teaching ngss in elementary school – k - national...

Title slide

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LIVE INTERACTIVE LEARNING @ YOUR DESKTOP

December 17, 2014

6:30 p.m. ET / 5:30 p.m. CT / 4:30 p.m. MT / 3:30 p.m. PT

Teaching NGSS in Elementary School— Third Grade

Presented by: Ted Willard, Carla Zembal-Saul, Mary Starr, and

Kathy Renfrew

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Introducing today’s presenters…

Introducing today’s presenters

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Ted Willard Director, NGSS@NSTA National Science Teachers Association

Carla Zembal-Saul Professor of Science Education Penn State University

Mary Starr Executive Director Michigan Mathematics and Science Centers Network

Kathy Renfrew K-5 Science Coordinator, VT Agency of Education NGSS Curator

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Developing the Standards

Instruction

Curricula

Assessments

Pre-Service Education

2011-2013

July 2011


Professional Learning

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July 2011


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Three-Dimensions:

• Scientific and Engineering Practices

• Crosscutting Concepts

• Disciplinary Core Ideas

View free PDF from The National Academies Press at www.nap.edu

Secure your own copy from

www.nsta.org/store

A Framework for K-12 Science Education

1. Asking questions (for science)

and defining problems (for engineering)

2. Developing and using models

3. Planning and carrying out investigations

4. Analyzing and interpreting data

5. Using mathematics and computational thinking

6. Constructing explanations (for science)

and designing solutions (for engineering)

7. Engaging in argument from evidence

8. Obtaining, evaluating, and communicating information

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Scientific and Engineering Practices

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1. Patterns

2. Cause and effect: Mechanism and explanation

3. Scale, proportion, and quantity

4. Systems and system models

5. Energy and matter: Flows, cycles, and conservation

6. Structure and function

7. Stability and change

Crosscutting Concepts

Life Science Physical Science 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

PS1: Matter and Its Interactions

PS2: Motion and Stability: Forces and

Interactions

PS3: Energy

PS4: Waves and Their Applications in

Technologies for Information Transfer

Earth & Space Science Engineering & Technology

ESS1: Earth’s Place in the Universe

ESS2: Earth’s Systems

ESS3: Earth and Human Activity

ETS1: Engineering Design

ETS2: Links Among Engineering, Technology,

Science, and Society

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Disciplinary Core Ideas

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Life Science Earth & Space Science Physical Science Engineering & Technology

LS1: From Molecules to Organisms:

