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Transition NGSS

Explore how to prepare teachers for NGSS shifts to engage students in scientific practices. Learn about mixtures and solutions in Grade 5 lessons emphasizing inquiry and experimentation.

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Transition NGSS

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  1. Transition NGSS Grade 5 Mixtures and Solutions

  2. CA NGSS TIMELINE

  3. Next Generation Science Standards: Looking to the Future CA Science Standards Students will know… NGSS – Dimension 3 Students will do… Life Science Earth & Space Science Physical Science Engineering, Technology, & Applications of Science • Life Science • Earth Science • Physical & Space Science • Investigation & Experimentation

  4. How can we prepare our teachers for the NGSS shifts?

  5. How can we prepare our teachers for the NGSS shifts?

  6. From thinking that one scientific method fits all To thinking about how to engage our students in the practices of scientists • 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 Our shift in thinking…

  7. A new model for the practice of science

  8. Disciplinary Core Ideas Science and Engineering Practices Crosscutting Concepts Architecture of the NGSS

  9. http://learningcenter.nsta.org/products/symposia_seminars/NGSS/files/ConnectionsBetweenPracticesinNGSSCommonCoreMathandCommonCoreELA_2-12-2013.pdfhttp://learningcenter.nsta.org/products/symposia_seminars/NGSS/files/ConnectionsBetweenPracticesinNGSSCommonCoreMathandCommonCoreELA_2-12-2013.pdf

  10. An Examination of Practices

  11. Math CCSS NGSS What’s common? ALL the standards — Math CCSS, ELA CCSS and NGSS — require that teachers focus more attention on disciplinary practices. ELA CCSS

  12. Overlap of Practices

  13. Focus on ELA and Science

  14. The Dimensions of Next Generation Science Standards (NGSS)

  15. Next Generation Science Standards (NGSS)

  16. Dimension 1-Science and Engineering Practices Asking questions (for science) and defining problems (for engineering) Developing and using models Planning and carrying out investigations Analyzing and interpreting data Using mathematics and computational thinking Constructing explanations (for science) and designing solutions (for engineering) Engaging in argument from evidence Obtaining, evaluating, and communicating information

  17. Disciplinary Core Ideas • PS1.A Structure and Properties of Matter • Crosscutting Concepts • Scale and Proportion • Stability and Change • Patterns • Science and Engineering Practices • Obtaining, evaluating, and communicating information • Planning and carrying out investigations • Using mathematics and computational thinking • Developing and using models

  18. Investigation 2: Reaching Saturation, Part 1 “Salt Solution” Mixtures and Solutions

  19. Students have been introduced to the concepts of mixtures and solutions and the vocabulary: solute, solvent, and dissolve. We made a salt solution by dissolving a spoon of salt in 50 milliliters of water. Can you keep dissolving salt in water forever? FQ: Is there a limit to the amount of salt that will dissolve in 50 mL of water? Elicitation Discussion

  20. Set up the funnel/bottle system and review procedure for gathering data. How much water will you put in the bottle at the start? How much water will you add later? Why would you not add any water later? Data Acquisition Consolidation Discussion

  21. Filter/Bottle System

  22. What happened to the salt when you put it in the water? • Where is the salt now? • What happened to the level of the liquid? • Why did the level go up? Define saturated solution. Did you make a saturated salt solution? What is your evidence? Data Discussion

  23. Revisit Focus Question. Is there a limit to the amount of salt that will dissolve in 50 mL of water? How many grams of salt are dissolved in your saturated solution? Data Discussion

  24. Discuss how to determine the number of grams in the saturated solution. • Is the undissolved salt at the bottom of the bottle part of the saturated solution? • What is the mass of 50 mL of water? Data AcquisitionConsolidation Discussion

  25. Compile results of weighing the saturated salt solution. • Based on the data, how many grams of salt does it take to saturate 50mL of water? • Answer the Focus Question citing evidence. • Draw a model of what a saturated solution might look like if we could see the salt. Explanation Discussion

  26. Disciplinary Core Ideas • PS1.A Structure and Properties of Matter • Crosscutting Concepts • Scale and Proportion • Stability and Change • Patterns • Science and Engineering Practices • Obtaining, evaluating, and communicating information • Planning and carrying out investigations • Using mathematics and computational thinking • Developing and using models

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