grade 3 menu day professional development heinrich sartin elementary science specialist, esc north...

1Grade 3 Menu Day Professional Development

Heinrich SartinElementary Science Specialist, ESC [email protected]

Educational Service Center NorthThursday, February 26, 2015

Achieving Scientific Literacy through NGSS

2Today's Agenda

• Introduction

• Norms for Professional Learning Communities

• Engineering Design in the NGSS (Engineering Challenge)

• The Nature of Science (Black Boxes Task)

• Connections to the Common Core State Standards

• Evaluation

3Professional Learning Community Norms Be present

Start and end on time

Silence cell phones

Value each other’s input

Listen to understand

Focus on what the data tells us

Ask the hard questions

Think outside of the box

What is learned here leaves here

Be open to sharing and collaborating

4Engineering Design Task

• Cut a hole in an index card that is large enough to pass your entire body through

• Your finished product needs to be a continuous piece of paper that has not been reattached in any way

• Work with a partner to accomplish this task • You have 20 minutes


• Cut a hole in an index card that is large enough to pass your entire body through

• Your finished product needs to be a continuous piece of paper that has not been reattached in any way

• Work with a partner to accomplish this task • You have 20 minutes


Solution Steps

1. Cut a slit down the middle of the index card.


Solution Steps

2. Beginning at one end of the slit, make alternating cuts from the inside and outside on one side of the card.


Solution Steps

3. Continue making cuts until you read the other end of the slit.


Solution Steps

4. Mirror the cuts on the other side of the card.

10Engineering Practices

• The engineering practices are a natural extension of science practices.

• Science instruction often includes opportunities for students to engage in engineering practices.

11Engineering Design (3 Components)

1. Defining the problem

2. Designing solutions

3. Optimizing the design solution

12Engineering Design in Grades K-2

• Engineering design in the earliest grades introduces students to “problems” as situations that people want to change.

• Students can use tools and materials to solve simple problems, use different representations to convey solutions, and compare different solutions to a problem and determine which is best.

13Engineering Design in Grades 3-5

• In the upper elementary grades, engineering design engages students in more formalized problem solving.

• Students define a problem using criteria for success and constraints or limits of possible solutions.

• Generating and testing solutions also becomes more rigorous as the students learn to optimize solutions by revising them several times to obtain the best possible design.

14Engineering Design for Elementary Grades• Students in the elementary grades are

not expected to come up with original solutions, although original solutions are always welcome.

• Emphasis is on thinking through the needs or goals that need to be met, and which solutions best meet those needs and goals.

15Comparing CA Standards with NGSS Performance Expectations

Know

Do

Know & Do

Current CA Science Standard (Gr. 3)

• Students know machines and living things convert stored energy to motion and heat.

• Use numerical data in describing and comparing objects, events, and measurements.

Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object.

NGSS Performance Expectation (Gr. 3)

16

Performance ExpectationScientific & Engineering Practice

Disciplinary Core Idea

CrosscuttingConcept

Connections to CCSS

17

3-PS2-1Grad

eLevel

Content Focus

Content Sub Idea

Performance

Expectation

Decoding the Numbers and Letters

19The 3 Dimensions of NGSS

Science and

Engineering Practices

Disciplinary Core Ideas

Crosscutting

Concepts

Dimension 1

Dimension 2

Dimension 3

20NGSS - Three Dimensions

Dimension 1

Science and


1. Asking questions and defining problems

2. Developing and using models

3. Planning and carrying out investigations

4. Analyzing and interpreting data

5. Using mathematics and computational thinking

6. Developing explanations and designing solutions

7. Engaging in argument

8. Obtaining, evaluating, and communicating information


Dimension 2


• Physical Sciences: PS1, PS2, PS3, & PS4

• Life Sciences: LS1, LS2, LS2, & LS4

• Earth & Space Sciences: ESS1, ESS2, & ESS2

• Engineering & Technical Subjects: ETS1, ETS2, & ETS3


Dimension 3

Crosscutting

Concepts

1. Patterns

2. Cause and effect

3. Scale, proportion and quantity

4. Systems and system models

5. Energy and matter

6. Structure and function

7. Stability and change

23

Performance Expectations

NGSS Performance Expectations

Science and



Crosscutting

Concepts

Dimension 1

Dimension 2

Dimension 3

24Why New Standards?

The U.S. ranks 27th out of 29 developed nations in the proportion of college students receiving undergraduate degrees in science and engineering.

SOURCE: NATIONAL RESEARCH COUNCIL

25Why New Standards?

Nearly 90 percent of high school graduates say they’re not interested in a career or a college major involving science, technology, engineering or math, known collectively as STEM, according to a survey of more than a million students who take the ACT test.

SOURCE: NEW YORK TIMES

26Timeline for NGSS ImplementationStage

12014-

15

Stage 2

2015-16

Stage 3

2016-17

Stage 4

2017-18

.

