Preparing for NGSS: Analyzing and Interpreting Data

1. Preparing for NGSS: Analyzing and Interpreting Data Add your information here:

2. A Framework for K-12 Science Education • Released in July 2011 • Developed by the National Research Council at the National Academies of Science • Prepared by a committee of Scientists (including Nobel Laureates) and Science Educators • Three-Dimensions: • Scientific and Engineering Practices • Crosscutting Concepts • Disciplinary Core Ideas

3. Scientific and Engineering Practices Asking questions (science) and defining problems (engineering) Design and using models Planning and carrying out investigations Analyzing and interpreting data Using mathematics and computational thinking Developing explanations (science) and designing solutions (engineering) Engaging in argument Obtaining, evaluating, and communicating information

4. Practices Venn Diagram

5. Practices and the NGSS: Analyzing and Interpreting Data Overview: • What is the practice of analyzing and interpreting data? • Why is analyzing and interpreting data important? • Connections with the Framework • Progression of practice • Classroom examples • Discussion

6. What does “Analyzing and Interpreting Data” Mean? • Instructions for Activity: • Grab Sticky Notes • At each poster, add your definition. • Also, provide an example of how your students model analyzing, interpreting, and using data in the classroom.

7. What Does “Analyzing and Interpreting Data” Mean? • Data: Facts, statistics, or items of information • Students can use data to identify objects, systems, and help explain phenomena • Analyze: To study or determine the nature and relationship of the parts • Students can analyze to attempt to determine the nature of information and understand relationships • Interpret: To explain the meaning of • Students can use interpretations to develop claims and create viable arguments to support findings

8. The Practice of Analyzing and Interpreting Data • Practices: Ways of thinking about and working with science concepts to address problems and answer questions • The goal in science is to connect information (in the form of data) to some sort of claim or explanation • In the process of connecting evidence, the information needs to be put in a form where the meaning of the data can be recognized and extracted (This is the practice of analysis and interpretation) • Guiding Questions: • “What do the data we collected mean?” • “How do these data help me answer my question?”

9. Why Focus on Analyzing and Interpreting Data? • Key piece of both the “doing” and the “thinking” of science that is often overlooked or skimmed over. • Central to connecting abstract ideas and concrete examples (Big ideas can become specific) • Uses multiple tools and strategies (not just 1 way). • Engages a wide array of thinking and reasoning skills (qualitative and quantitative). • When focusing on engineering, repetative cycles are not just trial and error. They are about figuring out the HOW it worked in a particular way and WHY.

10. Practices and the Framework

15. How Relates to Other Practices

16. A Central Practice

17. Students working with data • What tools do your students use to represent data collected in the classroom?