Download - Macomb Science Leadership Council
March 17, 2014H a p p y S t . Pa t r i c k ’ s D a y
Macomb Science Leadership Council
Welcome!
What is the most important take-away
from K-12 science?
A: Elementary Teacher
B: Secondary Teacher
C: Coordinator/Teacher Leader
D: Building Administrator
E: Central Office Administrator
Macomb Science Leadership Council
The purpose of this group is to provide professional learning, support, and
networking opportunities for district-level science curriculum and instruction leaders in
Macomb County.
Our work will center on supporting districts as we plan for the Next Generation Science
Standards.
What is your current level of understanding of the Next
Generation Science Standards?
A: NGSS Jedi: I am very familiar with the NGSS expectations and am already shifting my practice to meet them. B: NGSS Journeyman: I’ve attended some PD….I’m in the process of learning what to do.
C: NGSS Apprentice: I know they’re coming, but I’m not really sure what that means for teaching and learning yet…
D: NGSS What?: We have new standards??
What is your most memorable
science learning experience?
(Formal or informal)
Objectives for today
NGSS Update: Explore the vision and structure of the Next
Generation Science Standards (NGSS) Examine the shifts in instructional practice prescribed
by the NGSS Getting Started in your District:
Developing a visionSharing:
What are you already doing? What are your needs?
Thriving in times of change
It is unreasonable to ask a professional to change much more than 10 percent a year, but it is unprofessional to change by much
less than 10 percent a year.
~Steven Leinwand
ARCHITECTURE●
SHIFTING INSTRUCTIONAL PRACTICE
NGSS Updates
GLCE NGSS
P.EN.03.21 Demonstrate that light travels in a straight path and that shadows are made by placing an object in a path of light.
P.EN.03.22 Observe what happens to light when it travels from air to water.
1-PS4-3. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light.
MS-PS4.2. Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials.
Grade Level Content Expectations and NGSS
GLCE NGSS
P.EN.03.21 Demonstrate that light travels in a straight path and that shadows are made by placing an object in a path of light.
P.EN.03.22 Observe what happens to light when it travels from air to water.
1-PS4-3. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light.
MS-PS4.2. Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials.
Grade Level Content Expectations and NGSS
HSCE NGSS
P4.8e Given an angle of incidence and indices of refraction of two materials, calculate the path of a light ray incident on the boundary (Snell’s Law).
P4.9B Explain how various materials reflect, absorb, or transmit light in different ways.
HS-PS4-1. Use mathematical representations to support a claim regarding relationships among the frequency, wavelength, and speed of waves traveling in various media.
High School Content Expectations and NGSS
HSCE NGSS
P4.8e Given an angle of incidence and indices of refraction of two materials, calculate the path of a light ray incident on the boundary (Snell’s Law).
P4.9B Explain how various materials reflect, absorb, or transmit light in different ways.
HS-PS4-1. Use mathematical representations to support a claim regarding relationships among the frequency, wavelength, and speed of waves traveling in various media.
High School Content Expectations and NGSS
Architecture of the NGSS
What do you see?
What do you think is going on?
What does it make you wonder?
Architecture of the NGSS: Performance Expectations
Performance Expectations:• These describe
what a student should be able to do at the end of a unit
• They are not meant to be lesson sequences or required activities
Architecture of the NGSS: 3 Dimensions
Science and Engineering Practices
Crosscutting Concepts
Disciplinary Core Ideas
Architecture of the NGSS: An Analogy to Cooking
Cooking Skills
Seasoning, flavor profile
Quality Ingredient
s
Architecture of the NGSS: Connections
Connections to:
• Other content/grade-bands within the NGSS
• Common Core State Standards for ELA/Literacy and Mathematics
NGSS Resources
http://www.nextgenscience.org/next-generation-science-standards
What’s happening with MDE?
December 2014: Anticipated State Board of Education adoption
5-7 year implementation timeline
NOTE: this info is subject to change…..
