1. Practices and Crosscutting Concepts in Grades 3-4 Vickei Hrdina Science Coordinator ESD112 Vickei Hrdina Science Coordinator ESD112

2. Logistical Information… We will begin in 5 mins There is a Science & Engineering Probe at your table. Please complete on your own.

3. Are you?  Where are you from?  What kit(s) do you teach?  What made you decide to take this course?  Which educator are you on the Science and Engineering Practices prompt?  Where are you from?  What kit(s) do you teach?  What made you decide to take this course?  Which educator are you on the Science and Engineering Practices prompt? HOOOO!

4. Today’s Takeaways Learn to identify the Science and Engineering Practices and Crosscutting Concepts in your existing science instruction. Deepen your understanding of the intent of NGSS and 3-Dimensional Learning. Leave with a tool to begin adapting existing instruction for alignment with NGSS. 1.Examine Science and Engineering Practices & Crosscutting Concepts for Grades 3 & 4. 2.Apply key SEPs/CCCs through model lessons and activities. 3.Locate SEPs/CCCs in your current curriculum & brainstorm ways to make more intentional integration of dimensions. Learn to identify the Science and Engineering Practices and Crosscutting Concepts in your existing science instruction. Deepen your understanding of the intent of NGSS and 3-Dimensional Learning. Leave with a tool to begin adapting existing instruction for alignment with NGSS. 1.Examine Science and Engineering Practices & Crosscutting Concepts for Grades 3 & 4. 2.Apply key SEPs/CCCs through model lessons and activities. 3.Locate SEPs/CCCs in your current curriculum & brainstorm ways to make more intentional integration of dimensions.

5. Agenda Morning  8:30-10:00 Engineering as a Practice & a Core Idea  10:00-11:00 Overview of NGSS Transition  11:00- 12:00 Connecting the Practices/CCs to Current Work  Lunch – on your own Afternoon  1:00-2:00 Samples of NGSS-like instruction with Key SEPs/CCCs  2:00-3:15 Adapting Instruction to integrate Practices/CCC in FOSS  3:15 Evaluations Morning  8:30-10:00 Engineering as a Practice & a Core Idea  10:00-11:00 Overview of NGSS Transition  11:00- 12:00 Connecting the Practices/CCs to Current Work  Lunch – on your own Afternoon  1:00-2:00 Samples of NGSS-like instruction with Key SEPs/CCCs  2:00-3:15 Adapting Instruction to integrate Practices/CCC in FOSS  3:15 Evaluations

6. Waterproof that Roof Rain is an issue here in Southwest Washington! So much that engineers have to develop designs and special materials to help us cope with the amount of rainfall that we receive every year. What ways can you think of that engineers have helped design ways of making sure that our heavy rainfall doesn’t interrupt our lives (too much)? How does your house stay dry during our wet Winters, Spring and Autumn? Are all roofs the same? What materials are best suited for roof design? Design and roof that will keep our model house dry during our rainy season.  Teams of 3.  You will have 5 minutes to brainstorm a design and complete a labelled sketch  Peer present for feedback  25 minutes to build your design  We will test at 9:50 using 16oz of rain, and allow our houses to sit for 10mins Rain is an issue here in Southwest Washington! So much that engineers have to develop designs and special materials to help us cope with the amount of rainfall that we receive every year. What ways can you think of that engineers have helped design ways of making sure that our heavy rainfall doesn’t interrupt our lives (too much)? How does your house stay dry during our wet Winters, Spring and Autumn? Are all roofs the same? What materials are best suited for roof design? Design and roof that will keep our model house dry during our rainy season.  Teams of 3.  You will have 5 minutes to brainstorm a design and complete a labelled sketch  Peer present for feedback  25 minutes to build your design  We will test at 9:50 using 16oz of rain, and allow our houses to sit for 10mins

7. Define DevelopSolutions Develop SolutionsOptimize What is the problem we are trying to solve? What criteria do we need to meet? Do we have any constraints? Brainstorming. Initial ideas and modeling (sketches, diagrams). Collecting data on models for refinement and modification. Multiple solutions compared to criteria and constraints. Making trade- offs. Modifying designs.

