Welcome PLEASE SIT IN GROUPS OF 4
© SACRAMENTO AREA SCIENCE PROJECT 2014 Understanding the Next Genera*on Science Standards
Sonoma County Office of EducaEon 1/12/15 (day 1 of 2)
A RT H U R B EAU C H A M P ( U C D ) S A C R A M E N TO A R EA S C I E N C E P ROJ EC T © SACRAMENTO AREA SCIENCE PROJECT 2014 Goals for Today
§ Understand the intent of the Next GeneraAon Science Standards (NGSS) § Become familiar with the NGSS Ameline § Examine the architecture of NGSS § Recognize the three dimensions of learning in NGSS § Experience an NGSS-­‐aligned lesson sequence © SACRAMENTO AREA SCIENCE PROJECT 2014 As we begin, on a 3x5 card
• Indicate what grade(s) you teach  • List 3 things you know about the NGSS  • List 3 quesAons you have about the NGSS  You have 4 minutes, once you are finished please put your pen/pencil down Using the informaEon on your 3x5 cards
1. Have a group dialogue about what you collecAvely know and what quesAons you have  2. From that dialogue, generate a poster that has 3 rows and 4 boxes and label the boxes as shown below (we will not be using the bo]om row yet).  3. Once you are done put your poster up. You have 12 minutes Grades you teach Things you know QuesAons you have Let’s take a look at what we know and what quesEons we have
A brief story … The Progression to NGSS Research (e.g., Taking Science to School and Science for All Americans Ready, Set, Science!) NSES and Framework for K-­‐12 Science EducaFon Next GeneraFon Science Standards Benchmarks 1990’s 2000’s
2012 and 2013 Timeline for NGSS in California
© SACRAMENTO AREA SCIENCE PROJECT 2014 Background
The path to NGSS in CA began with the publicaAon of this book in 2012.  It outlined a new vision of science educaAon, including: § learning progressions for the core ideas of science § science & engineering pracAces §  crosscudng concepts Translated into NGSS
The first public drae of the NGSS was available for review May 14 -­‐ June 1, 2012.   The second and final public drae was available for review January 8 -­‐ 29, 2013. Final Version
The final version was released in April, 2013.  California released its proposed NGSS on June 28, 2013.  The CA State Board of Ed adopted NGSS for CA on September 4, 2013. CDE Timeline for NGSS
The Awareness Phase (2013-­‐2014) represents an introducAon to the NGSS, the iniAal planning of systems implementaAon, and establishment of collaboraAons.  The Transi5on Phase (2015-­‐2016) is the concentraAon of building foundaAonal resources, implemenAng needs assessments, establishing new professional learning opportuniAes, and expanding collaboraAons between all stakeholders.  The Implementa5on Phase (2016-­‐2018) expands the new professional learning support, fully aligns curriculum, instrucAon, and assessments, and effecAvely integrates these elements across the field. Moving Forward
A new CA Curriculum Framework for Science is being developed through a mulA-­‐step process from January 2014 to January 2016.  CDE has proposed implementaAon of new science assessments during 2016. CSTA is projecAng the new assessments for science will be conducted spring 2018 at the earliest (just a projecAon).  2017 and beyond – substanAve new NGSS aligned instrucAonal materials for science will be available. Conceptual
Shifts
in
NGSS
Conceptual ShiCs in NGSS 1.  K-­‐12 science educaAon should reflect the interconnected nature of science as it is pracAced and experienced in the real world. 2.  The NGSS are student performance expectaAons – NOT curriculum. 3.  The science concepts build coherently from K-­‐12. 4.  The NGSS focus on deeper understanding of content as well as applicaAon of content. 5.  Science and engineering are Integrated in the NGSS from K–12. 6.  The NGSS are designed to prepare students for college, career, and ciAzenship. 7.  The NGSS and Common Core State Standards (MathemaAcs and English Language Arts) are aligned. 15 Stand up -­‐ turn to a partner and have a 4 minute conversaEon about what these shi]s imply or mean to you
