1. Advancing NGSS in Academically Inclusive K-6 Elementary Science Classrooms Columbia Gorge ESD August 27, 2018
Facilitators:
Jamie Rumage –
Noelle Gorbett –

2. Goals of the Session
Create common understandings of the NGSS expectations
Increase equity and access by using phenomena driven instruction
Utilize high leverage instructional strategies to meet the needs of all students in an academically diverse classroom

3. These Two Documents Should Travel the World Together!
Vision & Mission
These Two Documents Should Travel the World Together!

4. Do All Students have an Opportunity to Engage in 3-D Learning?
Equity in science education: “Equity in science education requires that all students are provided with equitable opportunities to learn science and become engaged in science and engineering practices; with access to quality space, equipment, and teachers to support and motivate that learning engagement; and adequate time spent on science. In addition, the issue of connecting to students’ interests and experiences is particularly important for broadening participation in science.” -NRC Framework, p. 28

5. Quick Check-in
Write two things you know and/or have implemented pertaining to NGSS.
Write two things you wonder about NGSS.

6. NGSS: Rethinking our approach to science education for the future of our student.

7. Architecture of the Standards
Performance
Expectations
Foundational
Boxes
5 min
These P.E. do not need to be meet at the end of a lesson or unit; the intention is that they are meet by the end of school year. Again, these are the student outcomes to be meet by the end of the year and state what students should be able to do in order to demonstrate that they have met the standard. Make their thinking visible and apply concepts and knowledge to new situations.
Connection Boxes

8. Explicit Ties to ELA & Math
NGSS practices overlaps language use for CCSS ELA and math practices.

9. Do All Students have an Opportunity to Engage in 3-D Learning?

10. Why Phenomena-Driven Instruction?

11. As you engage in two related investigations, consider the following:
How are students exploring phenomena and driving questions in a local context of home and community?
How are students engaging in 3-Dimensional learning?
How are students building and applying ideas over time (i.e., coherence or learning progressions)?

12. Developed by Okhee Lee & Rita Januszyk
Can you see an object in the dark? 1st grade How do you see an object? 4th grade
Developed by Okhee Lee & Rita Januszyk
Former Elementary School Teacher
NGSS Writer and NGSS Diversity and Equity Team Member

13. Can you see an object in the dark? 1st grade
NGSS Performance Expectation (PE)
1-PS4-2. Make observations to construct an evidence-based account that objects can be seen only when illuminated.
[Clarification Statement: Examples of observations could include those made in a completely dark room, a pinhole box, and a video of a cave explorer with a flashlight. Illumination could be from an external light source or by an object giving off its own light.]

14. Forms of Energy – Helpful Hints

15. Can you see an object in the dark? 1st grade
What phenomena would you consider using to teach this
NGSS performance expectation (PE) to first grade
students?
The phenomena need to be:
Student-centered based on prior experience or knowledge
In the context of home and community
Generative over a period of instruction

16. Can you see an object in the dark? 1st grade
What phenomenon(a) do you think your first grade students might come up in the context of their home and community?

17. Can you see an object in the dark? 1st grade
Step 1
Look into the shoebox
with the flap closed
What do you observe?

18. Can you see an object in the dark? 1st grade
Step 2
Look into the shoebox
with the flap open
What do you observe?

19. Can you see an object in the dark? 1st grade
Look into the shoebox with the flashlight shining through the flap
What do you observe?

20. Can you see an object in the dark? 1st grade
Evidence-based Observations
Discuss with your partner the cause and effect relationships between:
An object
Light source
Open space or view not blocked

21. How to make students thinking visible?

22. How Do You See An Object? Grade 4
NGSS Performance Expectation (PE)
4-PS4- 2 Develop a model to describe that light reflecting from objects and entering the eye allows objects to be seen.
[Assessment Boundary: Assessment does not include knowledge of specific colors reflected and seen, the cellular mechanisms of vision, or how the retina works.]

23. Forms of Energy – Helpful Hints

24. How Do You See an Object? 4th grade
What phenomenon(a) do you think your first grade students might come up in the context of their home and community?