2014-2015 - Initial Exposure to NGSS2015-2016 - Deepening Understanding of NGSS2016-2017 - Planning Instruction around NGSS2017-2018 - Full Alignment of Instruction to NGSS


12014-

15

Stage 1 – “Initial Exposure” - 2014-2015

• Teachers are beginning to learn and become familiar with the conceptual shifts (innovations), the three dimensions of learning, and the performance expectations of the NGSS.

• Teachers will continue to use the current California science standards, but are encouraged to implement the NGSS scientific and engineering practices and the NGSS Crosscutting Concepts.

• The CST will continue to be administered in grades 5, 8, and 10.


12014-

15

Stage 2

2015-16

Stage 2 – “Deepening Understanding” - 2015-2016

• Teachers engage in on-going research and the building of personal understanding of the conceptual shifts (innovations), the three dimensions of learning, and the performance expectations of the NGSS.

• Teachers will continue to use the current California science standards, but are encouraged to implement the NGSS scientific and engineering practices and the NGSS Crosscutting Concepts.

• The CST will continue to be administered in grades 5, 8, and 10.


12014-

15

Stage 2

2015-16

Stage 3

2016-17

Stage 3 – “Planning Instruction” - 2016-2017

• Teachers begin planning lessons and units aligned to the three dimensions and performance expectations of the NGSS, returning to the previous stage as needed to ensure coherence with the conceptual shifts (innovations) of the NGSS.

• Formal instructional shifts will begin to prepare for full implementation with anticipated adoption of new science instructional materials.

• If there is no new NGSS-aligned assessment in place, then the CST will continue to be administered in grades 5, 8, and 10.


12014-

15

Stage 2

2015-16

Stage 3

2016-17

Stage 4 – “Full Alignment” - 2017-2018

• Teachers design and plan instruction aligned to NGSS curriculum and assessment.

• Teachers use newly-adopted science materials.

• Students take NGSS-aligned science assessment.

Stage 4

2017-18

31Engaging in the NGSS Science and Engineering Practices

I found some black boxes. Each one has a round object inside. They are permanently glued and taped shut, so I can’t open them. Can you help me figure out what the inside of the these boxes look like?

32Focus Question #1

What does the inside of your box look like? • Work in teams of two• Write down questions that you have about

your black box.• Write a short description of what you think

the inside of the black box looks like and include a detailed drawing with labeled parts

• Focus on shape and location

33Black Boxes

Sharing Ideas

Locate the chart paper for your box (A-D) and draw your team’s idea of what the inside of your black box looks like.

34Black Boxes

Collaboration & Consensus

Get together with another team that has the same black box (A-D) and come to consensus about what the inside of your black box looks like.

35Black Boxes

Consensus Drawing

Choose a representative from your combined group of four to draw a revised plan of your black box.

36Black Boxes

Focus Question #2

How did working with other scientists change your original thinking about your black box?

37Black Boxes

Debriefing the Experience• The term “black box” is a general term scientists and

engineers use to describe a system that works in mysterious or unknown ways.

• For most people, a TV is a black box. Electricity goes in and a picture miraculously appears on the screen. A telephone is another example of a black box.

• What are other examples of black boxes?

38Black Boxes

Debriefing the Experience• Which NGSS Science and Engineering Practices

were evident?• How does this lesson connect to CCSS ELA and

math standards and practices?

Practices in Mathematics, Science, and English Language Arts*

Math Science ELAM1. Make sense of problems and persevere in solving them.

M2. Reason abstractly and quantitatively.

M3. Construct viable arguments and critique the reasoning of others.

M4. Model with mathematics.

M5. Use appropriate tools strategically.

M6. Attend to precision.

M7. Look for and make use of structure.

M8. Look for and express regularity in repeated reasoning.

S1. Asking questions (for science) and defining problems (for engineering).

S2. Developing and using models.

S3. Planning and carrying out investigations.

S4. Analyzing and interpreting data.

S5. Using mathematics, information and computer technology, and computational thinking.

S6. Constructing explanations (for science) and designing solutions (for engineering).

S7. Engaging in argument from evidence.

S8. Obtaining, evaluating, and communicating information.

E1. They demonstrate independence.

E2. They build strong content knowledge.

E3. They respond to the varying demands of audience, task, purpose, and discipline.

E4. They comprehend as well as critique.

E5. They value evidence.

E6. They use technology and digital media strategically and capably.

E7. They come to understanding other perspectives and cultures.

* The Common Core English Language Arts uses the term “student capacities” rather than the term “practices” used in Common Core Mathematics and the Next Generation Science Standards.