1.  K-­‐12 science educaAon should reflect the interconnected nature of science as it is pracAced and experienced in the real world. 2.  The NGSS are student performance expectaAons – NOT curriculum. 3.  The science concepts build coherently from K-­‐12. 4.  The NGSS focus on deeper understanding of content as well as applicaAon of content. 5.  Science and engineering are Integrated in the NGSS from K–12. 6.  The NGSS are designed to prepare students for college, career, and ciAzenship. 7.  The NGSS and Common Core State Standards (MathemaAcs and English Language Arts) are aligned. Please, thank your partner and take your seat Grade level groups
ü Please organize yourselves into groups of 4 to 6 people by grade level you teach ü If you teach more than one grade make a choice ü If you are an administrator select whichever grade level you’d like to sit with Architecture of NGSS
§ You will receive a page from the NGSS document. § Spend a couple minutes individually figuring out what is in each box, and how you think the boxes might relate to each other (jot down notes). § Once everyone has some notes, have a group dialogue © SACRAMENTO AREA SCIENCE PROJECT 2014 Which Handouts to get – look in the lower right corner
§  Kindergarten – 8 of 104 and 9 of 104 §  1st grade – 12 of 104 and 13 of 104 §  2nd grade – 17 of 104 and 18 of 104 §  3rd grade – 24 of 104 and 26 or 104 §  4th grade – 31 of 104 and 36 of 104 §  5th grade – 40 of 104 and 42 of 104 © SACRAMENTO AREA SCIENCE PROJECT 2014 Architecture of NGSS
§ Spend a couple minutes individually figuring out what is in each box, and how you think the boxes might relate to each other (jot down notes). § Once everyone has some notes, have a group dialogue © SACRAMENTO AREA SCIENCE PROJECT 2014 Architecture of NGSS
§ You have 3 minutes leC © SACRAMENTO AREA SCIENCE PROJECT 2014 Performance ExpectaEons = Standard
a)  Stem: each standard is wri]en in the form of one sentence, that idenAfies the disciplinary core idea, the scienAfic pracAce and the crosscudng concept the student is expected to demonstrate at the end of instrucAon. b)  The clarificaAon statements provide a short descripAon of a nuance of the standard c)  The assessment boundary provides the depth of understanding all students are expected to demonstrate. 23 Performance
Expectations
Foundation
Boxes
SEP
DCI
CCC
FoundaAon boxes provide informaAon that expands and explains the standard statements in relaAon to the three dimensions. Connection
Boxes
ConnecEon Boxes
Connec5on boxes provide: a) connecAons to topics in other grade levels. b) arAculaAon across grade levels. c) connecAons to Common Core State Standards In the NGSS you find another form of organizaEon! Send a group member to pick up another handout (look in the lower right again)
§ Kindergarten – 7 of 102 § 1st grade – 10 of 102 § 2nd grade – 14 of 102 § 3rd grade – 20 of 102 § 4th grade – 23 of 102 § 5th grade – 29 of 102 © SACRAMENTO AREA SCIENCE PROJECT 2014 What’s the difference?
§ Kindergarten – 7 of 102 § 1st grade – 10 of 102 § 2nd grade – 14 of 102 § 3rd grade – 20 of 102 § 4th grade – 23 of 102 § 5th grade – 29 of 102 © SACRAMENTO AREA SCIENCE PROJECT 2014 Architecture of NGSS
These are the Performance Expecta5ons (PEs). A PE is a combinaAon of an SEP, DCI, and CC. These are the CrosscuPng Concepts (CCs). These are the Science & Engineering Prac5ces (SEPs). These are the Disciplinary Core Ideas (DCIs). FOR REFERENCE: DISCIPLINARY CORE IDEAS © SACRAMENTO AREA SCIENCE PROJECT 2014 Break – 12 minutes When you return, please sit in groups of seven (7)
Welcome back
• Please sit in groups of 7 ◦ (if you don’t have 7, then six will work) NGSS Has Three Dimensions
• Disciplinary Core Ideas • Crosscudng Concepts • Science and Engineering PracAces © SACRAMENTO AREA SCIENCE PROJECT 2014 Today we will inves*gate the Cross Cu=ng Concepts for a few minutes.
© SACRAMENTO AREA SCIENCE PROJECT 2014 Processing the Cross Cufng Concepts -­‐ send one person up to get handouts
1.  Each person take one of the Cross Cudng Concepts 2.  Quietly and individually read your CCC, underlining and annotaAng important points 3.  Once everyone in the group is done reading and annotaAng, enter into a round-­‐robin in which each person gives a 2 minute summary of the most important aspects of their CCC (other group member take notes) 4.  You have a total of 20 minutes. PROCESSING THE CROSSCUTTING CONCEPTS © SACRAMENTO AREA SCIENCE PROJECT 2014 Time for science!
