1. Grade 2 Science Cohort Professional Development Heinrich Sartin Elementary Science Specialist, ESC North heinrich.sartin@lausd.net 1 Educational Service Center North Monday, October 13, 2014 Achieving Scientific Literacy through NGSS – Day 2

2. 1 + 1 Day Science Cohort PD Model 2 One-day PD & Planning Support & Implementation One-day Follow-up Selected grade 2 teachers attend NGSS professional development and begin to plan an NGSS lesson on Wednesday, September 10. Teachers receive lesson-planning support and implement lesson during September-October. Teachers share experiences from lessons, student work, and plan next steps on Monday, October 13.

3. Common Core 2013-14 Goals Strategic Planning Cycle PlanDeliverReflectRevise

4. Common Core 2013-14 Goals Close Reading Text-Dependent Questions Complex Text

5. Common Core 2013-14 Goals Technology Integration

6. Learning Objectives After completing today’s training, teachers will be able to: Plan rigorous science lessons that align with the three dimensions of the Next Generation Science Standards (NGSS) Make connections with students between NGSS and CCSS Use Depth of Knowledge (DOK) and Understanding by Design (UbD) to plan lessons that meet the needs of diverse learners 6

7. Professional Learning Community Norms 7  Be present  Start and end on time  Silence cell phones  Value each other’s input  Listen to understand  Focus on what the data tells us  Ask the hard questions  Think outside of the box  What is learned here leaves here  Be open to sharing and collaborating

8. 8 Agenda Review of Day 1 Examining Student Work Engineering Design in NGSS The NGSS Science and Engineering Practices Constructing Evidence-based Explanations Planning for Next Steps

9. 9 Agenda Review of Day 1 Examining Student Work Engineering Design in NGSS The NGSS Science and Engineering Practices Constructing Evidence-based Explanations Planning for Next Steps

10. Life Science Lesson – First Impressions 10 Take a few minutes to examine the provided “Make an Ant” lesson. Discuss the lesson with your table team and chart a list of things that you would recommend adding to the lesson to improve it. Table teams will share their recommendations with whole group. We will revisit this lesson and your recommendations later through the lens of the NGSS EQuIP rubric.

11. Timeline for NGSS Implementation 11 2014-15 2015-16 2016-17 2017-18 2014-2016 – NGSS awareness training for teachers. Teachers will continue to use the current California science standards, but are encouraged to implement the NGSS scientific and engineering practices and try a few NGSS lessons. 2016-2017 - Formal instructional shifts will begin to prepare for full implementation. 2017-2018 – First year of full implementation with anticipated adoption of new instructional materials.

12. 12 Comparing CA Standards with NGSS Performance Expectations Know Do Know & Do Current CA Science Standards Students know objects fall to the ground unless something holds them up. Students will write or draw descriptions of a sequence of steps, events, and observations. Analyze data obtained from testing different materials to determine which materials have the properties that are best suited for an intended purpose. NGSS Performance Expectations

13. 13 Performance Expectations Scientific and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts Dimension 1 Dimension 2 Dimension 3

14. 14 Grade 2 Physical Science Performance Expectation Scientific & Engineering Practices Disciplinary Core Ideas Crosscutting Concepts Connections to CCSS

15. 15 Task: Work in teams of two Select the Correct Dimension Scientific and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts Dimension 1Dimension 2 Dimension 3 Use the following list of definitions to help guide your work Use the template to sort the statements in your envelope into the following three categories:

16. 16 Task: Work in teams of two Select the Correct Domain Use the other side of the template to sort the Disciplinary Core Ideas into the domains of: Life science Earth science Physical science Engineering

17. 17 Introducing… The EQuIP Rubric Read silently through the three parts of the “EQuIP Rubric for Lessons & Units: Science.” Discuss the rubric with your table team and create a poster that summarizes each of the three sections of the rubric. Table teams will share their findings with the whole group.