25. How Do You See an Object? 4th grade
Develop a model that shows how you see the object in the shoebox.
Considerations for grade 4 phenomenon:
An object
Path of light or light itself
Open space or view not blocked
Eye

26. How Do You See an Object? 4th grade
How does “draw a picture” change into “develop a model”?
Develop a model to explain how you see the object in the shoebox
Models show relationships
Models help to explain phenomena
Models specify the cause and effect
Models can be used to make predictions

27. What is Modeling? It Isn’t…. Modeling is…. Students producing:
A correct answer in the form of a drawing
Reproduce textbook explanations.
Having students:
Represent ideas
Asking questions about initial models
Learn what types of information and data needs to be gathered to refine the model
Add or revise their models in a response to evidence

28. How Do You See an Object? 4th grade
In your group, develop a model that shows how you see an object.
Step 1: Look into the shoebox with the flap closed
Step 2: Look into the shoebox with the flap open
Step 3: Look into the shoebox with the flashlight shining through the flap

29. How Do You See an Object? 4th grade
Group Investigation
Talk with your group before developing the model that explains how you see the object.
Make sure your group’s model shows relationships between (1) the eye, (2) object, (3) path of light, and (4) open space.
Draw only one model per group and be ready to share your group’s model with all the participants.

30. Initial Model

31. Revised Model

32. Finalized Individual Model
1. Light travels in through the flap and reflects off Tuck into our eye so we can see Tuck. 2. The light reflects everywhere and lights up Tuck.

33. (Learning Progressions) Learning Progressions – NGSS: Appendix E
Coherence between Performance Expectations
(Learning Progressions)
Learning Progressions – NGSS: Appendix E
1-PS4-2
Make observations to construct an evidence-based account that objects in darkness can be seen only when illuminated.
1-PS4-3
Plan and conduct investigations to determine the effect of placing objects made with different materials in the path of a beam of light
4-PS4-2
Develop a model to describe that light reflecting from objects and entering the eye allows objects to be seen.
MS-PS4-2
Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials.
HS-PS4-3
Evaluate the claims, evidence, and reasoning behind the idea that electromagnetic radiation can be described either by a wave model or a particle model, and that for some situations one model is more useful than the other.

34. Coherence (learning progressions): Three-dimensional learning becomes sophisticated over time.
Lessons often raise questions that motivate what we need to figure out in subsequent lessons.
(Figure by Brian Reiser)

35. Precision Explicit Complexity
Coherence: As 3-dimensional learning becomes more
sophisticated over time, language use becomes more
precise, explicit and complex.
Precision
Does the discourse use discipline-specific terms appropriately?
Is the discourse exact enough to communicate nuanced meaning?
Would the audience understand the discourse without context?
Could someone who is not in the classroom understand the discourse?
Does the student appropriately use logical connectors (e.g., because, since, therefore, so) to be explicit about relationships between ideas?
Does the student explain why?
Does the student provide evidence to support a claim(s)?
Does the student communicate about relationships between concepts?
Explicit
Complexity
Goals of language in science: moving students along the continuum to more precision, explicitness, complexity
Literacy for Science (2014)

36. 4th grade classroom in Oregon
What are the cognitive and language demands?
What are the overlapping content practices?
What instructional strategies were used?
5-10 Minutes
Title I School with 780 Students
64% Economically Disadvantaged
34% Emerging Bilingual Students
Phenomenon: Forces that can shape a landscape
E2: Build a strong base of knowledge through content rich texts E5: Read, write, and speak grounded in evidence M3 & E4: Construct viable arguments and critique reasoning of others S7: Engage in argument from evidence
S7: Engage in argument from evidence
M3 & E4: Construct viable arguments and critique reasoning of others
Video Clip

37. How are the following included during instruction?
High Level Engagement & Rigor
Student Discourse
Account for Students Cultural Backgrounds & Linguistic Diversity
Making Students Thinking Visible
Moment of Reflection
5-10 Minutes – Share with an elbow partner; allow for volunteers to share out if they want
Engage in a discussion on how educators provide opportunity and access to learning? Turn and talk
As we continue to move through, there may be strategies that you already use to implement NGSS, but we would ask for you to be open to some thinking that you may not yet use in your instruction.

38. NGSS Provides Opportunities for Equity, Access and Inclusion
Curiosity & Rigor
All students should have access to high-quality learning experiences in science.
7 Min video - NGSS are designed to engage all students scientific curiosity in meaningful ways, build coherence across the k12 system and provide the necessary rigor for the future success. Children Are Born Investigators: Investigation is a practice; the variety of ways students act on curiosity are within the practices.

