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Good Morning!. Find a spot Sign in at the back table We will start at 9 :00am. Getting to Know the Next Generation Science Standards Clover Park School District. Science & Engineering Practices. Kirk Robbins robbinsk2@comcast.net June 20, 2014. Overview. Check In/Agenda

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Good Morning!

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  1. Good Morning! • Find a spot • Sign in at the back table • We will start at 9:00am

  2. Getting to Know the Next Generation Science Standards Clover Park School District Science & Engineering Practices Kirk Robbins robbinsk2@comcast.net June 20, 2014

  3. Overview • Check In/Agenda • NGSS Update & Timeline • Video Case of science instruction • 3 Dimensions of NGSS • Science & Engineering Practices • Analyze a NGSS performance expectation • Work time: Identifying an NGSS opportunity for next year • LUNCH at Noon • NEXT SESSION from 1-4pm

  4. Goals (What) Participants will: Increase understanding of the Science and Engineering Practices Increase awareness of the integrated structure of the Next Generation Science Standards Increase understanding of the purpose and vision behind the NGSS.

  5. Digital Tools • All docs on Wikispaces • Kirk’s Blog • Next Generation Science Standards site • NGSS App • I will do commercials for some other resources

  6. Your Science Story On 2 sticky notes, jot down events that have influenced you as a: • Learner of science • Teacher of science Learner of science… Teacher of science…

  7. Self-Check Posters • Visit each poster • Self Assess using the sticky dots • Read the scale for each poster • Put your science story STICKIES on the correct poster

  8. Debrief • What do we know about the Next Generation Science Standards?

  9. Next Generation Science Standards = WA State Science Standards

  10. Late 90s – 00s Mid-1990s Released: July 2011 Released: April 9, 2013 &

  11. NGSS Lead Partner States

  12. Oregon, Rhode Island, Kentucky, Kansas, Maryland, Vermont, California, Delaware, Washington, District of Columbia, and Nevada.

  13. NGSS Myths The NGSS are not … • the “common core science standards” • “basically the same” as WA State’s current standards • yet fully implemented in any state • a prescribed curriculum or explicit recommendation on pedagogy • federally mandated or funded • Currently aligned to any science instructional materials • Currently assessed by any large scale assessment

  14. NGSS facts The NGSS are … • separate standards for K-12 science that complement the CCSS ELA & Math Standards • built using the rationale in Framework for K-12 Science Education • different from WA State standards in organization; depth and scope; progression; international benchmarking; and implications for pedagogy and student outcomes • written by science educators nationwide, including classroom teachers • product of state-led initiative and primarily funded by Carnegie corporation

  15. Timeline TRANSITION

  16. Guiding Principles of the Framework • Guiding Principles: • Children are born investigators • Focus on core ideas and practices • Understanding develops over time • Science and engineering require both knowledge and practice • Connecting to students’ interests and experiences • Promoting equity Which of these might not be reflected in our current K-12 Science Education System?

  17. How do we “do science”? • Take 3 minutes to answer the Doing Science Probe

  18. Reflections • How can we help K-5 students develop a more authentic idea of what it means to “do science”?

  19. Video Case Third Grade Classroom Question: Do very tiny things have weight? Students have made observations and measurements… they are trying to make sense of their ideas Think About: • What are the students doing? • What is the teacher doing? • Compare to your own science instruction

  20. Video Case Debrief • What was the teacher doing? • What were the students doing? • How does this compare to our own science instruction?

  21. The NGSS were built around 3major dimensions … Core Ideas Practices Crosscutting Concepts

  22. Understanding the 3 Dimensions: • Science & Engineering Practices • Crosscutting Concepts • Disciplinary Core Ideas Similar to Inquiry and Application EALRs in WA State Contains parts of Systems EALR in WA State Similar to Domains of Science EALR in WA State

  23. What’s Different about NGSS? Integrating the 3 Dimensions Science & Engineering Practices Disciplinary Core Ideas Crosscutting Concepts

  24. Washington State Science StandardsIsolated “inquiry” and “content” Performance Expectations, Instruction, Assessment Foundational structure EALR 1: Systems PE’s PE’s PE’s Instruction & Assessment EALR 2: Inquiry PE’s PE’s PE’s Instruction & Assessment EALR 3: Application PE’s PE’s Instruction & Assessment PE’s EALR 4: The Domains of Science Physical, Life, Earth & Space Science PE’s PE’s PE’s Instruction & Assessment

  25. Next Generation Science Standards Integrated practices, ideas, and concepts Performance Expectations, Instruction, Assessment Foundational structure Dimension 1 Dimension 3 Dimension 2 INGEGRATED PERFORMANCES PE’s PE’s Instruction & Assessment PE’s PE’s PE’s PE’s Instruction & Assessment Science & Engineering Practices Disciplinary Core Ideas Physical, Life, Earth & Space Science, Engineering Crosscutting Concepts PE’s PE’s Instruction & Assessment PE’s PE’s PE’s PE’s Instruction & Assessment PE’s PE’s PE’s Instruction & Assessment

