We’ll start with introductions, please share your name, position and top 1 or 2 goals for your students’ learning in you

1. Welcome! We’ll start with introductions, please share your name, position and top 1 or 2 goals for your students’ learning in your science classes. Kevin Anderson, Ph.D. @CESA2STEM www.cesa2.org/programs/stemwisconsinstem.blogspot.com

2. NGSS Development • The federal government was not involved in this effort and did not fund it. • It was state-led, and states will decide whether or not to adopt the standards. • The work undertaken by the NRC and Achieve is being supported by the Carnegie Corporation of New York. • Professional organizations (like ASEE, NSTA), teachers, scientists, engineers, etc. were heavily involved in development.

3. Overview of NGSS structure • Observe an NGSS standards page with a partner • What’s different from past standards? • What questions do you have?

4. Performance Expectations

5. Foundation Boxes – 3 Dimensions

6. Science and Engineering Practices • Asking questions and defining problems • Developing and using models • Planning and carrying out investigations • Analyzing and interpreting data • Using mathematics and computational thinking • Constructing explanations and designing solutions • Engaging in argument from evidence • Obtaining, evaluating, and communicating information

7. Science and Engineering Practices

8. Disciplinary Core Ideas (DCIs)

9. Disciplinary Core Ideas (DCIs)

10. Crosscutting Concepts (CCCs) • Patterns • Cause and effect: Mechanism and explanation • Scale, proportion, and quantity • Systems and system models • Energy and matter: Flows, cycles, and conservation • Structure and function • Stability and change

11. Crosscutting Concepts

12. Back to any questions about the NGSS structure…

13. Designing lessons example - start with a phenomena • What’s going on in the world around us now that could frame your unit? Or, what’s interesting? • Life Science: wolf hunt, cryptosporidium, cloning, trans fat, diabetes epidemic, mental health • Physical Science: water monitoring data (over time), element 118 (and 117), nuclear energy safety (CNN), football helmets, wind turbines, cell phones and cancer • Earth/Space: NEOs, geothermal/alternative energy, climate change, typhoon/severe weather, mining or fracking, fossil fuels, Curiosity mission to Mars

14. Build from the standards • Let’s say I teach 8th or 9th grade physical science w/ some integrated earth and space science. I think the students would be especially interested in near earth objects. • Does it work with my standards? • I would start by looking at the DCI’s

15. What DCI’s could it connect to? • Where would you look? Dig in briefly… • I found multiple DCI’s in MS and HS: • PS2.A • PS3.A, B, C • LS2.C • ESS1.B, C • ESS2.A • ESS3.B,C • ETS1: A, B, C

16. What PE’s could this unit build toward? • MS-PS2-1: solve problem of colliding objects • HS-PS2-1: analyze Newton’s 2nd law data • MS-PS2-2: investigating unbalanced forces and mass • HS-PS2-3: design device minimizing collision force • MS-PS3-1: interpret data on kinetic energy, mass & speed • HS-PS3-2: model energy transformations • MS-PS3-5: kinetic energy change = transfer of energy • HS-LS2-8: group behavior and survival • MS-LS2-4: physical ecosystem changes affect populations • MS-ESS1-3: interpret data on scale properties of objects in the solar system • MS-ESS2-2: geoscience processes change earth surface • HS-ESS2-2: change to earth’s surface impacts other systems • MS-ESS3-2: analyze data on and mitigate catastrophic events • HS-ESS3-1: natural hazards influence human activity • MS and HS ETS: define problem, design, analyze, redesign

17. Connect to background knowledge • What are meteors and asteroids? • http://www.youtube.com/watch?v=VNtsVP42bOE - What questions come to mind?

18. Doing scientific modeling • Asteroid impact – what would happen if a large asteroid struck the earth? Model it! • Modeling is an • Iterative process • Includes both seen and unseen • Before, during, and after • We’re going to develop the model in groups

19. Individual, group or class modeling? • Could also do modeling as a class • Or, individually • What would be the advantages or disadvantages of each method?