So I guess we have to focus on the practice standards now…..what
does that look like?
Science and Engineering Practices
1. Asking questions (science ) and defining problems (engineering)
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 (for science) and
designing solutions (for engineering) 7. Engaging in argument from evidence 8. Obtaining, evaluating, and communicating
information
What do scientists do?
They approach problems in many different ways and with many different preconceptions. There is no single “scientific method” universally employed by all. Scientists use a wide array of methods to develop hypotheses, models, and formal and informal theories. They also use different methods to assess the fruitfulness of their theories and to refine their models, explanations, and theories. They use a range of techniques to collect data systematically and a variety of tools to enhance their observations, measurements, and data analyses and representations.
-excerpt from Ready, Set, Science
Orchestra students are musicians;
students on the basketball team are athletes;
what opportunities do our science students have to be
scientists?
Our shift in thinking…
1. Asking questions and defining problems
2. Developing and using models3. Planning and carrying out
investigations4. Analyzing and interpreting data5. Using mathematics and
computational thinking6. Constructing explanations and
designing solutions7. Engaging in argument from
evidence8. Obtaining, evaluating and
communicating information
From thinking that one scientific method fits all…
…To thinking about how to engage our students in the practices of scientists
Our shift in thinking…
From thinking that “hands-on” science is ESSENTIAL…
…To thinking that engaging students EVERY DAY in scientific practices and thinking is POWERFUL
A new model for the practice of science
1. Asking questions and defining problems
2. Developing and using models3. Planning and carrying out
investigations4. Analyzing and interpreting data5. Using mathematics and
computational thinking6. Constructing explanations and
designing solutions7. Engaging in argument from
evidence8. Obtaining, evaluating and
communicating information
Shifting our practice…
From…How am I going to teach this?
To…How are students going to learn about this?
Shifts in Instructional Practice
1. Asking questions (science ) and defining problems (engineering)
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 (for
science) and designing solutions (for engineering)
7. Engaging in argument from evidence
8. Obtaining, evaluating, and communicating information
Content
Experimentation
Scientific Models
Social Interactions
Content
Experimentation
Scientific Models
Social Interactions
Shifts in Practice
SHIFTS IN PRACTICE
Content
Conventional Science Instruction
Shifts in Practice for NGSS
Shifts in Practice: Content
Michigan Force and Motion High School Content
Expectations
NGSS Force and Motion
Disciplinary Core Ideas
Force and Motion High School Content Expectations
Shifts in Practice: Content
mile wide and an inch deep
Force and Motion NGSS (Disciplinary Core Ideas)
Shifts in Practice: Content
Deeper instruction focused on core ideas
Force and Motion NGSS
Shifts in Practice: Content
Deeper instruction focused on core ideas
Conventional Science Instruction
Shifts in Practice for NGSS
MEAP QuestionPill bugs can often be found underneath rocks and rotting logs. When exposed to light, they immediately try to find a dark place to hide. This reaction by the pill bugs is a result of
A migration. B feeding behavior. C energy requirements. D changing environmental conditions.
NGSS Performance ExpectationUse a model to describe that animals receive different types of information through their senses, process the information in their brain, and respond to the information in different ways.
Shifts in Practice: Content
Conventional Science Instruction
Shifts in Practice for NGSS
Overwhelming focus of instruction and assessment is content mastery
Learning objectives attend to a broad and comprehensive content coverage
Fewer concepts are emphasized and explored in depth
Interrelationships of ideas and crosscutting concepts are emphasized
Content is put to use to generate and investigate questions or solve problems
Assessment centers on the use of knowledge and proficiency of the science practices
Shifts in Practice: Content
Content
How might you shift your practice?