40Connections to the CCSS

41

NGSS Disciplinary Core Ideas by Grade Level

PS1

Matter and its

Interactions

PS2

Motion and Stability:

Forces and Interactions

PS3

Energy

PS4

Waves and Their

Applications in

Technologies for

Information Transfer

LS1

From Molecules

to Organisms

: Structures

and Processes

LS2

Ecosystems:

Interactions, Energy,

and Dynamics

LS3

Heredity: Inheritance

and Variation of Traits

LS4

Biological Evolution: Unity and Diversity

ESS1

Earth’s Place in

the Univers

e

ESS2

Earth’s System

s

ESS3

Earth and

Human Activity

K

1

2

3

4

5

42

PS1

Matter and its

Interactions

PS2



PS3

Energy

PS4

Waves and Their

Applications in

Technologies for


LS1

From Molecules

to Organisms

: Structures

and Processes

LS2

Ecosystems:


and Dynamics

LS3



LS4


ESS1

Earth’s Place in

the Univers

e

ESS2

Earth’s System

s

ESS3

Earth and

Human Activity

K

1

2

3

4

5


43

PS1

Matter and its

Interactions

PS2



PS3

Energy

PS4

Waves and Their

Applications in

Technologies for


LS1

From Molecules

to Organisms

: Structures

and Processes

LS2

Ecosystems:


and Dynamics

LS3



LS4


ESS1

Earth’s Place in

the Univers

e

ESS2

Earth’s System

s

ESS3

Earth and

Human Activity

K

1

2

3

4

5


44

PS1

Matter and its

Interactions

PS2



PS3

Energy

PS4

Waves and Their

Applications in

Technologies for


LS1

From Molecules

to Organisms

: Structures

and Processes

LS2

Ecosystems:


and Dynamics

LS3



LS4


ESS1

Earth’s Place in

the Univers

e

ESS2

Earth’s System

s

ESS3

Earth and

Human Activity

K

1

2

3

4

5


45

PS1

Matter and its

Interactions

PS2



PS3

Energy

PS4

Waves and Their

Applications in

Technologies for


LS1

From Molecules

to Organisms

: Structures

and Processes

LS2

Ecosystems:


and Dynamics

LS3



LS4


ESS1

Earth’s Place in

the Univers

e

ESS2

Earth’s System

s

ESS3

Earth and

Human Activity

K

1

2

3

4

5


46

PS1

Matter and its

Interactions

PS2



PS3

Energy

PS4

Waves and Their

Applications in

Technologies for


LS1

From Molecules

to Organisms

: Structures

and Processes

LS2

Ecosystems:


and Dynamics

LS3



LS4


ESS1

Earth’s Place in

the Univers

e

ESS2

Earth’s System

s

ESS3

Earth and

Human Activity

K

1

2

3

4

5


47

PS1

Matter and its

Interactions

PS2



PS3

Energy

PS4

Waves and Their

Applications in

Technologies for


LS1

From Molecules

to Organisms

: Structures

and Processes

LS2

Ecosystems:


and Dynamics

LS3



LS4


ESS1

Earth’s Place in

the Univers

e

ESS2

Earth’s System

s

ESS3

Earth and

Human Activity

K

1

2

3

4

5


48

Physical Science Life Science

Earth and Space

Science

Engineering and

Technical Subjects

Total

K 4 1 5 3 13

1 4 3 2 3 12

2 4 3 4 3 14

3 4 8 3 3 18

4 7 2 5 3 17

5 6 2 5 3 16

Performance Expectations by Grade Level

49

Physical Science Life Science

Earth and Space

Science

Engineering and

Technical Subjects

Total

K 4 1 5 3 13

1 4 3 2 3 12

2 4 3 4 3 14

3 4 8 3 3 18

4 7 2 5 3 17

5 6 2 5 3 16

Performance Expectations by Grade Level

50

As a grade-level team, discuss how the new NGSS Performance Expectations will impact teaching and learning at your grade level.

The NGSS Performance Expectations

51

STEPHEN PRUITT, ACHIEVE SENIOR VICE PRESIDENT AND LEAD DEVELOPER OF THE NGSS

“…continue to teach what you are currently teaching, but endeavor to modify how you teach it—align instruction with the guidance provided in the Framework regarding implementation of the scientific and engineering practices.”

What Can Teachers Do Right Now?

52Summary• We are all learning this together.• Engineering design in science will be new for CA.• Feel free to do more research by reading the

Framework and the NGSS.• Locate and examine NGSS science lessons on the

Internet to see how the three dimensions work together with the Performance Expectations.

• Begin to integrate the Scientific and Engineering Practices into your science lessons.

53

Resources for Further Research and Learning• The Next Generation Science Standards:

http://www.nextgenscience.org

• A Framework for K-12 Science Education

http://www.nap.edu/openbook.php?record_id=13165

• NGSS Videos from Paul Anderson (Bozeman Science)

http://www.youtube.com/watch?v=o9SrSBGDNfU

54

Thank you!Heinrich SartinElementary Science SpecialistESC North OfficeEmail: [email protected]: (818) 654-3717