CA NGSS Rollout Accelerating into NGSS 3 5

CA NGSS Rollout Accelerating into NGSS 3 -5 Learning Sequence Session adapted from CA NGSS Roll Out #4 Lead Writers: Chelsea Cochrane Alyssa Nemeckova Karen Cerwin 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: Learning Sequence 3 -5 2

Accelerating into NGSS Goals Experience Three Dimensional Learning Explore the of architecture the NGSS of the NGSS CA NGSS Rollout: Accelerating into NGSS: Learning Sequence 3 -5 Deepen Understanding of Key Components of NGSS Phenomenaof NGSS Key • Components • Phenomena SEPs • • • Phenomena SEPs • CCCs • • SEPs CCCs • Literacy • • CCCs Literacy • Literacy 3

Session Outcomes • Experience your Grade Level Learning Sequence Based on the California Science 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: Learning Sequence 3 -5 4

Notebook Setup Organize your notebook: • as a personal thinking tool to record notes and ideas while engaged in science learning • as a place to record ideas to take back to your district or site CA NGSS Rollout: Accelerating into NGSS: Learning Sequence 3 -5 5

Quick Write In the section of your notebook you have set up to record ideas to take back to your district or site, respond to the following question: How do you currently plan your science instruction? CA NGSS Rollout: Accelerating into NGSS: Learning Sequence 3 -5 6

How People Learn Implications for Instruction • Prior Knowledge • Conceptual Framework • Metacognition CA NGSS Rollout: Accelerating into NGSS: Learning Sequence 3 -5 7

Instructional Segments 1 What is Matter Made of? Students observe different materials and describe their differences. They investigate how materials change when they mix together. They learn to recognize chemical reactions and develop a model of matter being made of particles. These particles move and their arrangement changes, but their mass always stays the same. 2 From Matter to Organisms Students make models that trace the flow of energy and matter in ecosystems. They investigate the needs of plants and gather evidence that all organisms produce waste. They explain how animals depend upon one another as components in an interconnected system. 3 Interacting Earth Systems Students make models of the flow of energy and matter at the scale of the entire planet, and obtain information about a few example phenomena. They describe these phenomena in terms of interactions between different systems within the broader Earth system. They use their models to understand how humans impact these systems and develop solutions to minimize these effects. 4 Patterns in the Night Sky Students ask questions and wonder about the night sky. They investigate the force of gravity and then analyze data to identify patterns related to Earth’s motion. They gather evidence and make models showing that the brightness of a star depends on its distance from Earth. CA NGSS Rollout: Accelerating into NGSS: Learning Sequence 3 -5 8

California Science Framework Chapter 4 – Grades Three Through Five Read H 1 - Excerpts from the California Science Framework – Chapter 4: Grades Three Through Five Which Crosscutting Concepts (CCC) are focused on in grades 3 -5? In fifth grade? What Science and Engineering Practice (SEP) is the focus of fifth grade? How does the Instructional Segment 2 Snapshot: Cycles of Decomposition demonstrate the key instructional shifts of NGSS and California’s EP&Cs? CA NGSS Rollout: Accelerating into NGSS: Learning Sequence 3 -5 9

Conceptual Flow Map CA NGSS Rollout: Accelerating into NGSS 10

What do students know? In Instructional Segments 1 and 2, students have studied interactions within each of Earth’s systems; the biosphere, hydrosphere, geosphere, and atmosphere. In Instructional Segment 3, students explore interactions between Earth’s systems and how they work together to explain various phenomena. CA NGSS Rollout: Accelerating into NGSS: Learning Sequence 3 -5 11

What do students know? Science and Engineering Practices - Developing and Using Models Crosscutting Concepts Systems and System Models • Use a model to represent relationships in the natural world. • Use a model to test interactions concerning the functioning of a natural system. • Systems in the natural and designed world have parts that work together. • A system can be described in terms of its components and their interactions. CA NGSS Rollout: Accelerating into NGSS: Learning Sequence 3 -5 12

