Structure and Properties of Matter in K-5 Classrooms

1. Structure and Properties of Matter in K-5 Classrooms KSTA Fall Conference November 1, 2013

2. Session Goals • Examine the Structure and Properties of Matter Storyline in grades K-5 • Examine and analyze sample activities from the K-5 SPM progression • Share lessons learned

3. Vision of the Framework for K-12 Science Education • “The framework is designed to help realize a vision for education in the sciences and engineering in which students, over multiple years of school, actively engage in scientific and engineering practices and apply crosscutting concepts to deepen their understanding of the core ideas in these fields. pg. 8-9

4. Teaching at the Nexus Crosscutting Concepts Core Ideas Practices

5. What is a Performance Expectation?

6. …the NGSS has only two specific purposes beyond its broad vision for science education, namely (1) to describe essential learning goals, and (2) to describe how those goals will be assessed at each grade level or band. • The rest – instruction, instructional materials, assessments, curriculum, professional development, and the university preparation of teachers – is up to the science education community. • Pg. 15 The NSTA Reader’s Guide to the NGSS

7. Session Goal • Examine the Structure and Properties of Matter Storyline in grades K-5

8. Early Structure and Properties of Matter Unit Sequence Development

11. Structure and Properties of Matter Storyline in NGSS • SPM topic in 2nd grade and 5th grade • What about K, 1, 3, and 4? • Are there concepts in K, 1, 3, and 4 that SPM is foundational to student understanding? • With a partner, examine the K, 1, 3, or 4 standards • Don’t limit yourself to physical science • Be prepared to share

12. Current SPM Unit Sequence Development • Important Considerations • NGSS • Framework for K-12 Science Education • Key misconceptions • Object vs. Material • Gases • Conservation of Mass • Examine key components K-5 in PPES Unit Overview

13. From the Framework “While standards typically outline the goals of learning, curricula set forth the more specific means – materials, tasks, discussions, representations – to be used to achieve those goals.” Pg. 247

14. Session Goal • Examine and analyze sample activities from the K-5 SPM progression

15. Activity Analysis • Examine Samples from the K-5 SPM Units • Follow the directions at each grade level station. • Use the organizer for note-taking

16. Activity Debrief • Discuss the following with your activity group: • What practiceswill the student use to explore the phenomenon in order to construct an explanation? • How do these help the studentsmake sense of their observations? • What disciplinary core ideas were addressed ? • What cross-cutting concept(s) seems especially pertinent for understanding ? • What was the role of discourse and modeling?

17. Activity Debrief • Discuss the following with your activity group: • What are some instructional implications from this experience? • How might this inform your selection of experiences for students?

18. Session Goal • Share lessons learned

19. Lessons Learned • Writing in Science approach to science notebooking was well accepted K-5 • Need to examine K-5 for the progression of the SEP • Need to analyze within each unit for the practices that are in the foreground/background • Be more intentional about crosscutting concepts • Important to develop content experiences with teachers • Buy-in from teachers and administrators varies

20. “Building progressively more sophisticated explanations of natural phenomena is central throughout grades K-5, as opposed to focusing only on description in the early grades and leaving explanation to the later grades.” Pg. 26

21. Contact Information • Diane Johnson • Diane.johnson@uky.edu • http://dianejohnson.weebly.com • Susan Mayo • Susan.mayo1961@ATT.net • http://mayosw.weebly.com/