Structures and Processes

LS1.A: Structure and Function

LS1.B: Growth and Development of

Organisms

LS1.C: Organization for Matter and

Energy Flow in Organisms

LS1.D: Information Processing

LS2: Ecosystems: Interactions, Energy,

and Dynamics

LS2.A: Interdependent Relationships

in Ecosystems

LS2.B: Cycles of Matter and Energy

Transfer in Ecosystems

LS2.C: Ecosystem Dynamics,

Functioning, and Resilience

LS2.D: Social Interactions and Group

Behavior

LS3: Heredity: Inheritance and

Variation of Traits

LS3.A: Inheritance of Traits

LS3.B: Variation of Traits

LS4: Biological Evolution: Unity

and Diversity

LS4.A: Evidence of Common Ancestry

and Diversity

LS4.B: Natural Selection

LS4.C: Adaptation

LS4.D: Biodiversity and Humans

ESS1: Earth’s Place in the Universe

ESS1.A: The Universe and Its Stars

ESS1.B: Earth and the Solar System

ESS1.C: The History of Planet Earth

ESS2: Earth’s Systems

ESS2.A: Earth Materials and Systems

ESS2.B: Plate Tectonics and Large-Scale

System Interactions

ESS2.C: The Roles of Water in Earth’s

Surface Processes

ESS2.D: Weather and Climate

ESS2.E: Biogeology

ESS3: Earth and Human Activity

ESS3.A: Natural Resources

ESS3.B: Natural Hazards

ESS3.C: Human Impacts on Earth

Systems

ESS3.D: Global Climate Change

PS1: Matter and Its Interactions

PS1.A: Structure and Properties of

Matter

PS1.B: Chemical Reactions

PS1.C: Nuclear Processes

PS2: Motion and Stability: Forces

and Interactions

PS2.A: Forces and Motion

PS2.B: Types of Interactions

PS2.C: Stability and Instability in

Physical Systems

PS3: Energy

PS3.A: Definitions of Energy

PS3.B: Conservation of Energy and

Energy Transfer

PS3.C: Relationship Between Energy

and Forces

PS3.D: Energy in Chemical Processes

and Everyday Life

PS4: Waves and Their Applications in

Technologies for Information

Transfer

PS4.A: Wave Properties

PS4.B: Electromagnetic Radiation

PS4.C: Information Technologies

and Instrumentation

ETS1: Engineering Design

ETS1.A: Defining and Delimiting an

Engineering Problem

ETS1.B: Developing Possible Solutions

ETS1.C: Optimizing the Design Solution

ETS2: Links Among Engineering,

Technology, Science, and

Society

ETS2.A: Interdependence of Science,

Engineering, and Technology

ETS2.B: Influence of Engineering,

Technology, and Science on

Society and the Natural World

Note: In NGSS, the core ideas for Engineering, Technology, and the Application of Science are integrated with the Life Science, Earth & Space Science, and Physical Science core ideas

Disciplinary Core Ideas

Instruction

Curricula

Assessments

Pre-Service Education

2011-2013

July 2011



2011-2013

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NGSS Lead State Partners

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NGSS Writers

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Adoption of NGSS

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Adoption of NGSS

About 3 in 10 students in the US live in states that have adopted NGSS

29%

71%

Percent of Students in NGSS States

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3-ESS2 Earth’s Systems Students who demonstrate understanding can:

3-ESS2-1. Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season.

Clarification Statement: Examples of data could include average temperature, precipitation, and wind direction. Assessment Boundary: Assessment of graphical displays is limited to pictographs and bar graphs. Assessment does not include climate

change.

The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education:

Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts

Analyzing and Interpreting Data

Analyzing data in 3–5 builds on K–2 experiences

and progresses to introducing quantitative

approaches to collecting data and conducting

multiple trials of qualitative observations. When

possible and feasible, digital tools should be

used.

Represent data in tables and various

graphical displays (bar graphs and

pictographs) to reveal patterns that indicate

relationships.


Scientists record patterns of the

weather across different times and

areas so that they can make

predictions about what kind of

weather might happen next.

Patterns

Patterns of change can be used to make

predictions

Note: Performance expectations combine practices, core ideas, and crosscutting concepts into a single statement of what is to be assessed.

They are not instructional strategies or objectives for a lesson.

Closer Look at a Performance Expectation

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change.









used.




relationships.







Patterns


predictions




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change.









used.




relationships.







Patterns


predictions




22




change.









used.




relationships.







Patterns


predictions




Teaching NGSS in

Elementary School Third Grade:

Inheritance and Variation of Traits

December 17, 2014

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Introductions

Carla Zembal-Saul – [email protected]

Professor of Science Education, Penn State University

Co-author, What’s Your Evidence? Engaging K-5 Students in

Constructing Explanations in Science

Twitter: @czem

Mary Starr – [email protected]

Executive Director, Michigan Mathematics and Science Centers

Network

Co-author, Project-Based Inquiry Science

Twitter: @starrscience

Kathy Renfrew - [email protected]

K-5 Science Coordinator, VT Agency of Education,

NGSS Curator

Twitter: @krsciencelady

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mailto:[email protected]




Welcome

Kimber

Hershberger

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Overview: NGSS for Third Grade

❖ Approaches and tools for

supporting NGSS in the

classroom

❖ NGSS topics for third grade

❖ Unpacking performance

expectation 3-LS3-1

❖ Life science focus: Inheritance

and variation of traits

❖ Scientific practices: Analyze and

interpret data

❖ Video: Using data to determine

that there is inherited variation in

a group of cockroaches

❖ Resources to support instruction

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Clipart: Tonight’s Audience

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3rd Grade

Teacher

Teacher at

Another

Grade Level

Preservice

Teacher

Science

Supervisor

University

Faculty

Other

Be an engaged participant.