  26. The NGSS Menu (Cheat Sheet)

  27. Dimension 1:Science and Engineering Practices • Ask questions (for science) and define problems (for engineering) • Develop and use models • Plan and carry out investigations • Analyze and interpret data • Use mathematics and computational thinking • Construct explanations (for science) and design solutions (for engineering) • Engage in argument from evidence • Obtain, evaluate, and communicate information

  28. Dimension 2:Crosscutting Concepts • Patterns • Cause and effect • Scale, proportion, and quantity • Systems and system models • Energy and matter • Structure and function • Stability and change

  29. Dimension 3:Disciplinary Core Ideas • Physical sciences • Matter • Force & Motion • Energy • Waves • Life sciences • Structure & Processes • Ecosystems • Heredity • Evolution • Earth and space sciences • Earth in the Universe • Earth Systems • Earth & Human Activity • Engineering, technology and applications of science

  30. Examining the Practices You will be assigned ONE practice: • Skim the 3 documents about your practice On 2 whiteboards: • Identify something NEW you learned about your practice • Show how students might engage in this practice at your grade level

  31. Deconstructing a Performance Expectation (PE)

  32. Let’s Look at a Standard

  33. Pick a Performance Expectation to Analyze with a Partner

  34. Think Time • Examine the 1 NGSS performance expectation at your grade level • Identify: • What YOU will need to learn in order to teach this • What STUDENTS will need to learn in order to perform this task • What RESOURCES will you need in order to have students do this task

  35. Crosscutting Concepts As you watch the video look at the GREEN section on your Menu. What Crosscutting Concepts are at work in the video?

  36. Evaluation

  37. Good afternoon! • Find a spot • Sign in at the side table • We will start at 1:00pm

  38. Constructing Explanations and Arguments in K-5 ScienceClover Park School District Explanations & Arguments Kirk Robbins robbinsk2@comcast.net June 20, 2014

  39. Overview • Check In/Agenda • Why Explanations? • How do we teach this now? • Write an explanation • Provide feedback on explanations • Video Case: Introducing the explanation framework • Tools for teaching explanation • Evaluation • Out the door at 4pm

  40. Goals (What) Participants will: Increase understanding of the practices of constructing explanations and arguments Increase awareness of tools for supporting students in constructing explanations Increase awareness of a framework for teaching explanations

  41. Digital Tools • All docs on Wikispaces • Kirk’s Blog • I will do commercials for some other resources

  42. Why Focus on Scientific Explanations? Practice 6: Scientists construct explanations Practice 7: Argumentation Scientific Explanation: • Scientific Practices from Next Generation Science Standards • WA State Science Standards- Inquiry EALR- writing conclusions • Common Core ELA/Math- focus on explanations, evidence, and argumentation • Science is about explaining the natural world • Can lead to rich discourse in the classroom (speaking & listening) 4-5 INQG: Scientific explanations emphasize evidence, have logically consistent arguments, and use known scientific principles, models, and theories. 2-3 INQF: Scientists develop explanations, using observations (evidence) and what they already know about the world. Explanations should be based on evidence from investigations.

  43. Dimension 1:Science and Engineering Practices • Ask questions (for science) and define problems (for engineering) • Develop and use models • Plan and carry out investigations • Analyze and interpret data • Use mathematics and computational thinking • Construct explanations (for science) and design solutions (for engineering) • Engage in argument from evidence • Obtain, evaluate, and communicate information

  44. Writing Scientific Explanations Table Talk: You are planning to have students write a scientific explanation for a science lesson. • How might you intentionally support (scaffold) students in writing a scientific explanation? b. What do you think students will struggle with in writing a scientific explanation?

  45. Is this a Scientific Explanation? The Real Housewives of Orange County is the best reality TV show ever. It is very popular, and I really like it. The characters are complex and there is always some new dynamic or issue to be resolved between the housewives. The show also led to all of the other incredible housewives reality shows on the Bravo network. Therefore, The Real Housewives of Orange County is the best reality TV show ever.

  46. Learning about Biodiversity 5th Grade Class • Observed living things in schoolyard • Divided schoolyard into zones • Measured abundance and richness in each zone • Made graphs of data

  47. Write a Scientific Explanation On p. 4: Write a scientific explanation that answers the question: Which zone of the schoolyard has the greatest biodiversity?

  48. Tallie’s Explanation Zone B is best. It’s important to have lots of animals around the school. Zone B has the most animals and lots of different types of animals. The data table is my evidence. If you have lots of animals then that is good biodiversity. Therefore Zone B is the best. What strengths do you see in this explanation? What feedback might you give to Tallie?

  49. Tallie’s 2nd Explanation Zone B has the highest biodiversity. Biodiversity is about abundance and richness because it is about both things in one word. Zone B has the most richness with 5 different types of animals we saw. Zone B has a lot of abundance with 14 animals we saw. Zone C is good to but not as good of richness with only 3 types of animals. Zone B is the best biodiversity because it has the highest richness and the second highest abundance What changes did Tallie make? How did these changes improve the explanation?

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