1. Planetary SEPOF NGSS Optional Webinar Grade 6 – Grade 8

2. Goal  Become familiar with NGSS changes and opportunities  What opportunities are here for planetary science to connect students with our programs and support teacher implementation of NGSS?

3. Middle School Earth Science Focus SystemsSolar System Models for explanation Engineering Systems for Exploration

4. What’s missing? Copyright Achieve, Inc. 2013 p.48

5. Performance Expectations  Students who demonstrate understanding can:  MS-ESS1-1. Develop and use a model of the Earth- sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons. [Clarification Statement: Examples of models can be physical, graphical, or conceptual.]

6. Performance Expectations  Students who demonstrate understanding can:  MS-ESS1-2. Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system.  [Clarification Statement: Emphasis for the model is on gravity as the force that holds together the solar system and Milky Way galaxy and controls orbital motions within them. Examples of models can be physical (such as the analogy of distance along a football field or computer visualizations of elliptical orbits) or conceptual (such as mathematical proportions relative to the size of familiar objects such as their school or state).]  [Assessment Boundary: Assessment does not include Kepler’s Laws of orbital motion or the apparent retrograde motion of the planets as viewed from Earth.]

7. Performance Expectations  Students who demonstrate understanding can:  MS-ESS1-3. Analyze and interpret data to determine scale properties of objects in the solar system.  [Clarification Statement: Emphasis is on the analysis of data from Earth-based instruments, space-based telescopes, and spacecraft to determine similarities and differences among solar system objects. Examples of scale properties include the sizes of an object’s layers (such as crust and atmosphere), surface features (such as volcanoes), and orbital radius. Examples of data include statistical information, drawings and photographs, and models.]  [Assessment Boundary: Assessment does not include recalling facts about properties of the planets and other solar system bodies.]

8. Discussion: Performance Expectations

9. What’s missing? Copyright Achieve, Inc. 2013 p.48

10. Science and Engineering Practices  2. Developing and using models  Modeling in 6–8 builds on K–5 and progresses to developing, using and revising models to describe, test, and predict more abstract phenomena and design systems.  Develop a model to describe unobservable mechanisms.  Develop and use a model to describe phenomena.

11. Science and Engineering Practices  4. Analyzing and interpreting data  Analyzing data in 6–8 builds on K–5 and progresses to extending quantitative analysis to investigations, distinguishing between correlation and causation, and basic statistical techniques of data and error analysis.  Analyze and interpret data to determine similarities and differences in findings.

12. Discussion: Science Practices

13. 6-5 DCI Storyline Copyright Achieve, Inc. 2013 Appendix E, p.2

14. DCI  ESS1.A: The Universe and Its Stars  Patterns of the apparent motion of the sun, the moon, and stars in the sky can be observed, described, predicted, and explained with models.

15. DCI  ESS1.B: Earth and the Solar System  The solar system consists of the sun and a collection of objects, including planets, their moons, and asteroids that are held in orbit around the sun by its gravitational pull on them.  This model of the solar system can explain eclipses of the sun and the moon. Earth’s spin axis is fixed in direction over the short-term but tilted relative to its orbit around the sun. The seasons are a result of that tilt and are caused by the differential intensity of sunlight on different areas of Earth across the year.  The solar system appears to have formed from a disk of dust and gas, drawn together by gravity.

16. Discussion: DCI’s

17. What’s missing? Copyright Achieve, Inc. 2013 Appendix E, p.48

18. Crosscutting Concepts  1. Patterns.  Patterns can be used to identify cause and effect relationships.  3. Scale, proportion, and quantity.  Time, space, and energy phenomena can be observed at various scales using models to study systems that are too large or too small.  4. Systems and system models.  Models can be used to represent systems and their interactions.

19. Discussion: Crosscutting Concepts

20. What hidden opportunities exist?

21. Science and Engineering Practices  6. Constructing explanations (for science) and designing solutions (for engineering)  Constructing explanations and designing solutions in 6–8 builds on K–5 experiences and progresses to include constructing explanations and designing solutions supported by multiple sources of evidence consistent with scientific ideas, principles, and theories.  Apply scientific ideas or principles to design an object, tool, process or system.

22. Science and Engineering Practices  7. Engaging in argument from evidence  Engaging in argument from evidence in 6–8 builds from K–5 experiences and progresses to constructing a convincing argument that supports or refutes claims for either explanations or solutions about the natural and designed world.  Construct and present oral and written arguments supported by empirical evidence and scientific reasoning to support or refute an explanation or a model for a phenomenon or a solution to a problem.

23. Physical Science  PS4.B: Electromagnetic Radiation  When light shines on an object, it is reflected, absorbed, or transmitted through the object, depending on the object’s material and the frequency (color) of the light.  MS-PS2-4. Construct and present arguments using evidence to support the claim that gravitational interactions are attractive and depend on the masses of interacting objects.  [Clarification Statement: Examples of evidence for arguments could include data generated from simulations or digital tools; and charts displaying mass, strength of interaction, distance from the Sun, and orbital periods of objects within the solar system.] [Assessment Boundary: Assessment does not include Newton’s Law of Gravitation or Kepler’s Laws.]  MS-PS4-3. Integrate qualitative scientific and technical information to support the claim that digitized signals (sent as wave pulses) are a more reliable way to encode and transmit information.  [Clarification Statement: Emphasis is on a basic understanding that waves can be used for communication purposes. Examples could include using fiber optic cable to transmit light pulses, radio wave pulses in wifi devices, and conversion of stored binary patterns to make sound or text on a computer screen.] [Assessment Boundary: Assessment does not include binary counting. Assessment does not include the specific mechanism of any given device.]  MS-PS3-3. Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer.  [Clarification Statement: Examples of devices could include an insulated box, a solar cooker, and a Styrofoam cup.] [Assessment Boundary: Assessment does not include calculating the total amount of thermal energy transferred.]

24. Earth and Space Science  MS-ESS2-5. Collect data to provide evidence for how the motions and complex interactions of air masses results in changes in weather conditions.  Weather on Mars  MS-ESS3-2. Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.  Asteroids

25. What hidden opportunities exist?  MS-ETS1-1. Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.  MS-ETS1-2. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.  MS-ETS1-3. Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.  MS-ETS1-4. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.

26. Discussion: Hidden Opportunities

27. Goal  Become familiar with NGSS changes and opportunities  What opportunities are here for planetary science to connect students with our programs and support teacher implementation of NGSS?

28. Next Steps  Take a short survey  http://www.surveygizmo.com/s3/1001739/McREL2012-2013PEF http://www.surveygizmo.com/s3/1001739/McREL2012-2013PEF  Continue the conversation on the workspace:  http://smdepo.org/node/5517  Tune in next time (October12) to find out how dynamic planetary science can be in middle school!