Grade 2 Science Cohort Professional Development
Achieving Scientific Literacy
through NGSS – Day 2
Educational Service Center North
Monday, October 13, 2014
Heinrich Sartin
Elementary Science Specialist, ESC North
heinrich.sartin@lausd.net
1
1 + 1 Day Science Cohort PD Model
One-day PD &
Planning
2
• Selected grade 2 teachers attend NGSS
professional development and begin to plan an
NGSS lesson on Wednesday, September 10.
Support &
Implementation
One-day
Follow-up
• Teachers receive lesson-planning
support and implement lesson
during September-October.
• Teachers share experiences from
lessons, student work, and plan next
steps on Monday, October 13.
Common Core 2013-14 Goals
Plan
Strategic
Planning
Cycle
Revise
Deliver
Reflect
Common Core 2013-14 Goals
•
Close Reading
•
Text-Dependent Questions
•
Complex Text
Common Core 2013-14 Goals
Technology
Integration
Learning Objectives
6
After completing today’s training, teachers will be able to:
• Plan rigorous science lessons that align with the three
dimensions of the Next Generation Science Standards (NGSS)
• Make connections with students between NGSS and CCSS
• Use Depth of Knowledge (DOK) and Understanding by Design
(UbD) to plan lessons that meet the needs of diverse learners
Professional Learning Community Norms