Participate by responding to polls and using the CHAT window

to share ideas.

Presume positive intentions!

Web Seminar Interactions

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NGSS Topics for Third Grade

Life Science: Inheritance

and Variation of Traits: Life

Cycles and Traits

Life Science: Interdependent

Relationships in

Ecosystems: Environmental

Impacts on Organisms

Earth and Space Systems:

Weather and Climate

Physical Science: Forces

and Interactions

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Core Idea LS3:

Inheritance and Variation of Traits

❖ The performance expectations in third

grade help students formulate answers

to questions such as: How are plants,

animals, and environments of the past

similar or different from current plants,

animals, and environments?

❖ Students are able to construct an

explanation using evidence for how the

variations in characteristics among

individuals of the same species may

provide advantages in surviving, finding

mates, and reproducing.

NGSS Third Grade “Related

Content” link

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Life Cycles and Traits

Support in Framework – Content Knowledge

Framework p. 157

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Disciplinary Core Idea

Many characteristics of

organisms are inherited from

their parents. (3-LS3-1)

Different organisms vary in how

they look and function because

they have different inherited

information. (3-LS3-1)

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LS3.A Inheritance of Traits

LS3.B Variation of Traits

Support in NGSS - Storylines

http://www.nextgenscience.org/search-standards

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High School: In all organisms the genetic instructions for forming

species’ characteristics are carried in the chromosomes. Each

chromosome consists of a single very long DNA molecule and each

gene on the chromosome is a particular segment of that DNA. The

instructions for forming species’ characteristics are carried in DNA.

Middle School: Genes are located in the chromosomes of cells. Each

gene controls the production of a specific protein, which affects the

traits of the individual. Changes in the genes can result in changes to

proteins which can change traits.

Third Grade: Many characteristics of organisms are inherited from their

parents. Other characteristics result from individuals’ interactions with

the environment, which can range from diet to learning. Many

characteristics involve both inheritance and environment.

First Grade: Organisms have characteristic that can be similar or

different. Animals and plants are very much, but not exactly like, their

parents and other animals of the same kind.

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Colle

ge a

nd C

are

er

Readin

ess

1st Grade

3rd Grade

Middle School

High School

DCI Progression:

Grades 1 - 12

Edited from Framework, pp. 158-159

Grade Band Endpoints for LS3.A (and

LS3.B)

http://www.nap.edu/openbook

.php?record_id=13165&page

=134

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By the end of grade 5. Many characteristics of

organisms are inherited from their parents.

Other characteristics result from individuals’

interactions with the environment, which can

range from diet to learning. Many characteristics

involve both inheritance and environment.

Offspring acquire a mix of traits from their

biological parents. Different organisms vary in

how they look and function because they have

different inherited information. In each kind of

organism there is variation in the traits

themselves, and different kinds of organisms

may have different versions of the trait. The

environment also affects the traits that an

organism develops—differences in where they

grow or in the food they consume may cause

organisms that are related to end up looking or

behaving differently.

Support in Framework - Endpoints

http://www.nap.edu/openbook.php?record_id=13165&page=134




Performance Expectation

3-LS3-1. Analyze and interpret data to provide evidence that plants and animals

have traits inherited from parents and that variation of these traits exists in a

group of similar organisms. [Clarification Statement: Patterns are the similarities

and differences in traits shared between offspring and their parents, or among

siblings. Emphasis is on organisms other than humans.] [Assessment Boundary:

Assessment does not include genetic mechanisms of inheritance and prediction of

traits. Assessment is limited to non-human examples.]

