Next Generation Science Standards Science/Literacy/Mathematics February 12, 2013 SAD 75

Next Generation Science Standards

Science/Literacy/MathematicsFebruary 12, 2013

SAD 75

Supports that are needed

• Great models for lessons that show the practices• Released items• Materials models and resources that meet the science

standards- for elementary – criteria

Engineering resources –

Models of lesson planning – Bybee

Where you want the HS teachers to be – triage

ASU models in physics- materials in Bio/ ChemEarth sci

Graphic organizer analysis tool

Common Core - College and Career Ready in Reading, Writing, Speaking, Listening and Language

"Students cite specific evidence when offering an oral or written interpretation of a text. They use relevant evidence when supporting their own points in writing and speaking, making their reasoning clear to the reader or listener and they constructively evaluate other's use of evidence."

(page 7, Introduction)

Common Core - College and Career Readiness Anchor Standards for Writing

Text Type and Purposes:

1. Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence.

(Page 18, CC)

Writing Gr. 1-12http://www.maine.gov/education/lres/ela/documents/ELA_Break-Down/ccss-writing_811.pdf

Grade 7 Write arguments to support claims with clear reasons and relevant evidence.

Grade 11-12 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

Common Core - College and Career Readiness Anchor Standards for Speaking and Listening

Presentation of Knowledge and Ideas Listening and Speaking:

ELA 4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.

(Page 22, CC)

Speaking and Listening Gr. 1 – 12http://www.maine.gov/education/lres/ela/documents/ELA_Break-Down/ccss-speaking_and_listening_811.pdf

Grade 7 Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.

Grade 11-12 Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.

Framework: Constructing Explanations and Designing Solutions

"Asking students to demonstrate their own understanding of the implications of a scientific idea by developing their own explanations of phenomena, whether based on observations they have made or models they have developed, engages them in an essential part of the process by which conceptual change can occur."

(Framework - page 68)

I think ...

constructing evidence-based explanations is as important to the science classroom as it is to the ELA classroom. Both support literacy.

Where do explanations fit intothe 8 scientific practices?

Developing Explanations in Science

Elementary Examples

Constructing Explanations and

Designing Solutions

High School Examples

Constructing Explanations and

Designing Solutions

Example: Osmolarity in Bloodworms

After some initial research and instruction about marine worms and osmoregulation, students were asked to make a claim, collect evidence, and develop reasoning to explain;

Are bloodworms osmoregulators or osmoconformers?

High School

High School

Students make a claim:

If marine worms are osmoconformers, the body volume of the worms will________________when put in saltwater that has a different salinity than their own body.

If marine worms are osmoregulators, the body volume of the worms will ______________________ when placed in saltwater that has a different salinity than their own body.

High School

Next, students design an experimental procedure to gather evidence to support their claim.

For the most part, students decided to place worms in trays of salt water with different salinity. They observed the worms and measured their mass over a few days.

Evidence consists of observations and measured data.

High School

High SchoolExperimental Data

High School

High School

As a result of this investigation, students should have sufficient information to construct an

explanation to answer the original question.

Are bloodworms osmoregulators or osmoconformers?

Reasoning

This organizer would have been extremely helpful for students as they began the process.

As students become proficient in writing good explanations, they may not need this support.

This organizer could also be useful for oral explanations.

Chat - Have any of these examples and/or tools helped you think about

constructing explanations in a different way? If so, how?

Scaffolding Student Writing and Talking

• Use sentence starters, questions, or graphic organizers that give hints about what to include in scientific explanations.

• Have a visual reminder in the classroom.

• Provide general AND content specific support

(Instructional Strategies: (McNeill and Krajcik 2008b)

Questions that support good student explanations

Developing a “good” question

Identifying opportunities:

• Identify data students can use as evidence

• Identify scientific principles (e.g. core ideas)

students can apply to make sense of the data

• Ensure questions have multiple plausible answers

Writing the question

• Consider the clarity of the question

Examples of Good Questions

• Why does a tree camouflage a squirrel?

• What colors and patterns would help moths survive in a meadow or woods?

• Does wind help laundry on a line dry?

• Is the temperature usually warmer or colder at night?

• Do all hard things sink?

• Can heavy things float?

Examples of Good Questions

• What bird beak is the best adaptation for this

environment?

• What type of bonding is present in this sports drink powder? Use the data table (e.g. yellow,lemon flavor, dissolves in water, conducts electricity when dissolved) below to justify your answer.

• Which biodiesel recipe is the best?

Student Challenges

• Using evidence to support their ideas

• Explaining why their evidence supports their ideas

• Considering multiple explanations or solutions

• Revising explanations and solutions based on new evidence or scientific knowledge

Teacher talk moves that support good student explanations

Talk Movesfrom Ready, Set, Science! (Michaels et al., 2008, p.91)

Talk MovesFrom Katherine MacNeill

Your Thoughts...

Chat - Which talk move might you add to your instruction?

Supporting Students

explanations and solutions

2. Talk moves and classroom culture

3. Scaffolding student writing and talking

• 1. Developing “good” questions to support

What tools?

Resources

A Framework for K-12 Science Educationhttp://www.nap.edu/catalog.php?record_id=13165

Ready Set Science!http://www.nap.edu/catalog.php?record_id=11882

NSTA Webinar "Constructing Explanations and Designing Solutions"

http://learningcenter.nsta.org/products/symposia_seminars/NGSS/webseminar10.aspx

SciTech Framework

http://www.scitechframework.wordpress.com

National Science Teachers AssociationPractices Webinars

http://learningcenter.nsta.org/products/symposia_seminars/Ngss/webseminar.aspx

Next Generation Science Standards and ELLs

Webinar with Helen Quinn and Okhee Lee

http://ell.stanford.edu/event/next-generation-science-standards-ells

Timeline

• NGSS Lead State Selection – September 2011

• First public draft - May 2012

• Second and final public draft - January 2013 • FINAL NGSS – End of 1st quarter of 2013

• Adoption of NGSS- Anticipated in 2013 Session

What NOT To Do

• RESIST the urge to develop new materials aligned to the draft.

• REFRAIN from printing out the NGSS 2nd Public Draft.

What To Do

• LEARN about the practices and build them into your current teaching

• SUPPORT each other to participate in the Public Feedback of the 2nd Draft of NGSS

• FOLLOW the SciTech Framework Blog• TRY ON instruction in the intersection of the 3

Dimensions of A Framework for K-12 Science Education

http://scitechframework.wordpress.com/

What supports do Maine teachers need?

Who should provide those supports?

Contact Information

Anita Bernhardt

MDOE Science and Technology Specialist: anita.bernhardt@maine.gov

207-624-6835