implementing the ngss: high school physics...analysis of science and technical texts, attending to...

Professional Development

Implementing the NGSS:

High School Physics

Professional Development

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NGSS key concepts – why this is different

o Implementing the 5E Model in the NGSS

o Three-dimensional learning in the NGSS

o Teaching to the NGSS

Building student engagement in the NGSS

o Managing student-centered discourse in the NGSS

o Assessing student progress against the NGSS

Implementing a lesson plan: Circular Motion

Today’s Learning Objectives

What’s Different? The Big Picture

o Students memorized facts

o Students learned about other people’s discoveries

o Students “do” science and make discoveries

o Students drive their own learning guided by the teacher

Before:

After:

o Science learning is three-dimensional.

o Science learning is a process and a progression.

o Students are naturally curious about science.

o Educators must engage diverse students in science.

o Science assessment must be embedded throughout.

NGSS Key Concepts

Engage - Explore - Explain - Extend / Elaborate - Evaluate

The 5E Instructional Model

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o Disciplinary core ideas

o Crosscutting concepts

o Science & engineering practices

3-Dimensional Science Learning



Circular Motion: 3D Examples

This is a demo. The interactive 3D content is available in the full PD. Get it here.


Teaching to the NGSS

o Anchor instruction in a “phenomenon”

o Build on everyday experiences

o Engage students’ curiosity

o Encourage students to talk and reason

o Manage student-centered discourse

o Paraphrase and elevate students’ ideas

o Let students pursue their own hypotheses

Teaching Practices: Student Skills:

o Design experiments

o Pose scientific questions

o Integrate different scientific practices

o Make inferences

o Investigate and collect data

o See connections and analyze findings

o Build cumulative knowledge



Teacher Guidance and Paraphrasing

o You’ve come up with a theory based on what you saw.

o You’ve provided evidence for your idea.

o You’re inferring that something has changed.

o You’re integrating Maria’s findings into your thinking.

o You’ve floated two possibilities.

o What do you observe that makes you think that?

o Can you analyze the data to evaluate your solution?

Student-Centered Discourse



Embedded Assessment

o To collect information

o To identify next steps

o To determine student support needed

A Teacher Tool: A Student Tool:

o To see what they’ve learned

o To figure out as a class where they are in an investigation



Building Student Engagement

Interactive 3D STEM models engage and motivate students.

3D Models and Animations

5E Model lessons build on students’ natural curiosity.

Student-Driven Learning



Sample Lesson Plan: Circular Motion

Lesson Overview

A satellite orbits around the Earth. A car travels around a curve. These objects are engaged in circular motion.

Learning Objectives

Students will learn that in circular motion there is always an acceleration (and hence a force) that points to the center of the circle defined by the objects motion. This force changes the direction of the velocity vector of the object but not the speed. Students will also learn how to calculate that speed using the period of motion and the distance of its path (circumference of the circle it traces out).

Learning Objectives

Centripetal Acceleration, Centripetal Force



Common Core ELA-Literacy

o Cite specific textual evidence to support

analysis of science and technical texts,

attending to important distinctions the

author makes and to any gaps or

inconsistencies in the account.

RST.11-12.1 RST.11-12.7

o Integrate and evaluate multiple sources

of information presented in diverse

formats and media (e.g., quantitative

data, video, multimedia) in order to

address a question or solve a problem.

o Draw evidence from informational texts to support analysis, reflection, and research.

WHST.9-12.9



Common Core Mathematics

o Reason abstractly and quantitatively.

MP.2 MP.4

o Model with mathematics.

o Use units as a way to understand problems and to guide the solution of multi-step

problems; choose and interpret units consistently in formulas; choose and interpret

the scale and the origin in graphs and data displays.

HSN-Q.A.1



NGSS - Students Can:

o Analyze data to support the claim that

Newton’s second law of motion

describes the mathematical

relationship among the net force on a

macroscopic object, its mass, and

acceleration.

HS-PS2-1 HS-PS2-2

o Use mathematical representations to

support the claim that the total

momentum of a system of objects is

conserved when there is no net force

on the system.

o Apply scientific and engineering ideas to design, refine, and evaluate a device that

minimized the force on a macroscopic object during a collision.

HS-PD2-3



NGSS: Science & Engineering Practices

o Planning and carrying out investigations

o Analyzing and interpreting data

o Using mathematics and computational thinking

o Constructing explanations and designing solutions



NGSS: Cross-Cutting Concepts

o Cause and effect

o Structure and function

o Patterns



Disciplinary Core Ideas

o Forces and motion.

PS2.A PS2.B

o Types of interactions.



5E Model: Engage

Have students discuss:

Lunar Phases

o What are the forces that keep the Moon in orbit around the Earth? o Is it always the same distance from the Earth? o What accounts for the different phases of the Moon?

Pose essential questions of the lesson:

o What is centripetal force? o What is centripetal acceleration? o How does it affect the velocity vector of an object?



5E Model: Engage



5E Model: Explore

"Circular Motion"

A satellite orbits around the Earth. A car travels around a curve. Both of these objects are engaged in

circular motion.

Let us consider the satellite first. The satellite is held in place by the Earth’s gravity. The gravity holds the

satellite in its orbit. In what direction does this force act? If the earth were “magically” gone, the satellite

would fly off tangent to its motion at the instant gravity no longer held it. The force preventing this from happening must keep pulling the satellite

toward the center of the circle to maintain circular motion.

Interesting Reading Assignment


https://www.ck12.org/physics/Circular-Motion/lesson/Circular-Motion-Physics-Intermediate/


Pair students and have them study this model.

Have students discuss and share their answers to:

o How does this engine turn circular motion into power?

o Are such devices in use today? o Where?

Wankel Engine

5E Model: Explain



CK-12 simulation

Have students see what they’ve learned in an authentic context.

5E Model: Extend/Elaborate

Have students experiment with:

"Phases of the Moon"


http://interactives.ck12.org/simulations/physics/phases-of-the-moon/app/index.html?hash=dd5e477a6fea0e90a46fa21a48775e5f&source=ck12&artifactID=1916718&backUrl=http://www.ck12.org/search/?q=%22phases%20of%20the%20moon%22&referrer=top_nav&autoComplete=false#simulations


Performance assessment, e.g., Name the parts of the instrument and explain their interdependence in the measurement process.

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5E Model: Evaluate



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