Be present

Start and end on time

Silence cell phones

Value each other’s input

Listen to understand

Focus on what the data
tells us

Ask the hard questions

Think outside of the box

What is learned here leaves
here

Be open to sharing and
collaborating
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Agenda
Review of Day 1
Examining Student
Work
Engineering
Design in NGSS
The NGSS Science
and Engineering
Practices
Constructing
Evidence-based
Explanations
Planning for Next
Steps
9
Agenda
Review of Day 1
Examining Student
Work
Engineering
Design in NGSS
The NGSS Science
and Engineering
Practices
Constructing
Evidence-based
Explanations
Planning for Next
Steps
Life Science Lesson – First Impressions
10
• Take a few minutes to examine the provided “Make an
Ant” lesson.
• Discuss the lesson with your table team and chart a list
of things that you would recommend adding to the
lesson to improve it.
• Table teams will share their recommendations with
whole group.
• We will revisit this lesson and your recommendations
later through the lens of the NGSS EQuIP rubric.
Timeline for NGSS Implementation
2014-15
2015-16
2016-17
11
2017-18
• 2014-2016 – NGSS awareness training for teachers. Teachers
will continue to use the current California science standards,
but are encouraged to implement the NGSS scientific and
engineering practices and try a few NGSS lessons.
• 2016-2017 - Formal instructional shifts will begin to prepare for
full implementation.
• 2017-2018 – First year of full implementation with anticipated
adoption of new instructional materials.
Comparing CA Standards with NGSS Performance Expectations
Current CA Science
Standards
Know
Do
• Students know objects
fall to the ground unless
something holds them
up.
• Students will write or draw
descriptions of a
sequence of steps,
events, and observations.
12
NGSS Performance
Expectations
Know
&
Do
Analyze data obtained
from testing different
materials to determine
which materials have the
properties that are best
suited for an intended
purpose.
Dimension 2
Dimension 1
Disciplinary
Core Ideas
Scientific
and
Engineering
Practices
13
Dimension 3
Crosscutting
Concepts
Performance
Expectations
Grade 2
Physical
Science
Performance
Expectation
Scientific &
Engineering
Practices
Disciplinary
Core Ideas
Crosscutting
Concepts
Connections
to CCSS
14
Select the Correct Dimension
15
Task:
• Work in teams of two
• Use the template to sort the statements in your
envelope into the following three categories:
Dimension 1
Dimension 2
Dimension 3
Scientific
and
Engineering
Practices
Disciplinary
Core Ideas
Crosscutting
Concepts
• Use the following list of definitions to help guide your work
Select the Correct Domain
Task:
• Work in teams of two
• Use the other side of the template to sort the
Disciplinary Core Ideas into the domains of:
• Life science
• Earth science
• Physical science
• Engineering
16
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Introducing… The EQuIP Rubric
• Read silently through the three parts of the
“EQuIP Rubric for Lessons & Units: Science.”
• Discuss the rubric with your table team and
create a poster that summarizes each of the
three sections of the rubric.
• Table teams will share their findings with the
whole group.
NGSS Disciplinary Core Ideas by Grade Level
PS1
PS2
PS3
PS4
LS1
LS2
LS3
LS4
ESS1
ESS2
ESS3
Matter and
its
Interactions
Motion and
Stability:
Forces and
Interactions
Energy
Waves and
Their
Applications
in
Technologies
for
Information
Transfer
From
Molecules
to
Organisms:
Structures
and
Processes
Ecosystems:
Interactions,
Energy, and
Dynamics
Heredity:
Inheritance
and
Variation of
Traits
Biological
Evolution:
Unity and
Diversity
Earth’s
Place in
the
Universe
Earth’s
Systems
Earth
and
Human
Activity
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K
1
2
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3
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4
5
18
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Grade 2 Physical Science
Performance Expectation PS1-3
Analyze data obtained from testing
different materials to determine
which materials have the properties
that are best suited for an intended
purpose.
19
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Lesson 4 - Absorbency
Depth of Knowledge (DOK)
DOK 1
List the
ingredients of a
peanut butter
and jelly
sandwich.
DOK 2
Collect the
ingredients for a
peanut butter
and jelly
sandwich and
write the recipe.
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DOK 3
DOK 4
Investigate how
many people are
coming to dinner
and formulate the
appropriate
amounts of
ingredients for 8
people.
Design a plan to
feed the entire
class using the
following
information: one
jar of peanut
butter makes 10
sandwiches, one
jar of jelly serves 8,
and one loaf of
bread contains 18
slices.
