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Bringing Learning to Life in Science
OCTOBER 2015
Z IPPORAH MILLER
Outcomes
q Understand the philosophy of InteracHve Science and how it aligns with research based pracHces.
q Discuss the development and structure of the Next GeneraHon State Standards (NGSS).
q Explore the alignments between the NGSS and Common Core State Standards (CCSS).
q Discuss the value of incorporaHng 21st Century skills in all classrooms.
q Engage in hands on and minds on student centered experiences.
q Explain how student centered experiences help develop 21st Century Skills.
Houston We have a Problem
q IdenHfy the problem
q What evidence from the clip helped you idenHfy the problem?
IdenHfy the Problem
Houston we have a problem? q What content knowledge is needed to solve the problem?
q What skills are needed to solve this problem?
The Four “C’s”
q CriHcal Thinking and Problem Solving
q CommunicaHon
q CollaboraHon q CreaHvity and InnovaHon
Fun with Roller Coasters
CriHcal Thinking and Problem Solving Outcome:
Students construct their own scienHfic understanding and develop their scienHfic process skills by asking scienHfic quesHons, designing and conducHng invesHgaHons, construcHng explanaHons from their observaHons, and discussing their explanaHons with others.
CollaboraHon Outcome:
Students collaborate with peers and experts during scienHfic discourse and appropriately defend arguments using scienHfic reasoning, logic, and modeling.
CreaHvity and InnovaHon Outcome:
Students are able to describe how science and engineering involve creaHve processes that include generaHng and tesHng ideas, making observaHons, and formulaHng explanaHons; and can apply these processes in their own invesHgaHons.
CommunicaHon
Outcome:
Students model the pracHces of research science by informing others about their work, developing effecHve explanaHons, construcHng and defending reasoned arguments, and responding appropriately to criHcal comments about their explanaHons.
Skills Employers Are Seeking
q Adaptability q Complex CommunicaHon/Social Skills
q Non RouHne Problem Solving
q Self Management/Self Development
q Systems Thinking
Next GeneraHon Science Standards (NGSS)
Development
Stakeholders
Major Shi5 in Framework
Stages
Research and Resources
Dimension 1
Dimension 2
Dimension 3
Developing the Next GeneraHon Science Standards
26 Lead States
Developing the Next GeneraHon Science Standards
July 2011
April 2013
InstrucHon
Curricula
Assessments
Teacher Development
States that have adopted NGSS
California
Delaware
District of Columbia
Kansas
Kentucky
Maryland
Nevada
Oregon
Rhode Island
Vermont
Washington
And More….
Resources used in the Developing the Next GeneraHon Science Standards
Benchmarks for Scien0fic Literacy and Atlas of Science Literacy
Na0onal Science Educa0on Standards
2009 NAEP Science Framework (NaHonal Assessment of EducaHonal Progress)
College Board Standards for College in Science
NSTA’s Science Anchors project
NaHonal Research Council Reports
How People Learn
Taking Science to School
Ready, Set, Science
A Framework for K-‐12 Science EducaHon
Three-‐Dimensions
q ScienHfic and Engineering PracHces
q Crosscuing Concepts
q Disciplinary Core Ideas
ScienHfic and Engineering PracHces
1. Asking quesHons (for science) and defining problems (for engineering)
2. Developing and using models
3. Planning and carrying out invesHgaHons
4. Analyzing and interpreHng data
5. Using mathemaHcs and computaHonal thinking
6. ConstrucHng explanaHons (for science) and designing soluHons (for engineering)
7. Engaging in argument from evidence
8. Obtaining, evaluaHng, and communicaHng informaHon
Crosscuing Concepts
1. Panerns 2. Cause and effect: Mechanism and explanaHon
3. Scale, proporHon, and quanHty
4. Systems and system models
5. Energy and maner: Flows, cycles, and conservaHon
6. Structure and funcHon
7. Stability and change
Disciplinary Core Ideas Life Science Physical Science LS1: From Molecules to Organisms: Structures
and Processes
LS2: Ecosystems: Interactions, Energy, and Dynamics
LS3: Heredity: Inheritance and Variation of Traits
LS4: Biological Evolution: Unity and Diversity
PS1: Matter and Its Interactions
PS2: Motion and Stability: Forces and Interactions
PS3: Energy
PS4: Waves and Their Applications in Technologies for Information Transfer
Earth & Space Science Engineering & Technology ESS1: Earth’s Place in the Universe
ESS2: Earth’s Systems
ESS3: Earth and Human Activity
ETS1: Engineering Design
ETS2: Links Among Engineering, Technology, Science, and Society
IntegraHon of the Three Dimensions
Core Ideas PracHces
Crosscuing Concepts The pracHces are the
processes of building and using the core ideas to make sense of the natural and designed world, and the cross cuing concepts hold the discipline together.