• Please move into the breakout room to join Megan and Katy for a lesson sequence.  • We will be coming back here briefly and you will be meeAng with your group from this morning to add a final piece to your poster. Find your poster from this morning (and your original group)
1. Have a group dialogue about what you have learned today  2. Add some things you learned to your poster in the bo]om box  3. Once you are done put your poster back up. Grades you teach Things you know Things we’ve learned today QuesAons you have Thank You – please give Arthur your 3x5 card from this morning See you tomorrow
Arthur Beauchamp
acbeauchamp@ucdavis.edu © SACRAMENTO AREA SCIENCE PROJECT 2014 Welcome back! PLEASE SIT IN GROUPS OF 4 (yes, 4)
© SACRAMENTO AREA SCIENCE PROJECT 2014 Understanding the Next Genera*on Science Standards
Sonoma County Office of EducaEon 1/13/15 (day 2 of 2)
A RT H U R B EAU C H A M P ( U C D ) S A C R A M E N TO A R EA S C I E N C E P ROJ EC T © SACRAMENTO AREA SCIENCE PROJECT 2014 Goals for Today
§ Deepen our understand of the Next GeneraAon Science Standards (NGSS) § Consider the PracAces in the NGSS § Understand the noAon of learning progressions from NGSS § Experience another NGSS-­‐aligned lesson sequence so that we might further see how instrucAon can be shieed © SACRAMENTO AREA SCIENCE PROJECT 2014 Let’s begin with a review – on a 3x5 card
• Write down two or three things you remember that you think were significant yesterday  • When you are finished wriAng, share with one person in your group, then trade cards  • Get up and find a partner from another group share, then trade cards again  • Then find a partner from yet another group share, then trade cards  • Return to your group A short story… “The world doesn't care what you know, but what you can do with what you know.” ~A]ributed to Tony Wagner, a former school teacher, now Harvard's first InnovaFon EducaFon Fellow at the Technology & Entrepreneurship Center What do ScienEsts do?
Observing phenomena and looking for paherns
• Your group will spend some Ame observing something that exhibits moAon • You will look for and try to perceive and express pa]erns in what you observe Observing phenomena and looking for paherns
• “Play” with the Newton’s Cradle and observe – look for pa]erns. • Develop a set of “rules” about how the cradle behaves – NOT why it behaves the way it does, just how it behaves. • Record your group’s rules on a poster. • You have 10 minutes POTENTIAL RULES
The distance a ball is pulled back before it is released has a direct relaAonship to how far the ball on the other end will move.  One ball colliding = one ball deparAng, two balls colliding = two balls deparAng, etc.  Others? ScienEsts observe phenomena and noEce paherns and they try to come up with explanaEons of why things happen or why paherns occur – this involves the development of quesEons that can be invesEgated
We may have many quesEons….
WHY does the Newton’s Cradle behave by the rules we think it does?   When you release four balls WHY do some parAcipate in the moAon both before and aeer the collision?   What are some of the other quesAons? Answering quesEons….
Requires that we develop a causal explanaAon about how the cradle behaves – this is what scienAsts do. To find answers to quesEons, scienEsts…
• observe and measure • analyze, interpret, evaluate  • calculate (use math)
• engage in modeling  • hypothesize (ask more ?s)
• conclude  • design experiments
• construct explanaAons (answers)  • conduct experiments • revise  • record data
• research  • talk with one another • argue  • write • use evidence  • communicate in many ways
• and … Were we to conEnue our invesEgaEon, we might
ü  Come up with some dis5nct ques5ons to test ü  Conduct some specific tests ü  Record data ü  Talk about the data ü  Read informa5on or research to help us (see what others have done) ü  See if we could come up with an explana5on for why certain things happened ü  Write or draw our explana5ons ü  And maybe even more NGSS Has Three Dimensions
• Disciplinary Core Ideas • Crosscudng Concepts • Science and Engineering PracAces © SACRAMENTO AREA SCIENCE PROJECT 2014 FOR REFERENCE: DISCIPLINARY CORE IDEAS © SACRAMENTO AREA SCIENCE PROJECT 2014 Disciplinary Core Ideas
§ You will get one the Physical Sciences Disciplinary Core Ideas § Read through the disciplinary core ideas for this content area § One of the DCIs is circled. On the second page, you will see the learning progression that has been designed for that parAcular DCI (Grade Band Endpoints) § Discuss in your group § What might be the implicaAons for instrucAon? © SACRAMENTO AREA SCIENCE PROJECT 2014 Disciplinary Core Ideas
§ The learning progressions were translated into the NGSS document. § Read the matrix for the DCI. § Compare the matrix with the grade band end points you just read about. Are they similar? Different? © SACRAMENTO AREA SCIENCE PROJECT 2014 Time for a break (12 minutes)
Science and Engineering Prac*ces
Form groups of eight © SACRAMENTO AREA SCIENCE PROJECT 2014 Science and Engineering PracEces
§ Each person gets a pracAce to read § Read about your pracAce (quietly). Underline important ideas and make notaAons as needed. § Dialogue – go around the group. Each person describes their pracAces, while others take notes (each person highlights 3 things – you have 2 minutes each) § Finally, as a group discuss the connecAons you see between the pracAces. © SACRAMENTO AREA SCIENCE PROJECT 2014 What science pracEces did you engage in exploring the Newton’s Cradle?
