Welcome to:Next Generation Science Standards (NGSS) –

Creativity: Applications and AssessmentBefore we start, if you have a smart phone please

download the NGSS App.

Next Generation Science Standards (NGSS) – Creativity: Applications and

Assessment Presenter: Amine Kamal Hamdan

E-mail: amine@consultfocalpoint.com

In groups of 3 – 4 note down on a white paper, the years of experience (as a teacher) for each group member.

Calculate the total number of years in each group.

What is the total number of experience in this room?

Starter - Experience!

How well do you understand the NGSS?

I am new

I am well aware of the

three dimensions

of NGSS only

Read it, but don’t know

how to deliver

I am ok with some aspects

but not confident

about a lot more

Mastered it and can

support those who need

help

NGSS - Common Grounds1) Changing the name of the curriculum doesn’t mean you actually changed the curriculum.

2) Implementing the NGSS is a long process that should take more than one academic year.

3) The NGSS are for all students, and all students are expected to achieve proficiency with respect to all of the performance expectations in the NGSS.

4) The NGSS are not intended to be an exhaustive list of all that could be included in a student’s science education nor should they prevent students from going beyond the standards where appropriate.

5) The NGSS performance expectations should not limit the curriculum. Students interested in pursuing science further (through Advanced Placement or other advanced courses) should have the opportunity to do so through additional coursework.

6) The performance expectations are not a set of instructional or assessment tasks. They are statements of what students should be able to do after instruction. Decisions on how best to help students meet these PEs are left to states, districts, and teachers.

NGSS - Common Grounds

All students no matter what their future education and career path must have a solid K–12 science education in order to be prepared for college, careers, and citizenship. – NGSS Appendix A, Conceptual Shifts

7) The NGSS are not instructional strategies.

8) The NGSS are not lesson objectives.

Planning – From PE to Activity

Step 1:

- Arrange in groups of 3 – 4

- Group members must be teaching different subjects (Physics, Chemistry, Biology, Science)

- Use to the resources in front of you (only) to present your work.

- Each group will be given 2 min for the presentation / demonstration.

- The other teams will evaluate the creativity of the presenting group.

Activity 1The performance expectation of this lesson is:Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance.

Using the materials given to you (mobile phones are allowed only if used as a source of light or sound), your task is to come up with methods (one or more) of communication understood by the members of your team. Prepare a 2 min demonstration showing the effectiveness of the design and the science behind it (example: waves, sound, energy…)

Assessment Criteria:

1- Effectiveness of the method2- Effectiveness of the design that serves the purpose 3- Clarity of demonstration and presentation.

Activity 1The performance expectation of this lesson is:Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance.

6 – 8 min

Planning – From PE to Activity

Demonstration & Evaluation 2 Teams

Activity 1The performance expectation of this lesson is:Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance.

Use the evaluation sheet given to you.

2mins

Planning – Evaluating Creativity

The performance expectation of this lesson is:Use tools and materials to design and build a device that uses light or sound to solve the problem of communicating over a distance.

Use the form given to you to draft a lesson plan for the previous activity. The plan must include:

- at least one of the “Cross Cutting Concept”.- at least one of the “Science and Engineering Practices”.- the assessment method you’ll use.

Planning – Teaching Strategy

5mins

Planning – Lesson Plan

Inquiry Based Learning

Is a process where students

Formulate questions

Enhances students’

Creativity

NGSS - Inquiry Based Learning

• Pose the problem to students

• Students research and find information

• Students design how to research the question and conduct analysis

• Students analyze the results individually or in groups

• Students write their own conclusions based on the evidence and present it to others

Open

• Pose the problem to students

• Present a series of lessons and resource materials

• Assist students in the design of how to research the question and conduct analysis

• Students analyze the results individually or in groups

• Students write their own conclusions based on the evidence

Guided

• Pose the problem to students

• Present a series of lessons and resource materials

• Model how to use the materials and notes

• Assist students with the analysis based on notes, materials, and observations.

• Students write their own conclusions based on the evidence

Structure

Leve

ls of

Inqu

iry

NGSS - Inquiry Based Learning

What do I know?K

What do I want to know?W

How do I find out?F

What will I do next time?

N

How do I use what I learned?

UWhat did I learn?

L

NGSS - Inquiry Based Learning

“If students leave schools without knowing how to continuously create and innovate, they will be underprepared for the challenges of the

society and workforce.Daniel Pink

NGSS - Creativity

NGSS - Creativity

Creativity in Schools

NGSS - Creativity

How some schools approach creativity…

Principal Middle Leader

NGSS - Creativity

Teachers, The school has decided we should be more creative…Get on to it, please.

??? ??!!#!%!

Huh!

Middle Leader Teachers

NGSS - Creativity

BUT…… HOW??!!!!

NGSS - Creativity

Promoting creativity in class.

Producing new ideas or

reorganizing existing ideas in

a new wayExample:

- Identify a problem for which multiplication would be useful in

finding the solution- Identify a problem for

which DNA studies would be useful in

finding the solution.

Putting two things or ideas

together

Example:- How the events that led up to World War

One might be handled if they happened Today- Use your knowledge

about waves and properties of materials

to design a communication tool.

NGSS – Promoting Creativity

NGSS – Rubric for Creativity

MS-LS1-6.Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms. [Clarification Statement: Emphasis is on tracing movement of matter and flow of energy.] [Assessment Boundary: Assessment does not include the biochemical mechanisms of photosynthesis.]

NGSS - Practice IBL and Creativity

MS-PS3-3. Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer.* [Clarification Statement: Examples of devices could include an insulated box, a solar cooker, and a Styrofoam cup.] [Assessment Boundary: Assessment does not include calculating the total amount of thermal energy transferred.]

1- Choose one of the Performance Expectations below and suggest an Inquiry Based Learning approach (Structure, Guided or Open).

2- Explain briefly how will you conduct this approach.

3- Suggest an activity that can promote creativity.

5mins

Feedback Please…

Please fill out the feedback form before you go.

For further questions:

Name: Amine Kamal Hamdan E-mail: amine@consultfocalpoint.com