1C Nuclear Processes PS2 Motion and Stability: Forces and Interactions PS2A Forces and Motion PS2B Types of Interactions PS2C Stability and Instability in Physical Systems PS3 Energy PS3A Definitions of Energy PS3B Conservation of Energy and Energy Transfer PS3C Relationship Between Energy and Forces PS3D Energy and Chemical Processes in Everyday Life PS4 Waves and Their Applications in Technologies for Information Transfer PS4A Wave Properties PS4B Electromagnetic Radiation PS4C Information Technologies and Instrumentation LS1 From Molecules to Organisms: Structures and Processes LS1A Structure and Function LS1B Growth and Development of Organisms LS1C Organization for Matter and Energy Flow in Organisms LS1D Information Processing LS2 Ecosystems: Interactions, Energy, and Dynamics LS2A Interdependent Relationships in Ecosystems LS2B Cycles of Matter and Energy Transfer in Ecosystems LS2C Ecosystem Dynamics, Functioning, and Resilience LS2D Social Interactions and Group Behavior LS3 Heredity: Inheritance and Variation of Traits LS3A Inheritance of Traits LS3B Variation of Traits LS4 Biological Evolution: Unity and Diversity LS4A Evidence of Common Ancestry LS4B Natural Selection LS4C Adaptation LS4D Biodiversity and Humans ESS1 Earth’s Place in the Universe ESS1A The Universe and Its Stars ESS1B Earth and the Solar System ESS1C The History of Planet Earth ESS2 Earth’s Systems ESS2A Earth Materials and Systems ESS2B Plate Tectonics and Large-Scale System Interactions ESS2C The Roles of Water in Earth’s Surface Processes ESS2D Weather and Climate ESS2E Biogeology ESS3 Earth and Human Activity ESS3A Natural Resources ESS3B Natural Hazards ESS3C Human Impacts on Earth Systems ESS3D Global Climate Change

Example Standard Note: The first digit indicates the grade level. In this case, this standard is for 2 nd grade.

To The Standards!!!! Using EdCanvas Web Site – open the 4 th box – 3 Sections This has the links to appendixes that help explain the standards Click on Disciplinary Core Idea Progressions – starting on the 2 nd page has a nice overview of how all the standards fit together and the level of detail needed Click on Science and Engineering Practices – starting on page 4 has overview of what is expected at each grade level Click on Crosscutting Concepts – defines each concept as well as what is expected at each grade level Scroll to bottom of main page and click on Arranged by Disciplinary Core Idea (DCI). Click on Download PDF – in red towards top of page.

Unpacking the Standards Overview of Table of Contents All Read the Elementary Introduction Then scroll to the page that is for the grade level you teach. Red over the storyline and the standards. Take notes on important aspects and jot down questions you have. After about 20 minutes, going to have you get in groups – K-2 and 3- 5 – to create something that helps make sense of this – illustrates in a simple way what content and skill need to be taught. Poster or Mindomo? Using the Mindomo map we made earlier, label any standards with activities we are currently doing and what grade level it is occurring in Brainstorm new ideas you have for addressing these and label standards with, especially scientific inquiry and engineering design ideas