ngss practices crosscutting concepts ngss practices crosscutting concepts hands-on design thinking...

NGSSPractices

Crosscutting

Concepts

Hands-OnDesign

Thinking

REFLECT

O:900

O:900

12: 00

15: 30

OUR DAY

• 1. New Science Standards are:– Doing, not repeating– Thinking, not memorizing– Applying, not choosing– Arguing from Evidence, not guessing

Today’s Takeaways…

• 2. NGSS is:• Chance to do some experimenting as a

professional• Chance to model that some trial and error is

ok (we don’t always have to be right!)• Not curriculum - • Your ticket to teach fun science!

Takeaways

• What do you know about NGSS?

• Think – share small – share big

Task #1

• NOT to be confused with the current CA Framework

• Precursor document for NGSS

• Focus on WHY and HOW….and the content, too

• “ Extremely useful !” “ Makes NGSS easier to get.”

A Framework for K-12 Science Education

9

• 1. Science Education Should Reflect the Real World Interconnections in Science

• 4. The NGSS Focus on Deeper Understanding and Application of Content

• 5. Science and Engineering are Integrated in Science Education from K–12

• 6. Science Standards Coordinate with English Language Arts and Mathematics Common Core State Standards

Conceptual Shifts in NGSS

NGSS CONSTRUCTION

Common Core Connections

• What could be benefits of knowing the K-12 Framework, Common Core, and Next Generation Science Standards?

• Think – share – share again

Task #2

Practices are VERBS….what scientists DO!

Crosscutting Concepts are tools/strategies scientists USE!

How to Read NGSS

• I have more slides with lines and stuff, but we could just talk about these…I want these folks to have the same NGSS Color slide…I’ll be happy to bring them both days…..

Do we need more NGSS here?

21

• ESS3.A: NATURAL RESOURCES

How do humans depend on Earth’s resources? • Resource availability and use/extraction has:– guided the development of human society – associated economic, social, environmental, and geopolitical

costs– risks, as well as benefits – new technologies and regulations that can change the

balance of these factors.

Application of Content NGSS ??

22

• ESS3.C: HUMAN IMPACTS ON EARTH SYSTEMS

How do humans change the planet?

• The sustainability of human societies and the

biodiversity that supports them: – requires responsible management of natural resources– Interconnected subsystems can have unforeseen changes– Human population growth/technologies impact

ecosystems

Real-world NGSS??

23

• ETS1. - Engineering Design– A. Defining and engineering problem

• Global challenge for a safe, fresh water supply

– B. Developing possible solutions• Consider wide range of criteria, and prioritize to enhance

arguments that support claims

ETS2.B: Links Among Engineering, Technology, Science, and Society

Influence of engineering, technology, and science on society and the natural world

Topical NGSS??

24

Is this DCI Relevant?

• LS4.D: Biodiversity and Humans

What is biodiversity, how do humans effect it, andhow does it affect humans?

– Provides humans with renewable resources, such as food, medicines, and clean water

– Sustained biodiversity for ecosystem function and productivity

– Preserves landscapes of recreational or inspirational value

• T/F? NGSS focuses mostly on content (the what).

• Implementing NGSS may be a bit messy. T/F

• What we have done in education the past 20 years has really worked well for all students. T/F

• T/F Kids learn better if they care.

Pop QUIZ!!

“It’s Not What you Know but what You Can Do With What You Know”. Tony Wagoner

Making errors is okay! In fact, schools should be a place where they can make errors. Focusing on things like effort rather than achievement is the best motivator for children. If kids are in an environment where they can make errors so long as they exert effort is conducive to their developing creative skills and thinking.

“Research also shows clearly that “usable knowledge” is not the same as a mere list of disconnected facts. Experts’ knowledge is connected and organized around important concepts (e.g., Newton’s second law of motion); it is “conditionalized” to specify the contexts in which it is applicable; it supports understanding and transfer (to other contexts) rather than only the ability to remember”.

“Individuals without one or more disciplines will not be able to succeed at any demanding workplace and will be restricted to menial tasks”.

“Picture your brain forming new connections as you meet the challenge and learn. Keep on going.”

Carol S. DweckMindset : the New Psychology of Success.

What does “define” mean?

• Who uses the classroom• List at least 3 or four groups of people• Sometimes giving them names helps

• How will each group of people use the classroom

• What do they want out of the classroom

What does define mean?• Take the want’s and try to quantify them

• Use numbers and units whenever possible• If you are having trouble try to compare it to

something else• Identify from your users what they want, and

what they need• What does your design need to do

• Start off with as many ideas as you can think• No idea is a bad idea yet• Whimsical ideas are very helpful during this stage

• Identify which ideas are the most helpful to meet your needs

• Include both specific and general ideas and or concepts

• During the prototype stage, you should begin narrowing your design

• Sometimes it’s helpful to develop multiple sketched prototypes and select one or combine them

• Prototypes don’t have to be working models, they can be sketches, Lego creations, popsicle sticks etc.

• Testing can take many forms• Presentations / posters• Use based testing

• Your design should be tested in multiple ways• Tests should be based off of the design’s need

from your define stage

Lets take a vote!Space station

-mission statement-mission plan-station design

Exploration / expedition machine -chose a famous exploration or expedition -re-design the craft/vehicles they used

Monument design-chose a historical event -commemorate it with a monument

Sustainable apocalypse shelter-create or choose an apocalypse (e.g. zombie, robots, natural

disasters, rising seas, nuclear winters)-design a sustainable shelter