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Transcript of Grade 2 Science Cohort Professional Development Heinrich Sartin Elementary Science Specialist, ESC...
1Grade 2 Science Cohort Professional Development
Heinrich SartinElementary Science Specialist, ESC [email protected]
Educational Service Center NorthMonday, October 13, 2014
Achieving Scientific Literacy through NGSS – Day 2
21 + 1 Day Science Cohort PD Model
One-day PD & Planning
Support & Implementatio
n
One-day Follow-
up
• Selected grade 2 teachers attend NGSS professional development and begin to plan an NGSS lesson on Wednesday, September 10.
• 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
Strategic Planning
Cycle
Plan
Deliver
Reflect
Revise
Common Core 2013-14 Goals
• Close Reading
• Text-Dependent Questions
• Complex Text
Common Core 2013-14 Goals
Technology Integration
6Learning Objectives
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
7Professional 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
8Agenda
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
9Agenda
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
10Life Science Lesson – First Impressions• 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.
11Timeline for NGSS Implementation
2014-15
2015-16
2016-17
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.
12Comparing CA Standards with NGSS Performance Expectations
Know
Do
Know & Do
Current CA Science Standards
• 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.
Analyze data obtained from testing different materials to determine which materials have the properties that are best suited for an intended purpose.
NGSS Performance Expectations
13
Performance
Expectations
Scientific and
Engineering
Practices
Disciplinary Core Ideas
Crosscutting
Concepts
Dimension 1
Dimension 2
Dimension 3
14Grade 2Physica
l Science
Performance Expectation
Scientific & Engineering Practices
Disciplinary Core Ideas
CrosscuttingConcepts
Connections to CCSS
15
Task:• Work in teams of two
Select the Correct Dimension
Scientific and
Engineering
Practices
Disciplinary Core Ideas
Crosscutting
Concepts
Dimension 1
Dimension 2
Dimension 3
• Use the following list of definitions to help guide your work
• Use the template to sort the statements in your envelope into the following three categories:
16
Task:• Work in teams of two
Select the Correct Domain
• Use the other side of the template to sort the Disciplinary Core Ideas into the domains of:• Life science• Earth science• Physical science• Engineering
17
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.
18
PS1
Matter and its
Interactions
PS2
Motion and Stability:
Forces and Interactions
PS3
Energy
PS4
Waves and Their
Applications in
Technologies for
Information Transfer
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
ESS1
Earth’s Place in
the Univers
e
ESS2
Earth’s System
s
ESS3
Earth and
Human Activity
K
1
2
3
4
5
NGSS Disciplinary Core Ideas by Grade Level
19
Analyze data obtained from testing different materials to determine which materials
have the properties that are best suited for an intended
purpose.
Grade 2 Physical Science Performance Expectation PS1-3
20
Lesson 4 - Absorbency
21Depth of Knowledge (DOK)DOK 1 DOK 2 DOK 3 DOK 4
List the ingredients of a peanut butter and jelly sandwich.
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.
Investigate how many people are coming to dinner and formulate the appropriate amounts of ingredients for 8 people.
Collect the ingredients for a peanut butter and jelly sandwich and write the recipe.
