PowerPoint Presentation

Practices, Practices, PracticesQuickly read the list of practices/portraits.Code each practice/portrait with an: S for science M for mathematics E for English-Language Arts Discuss your coding with a partner.What did you notice?210 min2Answers Math: 2,5,8,11,14,17,20,22

Science/Engineering: 3,6,9,12,15,18,21,23

ELA: 1,4,7,10,13,16,19

33 min343 min4Moving from current standards

5Less emphasis onMore emphasis onDiscrete factsConceptual understanding with a focus on depth over breadthIsolated investigation and experimentation process skillsIntegration of science and engineering practices with contentStudent acquisition of informationStudent understanding and use of scientific knowledge within and across science disciplines, and science an engineering practicesNumerous standardsLimited number of Disciplinary Core Ideas and Cross Cutting Concepts that unify the study of science and engineeringUneven articulation throughout grade levelsLearning progressions that develop K-12No engineeringEngineering standards and practices that all students should encounterAssessing science knowledgeAssessing scientific understanding and reasoning specified by the performance expectationsLimited correlation with other subjectsCorrelation with CCSS ELA and MathematicsLimited integration of science disciplines in middle schoolIntegration of science disciplines in middle school5 min5Appendices have been added to support the NGSS and in response tofeedbackNGSS Supporting MaterialsAppendix A Conceptual ShiftsAppendix B Responses to Public FeedbackAppendix C College and Career ReadinessAppendix D All Standards, All StudentsAppendix E Disciplinary Core Idea Progressions in the NGSSAppendix F Science and Engineering Practices in the NGSSAppendix G Crosscutting Concepts in the NGSSAppendix H Nature of ScienceAppendix I Engineering Design in the NGSSAppendix J Science, Technology, Society, and the EnvironmentAppendix K Model Course Mapping in Middle and High School Includes California Integrated Model for Grades 6-8Appendix L Connections to Common Core State Standards in MathematicsAppendix M Connections to Common Core State Standards in ELA6Adopted bythe SBE onSeptember 4,20132 min6What does it look like? A 5th Grade lesson aligned to NGSS Focus Question #1 What happens when you place a jar over a burning candle? Why?

I predict.. BecauseHave them write answer and then share with a partnerDemonstrate5 min

8

MaterialsMatchesClayBeaker with Water

JarDeli container

Candles

2 min

9Focus Question #2What happens when you place a jar over a burning candle in 100 ml of water?Student A: I think____. Because_______.I claim______. My evidence is ______.Student B: I agree/disagree with _________.What I am hearing is....Why do you think that? Can you say more about that?

Write- share- test

10 min

10After your testDraw a model and include a written explanation of:ObservationsChangesForces (arrows) 8 min11Focus Question #3What happens when you place a jar over 3 burning candles in 100 ml of water? Student A: I think____. Because_______.I claim______. My evidence is ______.

Student B: I agree/disagree with _________.What I am hearing is....Why do you think that? Can you say more about that?

10 min12RevisionRevise your model with new: Observable and unobservable phenomenaChangesForces (arrows)

Explain in writing what is happening8 min13Furthering what we knowRead the handout about molecules and heatAnswer the question on the bottom

Steel drum example: https://www.youtube.com/watch?v=Uy-SN5j1ogk8 min14

3 min15Final AnalysisNow using your experiences, the reading and what you witnessed in the video, create a final model and explanation of what is happening in the jar?

7 min16Performance TaskExplain what would happen to a balloon that is outside on a hot day. Draw a model using arrows to show: Observable and unobservable phenomenaChangesForces (arrows) Be sure to cite evidence in your explanation. The evidence can come from in class readings, the textbook or activities we have done.

1 min17

StandardsFoundation Boxes5 min18

Connections to the CCSS2 min19Where is PUSD? Scope and Sequences: K-5 Unit Overviews and Performance tasks: K-5

* All are in a first draft and can be found in the Google Drive Curriculum folder

2 min20Where is Ca?

5 min21Take A-waysIn groups of 4, create a list of A-has or take a-ways about science instruction at your site. 7 min22Top instructional shifts with NGSSShift 1Application of scientific skills and knowledge Students require a sense of contextual understanding with regard to scientific knowledge, how it is acquired and applied, and how science is connected through a series of concepts that help further our understanding of the world around us. Performance expectations thereby focus on understanding and application as opposed to memorization of facts devoid of context. Shift 2 Focus and CoherenceThe same ideas or details are not covered each year. Rather, a progression of knowledge occurs from grade band to grade band that gives students the opportunity to learn more complex material, leading to an overall understanding of science by the end of high school. Shift 3 Deeper understandingThe focus is on the core ideasnot necessarily the facts that are associated with them. The facts and details are important evidence, but not the sole focus of instruction. Shift 4 Science and EngineeringEngineering and technology are integrated into the structure of science education. This integration is achieved by raising engineering design to the same level as scientific inquiry in classroom instruction when teaching science disciplines at all levels and by giving the core ideas of engineering and technology the same status as those in other major science disciplines. 3 min23www.tinyurl.com/PUSDSTEMShare Betterlesson

4 min24