CA NGSS Roll Out Accelerating Into NGSS K2

CA NGSS Roll Out Accelerating Into NGSS K-2 Grade Level Learning Sequence Adapted From NGSS Rollout 4: Crystal Howe ‣ San Diego Unified School District Mena Parmar ‣ Alameda County Office of Education Deborah Gordon ‣ Palm Springs Unified School District Karen Cerwin ‣ West Ed/K 12 Alliance Kathy Di. Ranna ‣ West Ed/K 12 Alliance 1

Welcome and Introductions • We are all in the same room but not in the same place. • Please stand when you hear a role “Just Like Me” CA NGSS Rollout: Accelerating into NGSS: K-2 Learning Sequence 2

Accelerating into NGSS Goals Experience Three Dimensional Learning Explore the architecture of the NGSS CA NGSS Rollout: Accelerating into NGSS: K-2 Learning Sequence Deepen Understanding of Key Components of NGSS • Phenomena • SEPs • CCCs • Literacy 3

Session Outcomes • Experience a K-2 Grade Level Learning Sequence Based on CA Framework • Identify how the learning sequence addressed the following: • • Access and Equity for All Students Language and Literacy Key Findings of How People Learn Evidence of Learning (embedded assessment opportunities) CA NGSS Rollout: Accelerating into NGSS: K-2 Learning Sequence 4

Notebook Set-Up Organize your notebook: • a personal thinking tool to record notes and ideas • ideas to take back to your district or site H 2 CA NGSS Rollout: Accelerating into NGSS: K-2 Learning Sequence 5

Quick Write: How do you currently plan your science instruction? CA NGSS Rollout: Accelerating into NGSS: K-2 Learning Sequence 6

How People Learn Implications for Instruction • Prior Knowledge • Conceptual Framework • Metacognition CA NGSS Rollout: Accelerating into NGSS: K-2 Learning Sequence 7

Instructional Segments CA Framework Chapter 3: Page 41 CA NGSS Rollout: Accelerating into NGSS: K-2 Learning Sequence 8

Conceptual Flow: Investigative Phenomenon #1: Balls can be pushed. Ropes can be pulled. H 1 Anchoring Phenomenon: Bowling balls can be pushed into pins to change their direction with collisions. Investigative Phenomenon #3: Bowling balls can collide with bowling pins. Investigative Phenomenon #2: CA NGSS Rollout: AAccelerating intocan NGSS: Ksoccer ball 2 Learning Sequence change directions. 9

Phenomenon Flow: Anchoring Phenomenon: Bowling balls can be pushed into pins to change their direction with collisions. Investigative Phenomenon #1: Balls can be pushed. Ropes can be pulled. Investigative Phenomenon #2: A soccer balls can change directions. CA NGSS Rollout: Accelerating into NGSS: K 2 Learning Sequence Investigative Phenomenon #3: Bowling balls can collide with bowling pins. 10

What do students know coming into the learning sequence? Prior knowledge from the first Investigative Phenomenon learning sequence: • Pushes and pulls cause objects to move. • Movement is a change in position. • Pushes are made from behind on object. • Pulls are made from in front of an object. • Pushes/Pulls can be big or small. • Big pushes/pulls cause objects to move faster. • Small pushes/pulls cause objects to move slower. Current goal: Plan and conduct an investigation to cause a change in the direction of aintosoccer ball. CA NGSS Rollout: Accelerating NGSS: K-2 Learning Sequence 11

What do students know coming into the learning sequence? SEP – Students have experienced Planning and Carrying out Investigations in Kindergarten Segments 1 -3. • Make observations and/or measurements to collect data that can be used to make comparisons. • Make predictions based on prior experiences. CCC - Students have experienced Cause and Effect in Kindergarten Segments 1 -3. • Events have causes that generate observable patterns. • Simple tests can be designed to gather evidence to support or refute student ideas about causes. CA NGSS Rollout: Accelerating into NGSS: K 2 Learning Sequence 12

Part II: Introduction to the K-2 Grade Learning Sequence Planning and Carrying Out Investigations Cause and Effect Think by yourself Talk with your partner or group Write in your science notebook Follow a procedure or analyze data Observe and record Read actively CA NGSS Rollout: Accelerating into NGSS: K-2 Learning Sequence 13

