page 1 next generation science standards – what is important? marcia torgrude –...
TRANSCRIPT
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ObjectivesThe workshop will focus on:• A review of the NGSS/Wyoming
Science Standards Crosswalk• Finding gaps and overlaps through the
NGSS Progressions
• The 3-Dimensions found within the Framework
• Science and Engineering Practices • Crosscutting Concepts • Disciplinary Core Ideas
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Essential Questions
• What is a student science performance?
• How can teachers know they are teaching to the standards with a science performance?
• What instructional strategies would teachers use to engage students in science performances?
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A review of the NGSS/Wyoming Science Standards Crosswalk
• Your work thus far – Lander Livebinder:http://www.livebinders.com/play/play?id=1739966
• The DCI (Disciplinary Core Ideas) progressions– How does your document crosswalk with the
DCI progressions?– What is overlapping?– What are the gaps?– What are your next steps?
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Tracking Your Teaching and Learning
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Conceptual Shift
Teaching science facts 3-D student
performance
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Science Performance
doe.sd.gov
1. Water condensing on the outside of a water bottle is a phenomenon!
2. Consider how (mechanism of how this happens)
3. Practices– Asking Questions– Constructing Explanations Supported by
Evidence– Developing Arguments Supported by
Evidence
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Science and Engineering Practices
Science and Engineering
Practices
Disciplinary Core Ideas
3D Student Performance
(outcome of science
instruction)
Crosscutting Concepts
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Practices-Jigsaw
Number off 1-8
Partners: 1 and 4, 2 and 5, 3 and 6, 4 and 8
You will be creating two posters – for the practices aligned with your number.
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Practices-JigsawYour group is responsible for answering questions for your assigned practice on a piece of chart paper.
– Write your practice on your paper.– What does this practice mean? In your own
words.– What instructional strategies might be used to
engage in this practice?
Post on the wall.
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Practices-Jigsaw
GALLERY WALK
Each pair will present their practice.
Take notes in your notebooks for each practice.
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Scientific Inquiry Engineering DesignAsk a question Define a problem
Obtain, evaluate and communicate technical information
Obtain, evaluate and communicate technical information
Plan investigations Plan designs and tests
Develop and use models Develop and use models
Design and conduct tests of experiments or models
Design and conduct tests of prototypes or models
Analyze and interpret data Analyze and interpret data
Use mathematics and computational thinking
Use mathematics and computational thinking
Construct explanations using evidence Design solutions using evidence
Engage in argument using evidence Engage in argument using evidence
Adapted from A Framework for K-12 Science Education (NRC, 2011)
Similarities and Differences
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Gather
Reason
Communicate
• Obtain Information• Ask Questions/Define Problems• Plan & Carry Out Investigations• Use Models to Gather Data• Use Mathematics &
Computational Thinking
• Evaluate Information• Analyze Data • Use Mathematics and Computational
Thinking • Develop Arguments from Evidence• Construct Explanations/Solve Problems• Use Models to Predict & Develop
Evidence
• Communicate Information• Argue from Evidence (written & oral)• Use Models to Communicate
Making Sense of Practices
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Crosscutting Concepts
Science and Engineering
Practices
Disciplinary Core Ideas
3D Student Performance
(outcome of science
instruction)
Crosscutting Concepts
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1. Patterns2. Cause and Effect3. Scale, Proportion, and Quantity 4. Structure and Function 5. Systems and System Models 6. Matter and Energy7. Stability and Change
Read and highlight the first page of Appendix G
Read columns on pages 15-17 related to middle and high school.
Crosscutting Concepts
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Crosscutting Concepts
• How do these crosscutting concepts intersect with the engineering practices?
• What crosscutting concepts was I focused on with the water phenomenon?
• How might you change one of your lessons to bring more focus to the crosscutting concepts?
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Lunch
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Group Performance (20 minutes)1. Investigate the height a golf balls bounces off of a hard surface (concrete, tile) when
dropped from various heights (engineer ways to make accurate measurements). 2. Collect data and use organizational representations to determine patterns and
mathematical relationships for the data. Put your data in the spreadsheet.3. Define the system and ask questions about what causes the observed patterns in
heights. 4. Develop mathematical relationship between height of drop and bounce. Does this
mathematical relationship work on another surface?
Individual Performance (10 minutes)5. Write your explanation that may be used to explain this phenomena to others. Include
evidence to support your explanation for why a pattern exists between the height of the drop and the bounce.
Discussion/Group Reflection (15 minutes)6. Reflect on examples of other phenomena that have patterns and the forces that cause
those patterns.7. Reflect on the importance of graphing data and using models to make sense of
phenomena.
Science Performance 2
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Disciplinary Core Ideas
Science and Engineering
Practices
3D Student Performance
(outcome of science
instruction)
Crosscutting Concepts
Disciplinary Core Ideas
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Disciplinary Core Ideas• NGSS Standards• Progressions for each core idea K-12• Sam’s Handout
Time to bring it all together in a
Science Performance!
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Science Performance 3What would you expect to happen if you dropped a golf ball into a glass of water?
Why does my golf ball float?
Can you make a golf ball float? What will it take?
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Floating Golf BallsGroup Performance (10 minutes)
1. Investigate How much salt it would take to allow the golf ball float? 2. Collect data to determine what it takes to make the golf ball float?3. Define the system and ask questions about what effect the salt has on the
water to allow the golf ball to float. Individual Performance (5 minutes)4. Write your explanation that may be used to explain this phenomena to
others. Include evidence to support your explanation for what causes the golf ball to float.
Discussion/Group Reflection (10minutes)5. Reflect on the forces that caused the golf ball to float and explain with
evidence why this occurs.
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3 Dimensions
doe.sd.gov
Science and Engineering
Practices
Disciplinary Core Ideas
Student Performance
(outcome of science
instruction)
Crosscutting Concepts
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3-D I.D.Performance Expectation: Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.
Write the above expectation on a sticky note and do the following:1. Circle Scientific/Engineering Practice
2. Underline Disciplinary Core Idea
3. Box-in Crosscutting Concept
Find the corresponding “Core Idea” within Appendix E “NGSS Progressions.” When does this performance occur?
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Lesson Plan Development
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Lesson Plan Development
Work Time
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