SHIFTS IN PRACTICE
Experimentation
Shifts in Practice: Experimentation
Shifts in Practice: Experimentation
Conventional Science InstructionHow does the period of the pendulum depend on the amplitude of the swing? Be sure to keep the mass and length constant Click on the button on the lower right which will activate the photogate timer Set the amplitude to 50o and start the pendulum. Start the photogate timer – this will automatically stop itself when it has recorded the time for
one complete swing (period) Enter the amplitude and period in excel – be sure to label the top of each column and the
correct units Continue to take readings for 40o, 30o and so on down to 10o Highlight the columns on your spreadsheet and insert a scatter plot of your results. Choose a chart layout that will allow you to give the graph a title and label the axes
with complete units Click on the chart itself and look for the layout tab Open the trendline option and then open “more trendline options” Select linear trendline, and display equation and r2 on graph Try other trendline options, (exponential, etc) until you find the one with an r2 value closest
to 1 Save the table, graph and trendline information
Shifts in Practice for NGSS
What questions do you have about the motion of a pendulum?
How might you use this simulation to answer your questions?
What kind of models might you develop to represent the motion of the pendulum?
Shifts in Practice: Experimentation
Experimentation
Conventional
Separate Unit on the Scientific Method
Then spend the rest of the year learning content through lecture and text resources.
Shifts in Practice: Experimentation
Conventional Science Instruction
Students read the text to learn vocabulary and background information about clouds.
?
Students then observe the cloud in a jar that confirms what they already “know.”
Shifts in Practice: Experimentation
Shifts in Practice for NGSS
Students search for answers to their questions as they read the text.
?
Students ask questions about cloud formation and do some investigating on their own.
Conventional Science Instruction
Shifts in Practice for NGSS
A science course begins with a unit on the scientific method
Hands-on science instruction is used to demonstrate facts of science and thereby reinforce concept mastery
Clear directions are provided for experiments
Scientific investigations are designed to generate evidence and answer and inspire questions
Students have the opportunity to invent and/or evaluate approaches to investigations
Revisions to investigative approaches and multiple attempts are routine
Shifts in Practice: Experimentation
Experimentation
How might you shift your practice?
SHIFTS IN PRACTICE
Scientific Models
Conventional Science Instruction
Shifts in Practice for NGSS
Shifts in Practice: Scientific Models
Conventional Science Instruction
Shifts in Practice for NGSS
Shifts in Practice: Scientific Models
Conventional Science Instruction
Shifts in Practice for NGSS
Teacher provides formulas:
Students use formulas to get answers:
Students observe the motion of a car going down a hill
Shifts in Practice: Scientific Models
v = vo + atx = xo + vot + ½ at2
A roller coaster car starts at the top of a hill with an initial velocity of 3 m/s. If the acceleration down the hill is 4.5 m/s2, and the hill is 20 m long, how long will it take to get to the bottom of the hill? How fast will it be going?
Shifts in Practice: Scientific Models
Students create graphical and mathematical models of the motion
Students apply these models to new situations
A roller coaster car starts at the top of a hill with an initial velocity of 3 m/s. If the acceleration down the hill is 4.5 m/s2, and the hill is 20 m long, how long will it take to get to the bottom of the hill? How fast will it be going?
v = vo + atx = xo + vot + ½ at2
Conventional Science Instruction
Shifts in Practice for NGSS
Physical models are the main type explored by students and they are used to help conceive of scientific ideas
Mathematical formulas are used to find answers
Models are designed and used to generate evidence, test ideas, and make predictions
Students have the opportunity to build mathematical models
Shifts in Practice: Scientific Models
Scientific Models
How might you shift your practice?
