Accelerating into NGSS High School Models Session Goals

Accelerating into NGSS High School Models

Session Goals • To engage in deep and meaningful conversations about the different high school course models for NGSS. • To deepen your knowledge of the intent of the CA Science Framework “Grades Nine Through Twelve” chapter and how it offers suggestions for designing NGSS pathways into 3 -course and 4 -course HS models. • To analyze considerations and challenges for developing a comprehensive NGSS high school model. 2

Session Norms/Agreements to Maximize Your Learning 1. Fully participate, engage in dialogue, listen actively, and have fun! 2. Integrate new information 3. Be open minded. This is not a decisionmaking session. This is a learning session. 4. Avoid sidebar conversations 5. Use technology appropriately 3

Introduction Activity Ponder the following question below and write your answers on separate sticky notes. Place your sticky notes on the designated board/poster. • What are your top questions, concerns, and/or challenges that exist regarding NGSS implementation at your high school? 4

4 High School Models and s l o o h c s “Before ment e l p m i can must y districts e h t , NGSS ool h c s the CA h g i e the h z i n a g r o ded n a b e d gra tations c e p x e ance m r o f r e rses“ p u o c o t (PEs) in CA Science Framework District/School NGSS Program Plan for all Students! CA Science Framework: Every Science, Every Year ESS Integration 3 Year Model 3 Course Model CA Science Framework: School/District Created Model: Every Science, Every Discipline Specific Year, Integration, Discipline Specific 3 Year or 4 Course Model 4 Year Model

Every Science, Every Year 3 Year Model ESS Integration 3 Course Model Discipline Specific 4 Course Model middle school Year 1 Year 2 Year 3 Year 4 college & career Physics in the Universe Physics Chemistry of the Earth System Chemistry Living Earth Biology Order of courses is NOT prescribed Earth & Space Science Order of courses is NOT prescribed More integration of science disciplines 6

Handout 1 High School Model Comparison Chart Can you think about any local considerations? • Add these considerations to the comparison chart. • Although all of the criteria on the comparison chart are important, think about which ones might be used Complete this comparison chart after learning about each for accountability. high school model represented Highlight or star the first 4. • in the CA Science Framework. 7

High School Course Sequence Considerations • The CA Science Framework does not prescribe a specific order for teaching the courses. For example, discuss the strengths for teaching integrated ESS courses in various sequences within 3 -years: • • • physics chemistry biology chemistry physics biology chemistry physics 8

Every Science, Every Year 3 Year Model ESS Integration 3 Course Model Discipline Specific 4 Course Model middle school Year 1 Year 2 Year 3 Year 4 college & career Physics in the Universe Physics Chemistry of the Earth System Chemistry Living Earth Biology Order of courses is NOT prescribed Earth & Space Science Order of courses is NOT prescribed More integration of science disciplines 9

Handout 2 The Living Earth Deeper Dive Activity • As you watch “The Living Earth” course overview video, identify how the ESS performance expectations are integrated into the course. This video is produced by Dr. Matt d’Alessio, CA Science Framework author. http: //bit. ly/HS 3 courselife 10

CA Science Framework The Living Earth Reflection • Read the instructional segments from “The Living Earth” course. • What is different, unique, and/or innovative about “The Living Earth” storyline? • Discuss how the ESS and ETS performance expectations and the Environmental Principles and Concepts were integrated. 11

Handout 3 Chemistry in the Earth System Deeper Dive Activity • As you watch “Chemistry in the Earth System” course overview video, identify how the ESS performance expectations are integrated into the course. This video is produced by Dr. Matt d’Alessio, CA Science Framework author. http: //bit. ly/HS 3 coursechemistry 12

CA Science Framework Chemistry in the Earth System Reflection • Read the instructional segments from “Chemistry in the Earth System” course. • What is different, unique, and/or innovative about “Chemistry in the Earth System” storyline? • Discuss how the ESS and ETS performance expectations and the Environmental Principles and Concepts were integrated. 13

Handout 4 Physics in the Universe Deeper Dive Activity • As you watch “Physics in the Universe” course overview video, identify how the ESS performance expectations are integrated into the course. This video is produced by Dr. Matt d’Alessio, CA Science Framework author. http: //bit. ly/HS 3 coursephysics 14

Physics in the Universe Reflection • Read the instructional segments from “Physics in the Universe” course. • What is different, unique, and/or innovative about “Physics in the Universe” storyline? • Discuss how the ESS and ETS performance expectations and the Environmental Principles and Concepts were integrated. 15