18. 18 PS1 Matter and its Interactions PS2 Motion and Stability: Forces and Interactions PS3 Energy PS4 Waves and Their Applications in Technologies for Information Transfer LS1 From Molecules to Organisms: Structures and Processes LS2 Ecosystems: Interactions, Energy, and Dynamics LS3 Heredity: Inheritance and Variation of Traits LS4 Biological Evolution: Unity and Diversity ESS1 Earth’s Place in the Universe ESS2 Earth’s Systems ESS3 Earth and Human Activity K  1  2  3  4  5  NGSS Disciplinary Core Ideas by Grade Level

19. 19 Analyze data obtained from testing different materials to determine which materials have the properties that are best suited for an intended purpose. Grade 2 Physical Science Performance Expectation PS1-3

20. 20 Lesson 4 - Absorbency

21. Depth of Knowledge (DOK) 21 DOK 1DOK 2DOK 3DOK 4 List the ingredients of a peanut butter and jelly sandwich. Design a plan to feed the entire class using the following information: one jar of peanut butter makes 10 sandwiches, one jar of jelly serves 8, and one loaf of bread contains 18 slices. Investigate how many people are coming to dinner and formulate the appropriate amounts of ingredients for 8 people. Collect the ingredients for a peanut butter and jelly sandwich and write the recipe.

22. 22 What Type of Thinking How Deep is the Understanding

23. 23 UbD Stage 1: Identify Desired Results UbD Stage 2: Determine Acceptable Evidence UbD Stage 3: Plan Learning Experiences & Instruction Understanding by Design (UbD)

24. 5E Instructional Model Engage Explore Explain Elaborate Evaluate 24

25. 25 Agenda Review of Day 1 Examining Student Work Engineering Design in NGSS The NGSS Science and Engineering Practices Constructing Evidence-based Explanations Planning for Next Steps

26. Groups of 4 3 Work Samples Each Examining Student Work

27. Participants A, B, & C Review the 3 student work samples Discuss Round 1 (Describe) Round 2 (Interpret) Round 3 (Question) Presenting Participant Listens silently & takes notes Participant A Participant C Participant B Presenting Participant Examining Student Work

28. Presenting Participant Comments on the student work and responds to questions Shares insights from surprising or unexpected comments Participants A, B, & C Listen Participant A Participant C Participant B Presenting Participant Examining Student Work

29. Participants B, C, & D Review the 3 student work samples Discuss Presenting Participant Listen silently & take notes Presenting Participant Participant C Participant BParticipant D Repeat the Process Examining Student Work

30. 30 Agenda Review of Day 1 Examining Student Work Engineering Design in NGSS The NGSS Science and Engineering Practices Constructing Evidence-based Explanations Planning for Next Steps

31. Engineering an Opening Cut an opening in an index card that is large enough to pass your entire body through Your finished product needs to be a continuous piece of paper that has not been reattached in any way Work with a partner to accomplish this task You have 20 minutes 31

32. Engineering Design Task Solution Steps 1. Cut a slit down the middle of the index card. 32

33. Engineering Design Task Solution Steps 2. Beginning at one end of the slit, make alternating cuts from the inside and outside on one side of the card. 33

34. Engineering Design Task Solution Steps 3. Continue making cuts until you read the other end of the slit. 34

35. Engineering Design Task Solution Steps 4. Mirror the cuts on the other side of the card. 35

36. Reading/Writing Task After silently reading the selection about engineering design (pp. 2-3), please respond in writing to the following two questions: What connections do you find between the “Engineering an Opening” task and the Engineering Design elements in the NGSS? Why do you think it is a good idea to include engineering design in these new standards? 36

37. 37 Agenda Review of Day 1 Examining Student Work Engineering Design in NGSS The NGSS Science and Engineering Practices Constructing Evidence-based Explanations Planning for Next Steps

38. Black Boxes I found some black boxes. Each one has a round object inside. They are permanently glued and taped shut, so I can’t open them. Can you help me figure out what the inside of the these boxes look like? 38

39. Black Boxes Focus Question #1 What does the inside of your box look like? Work in teams of two to infer what the inside of your box looks like. Write a short description of what you think the inside of the black box looks like. Include a detailed drawing with labeled parts Focus on shape and location 39

40. Black Boxes Sharing Ideas Use a dark marker to create a model of your black box on the provided outline. Remember to focus on shape and location. You do not need to include the round object in your drawing. Post your model on the chart paper that matches your letter (A-D). 40

41. Black Boxes Building Consensus/Science Conference Get together with another team that has the same black box (A-D) and come to consensus about what the inside of your black box looks like. Choose a representative from your combined group of four to draw a revised plan of your black box. 41

42. Black Boxes Focus Question #2 How did working with other scientists change your original thinking about your black box? Use your science notebook to answer the focus question. 42

43. Black Boxes Reverse Engineering: Building a Better Model Task Work with your original partner to create a three- dimensional model of your black box using the provided materials. Use masking tape to fasten the shapes in place. Test to see if the round object behaves the same way in your model as in the original black box. 43

