Using Picture Books for Professional Development

on NGSS

Kirk Robbinsrobbinsk2@comcast.net

October 26, 2013

Kirk Robbins - Lab technician- Elementary teacher- Regional Science

Coordinator- District Science

Coordinator

What I Did

- Consultant- Part Time Lecturer- Grant Coordinator- Supervise Student

Teachers

What I Do

Goals

Participants will:

Increase awareness of

how to use fiction picture

books to teach

engineering design and

systems concepts

Increase awareness of

how to use fiction picture

books to teach

engineering design and

systems concepts

Increase understanding of Engineering Design in the Next Generation Science Standards

Increase understanding of Engineering Design in the Next Generation Science Standards

Increase understanding

of criteria and

constraints

Increase understanding

of criteria and

constraintsExperience how a picture book might be used as an anchor in professional development or instruction

Experience how a picture book might be used as an anchor in professional development or instruction

Resources

Story of This Work…

Technological Design Process (WA State Application EALR)

Technological Design Process (WA State Application EALR)

Systems Thinking(WA State Systems EALR)

Systems Thinking(WA State Systems EALR)

Engineering Design(DCI in NGSS)

Engineering Design(DCI in NGSS)

Systems Models(Crosscutting Concepts in NGSS)

Systems Models(Crosscutting Concepts in NGSS)

Original Versions NEW Versions

Other Picture Book GuidesOther Picture Book Guides

• Tom Hathorn• Bethel School District (WA State)• Roller Coaster• Spoon• The Tiny Seed• Others• scienceandliteracy.wikispaces.com/

Three Dimensions of NGSS

• Science & Engineering Practices

• Crosscutting Concepts

• Disciplinary Core Ideas

Dimension 1:Science and Engineering Practices

1. Ask questions (for science) and define problems (for engineering)

2. Develop and use models3. Plan and carry out investigations4. Analyze and interpret data5. Use mathematics and computational

thinking6. Construct explanations (for science) and

design solutions (for engineering)7. Engage in argument from evidence8. Obtain, evaluate, and communicate

information

Dimension 2:Crosscutting Concepts

1. Patterns2. Cause and effect3. Scale, proportion, and quantity 4. Systems and system models 5. Energy and matter6. Structure and function 7. Stability and change

Dimension 3:Disciplinary Core Ideas

•Physical sciences• Matter

• Force & Motion

• Energy

• Waves

•Life sciences• Structure & Processes

• Ecosystems

• Heredity

• Evolution

• Earth and space sciences• Earth in the Universe

• Earth Systems

• Earth & Human Activity

• Engineering, technology and applications of science

Engineering With Those Darn Squirrels

Engineering With Those Darn Squirrels

• Uncover Participants’ Previous Engineering Experiences

• Video overview of Engineering• Reveal NGSS Engineering

Design Process• Connect Engineering Design to

Those Darn Squirrels• Engage in an Engineering Task-

Marshmallow Challenge• Debrief Engineering “look-fors”

FREE online

What is your understanding of Engineering Design

in the NGSS?

My Engineering Story…

Learner:-Go karts in middle school-No memories of engineering in K-5; HS; or college-Building with Legos, Erector Sets, etc-Professional development with engineers-Working with technology in science lab

Teacher:•Had students build things (rockets, terrariums, paper airplanes, etc)•Didn’t intentionally teach engineering concepts or process•Teach engineering ideas to preservice and inservice teachers

Our initial ideas about Engineering

What is your background as a learner of engineering?

What is your experience as a teacher of engineering?

What challenges might we experience in implementing engineering K-5?

What is your background as a learner of engineering?

What is your experience as a teacher of engineering?

What challenges might we experience in implementing engineering K-5?

Video: What is Engineering?

Engineering in NGSS Appendix I

We use the term “engineering” in a very broad sense to mean any engagement in a systematic practice of design to achieve solutions to particular human problems.

With an elbow partner:-Discuss the items-Which are difficult? Why?-Which items might your students identify correctly?

With an elbow partner:-Discuss the items-Which are difficult? Why?-Which items might your students identify correctly?

Engineering is Elementary

Engineering in NGSS Appendix I

We use the term “engineering” in a very broad sense to mean any engagement in a systematic practice of design to achieve solutions to particular human problems. Likewise, we broadly use the term “technology” to include all types of human-made systems and processes—not in the limited sense often used in schools that equates technology with modern computational and communications devices. Technologies result when engineers apply their understanding of the natural world and of human behavior to design ways to satisfy human needs and wants.

Doing Engineering

At your table:

Work together to brainstorm the steps that engineers use to solve problems.

At your table:

Work together to brainstorm the steps that engineers use to solve problems.

A Variety of Processes

Technological Design ProcessWA Science Learning StandardsTechnological Design Process

WA Science Learning Standards

1. Define the problem2. Gather information (learn)3. Explore ideas (possibilities)4. Make a plan (develop one of your ideas)5. Test the solution (the plan)6. Communicate the results

Engineering Design in NGSSEngineering Design in NGSS

Read about engineering design at your grade band…

Appendix I of NGSS

Read about engineering design at your grade band…

Appendix I of NGSS

Compare to the WA Technological Design Process

Compare to the WA Technological Design Process

Those Darn SquirrelsThose Darn Squirrels

Listen to the story

Identify where the 3 components of Engineering Design might appear in the story:

•Define Problem

•Develop Solutions

•Optimize Solutions

Listen to the story

Identify where the 3 components of Engineering Design might appear in the story:

•Define Problem

•Develop Solutions

•Optimize Solutions

Those Darn Squirrels

With a partner:

Answer the questions about Engineering Design:

-Criteria

-Constraints

-Problem

With a partner:

Answer the questions about Engineering Design:

-Criteria

-Constraints

-Problem

Marshmallow Challenge Part 1

Build a structure that supports one marshmallow

Brainstorm some

questions to ask me…

What do you need to know

about the Constraints

and Criteria?

Intentionally VAGUE

Challenge!

Intentionally VAGUE

Challenge!

Allows participants to engage in

Defining Problem

Allows participants to engage in

Defining Problem

Preparing for Marshmallow Challenge Preparing for Marshmallow Challenge

Engineers• 3-4 EngineersRole: Engage in design

• 3-4 EngineersRole: Engage in design

Anthropologists• 1 anthropologistRole: observe engineers for

evidence of Engineering Design Process

• 1 anthropologistRole: observe engineers for

evidence of Engineering Design Process

Criteria for Engineering

Marshmallow Challenge

Toy Boat Overview: Systems as a Crosscutting Concept

• Examine an everyday system (Basic Systems Questions)

• Read Toy Boat• Analyze Toy Boat as

a system• Use Toy Boat as an

anchor for Systems

• Examine an everyday system (Basic Systems Questions)

• Read Toy Boat• Analyze Toy Boat as

a system• Use Toy Boat as an

anchor for Systems

This

document

currently is

aligned to WA

State

Standards

This

document

currently is

aligned to WA

State

Standards

Evaluation

Please remember to complete the online NSTA evaluation!