Closer Look at a Performance ExpectaHon
Performance expectaHons combine pracHces, core ideas, and crosscuing concepts into a single statement of what is to be assessed.
They are not instrucHonal strategies or objecHves for a lesson.
Construct and use models to explain that atoms combine to form new substances of varying complexity in terms of the number of atoms and repea9ng subunits. [Clarifica9on Statement: Examples of atoms combining can include Hydrogen (H2) and Oxygen (O2) combining to form hydrogen peroxide (H2O2) or water(H2O). [Assessment Boundary: Restricted to macroscopic interac4ons.]
Performance expectaHons combine pracHces, core ideas, and crosscuing concepts into a single statement of what is to be assessed.
They are not instrucHonal strategies or objecHves for a lesson.
Construct and use models to explain that atoms combine to form new substances of varying complexity in terms of the number of atoms and repeating subunits. [Clarification Statement: Examples of atoms combining can include Hydrogen (H2) and Oxygen (O2) combining to form hydrogen peroxide (H2O2) or water(H2O). [Assessment Boundary: Restricted to macroscopic interactions.]
Closer Look at a Performance ExpectaHon
Performance expectaHons combine pracHces, core ideas, and crosscuing concepts into a single statement of what is to be assessed. They are not instrucHonal strategies or objecHves for a lesson.
Construct and use models to explain that atoms combine to form new substances of varying complexity in terms of the number of atoms and repeating subunits. [Clarification Statement: Examples of atoms combining can include Hydrogen (H2) and Oxygen (O2) combining to form hydrogen peroxide (H2O2) or water(H2O). [Assessment Boundary: Restricted to macroscopic interactions.]
Closer Look at a Performance ExpectaHon
Performance expectaHons combine pracHces, core ideas, and crosscuing concepts into a single statement of what is to be assessed.
They are not instrucHonal strategies or objecHves for a lesson.
Construct and use models to explain that atoms combine to form new substances of varying complexity in terms of the number of atoms and repeating subunits. [Clarification Statement: Examples of atoms combining can include Hydrogen (H2) and Oxygen (O2) combining to form hydrogen peroxide (H2O2) or water(H2O). [Assessment Boundary: Restricted to macroscopic interactions.]
Closer Look at a Performance ExpectaHon
IdenHfy the Three Dimensions in the Performance ExpectaHon
#1 – MS-‐LS2-‐1
#2 -‐ MS-‐LS2-‐2
#3 -‐ MS-‐LS2-‐3
#4 -‐ MS-‐LS2-‐4
#5 -‐ MS-‐LS2-‐5
MS-‐LS2-‐1.
Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populaHons of organisms in an ecosystem. [ClarificaHon Statement: Emphasis is on cause and effect relaHonships between resources and growth of individual organisms and the numbers of organisms in ecosystems during periods of abundant and scarce resources.]
MS-‐LS2-‐2.
Construct an explanaHon that predicts paPerns of interacHons among organisms across mulHple ecosystems. [ClarificaHon Statement: Emphasis is on predicHng consistent paPerns of interacHons in different ecosystems in terms of the relaHonships among and between organisms and abioHc components of ecosystems. Examples of types of interacHons could include compeHHve, predatory, and mutually beneficial.]
MS-‐LS2-‐3. Develop a model to describe the cycling of maPer and flow of energy among living and nonliving parts of an ecosystem. [ClarificaHon Statement: Emphasis is on describing the conservaHon of maPer and flow of energy into and out of various ecosystems, and on defining the boundaries of the system.] [Assessment Boundary: Assessment does not include the use of chemical reacHons to describe the processes.]
MS-‐LS2-‐4. Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populaHons. [ClarificaHon Statement: Emphasis is on recognizing paPerns in data and making warranted inferences about changes in populaHons, and on evaluaHng empirical evidence supporHng arguments about changes to ecosystems.]
MS-‐LS2-‐5.