SHIFTS IN PRACTICE
Social Interactions
Conventional Science Instruction
Shifts in Practice for NGSS
Shifts in Practice: Social Interaction
http://tools4teachingscience.org/
Shifts in Practice: Social Interaction
www.inquiryproject.terc.edu
Shifts in Practice: Social Interaction
www.inquiryproject.terc.edu
Shifts in Practice: Social InteractionTABLE 1Chemical Formula Name
NaCl sodium chloride
K2O potassium oxide
MgCl2 magnesium chloride
AlBr3 aluminum bromide
KI potassium iodide
Cs3N cesium nitride
TABLE 2Chemical Formula Name
P2O5diphosphorus pentoxide
CO2 carbon dioxide
CO carbon monoxide
N2O dinitrogen monoxide
NF3 nitrogen trifluoride
CCl4 carbon tetrachloride
• What patterns do you notice?
• Develop some conventions for naming compounds, based on the patterns in Tables 1 and 2.
Set up opportunities for productive struggle and
discourse.
Conventional Science Instruction
Shifts in Practice for NGSS
Group work is used to manage logistical challenges such as the need to share materials
Cooperative learning occurs to help with student motivation while mastering content
Productive social interactions center on evidence, argumentations, and discourse
Norms of discussion are established, practiced, and necessary to support a classroom culture centered on student learning
Shifts in Practice: Social Interaction
Social Interaction
How might you shift your practice?
Shifts in Practice
1. Asking questions (science ) and defining problems (engineering)
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 (for
science) and designing solutions (for engineering)
7. Engaging in argument from evidence
8. Obtaining, evaluating, and communicating information
Content
Experimentation
Scientific Models
Social Interactions
What does it mean to be a
scientist?
BECOMING NGSS READY
Getting started in your district
Brainstorm!
Generate “As-Is” statements that describe science education in your district.
Write one statement per sentence strip.
All science teachers have had CITW
trainingScience is perceived as a difficult subject
High school lab programs are supported with appropriate equipment
Definitions
Culture: Group norms, accepted behavior, beliefs and customs
Conditions: Technical structures in place that impact work
Competencies: Skills, abilities, effective functioning
Culture
CompetenciesConditions
Based on Harvard Change Leadership Group
“As-Is” ModelWhere are we now?
“To-Be” ModelWhere do we want to
be?
Culture
Competencies
Conditions
A Model for Change
Culture
Competencies
Conditions
Based on Harvard Change Leadership Group
AND NOW….It’s time for learning
about NGSS…in order to inform the vision of science education in
your district
Create a “To-Be” Model for your category
“To-Be” ModelWhere do we want to
be in 3-5 years?CONDITIONS• •
• •
• •
•
“To-Be” ModelWhere do we want to
be in 3-5 years?
COMPETENCIES
• • • • • • •
“To-Be” Model
Where do we want to
be in 3-5 years?
CULTURE
• • • • • • •
“As-Is” ModelWhere are we now?
“To-Be” ModelWhere do we want to
be?
Culture
Competencies
Conditions
A Model for Change
Culture
Competencies
Conditions
Based on Harvard Change Leadership Group
?
How will we get there?
Becoming NGSS Ready
ACTION PLAN• • • • • • • • •
low resistance
high impact on student learning
low impact on student learning
high resistance
Priorities Grid
Becoming NGSS Ready
By May 1st, please complete the Planning Draft and be ready to share with the group
Sharing
Reflection
It is unreasonable to ask a professional to change much more than 10 percent a year, but it is unprofessional to change by
much less than 10 percent a year.
~Steven Leinwand
As you consider your own
professional learning path this year with respect
to the NGSS, what will be your
10 percent?
Resources
Next Generation Science Standards: http://www.nextgenscience.org/next-generation-scienc
e-standardsProductive Struggle and Discourse
Resources: http://tools4teachingscience.org/ www.inquiryproject.terc.edu
Sarah Michaels’ NSTA Webinar: http://learningcenter.nsta.org/products/symposia_se
minars/NGSS/files/ConnectionsBetweenPracticesinNGSSCommonCoreMathandCommonCoreELA_2-12-2013.pdf
Paul [email protected]
Jenni fer Gott l i ebjgot t l i [email protected]
Mike K le inmkle [email protected]
Questions?