next generation science standards
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Next Generation Science Standards. September 2013 Paul Drummond [email protected] Jennifer Gottlieb [email protected] Macomb Intermediate School District. Download the Socrative Student App. Or go to m.socrative.com Join Room 591748 and answer the survey questions. Welcome!. - PowerPoint PPT PresentationTRANSCRIPT
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September 2013
Paul [email protected]
Jenni fer Gott l iebjgott l [email protected]
Macomb Intermediate School Distr ict
Next Generation Science Standards
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Welcome!
While you eat dinner, please take a moment to answer some survey questions.
Download the Socrative Student App.
Or go to m.socrative.com
Join Room 591748 and answer the survey questions
591748
Socrative
How might you use this in your classroom?
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Welcome
What is the most important take-away from your science class?
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Objectives for today
Explore the vision and structure of the Next Generation Science Standards (NGSS)
Examine the shifts in instructional practice prescribed by the NGSS
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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
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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
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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
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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
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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
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Architecture of the NGSS
What do you see?
What do you think is going on?
What does it make you wonder?
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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
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Architecture of the NGSS: 3 Dimensions
Scientific and
Engineering Practices
Crosscutting Concepts
Disciplinary Core Ideas
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Architecture of the NGSS: Connections
Connections to:
• Other content/grade-bands within the NGSS
• Common Core State Standards for ELA/Literacy and Mathematics
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NGSS Resources
http://www.nextgenscience.org/next-generation-science-standards
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Architecture of the NGSS
What do you see?
What do you think is going on?
What does it make you wonder?
See-Think-Wonder Thinking Routine
Making Thinking VisibleRitchhart, Church, and Morrison
How might you use this in your classroom?
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A TREASURE HUNT
Digging into the NGSS
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What’s happening with MDE?
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What’s happening with MDE?
May 2013: Anticipated State Board of Education adoption
2013-14: Begin planned implementation of NGSS practices, focusing on areas of current curricula that address NGSS content and cross-cutting concepts
2014-15 & 2015-16: Transitions to new curricula
2016-17: Full K-12 implementation and assessment NOTE: all of this info is subject to
change…..http://www.michigan.gov/documents/mde/Rev_Timeline_for_posting_2-8-13_410943_7.pdf
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So I guess we have to focus on the practice standards next
year…..what does that look like?
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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
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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
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Content
Experimentation
Scientific Models
Social Interactions
Shifts in Practice
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SHIFTS IN PRACTICE
Content
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Conventional Science Instruction
Shifts in Practice for NGSS
Shifts in Practice: Content
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Force and Motion High School Content Expectations
Shifts in Practice: Content
mile wide and an inch deep
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Force and Motion NGSS (Disciplinary Core Ideas)
Shifts in Practice: Content
Deeper instruction focused on core ideas
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Force and Motion NGSS
Shifts in Practice: Content
Deeper instruction focused on core ideas
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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
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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
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Content
How might you shift your practice?
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SHIFTS IN PRACTICE
Experimentation
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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
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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
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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.”
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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.
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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
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Experimentation
How might you shift your practice?
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SHIFTS IN PRACTICE
Scientific Models
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Conventional Science Instruction
Shifts in Practice for NGSS
Shifts in Practice: Scientific Models
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Conventional Science Instruction
Shifts in Practice for NGSS
Shifts in Practice: Scientific Models
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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?
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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
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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
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Scientific Models
How might you shift your practice?
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SHIFTS IN PRACTICE
Social Interactions
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Conventional Science Instruction
Shifts in Practice for NGSS
Shifts in Practice: Social Interaction
http://tools4teachingscience.org/
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Shifts in Practice: Social Interaction
www.inquiryproject.terc.edu
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Shifts in Practice: Social Interaction
www.inquiryproject.terc.edu
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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.
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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 interaction 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
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Social Interaction
How might you shift your practice?
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Speed SharingSpeed Sharing
How might you use this in your classroom?
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CONTENT
EXPERIMENTATION
SCIENTIFIC MODELS
SOCIAL INTERACTIONS
Adapting Existing Lessons to Meet the NGSS
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Reflecting on a Science Lesson
Is there an opportunity for students to investigate their own questions?
Is there an opportunity to use a model to generate evidence, test ideas, or make predictions?
Is there an opportunity for students to talk with each other as they analyze and interpret evidence?
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Tuning Protocol
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WORK IN GRADE LEVEL/CONTENT AREA GROUPS TO DETERMINE
EXCITEMENT
WORRIES
NEEDS
STEPS
Next StepsCompass Reflection
How might you use this in your classroom?
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Coming soon to MISD!
Science Council October 3, December 4, February 4, April 16 5 – 8 pm Dinner!
Writing and Argumentation in Elementary Science November 6 & January 29
Writing and Argumentation in Secondary Science December 10 & February 6
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Tri-County Collaborative for Science
Lots of choices…. including:NGSS Aligned
Kindergarten Science Workshop for K-2 Teachers
Engineering is Elementary
NGSS Practices in HS Physics Register online at www.misd.net
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Resources
Next Generation Science Standards: http://www.nextgenscience.org/next-generation-scienc
e-standardsMDE Information:
http://www.michigan.gov/documents/mde/Rev_Timeline_for_posting_2-8-13_410943_7.pdf
Productive Struggle and Discourse Resources: http://tools4teachingscience.org/ www.inquiryproject.terc.edu
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PAUL [email protected]
586 .228 .3467
JENNIFER GOTTLIEBjgott l i [email protected]
586 .228 .3464@jgott l i eb2
Questions?