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Scientific and Engineering

Practices

1. Asking probing questions and

defining problems


3. Planning and carrying out

investigations

5. Using mathematics and

computational thinking

8. Obtaining, evaluating, and

communicating information

4. Analyzing and interpreting

data (Identified in the PE)

6. Developing explanations and

designing solutions

7. Engaging in argument from

evidence

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Check Point

What questions do you

have about…

Making sense of 3rd grade

performance expectations

and/or

Preparing to teach the

content of inheritance and

variation of traits

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Questions for Kimber

What would you like to know about how Kimber

prepares to teach unfamiliar science content?

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Poll: Inheritance and variation of traits

Which response best reflects how you have taught

inheritance and/or variation of traits in the elementary

grades (or observed it being taught in K-5)?

a. Create real or imagined organisms that show how particular

adaptations are related to survival (e.g., camouflage).

b. Collect data about how offspring look like (and don’t look like) parents

and siblings.

c. Match pictures of animals and/or plants to offspring.

d. Other (please describe briefly)

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After you have answered the poll, watch as the results unfold and read the

chat box for teacher’s descriptions of other activities.

Performance Expectation

3-LS3-1. Analyze and interpret data to provide

evidence that plants and animals have traits inherited

from parents and that variation of these traits exists in

a group of similar organisms. [Clarification Statement:

Patterns are the similarities and differences in traits shared

between offspring and their parents, or among siblings.

Emphasis is on organisms other than humans.]

[Assessment Boundary: Assessment does not include

genetic mechanisms of inheritance and prediction of traits.

Assessment is limited to non-human examples.]

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Before this lesson…

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Build-A-Bug:

Common characteristics of insects

Common characteristics of a species

Coherent Science Content Storyline

A main learning goal

Goal statement or

question

Activities that match the

learning goal

Content representations

that match the learning

goal

Content ideas linked to

other content ideas

Key ideas and activities

sequences appropriately

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Roth et al., 2011

Adaptations Unit Storyline

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Question Claim Evidence Reasoning Investigation

Do cockroaches have individual differences?

Yes. We were able to identify our team’s individual cockroach because…

Close observation of individual adult cockroaches (e.g., ours was 7 cm and had light and dark stripes on the abdomen)

There are variations of traits in a species that provides a survival advantage for some individuals in a given environment.

Each team closely observes their cockroach, records its coloration and size, and tries to identify it when mixed in with others.

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What are insects?

Insects are a class of organisms that share common features – 3 part body, 3 pairs of jointed legs, etc.

Observations of live insects Research on insects (e.g., video, online and book research)

Insects are a diverse class of organisms with adaptations that provide a survival advantage (e.g., antennae to sense food & danger).

Assess prior knowledge about insects. Watch YouTube video. Collect insects from school garden to observe.

Are hissing cockroaches insects?

Cockroaches are insects because… [common features]

Observations of cockroaches and records of insect characteristics

All insects share a common body plan.

Each team gets a cockroach to observe closely.

What adaptations do cockroaches have?

Cockroaches hiss to scare away predators, etc.

From direct observations and interactions with cockroaches

Cockroaches have special adaptations for their environment. Adaptations are features or behaviors that provide a survival advantage.

Each team gets a cockroach to handle and observe closely.





Each team closely observes their cockroach, records its coloration and size, and tries to identify it when mixed in with others.

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Each team closely observes their cockroach, records its coloration & size, & tries to identify it when mixed in with others.

Do variations in traits help individuals to survive in a particular environment?

Some “toothpick grasshoppers” were able to blend in with the grass better than others, so they avoided predators.

We started with 50 of each color of toothpick. The yellow and green survived predation the best because they had the most left (48 and 39).

Camouflage is an adaptation that allows organisms to blend in with its environment. Variations in color within a species can result in some individuals to have a survival advantage.

Simulation with different colored toothpicks in grass.

How does the environment influence survival of a species?

Over 4 generations, there were more brown “dot beetles” in the group than any other color because they were better camouflaged.

We started with 50 of each color of dots. After each round of predation, the surviving dots got to reproduce. The data shows the numbers of each color…

Organisms of a group that survive & reproduce in an environment pass their traits to their offspring. Over time the traits of survivors become more common in the group.