Evaluate compeHng design soluHons for maintaining biodiversity and ecosystem services.* [ClarificaHon Statement: Examples of ecosystem services could include water purificaHon, nutrient recycling, and prevenHon of soil erosion. Examples of design soluHon constraints could include scienHfic, economic, and social consideraHons.]
Next GeneraHon Science Standards
MS-‐LS2 Ecosystems: InteracHons, Energy, and Dynamics
hPp://www.nextgenscience.org/msls2-‐ecosystems-‐interacHons-‐energy-‐dynamics
What is Common?
All the standards, mathemaHcs, English language arts and science require that teachers focus more anenHon on “pracHces”
ScienHfic and Engineering PracHces
1. Asking quesHons (for science) and defining problems (for engineering)
2. Developing and using models
3. Planning and carrying out invesHgaHons
4. Analyzing and interpreHng data
5. Using mathemaHcs and computaHonal thinking
6. ConstrucHng explanaHons (for science) and designing soluHons (for engineering)
7. Engaging in argument from evidence
8. Obtaining, evaluaHng, and communicaHng informaHon
MathemaHcal PracHces 1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quanHtaHvely.
3. Construct viable arguments and criHque the reasoning of others
4. Model with mathemaHcs.
5. Use appropriate tools strategically.
6. Anend to precision.
7. Look and make use of structure.
8. Look and express regularity in repeated reasoning.
CapaciHes of a Literate Individual
1. They demonstrate independence.
2. They build strong content knowledge.
3. They respond to the varying demands of audience, task, purpose, and discipline.
4. They comprehend as well as criHque.
5. They value evidence.
6. They use technology and digital media strategically and capably.
7. They come to understand other perspecHves and cultures.
Common Core State Standards
NGSS Can be Found on the Link Below
hPp://www.nextgenscience.org/next-‐generaHon-‐science-‐standards
Hands On Minds On
WHAT IS THE DIFFERENCE?
WHAT DOES IT LOOK LIKE?
WHY BOTH?
How People Learn
“Students come to the classroom with preconcepHons about how the world works. If their iniHal understanding is not engaged, they may fail to grasp the new concepts and informaHon that are taught, or they may learn them for purposes of a test but revert to their preconcepHons outside the classroom.”
How People Learn, Bransford, Brown & Cockling. pp 14-‐15
Teaching Science
q PracHcing scienHsts at some point learn by doing however very few scienHsts are teaching in K-‐12 classrooms.
q Science teachers on the other hand rarely have the opportunity to parHcipate in real science invesHgaHons with a scienHst.
Teaching Science
1. Define the learning Goals 2. Communicate these goals to the students
3. Provide engaging experiences to teach and reinforce concepts
4. Monitor students progress
Teaching Science
Students should be given opportuniHes to:
q parHcipate in guided inquiry q develop explanaHons with peers q communicate ideas
q interact with enthusiasHc teachers and scienHsts
Key Points to Remember
Brain Research -‐ students remember when learning has personal relevance and makes an emoHonal connecHon.
Build connecHons between students and the disciplines, the current world, and the future.
Understand the developmental needs of young adolescents.
Build upon prior knowledge -‐ create brains of Velcro, not Teflon.
InteracHve Science Ecology and the Environment
Energy Flow in Ecosystems
q What are the energy roles in an ecosystem? q How does energy move through an ecosystem.
Food: Source: Plant / Animal / Both Explain :
Where Did Your Dinner Come From?
Where Did Your Dinner Come From?
Where Did Your Dinner Come From?
Where Did Your Dinner Come From?
Where Did Your Dinner Come From?
Where Did Your Dinner Come From?
Where Did Your Dinner Come From?
Where Did Your Dinner Come From?
Weaving a Food Web
q Select one of the cards from your table that has an organism
q The organism you selected is the role you will play in the food web
q Wear your role so your organism is displayed in front of you
q Hold one end of each of the several pieces of yarn in your hand
Weaving a Food Web
q Look around the room for all the organisms that you could link with
q When you find that organism, discuss your relaHonship and give your other end of the yarn to the other organism
Energy Flow in Ecosystems
Weaving a Food Web
q A disaster occurred wiping off one organism.
q The affected organism has now been eliminated from your food web and should drop all pieces of yarn it has.
q How many organisms were affected by the removal of just one organism?
q What does this acHvity show about the importance of each organism in a food web?
Energy Pyramid
How would you assess understanding?
q Force and MoHon
q Energy Flow in the Ecosystem
