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Implications for Learning Sequences

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Presentation on theme: "Implications for Learning Sequences"— Presentation transcript:

1 Implications for Learning Sequences
K-12 Alliance NGSS: Implications for Learning Sequences

2 Session Goals Link a PE (from the Tool) to a learning sequence
Experience an example of “shifting” a learning sequence to be more NGSS aligned Experience and understand why engineering is part of NGSS Recognize the relationships between science and engineering in the practices Experience how engineering practices can be used to deepen student understanding of science and engineering

3 Quick Write What would a typical science extended lesson/learning sequence look like in your classroom?

4 Shifting the Frame From Current Practice to NGSS NGSS
Talk to your “elbow partner” about what you think a typical NGSS science learning sequence might include.

5 Linking the Tool with this Learning Sequence
Design the Instructional Unit using the Tool (CF, PQP Chart and CCC) Select a PE (e.g., 2-PS1-1; 2-PS1-2; 5-PS1-3; MS-PS1-3; HS-PS1-1; HS-PS2-6; K-5 ETS1 1-3; MS and HS ETS1 1-4) and corresponding DCIs (e.g., PS1.A) from the CF. Use the PQP chart to identify SEPs Design learning experiences (e.g., observe various phenomena, ask questions, conduct research, analyze data, incorporate CCSS) and arrange in teaching sequence.

6 Observe the Phenomena Observe the phenomena
Sketch what you observed and describe what you think is happening. Brainstorm questions about the phenomena .

7 Share Your Thinking What observations did you make?
What did you sketch? What did you describe? What questions were generated? What questions do you have about how the color spreads?

8 Independent Research Read the text about chromatography.
Star passages that define chromatography Underline passages that explain how chromatography works. Place a question mark next to passages you did not understand.

9 Connecting Text to the Exploration
With your partner : Answer the text dependent question: What is chromatography? Write in your notebook. Discuss the text dependent question: How does chromatography work? Return to your sketch/description and discuss how the text would help to refine what you described about the color drop? Discuss how chromatography is used. Write in your notebook. (High School teachers: read the section about column chromatography as well. How does column chromatography work and how does it differ from paper chromatography?)

10 Lunch Break Remind participants that when they return from lunch, please sit in grade spans according to the labels on tables.

11 Grade Span Grouping K-2 Teachers 3-5 Teachers 6-12 Teachers
Please sit in grade level span group: K-2 Teachers 3-5 Teachers 6-12 Teachers

12 Problem, Criteria and Constraints
Find the best method for separating pigments using the design criteria: Deep Color Intensity Complete Separation of pigments. Cost Effective (grades 3-12). Constraints: Use only the materials provided You have 30 minutes

13 Engaging in the Problem
Read the scenario for your grade level and discuss it with your team. Read the Procedure on the handout. As a group, determine your procedure and develop your protocol or plan to solve your problem. Test your design Be prepared to share and support your results

14 Claims and Evidence Prepare a chart/poster that demonstrates your solution/findings. What did you do, and what did you discover? Present your claims with supporting evidence. What is the best method for separating these pigments and why?

15 Debrief #1: SEPs With your table groups, discuss which science and engineering practices you used?

16 Science and Engineering Practices
1. Asking questions and defining problems 2. Developing and using models 3. Planning and carrying out investigations 4. Analyzing and interpreting data 5. Using mathematics and computational thinking 6. Developing explanations and designing solutions 7. Engaging in argument from evidence 8. Obtaining, evaluating, and communicating information 16

17 Debrief #2: The Nexus of Science and Engineering
With a partner, scan H5 and discuss: What do you notice as you look across the physical science standards? What do you notice as you look across the engineering standards? What do you notice about the standards within a grade span? What do you notice about all of the standards K-12?

18 Based on the Experience and the Scan of the Standards…
How did the science support the engineering challenge? How did the engineering challenge extend the science What did you gain by doing both?

19 Shifting Frames How did this experience compare to what you thought an NGSS lesson might look like? How is NGSS different? What implications does this have on science instruction? How can connecting to CCSS deepen learning?

20 Taking it Home - Reflection
Think about teaching and learning in your classroom. Based on your learning today, what strategies can you incorporate in your teaching practice as you begin shifting to the NGSS?

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