22
Hess’ Cognitive Rigor Matrix & Curricular Examples: Applying Webb’s Depth-of-Knowledge Levels to Bloom’s Cognitive Process Dimensions – Math/Science
Revised Bloom’s Taxonomy
Webb’s DOK Level 1 Recall & Reproduction
Webb’s DOK Level 2 Skills & Concepts
Webb’s DOK Level 3 Strategic Thinking/ Reasoning
Webb’s DOK Level 4 Extended Thinking
Remember Retrieve knowledge from long-term memory, recognize, recall, locate, identify
o Recall, observe, & recognize facts, principles, properties
o Recall/ identify conversions among representations or numbers (e.g., customary and metric measures)
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
o Evaluate an expression o Locate points on a grid or
number on number line o Solve a one-step problem o Represent math relationships in
words, pictures, or symbols o Read, write, compare decimals
in scientific notation
o Specify and explain relationships (e.g., non-examples/examples; cause-effect)
o Make and record observations o Explain steps followed o Summarize results or concepts o Make basic inferences or logical
predictions from data/observations o Use models /diagrams to represent
or explain mathematical concepts o Make and explain estimates
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
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
o Follow simple procedures (recipe-type directions)
o Calculate, measure, apply a rule (e.g., rounding)
o Apply algorithm or formula (e.g., area, perimeter)
o Solve linear equations o Make conversions among
representations or numbers, or within and between customary and metric measures
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 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
Analyze Break into constituent parts, determine how parts relate, differentiate between relevant-irrelevant, distinguish, focus, select, organize, outline, find coherence, deconstruct
o Retrieve information from a table or graph to answer a question
o Identify whether specific information is contained in graphic representations (e.g., table, graph, T-chart, diagram)
o Identify a pattern/trend
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
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
Evaluate Make judgments based on criteria, check, detect inconsistencies or fallacies, judge, critique
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
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 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
Wh
at
Typ
e o
f Th
inkin
g
How Deep is the Understanding
23
UbD Stage 1:Identify Desired
Results
UbD Stage 2: Determine Acceptable Evidence
UbD Stage 3: Plan Learning Experiences &
Instruction
Understanding by Design (UbD)
24
5E Instructional Model• Engage• Explore• Explain• Elaborate• Evaluate
25Agenda
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
Groups of 4
3 Work Samples Each
Examining Student Work
Participants A, B, & C
• Review the 3 student work samples
• Discuss
• Round 1 (Describe)
• Round 2 (Interpret)
• Round 3 (Question)
Presenting Participant
• Listens silently & takes notes
Participant A
Participant C
Participant BPresenting Participant
Examining Student Work
Presenting Participant
• Comments on the student work and responds to questions
• Shares insights from surprising or unexpected comments
Participants A, B, & C
• Listen
Participant A
Participant C
Participant BPresenting Participant
Examining Student Work
Participants B, C, & D
• Review the 3 student work samples
• Discuss
Presenting Participant
• Listen silently & take notes
Presenting Participant
Participant C
Participant BParticipant D
Repeat the Process
Examining Student Work
30Agenda
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
31Engineering an Opening
• 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
32Engineering Design Task
Solution Steps
1. Cut a slit down the middle of the index card.
33Engineering 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.
34Engineering Design Task
Solution Steps
3. Continue making cuts until you read the other end of the slit.
35Engineering Design Task
Solution Steps
4. Mirror the cuts on the other side of the card.
36Reading/Writing Task
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?
37Agenda
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
38Black 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?
39Black Boxes
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
40Black Boxes
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).
41Black Boxes
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.
42Black Boxes
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.
43Black Boxes
Reverse Engineering: Building a Better ModelTask• Work with your original partner to create a
three-dimensional 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.
44Black Boxes
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?
45Black Boxes
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?
46Examining the Science and Engineering Practices
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?
47Depth 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?
48Agenda
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
49Student Difficulties with Evidence-based Explanations
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.
50What is an Evidence-based Explanation?
Definition: A discussion/argument of how or why a phenomenon occurs and the conditions and consequences of the observed event.
51Components of an Evidence-based Explanation
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)
52Ice and Alcohol
53Group Performance Task• 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.
54Individual 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.
55A Closer Look at Scientific Explanations
• Read “Constructing Explanations and Designing Solutions” pp. 67-70
• Use this information you learned to revise your scientific explanation
56More Information
Density = Mass/Volume
Substance Density
Liquid Water 1.00 g/cm3
Solid Water (Ice) .92 g/cm3
Alcohol .79 g/cm3
57Ice and Alcohol
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?
58Scientific Explanations
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
59Agenda
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
60Next Steps
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 SartinElementary Science SpecialistESC North OfficeEmail: [email protected]: (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