Academy Infusion: NGSS, STEM and GLOBE

National Career Academy Coalition Louisville, Kentucky

Academy Infusion: NGSS, STEM, and GLOBE

Round Table Discussion

Thursday November 5, 2015 4:00 pm – 5:15 pm

Project Briefs:

 GLOBE California Academy Program (GLOBE CAP)

 Funding: National Science Foundation, ITEST Grant 2011-2015

 Duration: 3 year build-out program grades 10-12

 Targets: o California Partnership Academies – Environmental/Green Energy Industry (6 high schools) o Student populations under-represented in STEM careers o Bay Area (East Bay), California o Workforce development/work-based learning

Project Scope (Framework):

• 9 th /10 th grade: students focus on collecting data using GLOBE protocols and learning activities,

• 11 th understand science from scientists, and gain exposure to the career path of a scientist through direct interaction

grade: students continue to collect data but, in addition, develop their analytical skills through data visualization and interpretation; begin collaboration with sister schools; and continue career exploration in STEM fields

• 12 th grade: students continue to collect, interpret, and create visualizations of data but also explore the links to public policy and apply their knowledge and skill in a service learning project or social enterprise

Key Partners:

 University of California Berkeley – Department of Chemistry Atmospheric Studies Graduate

Students.

 Bay Area Air Quality Management District

 University of California Berkeley – Center for Cities and Schools

This material is based upon work supported by the National Science Foundation under Grant No. 1139664.





Project Goals:

1.

Improve students’ environmental literacy and their understanding of the relationship between economic activity and environmental sustainability

2.

Promote student development of systems thinking and other transferable 21st century skills such as collaboration and critical thinking

3.

Promote student civic participation and global awareness, as well as their sense of selfefficacy as they contribute to tackling real global problems

4.

Contribute real data to further the understanding of climate change

5.

Build teacher capacity to sustain the work

Implementation:

 Teacher training – GLOBE Protocols

 Needs assessment for each school

 Equipment/release time school stipends

 On-going school support throughout the year

 Curriculum integration at varying grade levels – support existing curriculum

 Project-based learning in grades 10 th and 11 th grades

 Community-based project 12 th grade

 Teacher-based new curriculum to support content area and GLOBE (additional stipends)

 Evaluation: o Student pre/post science tests (annual post) o Student science interest and attitudes survey (annual) o Teacher survey (annual)

Results:

 Evaluation results showed that students' GPAs in science and their level of enrollment in science and math courses were higher for students in GLOBE CAP than for comparison students. Students also showed gains in interest and attitudes toward science and sciencerelated careers.






GLOBE: http://www.globe.gov

Classroom implementation of GLOBE engages students in the development of scientific investigations using

GLOBE protocols to collect data and GLOBE activities to develop scientific concepts important to making sense of the data. GLOBE provides protocols to assist teachers in engaging students in posing questions and solving problems that fit their curriculum goals and are of interest to their students and local communities. GLOBE

Certified Teachers receive professional development that includes how to follow a GLOBE protocol to collect accurate and precise data and how to build a classroom investigation upon one or more protocols in order to engage students in the GLOBE Model for Student Scientific Research. The Model is an essential part of GLOBE implementation.

1

1 A Guide to Connections between the GLOBE Program and the Next Generation Science Standards developed by the Iowa Academy of

Science, 2014 for The GLOBE Program






NGSS 2 : http://nextgenscience.org/

The National Research Council's (NRC) Framework describes a vision of what it means to be proficient in science; it rests on a view of science as both a body of knowledge and an evidence-based, model and theory building enterprise that continually extends, refines, and revises knowledge. It presents three dimensions that will be combined to form each standard:

Dimension 1: Practices

The practices describe behaviors that scientists engage in as they investigate and build models and theories about the natural world and the key set of engineering practices that engineers use as they design and build models and systems. The NRC uses the term practices instead of a term like “skills” to emphasize that engaging in scientific investigation requires not only skill but also knowledge that is specific to each practice. Part of the NRC’s intent is to better explain and extend what is meant by “inquiry” in science and the range of cognitive, social, and physical practices that it requires.

Although engineering design is similar to scientific inquiry, there are significant differences. For example, scientific inquiry involves the formulation of a question that can be answered through investigation, while engineering design involves the formulation of a problem that can be solved through design. Strengthening the engineering aspects of the Next Generation Science Standards will clarify for students the relevance of science, technology, engineering and mathematics (the four STEM fields) to everyday life.

Dimension 2: Crosscutting Concepts

Crosscutting concepts have application across all domains of science. As such, they are a way of linking the different domains of science. They include: Patterns, similarity, and diversity; Cause and effect; Scale, proportion and quantity; Systems and system models; Energy and matter; Structure and function; Stability and change. The

Framework emphasizes that these concepts need to be made explicit for students because they provide an organizational schema for interrelating knowledge from various science fields into a coherent and scientificallybased view of the world.

Dimension 3: Disciplinary Core Ideas

Disciplinary core ideas have the power to focus K–12 science curriculum, instruction and assessments on the most important aspects of science. To be considered core, the ideas should meet at least two of the following criteria and ideally all four:

• Have broad importance across multiple sciences or engineering disciplines or be a key organizing concept of a single discipline;

• Provide a key tool for understanding or investigating more complex ideas and solving problems;

• Relate to the interests and life experiences of students or be connected to societal or personal concerns that require scientific or technological knowledge;

• Be teachable and learnable over multiple grades at increasing levels of depth and sophistication.

2 http://www.nextgenscience.org/three-dimensions






STEM: http://www.ed.gov/stem

The United States has developed as a global leader, in large part, through the genius and hard work of its scientists, engineers, and innovators. In a world that’s becoming increasingly complex, where success is driven not only by

what you know, but by what you can do with what you know, it’s more important than ever for our youth to be equipped with the knowledge and skills to solve tough problems, gather and evaluate evidence, and make sense of information. These are the types of skills that students learn by studying science, technology, engineering, and math—subjects collectively known as STEM.

3

STEM areas of study are together not only because the skills and knowledge in each discipline are essential for student success, but also because these fields are deeply intertwined in the real world and in how students learn most effectively. STEM is an interdisciplinary and applied approach that is coupled with hands-on, problem-based learning.

4

GLOBE

STEM

• Scientific

Inquiry

• Hands-on

• Research-Based

• Motivating link to global issues and communities

• Investigative

Practice

NGSS

• Skills - Based

• Knowledge -

Based

• Linking

Concepts

(patterns, cause/effect)

• Interests, experiences, society

• Many career options

For more information on GLOBE CAP, visit: https://vimeo.com/141867825 Password: globe

3 US Department of Education

4 http://www.cslnet.org/our-agenda/what-is-stem/


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