8. Curriculum Connection – Earth Materials  Performance Expectation addressed: 4-ESS3-2  Generate and compare multiple solutions to reduce the impact of natural Earth processes on humans.  Practice – Designing Solutions  Core Idea – Natural Hazards  Crosscutting Concept – Cause and Effect  The NGSS call for a deeper connection to engineering as a process connected to our understanding of science that is applied to make life easier or solve problems.  Prerequisite understanding of natural hazards vs natural disasters. Relies on prior knowledge that is equitable. Some new vocabulary will need to be taught in context.  Performance Expectation addressed: 4-ESS3-2  Generate and compare multiple solutions to reduce the impact of natural Earth processes on humans.  Practice – Designing Solutions  Core Idea – Natural Hazards  Crosscutting Concept – Cause and Effect  The NGSS call for a deeper connection to engineering as a process connected to our understanding of science that is applied to make life easier or solve problems.  Prerequisite understanding of natural hazards vs natural disasters. Relies on prior knowledge that is equitable. Some new vocabulary will need to be taught in context.

9. What do you need to implement WSSLS? On sticky notes, write down any questions you have about the Next Generation Science Standards. (Use 1 sticky per question…write as many you need to!)

10. Whew! …Time for a Break!

11. Key Shifts in NGSS  Focus: The NGSS are focused on deeper understanding and application of science content reflecting real-world interconnectedness.  Coherence: Science and engineering build coherently across K–12.  Integration: Science and Engineering are Integrated across K–12 in the NGSS.  Focus: The NGSS are focused on deeper understanding and application of science content reflecting real-world interconnectedness.  Coherence: Science and engineering build coherently across K–12.  Integration: Science and Engineering are Integrated across K–12 in the NGSS.

13. Practices and Crosscutting Concepts in Grades 3 & 4 3 rd Grade  SEPs  3  4  6 & 7  CCs  2 Cause and effect  6 Structure and Function 4 th Grade  SEPs  2  3  4  6 & 7  CCs  2 Cause and Effect  5 Energy

14. Disciplinary Core Ideas in NGSS – Gr 3 & 4

15. Any questions? Clarifying or otherwise? Fact or Myth?  NGSS is the new science curriculum.  NGSS is aligned to CCSS (Math and ELA)  NGSS will require all districts to adopt new materials.  NGSS will be assessed at 5 th grade, just like MSP.  NGSS provide grade-level standards for 3 rd and 4 th grade  Myth  Fact  Myth  Unknown!  Fact!

16. THE STANDARD IS THE WHOLE PAGE

17. FOUNDATION BOXES

18. PERFORMANCE EXPECTATIONS

19. CONNECTION BOXES

21. NGSS Architecture SCIENCE AND ENGINEERING PRACTICES (SEP’s) CROSSCUTTING CONCEPTS (CC’s) DISCIPLINARY CORE IDEAS (DCI’s)

23. Washington State Transition Plan

24. Assessment Transition

25. Lunchtime!! We will resume at

26. Think-Pair-Share Step 1 :Think on your own: Which statement do you agree with? Why, and why not the other statement? 1 – Presenting clear descriptions of scientific ideas is enough for students to learn science. 2 – Completing applicable hands-on activities is enough for students to learn science. Step 2 :Pair with someone sitting near you; try to find someone you do not already know. Step 3 :Share your ideas with your partner, and the entire group. Step 1 :Think on your own: Which statement do you agree with? Why, and why not the other statement? 1 – Presenting clear descriptions of scientific ideas is enough for students to learn science. 2 – Completing applicable hands-on activities is enough for students to learn science. Step 2 :Pair with someone sitting near you; try to find someone you do not already know. Step 3 :Share your ideas with your partner, and the entire group.

27. Scientific Ideas and Activities are Not Enough!  Understanding content is inextricably linked to engaging in practices. Simply “consuming” information leads to declarative, isolated ideas.  Science is both a body of knowledge and the process that develops and refines that body of knowledge. Understanding both the ideas and processes is essential for progress in science.  The learning of science is similar: students cannot learn one without the other.  Understanding content is inextricably linked to engaging in practices. Simply “consuming” information leads to declarative, isolated ideas.  Science is both a body of knowledge and the process that develops and refines that body of knowledge. Understanding both the ideas and processes is essential for progress in science.  The learning of science is similar: students cannot learn one without the other. Why ‘practices’?