Planning for Three Dimensions Fifth grade Learning Sequence on Earth and Space Science from California Science Framework, Instructional Segment 3 Identified Performance Expectation: 5 -ESS 2 -1. Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact. Learning Performance: Develop a model that describes how two or more of Earth’s Systems interact to create the rain shadow effect. CA NGSS Rollout: Accelerating into NGSS: Learning Sequence 3 -5 13

Connections to the Environmental Principles and Concepts (EP&Cs) Principle III: Natural systems proceed through cycles that humans depend upon, benefit from and can alter. Concept a. Natural systems proceed through cycles and processes that are required for their functioning. Principle IV: The exchange of matter between natural systems and human societies affects the long-term functioning of both. CA NGSS Rollout: Accelerating into NGSS: Learning Sequence 3 -5 14

Part II: Inside the Classroom CA NGSS Rollout: Accelerating into NGSS: Learning Sequence 3 -5 15

Notebook Setup Science Learning In your section dedicated to personal science learning, record the title on the top line: Interacting Earth Systems Skip one line and record the driving question: Why are the western sides of mountain ranges in California greener than the eastern sides? CA NGSS Rollout: Accelerating into NGSS: Learning Sequence 3 -5 16

Engage - Observe the picture Step 1 – Discuss with your table What do you notice? Which of Earth’s Systems can you identify in the picture? What interactions between the systems do you notice? What questions do you have? Photo Credit: Jacques Desloitres, MODIS Rapid Response Team, NASA/GSFC http: //visibleearth. nasa. gov/view. php? id=62105 CA NGSS Rollout: Accelerating into NGSS: Learning Sequence 3 -5 17

Explore - Observe the picture Step 2 – Jot your ideas in your science notebook I noticed _______ The Earth Systems I see are ________ The interactions between the systems I notice are _________ I wonder why __________ CA NGSS Rollout: Accelerating into NGSS: Learning Sequence 3 -5 18

Explain - Observe the picture Step 3 –Develop an Initial Model Develop an initial model that explains why the western sides of mountain ranges in California are greener than the eastern sides. Be sure to include how at least two of Earth’s systems interact to create this observable phenomena. Use words and pictures to explain your thinking. Why are the western sides of mountain ranges in California greener than the eastern sides? CA NGSS Rollout: Accelerating into NGSS: Learning Sequence 3 -5 Photo Credit: Jacques Desloitres, MODIS Rapid Response Team, NASA/GSFC 19

Natural Regions Map When you go up into the mountains, is it generally warmer or cooler than at lower elevations? Why? On which side of the mountains do the clouds form? What often happens when clouds form? CA NGSS Rollout: Accelerating into NGSS: Learning Sequence 3 -5 20

Explore - Comparing Maps Activity Review the precipitation data on the map (H 4 b) and graph (H 4 c). Compare them to the natural regions map. H 4 b H 4 c CA NGSS Rollout: Accelerating into NGSS: Learning Sequence 3 -5 H 4 d 21

Explain - Comparing Maps Directions What do you notice? Is there a pattern? What areas get more rain? Less rain? Why? How does elevation affect the amount of precipitation an area receives? Why? Review the precipitation data on the graph and map. Compare them to the natural regions map. Record your observations, inferences, and questions in your science notebook. CA NGSS Rollout: Accelerating into NGSS: Learning Sequence 3 -5 22

Interactions Between Earth’s Systems Materials ≈ 20 plastic cups 1 piece of brown butcher paper 2 spray bottles 1 tabletop fan 1 set of labels roll of tape CA NGSS Rollout: Accelerating into NGSS: Learning Sequence 3 -5 23

Interactions Between Earth’s Systems Demonstration Build a tabletop mountain range by stacking cups. Place the chart/butcher paper over the mountain range. CA NGSS Rollout: Accelerating into NGSS: Learning Sequence 3 -5 24