Engage: Investigative Phenomenon: A soccer ball can change directions. Your table team has one ball. You can use your finger to move the ball. Try to get the ball in the goal. • Talk to your partner about how the ball moved in the soccer game. CA NGSS Rollout: Accelerating into NGSS: K-2 Learning Sequence 14

Explore #1 Visit each of the stations: Ball on the table - push the ball back and forth Train Cars - move the cars on the table Rolling Pins and Play. Doh - make a perfect Play. Doh circle Paint box - facilitated station CA NGSS Rollout: Accelerating into NGSS: K-2 Learning Sequence 15

At the Stations While you play at each station, talk with your partner about: • When I push the object it _______. • When I pull the object it _______. • When I give a big push, I observe ____. • When I give a small push, I observe ______. • I know an object moves because _____. • I also observe _________. Use your notebook to record your observations in pictures and words. CA NGSS Rollout: Accelerating into NGSS: K-2 Learning Sequence 16

Talk About the Stations Look at your pictures and writing. • Think about what you learned or confirmed about pushes and pulls at each station. Share your pictures and writing with your partner. • Do you have the same ideas or different ideas? • Add any new information to your notebook. CA NGSS Rollout: Accelerating into NGSS: K-2 Learning Sequence 17

Explain #1 – Ball on the Table What did you observe when you used a big push on the ball? What did you observe when you used a small push on the ball? CA NGSS Rollout: Accelerating into NGSS: K-2 Learning Sequence 18

Explain #1 – Train Cars What do we mean when we say an object moves? What other things can we push or pull in the room? CA NGSS Rollout: Accelerating into NGSS: K-2 Learning Sequence 19

Explain #1 – Rolling Pin When you push the rolling pin does the rolling pin move away from your body or towards your body? When you pull the rolling pin does the rolling pin move away from your body or towards your body? CA NGSS Rollout: Accelerating into NGSS: K-2 Learning Sequence 20

Explain #1 – Paint Box What direction does the ball go in after it is pushed? What is your evidence? The direction the ball goes is in same/different direction of the push. I know this because I observed ______. CA NGSS Rollout: Accelerating into NGSS: K-2 Learning Sequence 21

Explore #2 • • • Use the foot and ball. Place an arrow to predict what direction the ball will move in when kicked by the foot. Explain your prediction, to your partner using the position words on our chart. When the foot is _____ the ball, the ball will go _______. Next to CA NGSS Rollout: Accelerating into NGSS: K-2 Learning Sequence In Front of Behind 22

Explain #2 a If you push this ball, draw the line it will make. CA NGSS Rollout: Accelerating into NGSS: K-2 Learning Sequence 23

Explain #2 b If you push this ball, draw the line it will make. CA NGSS Rollout: Accelerating into NGSS: K-2 Learning Sequence 24

Explain #2 c If you push this ball, draw the line it will make. CA NGSS Rollout: Accelerating into NGSS: K-2 Learning Sequence 25

Explore #3 Predict how you can use a wooden block to change the direction of a ball. Try it! Share with your partner: • I changed the direction of the ball with the block by ______. CA NGSS Rollout: Accelerating into NGSS: K-2 Learning Sequence 26

Explain #3 Follow along with the chart to sing about Pushes and Pulls CA NGSS Rollout: Accelerating into NGSS: K-2 Learning Sequence 27

Explore #4 Predict what you would have to do to get the ball in the goal. Draw your thinking in your notebook. Share your prediction with a partner. CA NGSS Rollout: Accelerating into NGSS: K-2 Learning Sequence 28

Elaborate: Using your finger soccer ball: Get the ball to each member of your table and then into the goal. • • Discuss what your table had to do to get the ball in the goal. Draw what you did to get the ball around the table and into the goal. CA NGSS Rollout: Accelerating into NGSS: K-2 Learning Sequence 29

Evaluate Think about how you would kick the ball to get it into the goal. H 3 CA NGSS Rollout: Accelerating into NGSS: K-2 Learning Sequence 30

Part III Debrief: Learning Sequence Review Use your notebooks to review how the learning sequence engaged thinking and promoted “figuring out” of the phenomenon. How did the sequence begin? How did the explorations lead to a deeper understanding of the phenomenon? How did the learning sequence end? Learner Actions CA NGSS Rollout: Accelerating into NGSS: K-2 Learning Sequence Teacher Moves 31