28. Misconception: There is a single Scientific Method that all scientists follow. Correction: The Scientific Method is an oversimplified representation of what is really a rich, complex, and unpredictable process. https://www.youtube.com /watch?v=Jj9iNphbY88&in dex=1&list=PLVoYs226RZzN -jUk1L6mdTISU6OLGbQvm EXPLORATION AND DISCOVERY COMMUNITY ANALYSIS AND FEEDBACK BENEFITS AND OUTCOMES TESTING IDEAS

29. 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. Constructing explanations and designing solutions 7. Engaging in argument from evidence 8. Obtaining, evaluating, and communicating information The practices work together – they are not separated! (Appendix F pp. 2 – 3)

30. Curricular Connection: Structures of Life - Crayfish  Are there differences among individuals of the same species? (PE: 3-LS3-1)  Practices: Analyzing data and Constructing Explanations  Crosscutting: Structure and function  https://psu.app.box.com/s/sfe0d5iflj7dtof68pxo https://psu.app.box.com/s/sfe0d5iflj7dtof68pxo  As you watch the video, think about how the teacher uses talk moves to scaffold the experience so that students are able to engage in the scientific practices?  Are there differences among individuals of the same species? (PE: 3-LS3-1)  Practices: Analyzing data and Constructing Explanations  Crosscutting: Structure and function  https://psu.app.box.com/s/sfe0d5iflj7dtof68pxo https://psu.app.box.com/s/sfe0d5iflj7dtof68pxo  As you watch the video, think about how the teacher uses talk moves to scaffold the experience so that students are able to engage in the scientific practices?

31. Crosscutting Concepts…the why I am doing this? part  The more you begin to work with the practices, the more you will start to notice the crosscutting concepts.  The beauty of the CCCs lies in the interdisciplinary connections.  Crosscutting concepts are a great way to begin adapting current materials. Determine the ‘theme’ of scientific understanding the drives the unit.  CCs should drive your questioning strategies as you progress through a unit of study.  The more you begin to work with the practices, the more you will start to notice the crosscutting concepts.  The beauty of the CCCs lies in the interdisciplinary connections.  Crosscutting concepts are a great way to begin adapting current materials. Determine the ‘theme’ of scientific understanding the drives the unit.  CCs should drive your questioning strategies as you progress through a unit of study.

32. Curricular Connection: Magnetism and Electricity  4-PS3-2  How you taught the concept of transfer of energy/electric current?  A) Replicate prepared electric circuits  B) Observe how common circuits are built  C) Explain how energy flows through a circuit  D) Develop/build their own models of how electricity is flowing in a circuit  How can we use CCs to anchor student sense-making in a puzzling phenomena?  https://psu.app.box.com/s/jp91urkrmzelzj0hxp4a https://psu.app.box.com/s/jp91urkrmzelzj0hxp4a  https://psu.app.box.com/s/n8skoxuimt2oqfif6moj https://psu.app.box.com/s/n8skoxuimt2oqfif6moj  4-PS3-2  How you taught the concept of transfer of energy/electric current?  A) Replicate prepared electric circuits  B) Observe how common circuits are built  C) Explain how energy flows through a circuit  D) Develop/build their own models of how electricity is flowing in a circuit  How can we use CCs to anchor student sense-making in a puzzling phenomena?  https://psu.app.box.com/s/jp91urkrmzelzj0hxp4a https://psu.app.box.com/s/jp91urkrmzelzj0hxp4a  https://psu.app.box.com/s/n8skoxuimt2oqfif6moj https://psu.app.box.com/s/n8skoxuimt2oqfif6moj

33. Scaffolding into a Storyline

35. Claims, Evidence, Reasoning – Constructing Explanations 35

36. Claims-Evidence-Reasoning frame  I claim that energy is transferred when _____________________.  Use this claim as your topic sentence.  Use one piece of evidence from your investigation and one piece from your text. (link to CCSS)  This is sentence 2 and 3.  Explain WHY these pieces of evidence supports your claim- this is your reasoning.  Here is your because sentence.  I claim that energy is transferred when _____________________.  Use this claim as your topic sentence.  Use one piece of evidence from your investigation and one piece from your text. (link to CCSS)  This is sentence 2 and 3.  Explain WHY these pieces of evidence supports your claim- this is your reasoning.  Here is your because sentence.

