how we learn now: science education for the next generation tuesday, may 12 2:00-3:00 p.m. edt

How We Learn Now: Science Education for the

Next Generation

Tuesday, May 122:00-3:00 p.m. EDT

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Agenda

Welcome and Introductions

Webinar goals

About Achieve

Three-dimensional learning and how it helps students explain phenomena

An educator’s perspective on three-dimensional learning in the classroom

Q&A

Webinar evaluation

About Achieve

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Committed to ensuring all students graduate from high school “college and career ready” so students are academically prepared for next steps after high school.

Work with states to raise academic standards and graduation requirements, improve assessments, and strengthen accountability systems.

Partner with state governments, reform agencies, policy organizations, and other stakeholders to conduct research, provide technical assistance on policy execution, develop advocacy resources, and communicate results.

Next Generation Science Standards

THREE DIMENSIONS INTERTWINED

The NGSS are written as Performance Expectations

NGSS will require contextual application of the three dimensions by students.

Focus is on how and why as well as what

WHAT’S DIFFERENT ABOUT THE

NEXT GENERATION SCIENCE

STANDARDS?

Standards Comparison:Structure and Properties of Matter

a. Distinguish between atoms and molecules.

b. Describe the difference between pure substances (elements and compounds) and mixtures.

c. Describe the movement of particles in solids, liquids, gases, and plasmas states.

d. Distinguish between physical and chemical properties of matter as physical (i.e., density, melting point, boiling point) or chemical (i.e., reactivity, combustibility).

e. Distinguish between changes in matter as physical (i.e., physical change) or chemical (development of a gas, formation of precipitate, and change in color).

f. Recognize that there are more than 100 elements and some have similar properties as shown on the Periodic Table of Elements.

g. Identify and demonstrate the Law of Conservation of Matter.

Current State Middle School Science Standard

Standards Comparison:Structure and Properties of Matter

a. Distinguish between atoms and molecules.

b. Describe the difference between pure substances (elements and compounds) and mixtures.

c. Describe the movement of particles in solids, liquids, gases, and plasmas states.

d. Distinguish between physical and chemical properties of matter as physical (i.e., density, melting point, boiling point) or chemical (i.e., reactivity, combustibility).

e. Distinguish between changes in matter as physical (i.e., physical change) or chemical (development of a gas, formation of precipitate, and change in color).

f. Recognize that there are more than 100 elements and some have similar properties as shown on the Periodic Table of Elements.

g. Identify and demonstrate the Law of Conservation of Matter.

Current State Middle School Science Standard

Standards Comparison:Structure and Properties of Matter

Students who demonstrate understanding can:

1. Develop models to describe the atomic composition of simple molecules and extended structures.

2. Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred.

3. Gather and make sense of information to describe that synthetic materials come from natural resources and impact society.

4. Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed.

5. Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved.

6. Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes.*

NGSS Middle School Sample

Standards Comparison:Structure and Properties of Matter

Students who demonstrate understanding can:

1. Develop models to describe the atomic composition of simple molecules and extended structures.

2. Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred.

3. Gather and make sense of information to describe that synthetic materials come from natural resources and impact society.

4. Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed.

5. Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved.

6. Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes.*

NGSS Middle School Sample

Innovations in the NGSS

1. Three-Dimensional Learning

2. Students Engaging in Phenomena and Designed Solutions

3. Engineering and Nature of Science is integrated into science

4. All three dimensions build coherent learning progressions

5. Science is connected to math and literacy

Three-Dimensional Learning

A.Grade-appropriate elements of the science and engineering practice(s), disciplinary core idea(s), and crosscutting concept(s), work together to support students in three-dimensional learning to make sense of phenomena and/or to design solutions to problems.i. Provides opportunities to develop and use specific elements of the

practice(s) to make sense of phenomena and/or to design solutions to problems.

ii.Provides opportunities to develop and use specific elements of the disciplinary core idea(s) to make sense of phenomena and/or to design solutions to problems.

iii.Provides opportunities to develop and use specific elements of the crosscutting concept(s) to make sense of phenomena and/or to design solutions to problems.

iv.The three dimensions work together to support students to make sense of phenomena and/or to design solutions to problems.

Three-Dimensional Learning

A.Grade-appropriate elements of the science and engineering practice(s), disciplinary core idea(s), and crosscutting concept(s), work together to support students in three-dimensional learning to make sense of phenomena and/or to design solutions to problems.i. Provides opportunities to develop and use specific elements of the practice(s)

to make sense of phenomena and/or to design solutions to problems.ii.Provides opportunities to develop and use specific elements of the disciplinary

core idea(s) to make sense of phenomena and/or to design solutions to problems.

iii.Provides opportunities to develop and use specific elements of the crosscutting concept(s) to make sense of phenomena and/or to design solutions to problems.

iv.The three dimensions work together to support students to make sense of phenomena and/or to design solutions to problems.

Appendix F

Let’s Look for Evidence of 3-D Learning

Observing a Chemical Reaction

What happens to properties when I combine substances?

What happens to properties when I combine substances?

Key Differences

Sample 1 (Observing a Chemical Reaction) “Cookbook” step by step instructions No requirement to show understanding of content or practice, certainly

no crosscutting concept Conclusion is a restatement of findings, not applicable to new situations

Sample 2 (What Happens to Properties When I Combine Substances?) Involves two lessons in a progression toward students designing their

own lab Students are required to demonstrate understanding of all three

dimensions The lessons are structured such that student responses are focused on

using the dimensions to explain the phenomena

Conversation With Trish Shelton, Science Teacher

CONTACT INFORMATION

ngss@achieve.org

www.nextgenscience.org

Questions & Answers

Upcoming webinars:

June 2nd from 2-3pm EDT: Topic TBD

Mark your calendars!

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Slides and resources at www.achieve.org/meetings-webinars

Thank you!

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