20. Interim class learning happens… • Varying based on grade level • Day 1 – Background knowledge, modeling, some introductory reading/notebooking • Day 2 – Lab and reading on friction, intro research topics (begin project in ELA) • Day 3 – Lab on collisions, learning on Newton’s laws • Day 4-7 – Investigation of impact craters, NASA resources, impact crater lab; quiz • Day 8 – Planetarium/observatory trip • Day 9 – Permian extinction and connections to climate change

21. Interim class learning happens… • Day 10 – Gravity/acceleration lab w/ stop motion photography • Day 11 – Engineering introduction, begin shelter or asteroid deflection project • Day 12 – Local astronomer or engineer visits class, helps w/ projects • Day 13-14 – Engineering continues, links to geological processes (caves, asteroids) • Day 15 – Present engineering solutions • Day 16 – Final modeling of impact, assess (present research in ELA)

22. How could we physically model a meteorite impact? • Another example of modeling – physical or experimental • How much freedom would you give students to design their own models and determine their own methods? • Your task: plan and conduct an experiment to figure out which variables determine how much damage an asteroid impact causes (notebook it w/ images)

23. Scientific Writing/Notebooking • Explanation = Claim+ Evidence + Reasoning • A claim that answers the question • Evidence from students' data • Reasoning that involves a "rule" or scientific principle that describes why the • evidence supports the claim

24. Scientific Explanations & Notebooks • Example - Claim, Evidence, Reasoning • http://www.youtube.com/ watch?v=WQTsue0lKBk

25. Scientific Explanation Example • Q: Is air matter? • Air is matter (claim). We found that the weight of the ball increases each time we pumped more air into it (evidence). This shows that air has weight, one of the characteristics of matter (reasoning). • http://www.edutopia.org/blog/science-inquiry-claim-evidence-reasoning-eric-brunsell

26. Scientific Explanation • Your turn - • Fill out the claim, evidence, reasoning form with your group based on meteorite data • How do you decide what variables mattered? • That criteria should factor into reasoning portion. • What scientific understanding are you building upon?

27. Evaluating the physical model • How true to life was our experiment? • With a neighbor - answer the questions on the “Reviewing your scientific model” worksheet • …why this worksheet?

28. Engineering a solution Multiple possibilities here: Design a structure to survive an asteroid impact Or, repurpose a cavern Design and defend a method to stop the impact of an asteroid

29. More authentic engineering… • Extensive research and brainstorming first • Budgets and time – each item has cost, project has a budget/time limit w/ points for less cost/time • Student designed prototypes • Regulations or client requirements – laws might be relevant, how will it impact the public • Math infused • Iterate – use group findings to try again (and again) • Present – defend your ideas

30. Return to your group impact model • Look back at your original model of how an impact affects earth’s systems • Using what you have learned – draw the model again. • Would have students do this… why?

31. How would you assess student learning in this example? • Report on research • Physical model review • Final model • CER worksheet (rubric on back) • Observations of lab and research methods • Performance assessment – find a volume • Notebooks • Given claim and evidence, write reasoning • Other ideas?

32. Linking to NGSS dimensions • Which NGSS practices did we use? • Which crosscutting concepts relate to this unit? • Note: don’t force it! One or two done well are better than six done at surface level

33. Reviewing your lessons • With a small group or partner: • Consider a current science unit/lesson that you do with students • What are some ways to better connect it to the NGSS? • How could you better include the practices and cross cutting concepts? • Go through the handout

34. Revising a unit/lesson, steps… What would you do? 1) 2) 3) 4) 5) 6)

35. Reviewing appendices • Each group will be assigned an appendix • Your task: • Share a key quote (that sums it up) • Generate ideas on how you might use it to guide instruction, course planning, collaboration, etc. • (Appendix K – ESS at HS question…)

36. Course mapping • What are the pros and cons of a disciplinary vs. integrated model of instruction? • IntegratedDisciplinary • Pros Cons Pros Cons