37. Making Claims – Linking to Evidence through Close Reading  What is your claim? Your claim is an answer to the question.  Can you find evidence to back your claim?  Here is our connection to the informational text.  What evidence can you gather from the text that supports your claim?  Highlight anything from the text that provides evidence.  What is your claim? Your claim is an answer to the question.  Can you find evidence to back your claim?  Here is our connection to the informational text.  What evidence can you gather from the text that supports your claim?  Highlight anything from the text that provides evidence.

38. Turn & Talk  Question : Pick one core idea that you will teach in your class. What science and engineering practices will you help students develop as they learn the content? Why?  Turn and talk : Share your ideas, discuss them and firm up your thoughts based on the discussion.  Talk Out: Share thoughts and ideas with the entire group.  Question : Pick one core idea that you will teach in your class. What science and engineering practices will you help students develop as they learn the content? Why?  Turn and talk : Share your ideas, discuss them and firm up your thoughts based on the discussion.  Talk Out: Share thoughts and ideas with the entire group. 38

39. Investigating the dimensions in FOSS  Choose the kit that you have next or now to work on.  Using the template, choose an investigation to focus on.  Look for the most explicit connection to an SEP and a CC in the current content in the investigation.  Think about which crosscutting concept is most clearly connected to that investigation.  How can you be more intentional about this practice or CC?  Brainstorm some CCSS connections/modifications to enhance the connection to practice/crosscutting (use the standards)  Do you need an engineering design project? Let me help you with that!  Choose the kit that you have next or now to work on.  Using the template, choose an investigation to focus on.  Look for the most explicit connection to an SEP and a CC in the current content in the investigation.  Think about which crosscutting concept is most clearly connected to that investigation.  How can you be more intentional about this practice or CC?  Brainstorm some CCSS connections/modifications to enhance the connection to practice/crosscutting (use the standards)  Do you need an engineering design project? Let me help you with that!

41. Continuing Our Work & Checking on Goals As a result of today’s workshop, have you… Examined Science and Engineering Practices & Crosscutting Concepts for 3 rd and 4 th grades. Applied key SEPs/CCCs through model lessons and activities. Practice 6 – Designing Solutions in Engineering Practice 7 – Arguing from Evidence CCC – Energy Model-Based Inquiry Located SEPs/CCCs in your current curriculum & developed more intentional integration of dimensions. As a result of today’s workshop, have you… Examined Science and Engineering Practices & Crosscutting Concepts for 3 rd and 4 th grades. Applied key SEPs/CCCs through model lessons and activities. Practice 6 – Designing Solutions in Engineering Practice 7 – Arguing from Evidence CCC – Energy Model-Based Inquiry Located SEPs/CCCs in your current curriculum & developed more intentional integration of dimensions.

42. Resources  Concord Consortium NGSS Pathfinder http://concord.org/ngss/http://concord.org/ngss/  Science Learning Summit in Southwest Washington – August 18-19, Kelso (see me)  Concord Consortium NGSS Pathfinder http://concord.org/ngss/http://concord.org/ngss/  Science Learning Summit in Southwest Washington – August 18-19, Kelso (see me)

43. www. Tinyurl.com/ESD112Science Title of Training – SELECT OTHER THEN ENTER: Transitioning to NGSS: Practices in 3/4 Science Kits Course Number - Training Date – February 17, 2015 Number of Hours of Training - 6 ESD providing training – ESD112 Vickei Hrdina VA:

45. An Analogy between 3-Dimensional Learning and Cooking Kitchen Tools & Techniques (Practices) Basic Ingredients (Core Ideas) Herbs, Spices, & Seasonings (Crosscutting Concepts) Preparing a Meal (Three dimensional Learning)