Interactions Between Earth’s Systems Demonstration Place the spray bottles and fan on the table. Use the cards to label the set-up. CA NGSS Rollout: Accelerating into NGSS: Learning Sequence 3 -5 25

Interactions Between Earth’s Systems Demonstration Turn on the fan (wind). Hold the spray bottles (clouds) above the ocean. Start spraying water (on the mist setting) and move the bottles along and up the western side of the mountain range to demonstrate cloud movement. (≈12 sprays) CA NGSS Rollout: Accelerating into NGSS: Learning Sequence 3 -5 26

Interactions Between Earth’s Systems Record in Your Science Notebook Record your observations in your science notebook using words and pictures. What did you observe? Which Earth Systems were interacting during the demonstration? How? CA NGSS Rollout: Accelerating into NGSS: Learning Sequence 3 -5 27

Explain - Revise Your Model Think about the Earth’s System demonstration, the graph/maps observations you made today, and the small group and whole class discussions you engaged in. Use your new thinking about how Earth’s System interact to revise your model. Remember your model needs to explain why the western side of mountain ranges in California are greener than the eastern side. Be sure to include how Earth’s systems interact to create this observable phenomena. CA NGSS Rollout: Accelerating into NGSS: Learning Sequence 3 -5 Photo Credit: Jacques Desloitres, MODIS Rapid Response Team, NASA/GSFC 28

Share Your Revised Model Form a triad. Share your revised model with your partners. What similarities do you see? What differences do you see? What questions do you have for your partners? CA NGSS Rollout: Accelerating into NGSS: Learning Sequence 3 -5 29

Animation How do the geosphere and hydrosphere interact to create observable precipitation patterns in California? http: //bio 1152. nicerweb. com/med/Vid/Discover 2 e/ch 39 a 04_Rain. Shadow. swf Read the introduction and watch the Step-Through or Narrated animation. Record new ideas in your notebook. CA NGSS Rollout: Accelerating into NGSS: Learning Sequence 3 -5 30

Content Reading You're walking down the street on a sunny day. Without looking at the ground, can you predict where your shadow will be? http: //nationalgeographic. org/encyclopedia/rain-shadow/ As you read, think about the following questions: What is the rain shadow effect? What earth systems interact to cause the rain shadow effect? Record new ideas in your notebook. CA NGSS Rollout: Accelerating into NGSS: Learning Sequence 3 -5 31

“Final” Model Why are the western sides of mountain ranges in California greener than the eastern sides? Develop your “final” model. Be sure to include how at least two of Earth’s systems interact to create this observable phenomena. Use words and pictures to explain your thinking. Be sure to use the scientific language learned throughout the lesson. CA NGSS Rollout: Accelerating into NGSS: Learning Sequence 3 -5 32

Evaluate - formative Formative assessment is used to check student understanding throughout the learning sequence. • listening in on partner talk and triads • small group and whole class discussions • changes between the initial model, the revised, and the “final” CA NGSS Rollout: Accelerating into NGSS: Learning Sequence 3 -5 33

Evaluate - summative Summative assessment would be administered after the “final” model. Students would respond to the following prompt: Use the model from your notebook to describe how mountain ranges influence wind and clouds in the atmosphere. Be sure to use 2 of the following systems: geosphere, biosphere, hydrosphere, or atmosphere. Your Response should: • Use evidence from your notebook • Address how your evidence supports the Crosscutting Concept of Systems and System Models • Identify the limitations of your model CA NGSS Rollout: Accelerating into NGSS: Learning Sequence 3 -5 34

Elaborate Have students use their models to predict where Rain Shadows may exist in other areas of the world. • • look at maps and identify where they see evidence of rain shadows watch 2 minute Geology - Rain Shadow showing the rain shadow effect in Hawaii and the Pacific Northwest https: //www. youtube. com/watch? v=Do. KTTHd-XEQ Have students participate in an Earth. KAM mission. • students can predict where they would expect to see evidence of the rain shadow effect and take pictures from space https: //www. earthkam. org/ CA NGSS Rollout: Accelerating into NGSS: Learning Sequence 3 -5 35