Hess’ Cognitive Rigor Matrix & Curricular Examples: Applying Webb’s Depth-of-Knowledge Levels to Bloom’s Cognitive Process Dimensions – Math/Science
Revised Bloom’s
Webb’s DOK Level 1
Webb’s DOK Level 2
Webb’s DOK Level 3
Webb’s DOK Level 4
Strategic Thinking/ Reasoning
Taxonomy
Recall & Reproduction
Skills & Concepts
Extended Thinking
o Recall, observe, & recognize
Remember
Retrieve knowledge from
long-term memory,
recognize, recall, locate,
identify
What Type of Thinking
Understand
Construct meaning, clarify,
paraphrase, represent,
translate, illustrate, give
examples, classify,
categorize, summarize,
generalize, infer a logical
conclusion (such as from
examples given), predict,
compare/contrast, match like
ideas, explain, construct
models
Apply
Carry out or use a procedure
in a given situation; carry out
(apply to a familiar task), or
use (apply) to an unfamiliar
task
Analyze
Break into constituent parts,
determine how parts relate,
differentiate between
relevant-irrelevant,
distinguish, focus, select,
organize, outline, find
coherence, deconstruct
o
o
o
o
o
o
facts, principles, properties
Recall/ identify conversions
among representations or
numbers (e.g., customary and
metric measures)
Evaluate an expression
Locate points on a grid or
number on number line
Solve a one-step problem
Represent math relationships in
words, pictures, or symbols
Read, write, compare decimals
in scientific notation
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
Follow simple procedures
(recipe-type directions)
Calculate, measure, apply a rule
(e.g., rounding)
Apply algorithm or formula (e.g.,
area, perimeter)
Solve linear equations
Make conversions among
representations or numbers, or
within and between customary
and metric measures
Retrieve information from a table
or graph to answer a question
Identify whether specific
information is contained in
graphic representations (e.g.,
table, graph, T-chart, diagram)
Identify a pattern/trend
Specify and explain relationships
(e.g., non-examples/examples;
cause-effect)
Make and record observations
Explain steps followed
Summarize results or concepts
Make basic inferences or logical
predictions from data/observations
Use models /diagrams to represent
or explain mathematical concepts
Make and explain estimates
o Select a procedure according to
criteria and perform it
o Solve routine problem applying
multiple concepts or decision points
o Retrieve information from a table,
graph, or figure and use it solve a
problem requiring multiple steps
o Translate between tables, graphs,
words, and symbolic notations (e.g.,
graph data from a table)
o Construct models given criteria
o Categorize, classify materials, data,
figures based on characteristics
o Organize or order data
o Compare/ contrast figures or data
o Select appropriate graph and
organize & display data
o Interpret data from a simple graph
o Extend a pattern
Evaluate
Make judgments based on
criteria, check, detect
inconsistencies or fallacies,
judge, critique
Create
Reorganize elements into
new patterns/structures,
generate, hypothesize,
design, plan, construct,
produce
o
Brainstorm ideas, concepts, or
perspectives related to a topic
o Generate conjectures or hypotheses
based on observations or prior
knowledge and experience
o Use concepts to solve non-routine
problems
o Explain, generalize, or connect ideas
using supporting evidence
o Make and justify conjectures
o Explain thinking when more than
one response is possible
o Explain phenomena in terms of
concepts
o Relate mathematical or
scientific concepts to other
content areas, other domains,
or other concepts
o Develop generalizations of the
results obtained and the
strategies used (from
investigation or readings) and
apply them to new problem
situations
o Design investigation for a specific
purpose or research question
o Conduct a designed investigation
o Use concepts to solve non-routine
problems
o Use & show reasoning, planning,
and evidence
o Translate between problem &
symbolic notation when not a direct
translation
o Select or devise approach
among many alternatives to
solve a problem
o Conduct a project that specifies
a problem, identifies solution
paths, solves the problem, and
reports results
o Compare information within or
across data sets or texts
o Analyze and draw conclusions from
data, citing evidence
o Generalize a pattern
o Interpret data from complex graph
o Analyze similarities/differences
between procedures or solutions
o Analyze multiple sources of
evidence
o analyze complex/abstract
themes
o Gather, analyze, and evaluate
information
o Cite evidence and develop a logical
argument for concepts or solutions
o Describe, compare, and contrast
solution methods
o Verify reasonableness of results
o Gather, analyze, & evaluate
information to draw conclusions
o Apply understanding in a novel
way, provide argument or
justification for the application
