Why are we here?

1. USA ProjectNGSS, the K-12 Framework, and our ClassroomsCristina TrechaDirector, UC San Diego Science Project

2. Why are we here? We want to build capacity and awareness of the NGSS in the San Diego and Imperial Valley regions. This includes an introduction to how the NGSS fit into what we already do, and how they align to the larger shift in education via other emerging standards.

3. What are we going to do? We are going to use hands-on science activities as jumping off points to examine the rationale of the Framework for K-12 Science Education and the structure of the NGSS.

4. How are we going to do this? We will do this through a combination of hands-on science, PowerPoint presentations, small group, and large group work. Together we will increase our understanding of the NGSS expectations for educators and students.

5. Take Home Messages • The development of the research-based NGSS has been driven by the Framework for K-12 Science Education published by the National Research Council. • The NGSS fundamental shifts towards students doing and explaining aligns with shifts in other new standards. • NGSS means active science for all students and builds coherently K-12. • We can begin shifting lessons to incorporate more opportunities for students to develop science practices.

6. The UC San Diego Science Project The Fleet Inquiry Institute For Teacher Professional Development Community Collaboration Around Improving STEM Education: PreK-20 The Hands On Lab Undergraduate Course in STEM Teaching Science Professional Development in Other Informal Institutions

7. California Science Project Our network provides high quality, standards-based professional development in science to ensure that every student achieves the highest standards of academic performance. We do this by: Developing teachers’ content knowledge and expanding their teaching strategies Supporting teachers in the effective use of state frameworks, content standards, and instructional materials Focusing on academic English language development Creating a pool of expert teacher leaders and university scholars to conduct programs that translate California’s educational policies into sound classroom practices Linking universities, schools/districts together in partnerships  

8. California Science Project

9. California Science Project San Diego Science Project

10. Agenda • Exploring NGSS as a learner • Mapping this thinking onto the NGSS and the K-12 Framework for Science Education • Lunch • Disciplinary Core Ideas learned through the Science Practices • NGSS and our classroom.

11. Q: In which beaker will the ice cubes melt the fastest? Why? Beaker A: Fresh Water Beaker B: Salt Water

12. Draw a model of why the ice cube melted faster in one beaker than the other. Use arrows only for direction, and label clearly. Beaker A: Fresh Water Beaker B: Salt Water

13. Small Group Reflection • Did you engage in “inquiry?” Why, or why not? • What NGSS Science Practices did you use to make sense of the activity? • When do we give students opportunities to use Science Practices? • Where could we begin to incorporate these practices into the everyday classroom?

14. 5 E Model • Engage – Powerpoint slide with graphics of beakers and ice cubes • Explore – Beakers and melting ice • Explain – teachers craft explanations and then share out • Elaborate – Melting blocks, ice balloons • Evaluate – Writing prompt about learning process, did they engage in inquiry why, or why not? When do we give students opportunities to use practices? Why, why not.

15. A Shift in our Thinking Across the Curriculum via new ELD Standards, CCSS, NGSS  What do we want students to know and what do they need to do to knowit. What do we want students to doand what do they need to know to do it.

16. Examples of New Expectations ELA CCSS SL.5.3 Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence. Math CCSS 2.NBT.9 Explain why addition and subtraction strategies work, using place value and the properties of operations. ELD Interacting in Meaningful Ways I.A.3 Offering and supporting opinions and negotiating with others in speaking and writing. NGSS 2-PS1 Matter and its Interactions Students who demonstrate understanding can: Identify arguments that are supported by evidence that some changes caused by heating or cooling can be reversed and some cannot.

17. Major Shift: Special Place of Argument ELA CCSS SL.5.3 Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence. Math CCSS 2.NBT.9 Explain why addition and subtraction strategies work, using place value and the properties of operations. ELD Interacting in Meaningful Ways I.A.3 Offering and supporting opinions and negotiating with others in speaking and writing. NGSS 2-PS1 Matter and its Interactions Students who demonstrate understanding can: Identify arguments that are supported by evidence that some changes caused by heating or cooling can be reversed and some cannot.

18. ScienceTechnologyEngineeringMathematics STEAM STEM

19. Kind Collisions If…“Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace.” -National Governors Association Center for Best Practices 2010, p. 7 Then… • What does it mean for students to become mathematically proficient in the context of science? • How is this definition of proficiency the same or different than our current definition and method of assessment?

20. “Mathematically proficient students understand and use stated assumptions ,definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures…They justify their conclusions, communicate them to others, and respond to the arguments of others.” • CCSS for Mathematics, p. 6)

21. CCSS for Math and the NGSS SCIENCE Requires formulation and refinement of questions so they can be answered empirically MATHEMATICS Attends to questions that may be quantified and then addressed mathematically

22. First, a NEW Framework

23. What does it mean to “learn science” according to A Framework for K-12 Science Education? 1. Knowing, using, and interpreting scientific explanations of the natural world. 2. Generating and evaluating scientific evidence and explanations. 3. Understanding the nature and development of scientific knowledge. 4. Participating productively in scientific practices and discourse. -The Four Strands of Science Proficiency from the NRC Report: Taking Science to School

24. What does it mean to “learn science” according to A Framework for K-12 Science Education? 1. Knowing, using, and interpreting scientific explanations of the natural world. 2. Generating and evaluating scientific evidence and explanations. 3. Understanding the nature and development of scientific knowledge. 4. Participating productively in scientific practices and discourse. -The Four Strands of Science Proficiency from the NRC Report: Taking Science to School SCIENCE AS PRACTICE

25. At its core, the Framework is Inclusive “All individuals, with a small number of notable exceptions, can engage in and learn complex subject matter…when supportive conditions and feedback mechanisms are in place and the learner makes a sustained effort.” “Science and engineering practices can actually serve as productive entry points for students from diverse communities – including students from different social and linguistic traditions, particularly second-language learners.”

26. At its core, the Framework is Inclusive “Everyday experience provides a rich base of knowledge and experience to support conceptual changes in science. Students bring cultural funds of knowledge that can be leveraged, combined with other concepts, and transformed into scientific concepts over time.” “Learning science depends not only on the accumulation of facts and concepts but also on the development of an identity as a competent learner of science with motivation and interest to learn more”

27. We can dive in deeper a little help from our friends at NSTA… (published by the National Science Teacher’s Association)

28. According to the author, why should we have students create models? Please cite evidence in the text.How does this explanation of a model build upon your understanding of modeling in the classroom?