44. Black Boxes Debriefing the Experience The term “black box” is a general term scientists and engineers use to describe a system that works in mysterious or unknown ways. For most people, a TV is a black box. Electricity goes in and a picture miraculously appears on the screen. A telephone is another example of a black box. What are other examples of black boxes? 44

45. Black Boxes Debriefing the Experience Which Science and Engineering Practices were evident in this activity? Which Crosscutting Concepts were evident in this activity? How does this activity connect to CCSS ELA and math standards and practices? What features of this lesson would address the needs of your diverse learners? 45

46. Examining the Science and Engineering Practices Guiding Question for Reading Read “Scientific and Engineering Practices,” pp. 42-44 Quickwrite: Why is it important for students to engage in scientific and engineering practices? 46

47. Depth of Knowledge (DOK) Using Webb’s Depth of Knowledge (DOK), how would you rate: The Black Box drawing, writing, and collaboration tasks? How could you move these tasks to a higher level? 47

48. 48 Agenda Review of Day 1 Examining Student Work Engineering Design in NGSS The NGSS Science and Engineering Practices Constructing Evidence-based Explanations Planning for Next Steps

49. Student Difficulties with Evidence-based Explanations 49 Evidence Students have difficulty using appropriate evidence and connecting evidence to a claim. Students typically discount data if the data contradicts their current theory. Reasoning Most explanations include claims with little backing.

50. What is an Evidence-based Explanation? 50 Definition: A discussion/argument of how or why a phenomenon occurs and the conditions and consequences of the observed event.

51. Components of an Evidence-based Explanation 51 Claim: a conclusion about a problem. Typically the claim answers a question. Evidence: scientific data that supports the claim. Evidence needs to be appropriate and sufficient. Reasoning: a justification that shows why the data counts as evidence to support the claim and includes appropriate scientific principles. The explanation should consider alternative explanations. (Adapted from Toulmin’s model of argumentation)

52. Ice and Alcohol 52

53. Group Performance Task You and your partner will create a system that consists of a plastic cup filled with isopropyl alcohol (100 ml) and two ice cubes. Fill the cup with the alcohol first, then add the ice cubes. In your science notebook, make observations and detailed drawings (with labeled parts) of the system and changes to the system over time (15 minutes). Formulate questions and construct an explanation for the behavior of the system. Develop evidence that supports your explanation for the causes of the changes in the system. 53

54. Individual Performance Task Write an explanation for the causes of the changes (effect) to the system. (A few volunteers will share their explanations.) Teacher Reflection Write a reflection on the type of instruction that would lead students to develop high-quality evidence-based explanations. 54

55. A Closer Look at Scientific Explanations 55 Read “Constructing Explanations and Designing Solutions” pp. 67-70 Use this information you learned to revise your scientific explanation

56. More Information Density = Mass/Volume Substance Density Liquid Water 1.00 g/cm 3 Solid Water (Ice).92 g/cm 3 Alcohol.79 g/cm 3 56

57. Ice and Alcohol Debriefing the Experience Which Science and Engineering Practices were evident? Which Crosscutting Concepts were evident? How does this activity connect to CCSS ELA and math standards and practices? What features of this lesson would address the needs of your diverse learners? 57

58. Scientific Explanations The goal of science is to construct explanations for the causes of phenomena. Students are expected to construct their own explanations, as well as apply standard explanations they learn about from their teachers or reading. SOURCE: NGSS APPENDIX F 58

59. 59 Agenda Review of Day 1 Examining Student Work Engineering Design in NGSS The NGSS Science and Engineering Practices Constructing Evidence-based Explanations Planning for Next Steps

60. Next Steps Take some time to reflect on what you learned from: Day 1 (September 10) The NGSS lesson that you planned and delivered Today’s professional development On the provided sheet, write down what your next steps will be. Your next steps will be shared anonymously with the group 60

61. Thank you! Heinrich Sartin Elementary Science Specialist ESC North Office Email: heinrich.sartin@lausd.net Phone: (818) 654-3717 61

62. Resources for Further Research and Learning The Next Generation Science Standards: http://www.nextgenscience.org A Framework for K-12 Science Education http://www.nap.edu/openbook.php?record_id=13165 NGSS Videos from Paul Anderson (Bozeman Science) http://www.youtube.com/watch?v=o9SrSBGDNfU 62