Science and Engineering Practices & Crosscutting Concepts

VICKEI HRDINA, REGIONAL SCIENCE COORDINATOR

Who do we have here?

Please introduce yourself!

Name

School & location

Grade(s) & subjects taught

Objectives

How do science and engineering relate to each other through the practices? Modeling select Science and Engineering Practices as

outlined in the K-12 Framework for Science Education.

What do I do with crosscutting concepts? Learning how the CCCs play a role in the NGSS through

curriculum refocusing.

What’s so different about NGSS? Modifying your practice with existing curriculum.

Agenda

Asking Questions

Jigsaw the Practices

Focus on a Few

Crosscutting Concepts

Getting started

Evaluation/Clock hours/etc…

Starting with where we arePractice What this looks

like in my classroom today…

What this might look like in 5 years…

Asking Questions & Defining Problems

Developing and Using Models

Planning and Carrying Out Investigations

Analyzing and Interpreting Data…

Take a few moments to jot down some thoughts about how students are using this practice in your classroom right now. If there not, leave it blank or use N/A

Asking Questions/Defining Problems “The NGSS Science and Engineering

Practices build explanatory ideas that lead to students figuring out, not just learning about.” (Brian Reiser, NSTA 2015)

In your group, ask as many questions as you can Do not stop to discuss, judge, or answer any questions

Write down every question exactly as it is stated

List and number your questions

Change any statement into a question

Categorize your Questions

Sort your questions into OPEN and CLOSED questions.

Mark open with “O” & closed with “C”

What is an advantage and a disadvantage of each type of question?

Change one “O” into a “C” and then a “C” into an “O”

Prioritize

1. Choose the 3 most important questions

2. Mark them with an X

3. Why did you choose these?

4. How will you use these questions?

You may ask me 1 question.

What value does this process have?

Why practices?From the Framework for K-12 Science Education, pgs. 43-47

First, it minimizes the tendency to reduce scientific practice to a single set of procedures, such as identifying and controlling variables, classifying entities, and identifying sources of error.

Second, a focus on practices avoids the mistaken impression that there is one distinctive approach common to all science—a single “scientific method”—or that uncertainty is a universal attribute of science.

Third, attempts to develop the idea that science should be taught through a process of inquiry have been hampered by the lack of a commonly accepted definition of its constituent elements.

Communicating and Obtaining Information: Jigsaw the Practices

What’s the difference between inquiry and practices?

Read about your practice. Summarize on chart paper using a Box and T Chart: In the box, list features that are common to Science and

Engineering

IN the columns, what features are specific to engineering/science?

Gallery walk with your team

So, how are practices different from inquiry?

Thinking about Engineering as an iterative process with science…

Three Spheres of Activity for Scientists and Engineers

Focus on a Few (SEPs 2, 6, & 7)

Why do Styrofoam peanuts stick to my cat???

Learning Target: I can develop a model that predicts and describes that when the arrangement of objects interacting at a distance changes, different amounts of potential energy are stored in the system (MS-PS3-2/DCI PS2.B/CC Systems and Cause and Effect/SEP 2, 6, 7)

https://www.youtube.com/watch?v=TE2r0vjkXK0

https://www.youtube.com/watch?v=p56cggEizQI

Styrofoam peanuts are actually really hazardous to cats…don’t try this at home.

Puzzling Phenomenon: Why do some things stick together and others don’t?

What causes these things to happen?

Develop first conceptual model. Try to explain the phenomena as clearly as possible without heavy amounts of text. Use a B-D-A Drawing to explain your

mental model of what’s going on (individually)

Move into grade level groups and move to a consensus model of the phenomena with a BDA Drawing

Van de Graaf Generator

There are three aluminum pans sitting on top of the Van de Graaff generator.

http://resources.interactions.concord.org/pie-pan-demo-small.mp4

The Concord Consortium (n.d.) Interactions. Retrieved 2015, March 24 from http://concord.org/projects/interactions

Add to & Revise your model

Use information from the demos to elaborate, revise, extend your model of what’s happening BDA the interaction.

Craft an explanation for the events on your initial model using C-E-R

Gallery Walk (identify competing models) Making your thinking public – leave a docent

Claim – Answers the Question Why do some things stick together and others don’t?

Evidence – data that support the claim

Reasoning – scientific principles that link the evidence to the claim (justification of your answer)

What else do we need to know?

Add to your model ideas and concepts from others

Create a ‘Gotta-Have Checklist’

Design further investigations into our questions

Discourse!! Talk moves…

Design Challenge?