Dot lab with fabric “environment”

Teaching Video:

Variation of traits within a species

❖ Central, rural Pennsylvania

❖ Lessons from first science unit of 2014

❖ Class consists of 22 students (2 IEPs and 3 ESL)

❖ Teacher with extensive knowledge and experience

helping students construct scientific explanations;

co-author of What’s Your Evidence? (2013)

❖ Video edited down from three 50 minute sessions

❖ Respect for colleagues who share their classrooms

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Talk Moves from Ready, Set, Science!

Michaels et al., 2008, p.91

Talk Move Example Teacher Statement

Asking students to

restate someone else’s

reasoning

Can you repeat what he just said in your

own words?

Prompting students for

further participation

Do you agree and disagree and why?

What evidence helped you arrive at that

answer?

Asking students to

explicate their

reasoning

Would someone like to add on?

Using wait time Take your time – we’ll wait.

Revoicing So let me see if I’ve got your thinking

right. You’re saying ___________?

Talk Moves from

What’s Your Evidence?

Zembal-Saul et al., 2013, p. 73


Refocus on guiding

question

How does that help us answer our guiding question,

_________?

Analyzing Data What patterns are you beginning to notice in your

data?

Propose a draft claim What claim can you make based on the data you

have so far?

Consider alternatives Is there a different claim that explains the data

better?

Make new predictions Given your results so far, what do you think will

happen next?

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Watch the Video

https://psu.box.com/s/sfe0d5iflj7dtof68pxo 51

How did Kimber use

talk moves to

scaffold the

experience of

analyzing qualitative

data and

constructing a claim

from evidence?

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Reflection

From the Video

❖ Highlighted thinking scientifically and doing scientific

work

❖ Approached variation among individuals of the same

species as phenomena with which students can

interact, observe and manipulate

❖ Emphasized comparing recorded data with direct

observations

❖ Created opportunities for children to identify patterns

❖ Used talk moves intended to get at students’ ideas and

scaffolded constructing a claim from evidence

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Talk Moves from

What’s Your Evidence?

Zembal-Saul et al., 2013, p. 73


Refocus on guiding

question

How does that help us answer our guiding question,

_________?

Analyzing Data What patterns are you beginning to notice in your

data?

Propose a draft claim What claim can you make based on the data you

have so far?

Consider alternatives Is there a different claim that explains the data

better?

Make new predictions Given your results so far, what do you think will

happen next?

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Scaffolding data collection

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Constructing claims

from evidence

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Scientific and Engineering

Practices

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1. Asking probing questions and

defining problems


3. Planning and carrying out

investigations

4. Analyzing and interpreting

data (Identified in the PE)

5. Using mathematics and

computational thinking

6. Developing explanations and

designing solutions

7. Engaging in argument from

evidence

8. Obtaining, evaluating, and

communicating information

Explanation and Argument

Constructing scientific explanation – the use of

observations/data and science ideas to construct evidence-

based accounts of natural phenomena

Argument from evidence – the process of reaching

agreement about explanations

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Claims – Evidence – Reasoning – Rebuttal

CLAIM – A statement/conclusion that responds to the question under

investigation

EVIDENCE – Scientific data that is appropriate and sufficient to support the

claim

REASONING – Justification that shows why the data count as evidence to

support the claim AND includes appropriate science ideas

REBUTTAL – Alternative claims and/or counter evidence and reasoning for

why an explanation is not appropriate

McNeill & Krajcik, 2012; McNeill et al., 2006

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CER Framework

Evidence

Evidence

Evidence

CLAIM 1 not b/c CLAIM 2

EVIDENCE

and

REASONING

Reasoning McNeill & Krajcik, 2012

Engage with

phenomena

Ask questions that

require investigation

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Beyond Activities

❖ Activities (“hands-on”) alone are not enough

❖ Integration of core ideas, scientific practices, and cross-

cutting concepts (3D learning) essential for meaningful

science learning

❖ Investigations as a vehicle for...

● Engaging with scientific phenomena

● Collecting data from which to construct arguments and explanations

● Testing ideas and explanations

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An analogy

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http://www.tinnedtomatoes.com

An analogy

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http://www.tinnedtomatoes.com

http://esngent.be/significance-munching-healthy-balanced-diet/

What teachers need to know...