Table Group Jigsaw Evidence of strategies to support: • Table 1: Access and Equity • Table 2: Language and Literacy • Table 3: Key Findings of How People Learn • Table 4: Assessment of Student Learning (embedded assessment) H 4 and H 5 CA NGSS Rollout: Accelerating into NGSS: K-2 Learning Sequence 32

Jigsaw Directions Read the discussion prompts and the resource handout for your assigned table group • Select a recorder • Groups have 15 minutes for the discussion • Be ready to summarize the discussion with the larger group CA NGSS Rollout: Accelerating into NGSS: K-2 Learning Sequence 33

Table 1: Access and Equity CA Science Framework Chapter 10 • Standard English Learners • Ethnically Diverse Learners • Migrant Students • Students Living in Poverty • Foster Youth • Girls and Young Women – Gender Equity in Science Education • Advanced Learners and Gifted Learners • Students with Disabilities CA NGSS Rollout: Accelerating into NGSS: K-2 Learning Sequence 34

Table 1: Access and Equity Strategies Group talk during the stations. Partner work to share thinking. Sentence Frames to organize observations. Hands-on learning Using vocabulary when explaining to a partner during the foot/ball/arrow explore. • Singing along and Close Reading to highlight key words. • • • CA NGSS Rollout: Accelerating into NGSS: K-2 Learning Sequence 35

Table 2: Language and Literacy CA ELD Standards - Interact in Meaningful Ways • Collaborative • Interpretive • Productive CA Literacy Domains • Reading • Writing • Speaking and Listening • Language CA NGSS Rollout: Accelerating into NGSS: K-2 Learning Sequence 36

Table 2: Language and Literacy Strategies Collaborative – Exchanging ideas orally Productive – Selecting and applying vocabulary, expressing ideas productively Reading – Song lyrics; Sentence frames; Position vocabulary charts Writing – Sentence frames; Explanations Speaking – Position vocabulary use with arrows, ball, and foot; Collaborative talk during investigations, Listening – Collaborative talk during investigations; Partner listening to use of position vocabulary; to the song CA NGSS Rollout: Accelerating into NGSS: K-2 Learning Listening Sequence 37

Table 3: Key Findings of How People Learn Prior Knowledge Conceptual Framework Metacognition CA NGSS Rollout: Accelerating into NGSS: K-2 Learning Sequence 38

Table 3: Key Findings of How People Learn Strategies • Prior Knowledge: Initial talk about the table-top soccer game, station observations at Ball on the Table and Trains. • Conceptual Frameworks: Conceptual Flow with selected sub-concept, Investigative Phenomenon about changing the direction of motion, series of Explore/Explains deepening understanding, embedded academic vocabulary, student explanation(s) through drawings (beginning of modeling). • Metacognition: Notebook responses at various intervals to think about what observations are being made and how those relate to pushes and CA NGSS Rollout: Accelerating into NGSS: K-2 Learning Sequence pulls. 39

Table 4: Assessment of Student Learning California Science Framework Chapter 9 CA NGSS Rollout: Accelerating into NGSS: K-2 Learning Sequence 40

Table 4: Assessment of Student Learning Strategies Learning Sequence Goal: Plan and conduct an investigation to cause a change in the direction of a soccer ball. Preconceptions – Initial talk about the tabletop soccer game, station observations at Ball on the Table and Trains. Opportunities for Feedback – During stations, drawing in the line the ball would make in the box, predicting how to get the ball in the goal. Difficulties – It is challenging in group talk to decide if one student or all of the students have learned about change in direction. CA NGSS Rollout: Accelerating into NGSS: K-2 Learning Sequence 41

Environmental Principles and Concepts CA NGSS Rollout: Accelerating into NGSS: K-2 Learning Sequence 42

Part IV: Closure Learning Sequence Reflection Review your notebook entry from the beginning of the session about how you plan a learning sequence. Add new considerations needed for designing NGSS for all students. CA NGSS Rollout: Accelerating into NGSS: K-2 Learning Sequence 43

Transition: Accelerating into NGSS Goals Experience Three Dimensional Learning Explore the architecture of the NGSS CA NGSS Rollout: Accelerating into NGSS: K-2 Learning Sequence Deepen Understanding of Key Components of NGSS • Phenomena • SEPs • CCCs • Literacy 44

Gots and Needs Please write what you learned and what you still need on post-its CA NGSS Rollout: Accelerating into NGSS: K-2 Learning Sequence 45