1. Webinar September 27, 2017 3:00pm (EST)
Please note: This session is being recorded.
September 27, 2017
3:00pm (EST)

2. Introductions

3. Agenda K-8 teacher preparation goals
The influence of NGSS on the K-8 classroom
Inquiry
Scaffolded approach
Lesson plan development
InTeGrate modules as resources
Adapting for grade level

4. K-8 Teacher Preparation
Goal:
To prepare preservice teachers with the content and skills needed to be successful in the classroom.

5. NGSS is a blend of content and practice
The nature of science in NGSS

6. Next Generation Science Standards
NGSS were officially released in 2013.
Why?
Leaky STEM pipeline
Need for workforce preparation
It was long overdue!

7. Science and Engineering Practices
1. Asking questions (for science) and defining problems (for engineering)
2. Developing and using models
3. Planning and carrying out investigations
4. Analyzing and interpreting data
5. Using mathematics and computational thinking
6. Constructing explanations (for science) and designing solutions (for engineering)
7. Engaging in argument from evidence
8. Obtaining, evaluating, and communicating information
Patterns.
Cause and effect: Mechanism and explanation.
Scale, proportion, and quantity.
Systems and system models.
Energy and matter: Flows, cycles, and conservation.
Structure and function.
Stability and change.
The NGSS are designed for K-12 and do a nice job of articulating the process of science, especially through the Science and Engineering Practices and the Cross-cutting concepts. We are still in the process of tagging individual modules and activities with the more detailed standards, but we’ll show an overview of how the guiding principles of the design rubric align with the three dimensions of the NGSS.
Cross-cutting
concepts

8. K-8 classrooms enhanced with scientific process and engineering design
Scientific process (Asking Questions and Defining Problems)
Ask questions
Hypothesize
Observe, test
Analyze results
Communicate results
Engineering design (ETS1.A-C)
Ask
Identify the problem
Plan
Design
Test
Improve

9. Enhancing STEM Literacy in a K-8 classroom
Using the 5e instructional model.
Connecting concepts through interdisciplinary activities.
Incorporating a variety of evaluation tools.

10. The 5e Instructional Model
Engage
Explore
Explain
Elaborate
Evaluate
The 5e model was originally proposed by the BSCS (Biological Science Curriculum Study)

11. 5e vs. 7e learning cycles
How can using these learning cycles influence our pedagogy?
Eisenkraft 2003

12. Engage Teacher Does Student Does
Initiate learning task. The activity makes connections between other learning experiences. Organize student thinking.
Creates interest; Generates curiosity;
Raises questions/problems;
ID current student knowledge
Asks: Why does this happen, what do I know, how can I find out more?
Shows interest in topic.

13. Explore Teacher Does Student Does
Provide students with experiences with each concept.
Skills are identified and developed.
Encourages students to work together without teacher;
Observes students
Asks probing questions & redirects students;
Provides time;
Acts as a consultant
Thinks creatively;
Tests predictions and hypotheses;
Forms new predictions;
Tests ideas;
Records observations;

14. Explain Teacher Does Student Does
Focus student attention on a particular part of their experience.
Provide opportunities for students to demonstrate knowledge.
Introduce concept, process or skills.
Encourages students to explain concepts;
Asks for justification;
Provide students with concepts;
Content is explained.
Explains solutions;
Listens to other students and teacher;
Refers to previous activities.

15. Elaborate Teacher Does Student Does
Challenge students conceptual understanding and skills.
New experiences for deeper understanding.
Expects students to use vocabulary;
Encourages students to apply concepts and skills in new situations;
Remind students of alternative explainations.
Applies new definitions, explanations and skills in new situations;
Uses previous information to ask questions and propose solutions;
Tests predictions and records observations.

16. Evaluate Teacher Does Student Does
Encourage students to assess their understanding;
Teachers evaluate student progress.
Asks questions;
Observes students;
Assesses knowledge;
Looks for evidence;
Allows students to assess their own learning through group process skills;
Asks open-ended questions.
Checks for understanding among peers;
Answers teacher’s questions;
Demonstrates understanding;
Evaluates him/herself
Asks related questions.

17. InTeGrate Modules – Resources that support the integration of interdisciplinary, inquiry-based lessons

18. Original goal Target audiences
… to develop curricula that will dramatically increase geoscience literacy of all undergraduate students, including the large majority that do not major in the geosciences, those who are historically under-represented in the geosciences, and future K-12 teachers, such that they are better positioned to make sustainable decisions in their lives and as part of the broader society.
Target audiences
Introductory geoscience
Interdisciplinary courses (both intro and advanced)
Geoscience for non-geoscience science majors
Teacher preparation courses
And beyond…

20. Materials were designed to:
DevelopSTEM literacy in a broad array of students;
Emphasize the process of science; and
Build interdisciplinary problem-solving skills that connect Earth science with economic, societal and policy issues throughout the curriculum.
Alignment with literacy documents
Alignment with NGSS
Alignment with grand challenges

21. NGSS DCI Example Students who demonstrate understanding can:
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. [Clarification Statement: Emphasis is on how some natural hazards, such as volcanic eruptions and severe weather, are preceded by phenomena that allow for reliable predictions, but others, such as earthquakes, occur suddenly and with no notice, and thus are not yet predictable. Examples of natural hazards can be taken from interior processes (such as earthquakes and volcanic eruptions), surface processes (such as mass wasting and tsunamis), or severe weather events (such as hurricanes, tornadoes, and floods). Examples of data can include the locations, magnitudes, and frequencies of the natural hazards. Examples of technologies can be global (such as satellite systems to monitor hurricanes or forest fires) or local (such as building basements in tornado-prone regions or reservoirs to mitigate droughts).]

22. STEM Literacy: Using Current Events to Engage Students
Hurricanes
Engage: Video, news article, discussion
Explore: Create-a-cane
Explain: Students explain how hurricanes form.
Elaborate: Teacher uses vocabulary, reinforces
Evaluation: Formative/summative

23. NGSS DCI Example Students who demonstrate understanding can:
K-ESS3-1.Use a model to represent the relationship between the needs of different plants and animals (including humans) and the places they live. [Clarification Statement: Examples of relationships could include that deer eat buds and leaves, therefore, they usually live in forested areas; and, grasses need sunlight so they often grow in meadows. Plants, animals, and their surroundings make up a system.]

24. STEM Literacy: Teaching Environmental Justice
Using scientific data to discuss human rights.
How do Earth’s spheres interact? And how to humans play a role?
Students make interdisciplinary connections.

25. NGSS DCI Example Students who demonstrate understanding can:
3-ESS2-2.Obtain and combine information to describe climates in different regions of the world.

26. STEM Literacy: Using Literature to Engage Students About Science
InTeGrate’s Cli-Fi module
Engage: Read fictional literature
Explore: Students describe the text and concepts
Explain: Discuss; Poster
Elaborate: Teacher brings in the terminology
Evaluate: Summative assessment should connect literature & science

27. Questions?