37. Working on a unit, consider… • Phenomena • Modeling • Claim + evidence + reasoning = explanation • Practices (appendix) • DCI’s • CCC’s (appendix) • PE’s • CCSS ELA and math connections

38. Understanding by Design Template • Understandings - major goals for the year • Essential questions - link to phenomena and CCC’s • Students will know – DCI’s, nitty gritty content • Students will be able to – practices! • Assessment – products, tests, PE’s

39. Essential Questions and CCC’s 1) Is there a pattern in which ponds, streams, and lakes make people sick and which do not? What are the similar of different characteristics of each? 2) Will we get sick (effect) if we go swimming in that pond (cause)? 3) What percentage of people get sick? What are the physical characteristics of the ponds and streams that people are getting sick in (in terms of flow rates and size)? What is the scale of the organisms within the water? 4) What are the important parts of this pond ecosystem and geological system? How could we model this pond? What would be the limitations and benefits of such a model? 5) Where does energy come from in this pond ecosystem and geological system? 6) What are the characteristics of these organisms and people that lead to them making us sick? Consider their relevant body structures and our relevant body structures, along with the functions that they have. 7) How has this pond changed over time, such as from the spring to the fall, or in the past 40 years? Why do people sometimes get sick while swimming in it, but sometimes they do not?

40. Yearly planning template… • How do I map out the full year?

41. What are the next steps? • With a partner/team • Think through your next steps in implementation • Prioritize what you need to do • Consider my blog list • What do you plan to do: • In the next week? • In the next 2-3 months? • By the end of the year? • What challenges do you expect? • Share and question

43. Review what we did What are your main takeaways from this workshop? (T&T) What questions do you still have? Email me any time: kevin.anderson@cesa2.org http://www.cesa2.k12.wi.us/programs/stem/ @CESA2STEM wisconsinstem.blogspot.com

44. Alternate HS example Build from the standards • Let’s say I teach high school biology and I think the students would be especially interested in the wolf hunt • Does it work with my standards? • I would start by looking at the DCI’s

45. What DCI’s could it connect to? • Where would you look? Dig in briefly… • I found: • LS2.A - interdependent relationships in ecosystems • LS2.B - cycles and energy in ecosystems • LS2.C - ecosystem dynamics • LS2.D - group behavior • ESS3.A - resource availability • ESS3.B - natural hazards • ESS3.C - human impacts on earth systems • ETS1 – developing solutions

46. What PE’s could this unit build toward? • HS-LS2-1: computational representations and carrying capacity • HS-LS2-2: mathematical representations and factors affecting biodiversity • HS-LS2-3: energy flow in ecosystems • HS-LS2-6: complex interactions in ecosystems maintain relatively consistent #’s • HS-LS2-7: design a solution to reduce human impact on the environment* • HS-LS2-8: group behavior and survival • HS-ESS3-1: natural hazards influence human activity • HS-ESS3-3: simulation of human populations and biodiversity • HS-ESS3-4: solution to reduce human impacts

47. Connect to background knowledge • What do you know about the wolf hunt in Wisconsin? • What questions do you have about it?

48. Doing scientific modeling • The wolf hunt takes place– how does that affect the ecosystem that wolves are part of? • Model it! (scaffolding - think energy flow, food web, trophic levels, the environment) • Modeling is an • Iterative process • Includes both seen and unseen • Before and after • We’re going to develop the model in groups

49. Individual, group or class modeling? • Could also do modeling as a class • Or individually • What would be the advantages or disadvantages of each method?

50. Interim class learning happens… • More depth on ecosystems, energy and human impact • Books, articles – and looking for bias • http://www.jsonline.com/sports/outdoors/analyzing-data-from-wisconsins-wolf-hunt-f585tou-184881311.html • DNR visit or class visit from DNR scientist • Work with simulations of ecosystems, predators and prey • Labs on energy in ecosystems • Writing, blogging, use of social media: • https://www.facebook.com/WisconsinWolfHunting