❖ Disciplinary core ideas (and cross-cutting concepts)

❖ Scientific (and engineering) practices

❖ Children’s ideas and reasoning

❖ Learning progressions

❖ Strategies for rich classroom talk

❖ Formative assessment approaches

❖ Interdisciplinary connections

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What teachers need to know...

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❖ Disciplinary core ideas (and cross-cutting concepts)

❖ Scientific (and engineering) practices

❖ Children’s ideas and reasoning

❖ Learning progressions

❖ Strategies for rich classroom talk

❖ Formative assessment approaches

❖ Interdisciplinary connections

NGSS Webinar Series for K-5

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❖ Importance of engaging young children in meaningful science

learning and scientific discourse and practices

❖ Foundation for future learning in science

❖ Opportunity to examine NGSS in early grades and focus on teaching

particular content and practices

❖ Connecting core ideas with ELA and mathematics

❖ Development of a community of practice focused on elementary

grades

❖ Vehicle to access instructional resources for teaching


What is one idea or practice from the webinar

that you will take back to your instructional

setting and use?

Please share in the chat window.

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Instructional Resources

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http://goo.gl/7tSC35

http://goo.gl/LKwXLy

http://goo.gl/qml3MW http://goo.gl/puUqX5

http://goo.gl/lzFyc2

http://goo.gl/7d7pNS

http://goo.gl/JOPdnH

http://goo.gl/7tSC35

http://goo.gl/LKwXLy

http://goo.gl/qml3MW

http://goo.gl/puUqX5

http://goo.gl/lzFyc2

http://goo.gl/7d7pNS

http://goo.gl/JOPdnH

On the Web

nextgenscience.org

nsta.org/ngss

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Welcome to the NGSS@NSTA Hub!

Connect and Collaborate

Discussion forum on NGSS in the Learning center

NSTA Member-only

Listserv on NGSS

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NGSS Web Seminars for 2014-2015

Focus on the Elementary Grades

• Kindergarten: September 17

• First Grade: October 15

• Second Grade: November 19

• Third Grade: December 17

• Fourth Grade: January 21

• Fifth Grade: February 18

All web seminars will take place on Wednesday nights

from 6:30-8:00 pm ET

NSTA Resources on NGSS

Web Seminar Archives

• Practices (Fall 2012)

• Crosscutting Concepts (Spring 2013)

• Disciplinary Core Ideas (Fall 2013, Spring 2014)

• Assessment (January 2014)

Journal Articles

• Science and Children

• Science Scope

• The Science Teacher

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From the NSTA Bookstore

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NGSS App

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Conferences in 2015

National Conference

Chicago March 26-29, 2015

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STEM Forum

Minneapolis May 20-23, 2015

Conferences in 2015

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Philadelphia, PA November 12-14

Reno, NV October 22-24

Kansas City, MO December 3-5

Thanks to today’s presenters!

Thanks to today’s presenters

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Ted Willard Director, NGSS@NSTA National Science Teachers Association

Carla Zembal-Saul Professor of Science Education Penn State University

Mary Starr Executive Director Michigan Mathematics and Science Centers Network

Kathy Renfrew K-5 Science Coordinator, VT Agency of Education NGSS Curator

Thank you to the sponsor of today’s web seminar:

This web seminar contains information about programs, products, and services offered by third parties, as well as links to third-party websites. The presence of a listing or

such information does not constitute an endorsement by NSTA of a particular company or organization, or its programs, products, or services.

Thanks to today’s sponsor

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Thanks to NSTA administration

National Science Teachers Association

David Evans, Ph.D., Executive Director

Al Byers, Ph.D., Associate Executive Director, Services

NSTA Web Seminar Team

Flavio Mendez, Senior Director, NSTA Learning Center Dayna Anderson, NSTA Learning Center Help Desk Manager

Stephanie Erickson, e-Learning Coordinator Jeff Layman, Technical Coordinator

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