39. What is Three-Dimensional Learning?
3 Mins
Practices are the behaviors that scientists engage in as they investigate and build models and theories about the natural world, as well as the key set of engineering practices that engineers use as they design and build models and systems. The term practices is used instead of “skills” to emphasize that engaging in scientific investigation requires not only skill but also knowledge that is specific to each practice.
Crosscutting concepts have applications across all disciplines of science. As such, they are a way of linking the different disciplines of science by providing ways of looking at and making sense of phenomena and/or of designing solutions to problems. – Provide an organizational schema for interrelating knowledge for various science fields into a coherent and scientifically based view of the world.
Disciplinary core ideas are the big ideas — the most important aspects — of science that provide scientists, engineers, and students with the concepts and the foundations to make sense of phenomena and/or to design solutions to problems.

40. Three- Dimensions of the Framework for K-12 Science
The Standards are written as Performance Expectations
This will require Contextualized Applications of the three-dimensions by students
Focus is on the How and the Why as well as the What
3 Mins
Performance Expectations state what students should be able to do in order to demonstrate that they have met the standard. Make their thinking visible and apply concepts and knowledge to new situations.

41. Instructional Shifts in Three-Dimensional Learning

42. The Framework focuses on equitable strategies
Need for learning opportunities across the K-12 system
Increased cognitive expectations of all student
Effective implementation strategies
Integration of CCSS-ELA & CCSS- Math

43. Next Steps with State Assessment
Field Test Assessment Questions
Embedded within Current OAKS Platform
Local Performance Tasks
The OAKS Science Assessment contains field test items aligned to the 2014 Oregon Science Standards (NGSS). The items may either be a ‘cluster’ or a ‘stand alone’ item. The stand-alone items more closely resemble our current operational assessment items in format with a short stimulus, and most-likely only one or two questions to be answered by the student.
The new cluster items tend to be longer with a lengthier stimulus and several questions.

44. Summative Cluster Example
‘Mineral Hardness’ cluster
5-PS1-3 Make observations and measurements to identify materials based on their properties.
The ‘Mineral Hardness’ cluster item can be found in the new item type training test on the Oaks portal among the student practice tests at grades 5, 8, and high school.

45. Summative Cluster Example
Stimulus:
Three mineral crystals are placed on a table. The three crystals have a similar color. They look like clear glass. However, they are all different minerals.
Figure 1 shows all three unknown minerals.
Here is an example of a cluster item stimulus. Notice how a phenomena is provided to give context to the cluster item. The stimulus goes on to provide background information that the student may need to complete the task. The task assesses all three dimensions of the standard (performance expectation).
Minerals can be identified by their properties. One common property is hardness. A hardness test can be used to determine the identity of a mineral. Hardness testing is done by scratching a mineral with another mineral or tool. For example, diamond is the hardest known mineral and will scratch all other minerals.

46. Stimulus (continued):
Summative Cluster Example
Stimulus (continued):
Table 1 shows the mineral hardness scale. The identities of Minerals A, B, and C are shown in bold.
Your Task
In the questions that follow, you will investigate the hardness of the unknown minerals to identify which mineral is halite, which is calcite, and which is quartz.
The stimulus may contain pictures, videos, tables, maps, and other media to provide the student with information.
Every cluster states the task the student is to accomplish.

47. In this particular cluster the student begins with a simulation that will assist them in identifying the minerals through the use of the hardness scale. -disciplinary core idea
Students choose from the drop-down menus and click on ‘run trial’ to run their test. The data from the test is given in the accompanying table. In this particular cluster the student is being scored on their ability to plan their investigation which is one of the 3 dimensions of this particular standard (performance expectation). -Science and Engineering Practice of Planning and Carrying out an investigation
Note: because students are being assessed on their ability to plan their investigation, they are not given an opportunity to ‘re-test’ any of their trials. In other clusters students may see a small trash can at the end of each row of collected data. By clicking on that trashcan, it deletes the data in that row and allows the student to retest.
Students are using a scale (Moh’s hardness scale) thus assessing the third dimension of the standard- crosscutting concept (standard units are used to measure and describe physical quantities

48. Summative Cluster Example
In the second part of the response portion of the cluster, students identify the minerals based on their test data.

49. Science Assessment Resources
5th Grade Science New Item Type Training Test is available on Oaksportal.org
Assessment Item Specifications examples can be found on the ODE Science Assessment webpage.

50. We Need Your Feedback: http://tinyurl.com/ORscienceFeedback
Consider what you have heard today:
What resonates with you?
What additional supports are needed to engage ALL students in science?
Additional Questions?
We Need Your Feedback:

51. Your contribution is vital to Oregon Students!
Thank you