o Synthesize information within one
data set, source, or text
o Formulate an original problem given
a situation
o Develop a scientific/mathematical
model for a complex situation
o Synthesize information across
multiple sources or texts
o Design a mathematical model
to inform and solve a practical
or abstract situation
How Deep is the Understanding
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Understanding by Design (UbD)
UbD Stage 1:
Identify Desired
Results
UbD Stage 2:
Determine
Acceptable
Evidence
UbD Stage 3:
Plan Learning
Experiences &
Instruction
24
5E Instructional Model
•
Engage
•
Explore
•
Explain
•
Elaborate
•
Evaluate
25
Agenda
Review of Day 1
Examining Student
Work
The NGSS Science
and Engineering
Practices
Constructing
Evidence-based
Explanations
Engineering
Design in NGSS
Planning for Next
Steps
Examining Student Work
Groups of 4
3 Work Samples Each
Examining Student Work
Participants A, B, & C
Participant A
Presenting
Participant
•
Review the 3 student work
samples
•
Discuss
Participant B
•
Round 1 (Describe)
•
Round 2 (Interpret)
•
Round 3 (Question)
Presenting Participant
•
Participant C
Listens silently & takes notes
Examining Student Work
Presenting Participant
•
Comments on the student work
and responds to questions
•
Shares insights from surprising or
unexpected comments
Participant A
Participants A, B, & C
Presenting
Participant
Participant B
Participant C
•
Listen
Examining Student Work
Repeat the Process
Participants B, C, & D
Presenting
Participant
Participant D
Participant B
•
Review the 3 student work
samples
•
Discuss
Presenting Participant
•
Participant C
Listen silently & take notes
30
Agenda
Review of Day 1
Examining Student
Work
The NGSS Science
and Engineering
Practices
Constructing
Evidence-based
Explanations
Engineering
Design in NGSS
Planning for Next
Steps
Engineering an Opening
31
• Cut an opening in an index card that is large
enough to pass your entire body through
• Your finished product needs to be a
continuous piece of paper that has not been
reattached in any way
• Work with a partner to accomplish this task
• You have 20 minutes
Engineering Design Task
Solution Steps
1. Cut a slit
down the
middle of the
index card.
32
Engineering Design Task
Solution Steps
2. Beginning at
one end of the
slit, make
alternating cuts
from the inside
and outside on
one side of the
card.
33
Engineering Design Task
Solution Steps
3. Continue
making cuts until
you read the
other end of the
slit.
34
Engineering Design Task
Solution Steps
4. Mirror the cuts
on the other side
of the card.
35
Reading/Writing Task
36
After silently reading the selection about
engineering design (pp. 2-3), please respond in
writing to the following two questions:
• What connections do you find between the
“Engineering an Opening” task and the
Engineering Design elements in the NGSS?
• Why do you think it is a good idea to include
engineering design in these new standards?
37
Agenda
Review of Day 1
Examining Student
Work
The NGSS Science
and Engineering
Practices
Constructing
Evidence-based
Explanations
Engineering
Design in NGSS
Planning for Next
Steps
Black Boxes
I found some black boxes. Each one
has a round object inside. They are
permanently glued and taped shut,
so I can’t open them. Can you help
me figure out what the inside of the
these boxes look like?
38
Black Boxes
39
Focus Question #1
What does the inside of your box look like?
• Work in teams of two to infer what the inside
of your box looks like.
• Write a short description of what you think the
inside of the black box looks like. Include a
detailed drawing with labeled parts
• Focus on shape and location
Black Boxes
40
Sharing Ideas
•
Use a dark marker to create a model of your
black box on the provided outline.
•
Remember to focus on shape and location.
•
You do not need to include the round object in
your drawing.
•
Post your model on the chart paper that matches
your letter (A-D).
Black Boxes
41
Building Consensus/Science Conference
•
Get together with another team that has the
same black box (A-D) and come to consensus
about what the inside of your black box looks
like.
•
Choose a representative from your
combined group of four to draw a revised
plan of your black box.
Black Boxes
42
Focus Question #2
How did working with other scientists change
your original thinking about your black box?
Use your science notebook to answer the
focus question.
Black Boxes
43
Reverse Engineering: Building a Better Model
Task
•
Work with your original partner to create a threedimensional model of your black box using the
provided materials.
•
Use masking tape to fasten the shapes in place.
•
Test to see if the round object behaves the same
way in your model as in the original black box.
Black Boxes
44
Debriefing the Experience
•
The term “black box” is a general term scientists and