Asking QuesAons Using MathemaAcs and ComputaAonal Reasoning Developing and Using Models ConstrucAng ExplanaAons Planning and Carrying Out InvesAgaAons Engaging in Argument from Evidence Analyzing and InterpreAng Data Obtaining, EvaluaAng, and CommunicaAng InformaAon © SACRAMENTO AREA SCIENCE PROJECT 2014 § Have a group dialogue about the pracAces. §  When called on, share ONE pracAce you think we engaged in, and cite your evidence. § I will stop you if you share more than ONE! Three things to remember about the NGSS pracEces:
1.  The science and engineering pracAces are highly interconnected. 2.  The science and engineering pracAces are not meant to be learned separate from the core ideas of science. 3.  The goal is for STUDENTS—to be doing the science and engineering pracAces. © SACRAMENTO AREA SCIENCE PROJECT 2014 Engaging students in constructing
scientific explanations K – 12
Greater sophisAcaAon Grades K -­‐ 2 Grades 3 -­‐ 5 Use informaAon from observaAons (first hand and from media) to construct an evidence-­‐based account for natural phenomena Use evidence (e.g., measurements, observaAons, pa]erns) to construct or support an explanaAon or design a soluAon to a problem. Middle School Construct a scienAfic explanaAon based on valid and reliable evidence obtained from sources (including the students’ own experiments) and the assumpAon that theories and laws that describe the natural world operate today as they did in the past and will conAnue to do so in the future. High School Construct and revise an explanaAon based on valid and reliable evidence obtained from a variety of sources (including students’ own invesAgaAons, models, theories, simulaAons, peer review) and the assumpAon that theories and laws that describe the natural world operate today as they did in the past and will conAnue to do so in the future. PracEces Change Science EducaEon
From the science classroom as environments where students learn about science ideas to places where students explore, examine, and use science ideas to explain how and why phenomena occur. Sense-­‐making is embedded in the science and engineering prac,ces of NGSS. When students use the science and engineering prac,ces to understand the core ideas of science, they are engaged in sense-­‐making. © SACRAMENTO AREA SCIENCE PROJECT 2014 Time for science!
• Please move into the breakout room to join Ingrid and Kathy for a lesson sequence.  • We will be coming back here briefly before we end the day. Reviewing our sessions
3-­‐2-­‐1  On an index card please write the following:  • The grade you teach  • 3 things you’ve learned over the past two days  • 2 quesAons you sAll have  • 1 thing you can commit to doing with regard to NGSS © SACRAMENTO AREA SCIENCE PROJECT 2014 Conclusion
© SACRAMENTO AREA SCIENCE PROJECT 2014 The intent of NGSS is for students to make sense of the core ideas of science while understanding the crosscufng concepts.
These are the disciplinary core ideas (DCIs).
Engage students in the science & engineering pracEces (SEPs).
Crosscufng concepts that bridge disciplinary boundaries (CCCs).
© SACRAMENTO AREA SCIENCE PROJECT 2014 Learning difficult ideas • Takes Ame • Develops as students work on tasks that forces them to figure things out and synthesize ideas • Occurs when new and exisAng knowledge is linked to previous ideas • Depends on instrucAon Thank You  Arthur Beauchamp acbeauchamp@ucdavis.edu  Sacramento Area Science Project web site – h]p://sasp.ucdavis.edu © SACRAMENTO AREA SCIENCE PROJECT 2014