High School Model Comparison Chart • Complete the comparison chart by identifying the criteria the 3 -course model meets. 16

Every Science, Every Year 3 Year Model ESS Integration 3 Course Model Discipline Specific 4 Course Model middle school Year 1 Year 2 Year 3 Year 4 college & career Physics in the Universe Physics Chemistry of the Earth System Chemistry Living Earth Biology Order of courses is NOT prescribed Earth & Space Science Order of courses is NOT prescribed More integration of science disciplines 17

Handouts 5 -8 CA Science Framework 4 -Course Model – Deeper Dive Activity • Create a group of 4. Assign each person a course to review. • Review your assigned course in likegroups (ie. Chemistry Group, Life Science Group, Physics Group, and Earth Science Group). • Discuss the content storyline and learning progression with your group and share how you will summarize the information to bring back to your original group. Chemistry Group Life Science Group Physics Group Earth Science Group 18

4 Course HS Model Reflection • Reform your group which includes a representative from each of the 4 courses. • Share and discuss your summaries and discuss the connections and storylines between the courses at your table group. • What is innovative about this storyline approach? 19

High School Model Comparison Chart • Complete the comparison chart by identifying the criteria the 4 -course model meets. 20

Session Goals Access to the CA Science Framework High School Chapter & Handouts: http: //bit. ly/HSModels • To engage in deep and meaningful conversations about the different high school course models for NGSS. • To deepen your knowledge of the intent of the CA Science Framework “Grades Nine Through Twelve” chapter and how it offers suggestions for designing NGSS pathways into 3 -course and 4 -course HS models. • To analyze considerations and challenges for developing a comprehensive NGSS high school model. 21

Handout 9 NGSS HS Models Analysis Activity • • • Select the CA Science Framework 3 -Course Model (red) cards and place them on your placemat. Use the “NGSS High School Models Comparison Chart” as a checklist to discuss the strengths, considerations, and challenges that might exist with this model. How is the pathway for student learning impacted if you change the sequence of the courses in the 3 course model? 22

NGSS HS Models Analysis Activity • Select the CA Science Framework 4 -Course Model (blue) cards and place them on your placemat. • Use the “NGSS High School Models Comparison Chart” as a checklist to discuss the strengths, considerations, and challenges that might exist with this model. • Using the front or back of the placemat, create your own models. 23

Top Ten High School NGSS Questions/Statements Handout 11 • Read your selected question/statement and think about how you would respond. • “Stand up, hand up, pair up” and share your response with your partner. 24

Top Ten High School NGSS Questions/Statements Reflection 1. Why do we need to change anything to meet NGSS? 2. I teach AP and honors students so I do not need to worry about NGSS? I am preparing these students for college if they pass the AP test. 3. What will we do if students do not take three or four years of science? 4. How do we fit all the NGSS into two years because students only need to take two years of science to fulfill their high school graduation requirement? 5. You have to teach biology, chemistry and physics in that order. Why would you consider any other model? 6. I teach freshmen so the students will have two more years to prepare for the NGSS assessment. Do I really need to worry about which performance expectations I teach? 7. How will NGSS impact my elective science classes? 8. How are STEM and NGSS classes different? 9. Why are some of the performance expectations not grade appropriate? 10. Do pathway (Career Technical Education) science courses meet NGSS? 25

Session Reflection ● Revisit these two questions from your introductory activity and “Quick Write”. • What do you hope to learn from this session? • How would you define a comprehensive high school NGSS program? Session Goal: • To engage in deep and meaningful conversations about the different high school course models for NGSS. • To deepen your knowledge of the intent of the CA Science Framework “Grades Nine Through Twelve” chapter and how it offers suggestions for designing NGSS pathways into 3 course and 4 -course HS models. • To analyze considerations and challenges for developing a comprehensive NGSS high school model. 26

“It's better to go slow in the right direction than to go fast in the wrong direction. ” ~ Simon Sinek Take Time ke a m o t d e k s ga n i e b e r a u n o y o e n o i m i s t i c d e n d e sp o “The t u o y e g r u e W. l a i rk) v i o r t w e m a r is non F e c n e i c S A C ( ” the decision 27

Acknowledgements Contributions to the development of this session include: • Kirk Brown, Director, The Office of STEM, San Joaquin County Office of Education • Matt d’Allesio, Associate Professor, Geological Science, California State University, Northridge • Jennifer Janzen, Science Coordinator, Santa Clara Office of Education • Nathan Inouye, Science Coordinator, Ventura County Office of Education 28

Thank 29 you! • Please provide us with feedback about this session and the last two days by filling out “Gots & Needs”. 29