engineers use to describe a system that works in
mysterious or unknown ways.
•
For most people, a TV is a black box. Electricity goes
in and a picture miraculously appears on the screen.
A telephone is another example of a black box.
•
What are other examples of black boxes?
Black Boxes
45
Debriefing the Experience
•
Which Science and Engineering Practices were
evident in this activity?
•
Which Crosscutting Concepts were evident in this
activity?
•
How does this activity connect to CCSS ELA and
math standards and practices?
•
What features of this lesson would address the
needs of your diverse learners?
Examining the Science and Engineering Practices
46
Guiding Question for Reading
•
•
Read “Scientific and Engineering Practices,”
pp. 42-44
Quickwrite: Why is it important for students to
engage in scientific and engineering
practices?
Depth of Knowledge (DOK)
Using Webb’s Depth of Knowledge (DOK), how
would you rate:
• The Black Box drawing, writing, and
collaboration tasks?
• How could you move these tasks to a higher
level?
47
48
Agenda
Review of Day 1
Examining Student
Work
The NGSS Science
and Engineering
Practices
Constructing
Evidence-based
Explanations
Engineering
Design in NGSS
Planning for Next
Steps
Student Difficulties with Evidence-based
Explanations
49
Evidence
• Students have difficulty using appropriate evidence and
connecting evidence to a claim.
• Students typically discount data if the data contradicts
their current theory.
Reasoning
• Most explanations include claims with little backing.
What is an Evidence-based Explanation?
50
Definition: A discussion/argument of how or
why a phenomenon occurs and the conditions
and consequences of the observed event.
Components of an Evidence-based Explanation
51
Claim: a conclusion about a problem. Typically the claim
answers a question.
Evidence: scientific data that supports the claim. Evidence
needs to be appropriate and sufficient.
Reasoning: a justification that shows why the data counts as
evidence to support the claim and includes appropriate
scientific principles. The explanation should consider
alternative explanations.
(Adapted from Toulmin’s model of argumentation)
Ice and Alcohol
52
Group Performance Task
53
•
You and your partner will create a system that consists of
a plastic cup filled with isopropyl alcohol (100 ml) and two
ice cubes. Fill the cup with the alcohol first, then add the
ice cubes.
•
In your science notebook, make observations and
detailed drawings (with labeled parts) of the system and
changes to the system over time (15 minutes).
•
Formulate questions and construct an explanation for the
behavior of the system.
•
Develop evidence that supports your explanation for the
causes of the changes in the system.
54
Individual Performance Task
Write an explanation for the causes of the changes
(effect) to the system. (A few volunteers will share their
explanations.)
Teacher Reflection
Write a reflection on the type of instruction that would
lead students to develop high-quality evidence-based
explanations.
A Closer Look at Scientific Explanations
55
• Read “Constructing Explanations and Designing
Solutions” pp. 67-70
• Use this information you learned to revise your
scientific explanation
56
More Information
Density = Mass/Volume
Substance
Alcohol
Density
.79 g/cm3
Solid Water (Ice)
Liquid Water
.92 g/cm3
1.00 g/cm3
Ice and Alcohol
57
Debriefing the Experience
•
Which Science and Engineering Practices were
evident?
•
Which Crosscutting Concepts were evident?
•
How does this activity connect to CCSS ELA and
math standards and practices?
•
What features of this lesson would address the
needs of your diverse learners?
Scientific Explanations
58
The goal of science is to construct explanations
for the causes of phenomena. Students are
expected to construct their own explanations,
as well as apply standard explanations they
learn about from their teachers or reading.
SOURCE: NGSS APPENDIX F
59
Agenda
Review of Day 1
Examining Student
Work
The NGSS Science
and Engineering
Practices
Constructing
Evidence-based
Explanations
Engineering
Design in NGSS
Planning for Next
Steps
Next Steps
60
Take some time to reflect on what you learned from:
•
Day 1 (September 10)
•
The NGSS lesson that you planned and delivered
•
Today’s professional development
•
On the provided sheet, write down what your next
steps will be.
•
Your next steps will be shared anonymously with the
group
61
Thank you!
Heinrich Sartin
Elementary Science Specialist
ESC North Office
Email: heinrich.sartin@lausd.net
Phone: (818) 654-3717
62
Resources for Further Research and Learning
•
The Next Generation Science Standards:
http://www.nextgenscience.org
•
A Framework for K-12 Science Education
http://www.nap.edu/openbook.php?record_id=13165
•
NGSS Videos from Paul Anderson (Bozeman Science)
http://www.youtube.com/watch?v=o9SrSBGDNfU