If cats weren’t so attracted to the packing peanuts, they might not eat them. How can we design a system that could eliminate static electricity from the cat? Keep those socks from sticking to your jeans?

What do I do with

Crosscutting Concepts?

As you read, annotate the text with the following:

• √ = Got it. I know or understand this

• ♥ = I want to work on this right away!

• ! = This is really important information

• ? = I’d like clarification or elaboration of this material

“What Do I Do with Crosscutting Concepts”

by Dr. Cary SneiderUse the “Focused Reading” Protocol to process the information in the article.

What do I do with Crosscutting Concepts?

1. When you finish, choose a walking partner.

2. Take a 10 minute walk through the building (or go

outside!).

3. Each walking partner talks for 5 minutes about

the article.

4. Incorporate a break into your walk.

5. Be prepared to share your ! or ? when you

return.

Read, Walk, and Talk

What do I do with Crosscutting Concepts?

1. Share one of your !’s or ?’s.

2. Cite the text, page, paragraph,

line.

Read, Walk, and Talk

Where do we start? Choose 2-3 Practices that

you can do REALLY well this year. Maybe they align well to the

MSP/EOC?

Pick two practices that you will work on for next year.

Choose 1 Crosscutting Concept that you can teach explicitly in at least 2 different contexts this spring

  Grades K-2 Grades 3-5 Grades 6-8 Grades 9-12

Patterns ••••••••• •••••••••• ••••••••• ••••••••

Cause and Effect

•••••••••••••••••••••••

••••••••••••••

••••••••••••••

Scale, Proportion, and Quantity

  •••••• ••••••• •••••

Systems and System Models

•• ••••• •••••• ••••••••

Energy and Matter

• •••••• ••••••••••••••••••••••

Structure and Function

•••   •••••••• •••

Stability and Change

••   •••••••••••••••••

Let’s Practice Find PE in the NGSS that

matches your curriculum.

What is the practice for that PE?

Where can you find these in your current curriculum?

What puzzling phenomena or driving question can students answer by learning this concept?

What is your evidence that students are using this practice, understand the concept and are applying the CC?

Exit Ticket

Evaluation: www.tinyurl.com/ESD112Science

Thank you!!!

Resources: www.nextgenscience.org

http://www.bscs.org/bscs-5e-instructional-model

www.rightquestion.org

Ngss.nsta.org

Generate an Argument Instructional Model

1. Teacher Identifies the Task and Question

2. Generate a Tentative Argument

3. Argumentation Session

4. The Reflective Discussion

5. Final Written Argument

Adapted from Scientific Argumentation In Biology by Victor Sampson

1. Question: Should a virus be classified as a living thing?

2. Task: With your group, develop a claim that best answers the question. Prepare posters to share and justify your ideas.

Stage 1: The Teacher Identifies the Tasks and Question

This activity is based on “Characteristics of Viruses” from Scientific Argumentation in Biology by Victor Sampson. Available at NSTA Press.

Summarize your evidence…

1. Read the handout: Characteristics of Viruses

2. Analyze the evidence from the handout.

3. Summarize your supportive data on a chart.

Stage 2: The Generation of a Tentative Argument

This activity is based on “Characteristics of Viruses” from Scientific Argumentation in Biology by Victor Sampson. Available at NSTA Press.

Collect data and ideas from others… Observe data from

other groups Look for trends

between groups Look for differences

between groups

Stage 2: The Generation of a Tentative Argument

Stage 2: The Generation of a Tentative Argument

The Research Question: Should a virus be classified as a living thing?

Your group’s claim:

Your evidence: Your justification of the evidence:

This is your opportunity to share, evaluate and revise your tentative argument with your colleagues.

Stage 3: The Argumentation Session

Stage 3: The Argumentation Session

• Visit other groups.• Leave a “Docent”

with your group’s poster.

• Use the Gallery Walk Interview Questions to guide your discourse.

• Give feedback and be ready to take back ideas to your group.

Stage 4: A Reflective Discussion

Meet with your group Discuss anything you learned from other

groups

Discuss feedback on your group’s ideas

Modify/Revise original ideas based on feedback

Be prepared to share your group’s refined argument.

Each student makes sense of their experiences by producing a final argument

State the question and claim you are trying to support

Include evidence (data + analysis + interpretation)

Provide a justification of your evidence

Organize your argument in a way that enhances readability

Correct grammar, punctuation, and spelling errors

Stage 5: The Production of a Final Argument

The Stages of the Generate an Argument Instructional Model

1. Teacher Identifies the Task and Question

2. Generate a Tentative Argument

3. Argumentation Session

4. The Reflective Discussion

5. Final Written Argument