Science Leadership Network
May 13, 2013
Mobius Science Center
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Goals
• Science leaders will briefly look at the Next
Generation Science Standards and think about
instructional implications.
• The network will look at how science and
engineering practices, cross-cutting concepts, and
disciplinary core ideas will integrate through a
student’s K-12 science education experience.
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Agenda
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Preview NGSS
Framework discussion
Grades 2 and 5 concepts
Mobius
MS and HS concepts
Implications
Workgroup time
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Logistics
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Science Center
Registration for next year
Topics for next year
Locations for next year
Discussion cards
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NGSS Preview
• www.NextGenScience.org
• “Share Your Thinking” Card
• Choose a standard
– Find a partner
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What are your
celebrations
about this
standard?
What are your
concerns or
questions about
this standard?
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Transition Plan
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Year 0, 1, 2, 3
Alignment?
How can the SLN support this work?
How does the SLN WANT to support this
work?
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Framework Books
• Tab Page 3: Summary
• Tab Page 50: Science
and Engineering
Practices
• Tab Page 84: CrossCutting Concepts
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Science Leadership Network
January 23: Dimension 1:
Science and Engineering
Practices
March 18: Dimension 2:
Crosscutting Concepts
May 13: Dimension 3:
Disciplinary Core IdeasPutting it all together!
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A Framework…pp.33-34
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Reflection Grade 2
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Grade 2- Structures and Properties of Matter
• 2-PS1-1. Plan and conduct an investigation to
describe and classify different kinds of
materials by their observable properties.
[Clarification Statement: Observations could
include color, texture, hardness, and flexibility.
Patterns could include the similar properties
that different materials share.]
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Grade 2- Structures and Properties of Matter
• What is your “rule” for deciding if something
is a solid or a liquid?
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Grade 2- Structure and Properties of Matter
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Grade 2- Structures and Properties of Matter
• Page 3:
– What Science and Engineering Practices did you
use?
– What Cross-Cutting Concepts did you use?
2-PS1-1. Plan and conduct an investigation to
describe and classify different kinds of materials by
their observable properties.
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Grade 5- Structure and Properties of Matter
Focus: What do you think happens to matter when
it changes form?
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Grade 5- Structure and Properties of
Matter
Explore:
5-PS1-1. Develop a
model to describe that
matter is made of
particles too small to be
seen. [Clarification Statement: Examples
of evidence could include adding air to
expand a basketball, compressing air in a
syringe, dissolving sugar in water, and
evaporating salt water.] [Assessment
Boundary: Assessment does not include the
atomic-scale mechanism of evaporation and
condensation or defining the unseen
particles.]
Materials
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Ziploc sandwich bag
Seltzer tablets
Water
Beakers
Comic Strip handout
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Grade 5- Structure and Properties of Matter
• Reflection:
• How do you know that the model you
created fits this situation?
• Which Practices & Crosscutting
Concepts were integrated into the
lesson?
• 5-PS1-1. Develop a model to describe
that matter is made of particles too
small to be seen.
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Implications
• What do these endpoints or performance
expectations imply for the elementary
classroom?
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Grade 8- Structure and Properties of Matter
MS-PS1-4. Develop
a model that
predicts and describes changes
in particle motion, temperature,
and state of a pure substance
when thermal energy is added
or removed. [Clarification Statement:
Emphasis is on qualitative molecular-level models of
solids, liquids, and gases to show that adding or
removing thermal energy increases or decreases
kinetic energy of the particles until a change of state
occurs. Examples of models could include drawings and
diagrams. Examples of particles could include
molecules or inert atoms. Examples of pure substances
could include water, carbon dioxide, and helium.]
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How can a model help you predict and
describe changes in particle motion?
• Explore:
1. Construct a model “Air Thermometer”.
2. Place the model Air Thermometer in cold and warm
water to investigate your claim about what happens
to molecules when temperature changes.
3. Use evidence from the investigation to construct an
explanation for the changes you observe.
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Grade 8- Structure and Properties of Matter
• How did the evidence from this investigation
support or not support your original
explanation?
• Create diagrams to show your understanding.
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Grade 8- Structure and Properties of Matter
• What practices and cross-cutting concepts
were in this lesson?
• How has a student’s understanding about
properties of matter progressed thus far?
• MS-PS1-4. Develop a model that predicts and
describes changes in particle motion,
temperature, and state of a pure substance
when thermal energy is added or removed.
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Brain Break!!
http://spokane.access2experience.com/
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Grade 12- Structures and Properties of Matter
• HS-PS1-1. Use the periodic table as a model to predict the
relative properties of elements based on the patterns of
electrons in the outermost energy level of atoms. [Clarification
Statement: Examples of properties that could be predicted from patterns could
include reactivity of metals, types of bonds formed, numbers of bonds formed,
and reactions with oxygen.] [Assessment Boundary: Assessment is limited to main
group elements. Assessment does not include quantitative understanding of
ionization energy beyond relative trends.]
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Grade 12- Structures and Properties of Matter
• Use the information
provided to make
predictions about the
two missing elements.
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Common Core Connections
• Read the
Mendeleyev article.
• How was your
methodology the
same or different
from Mendeleyev’s?
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Grade 12- Structure and Properties of Matter
• What practices and cross-cutting concepts
were in this lesson?
• How has a student’s understanding about
models progressed through the day?
• HS-PS1-1. Use the periodic table as a model to
predict the relative properties of elements
based on the patterns of electrons in the
outermost energy level of atoms.
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• Pages 224-225 is a sample learning
progression.
• Consider: How did the concept of structure
and properties of matter progress?
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How will instruction stay the same,
how will instruction change?
Same
Pre-NGSS
Post-NGSS
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Talking Points
The Three Shifts of the Next Generation Science
Standards
• From isolation to integration
• From science inquiry to science and engineering
practices
• From discrete science ideas to science and
engineering crosscutting concepts
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Preparing for the NGSS
• Facts about the NGSS…
• Preparing for the NGSS…
• Keep on doing…
• Be ready to…
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Workgroups- Go to Wiggio to refresh
your memory
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Reflection and Impact
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