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? Teacher Moves CA NGSS Rollout: Accelerating into NGSS: Learning Sequence 3 -5 Learner Actions 36

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) CA NGSS Rollout: Accelerating into NGSS: Learning Sequence 3 -5 37

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: Learning Sequence 3 -5 38

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: Learning Sequence 3 -5 39

Table 1: Access and Equity Strategies • • individual think time partner/triad talk drawing models to support written work sentence frames for science notebook hands-on activities directions provided orally and written labels to support academic language during demonstration CA NGSS Rollout: Accelerating into NGSS: Learning Sequence 3 -5 40

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: Learning Sequence 3 -5 41

Table 2: Language and Literacy Strategies CA ELD Standards - Interact in Meaningful Ways Collaborative – 1 Exchanging information and ideas with others through oral collaborative conversations on academic topics Collaborative – 2 Interacting with others in written English Interpretive – 5 Listening actively to spoken English in an academic context Productive – 10 Writing informational texts to explain ideas CCR Anchor Standards Language CCRA. L. 6 Acquire and use accurately a range of general academic and domainspecific words and phrases… Reading CCRA. R. 10 Read and comprehend complex literary and informational texts independently and proficiently. Speaking and Listening CCRA. SL. 1 Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively. Writing CCRA. W. 2 Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. CA NGSS Rollout: Accelerating into NGSS: Learning Sequence 3 -5 42

Table 3: Key Findings of How People Learn • Prior Knowledge: what students bring to the new learning—their past experiences, knowledge, ideas, conceptions, misconceptions etc. • Conceptual Frameworks: This is the idea that experts have a schema or way of thinking about a topic that is not focused on just the details or facts. Instead, experts have a broader view on which they can hang information. • Metacognition: Notebook entries at intervals designed to promote “What do I know, What am I not sure of, How did I figure it out? CA NGSS Rollout: Accelerating into NGSS: Learning Sequence 3 -5 43

Table 3: Key Findings of How People Learn Strategies • Asked questions connecting prior knowledge expected from learning in Instructional Segment 2; Which of Earth’s Systems can you identify in the picture? What four Earth Systems have we studied? What earth materials are components of each system? • Conceptual Frameworks – conceptual flow with selected sub-concept, Investigative Phenomenon with rain shadow effect, series of Explore/Explains deepening understanding, embedded academic vocabulary, accessing reading Information after building common experiences with concept(s), developing and revising models supported by partner/group sharing • Metacognition – What did you change about your model after sharing with a partner? Why did you make the revisions? CA NGSS Rollout: Accelerating into NGSS: Learning Sequence 3 -5 44

Table 4: Assessment of Student Learning California Science Framework Chapter 9 CA NGSS Rollout: Accelerating into NGSS: Learning Sequence 3 -5 45

Table 4: Assessment of Student Learning Strategies Formative assessment used during learning sequence: • listening in on partner talk and triads • small group and whole class discussions • review notebooks for changes in thinking between the initial model, the revised, and the “final” CA NGSS Rollout: Accelerating into NGSS: Learning Sequence 3 -5 46

Closure: Planning for Instruction Reflection Review your notebook entry from the beginning of the session about how you plan for science instruction. Add new considerations needed for designing NGSS for all students. CA NGSS Rollout: Accelerating into NGSS: Learning Sequence 3 -5 47

Transition: Accelerating into NGSS Goals The learning sequence is the foundation for the next three sessions. Experience Three Dimensional Learning Explore the Explore architecture of of thethe NGSS CA NGSS Rollout: Accelerating into NGSS: Learning Sequence 3 -5 Deepen Understanding of Key Components of NGSS Deepen Understanding Key Components of NGSSof Key • Phenomena Components of NGSS • Phenomena • • SEPs Phenomena • SEPs • • CCCs SEPs • CCCs • • Literacy CCCs • Literacy 48

Gots and Needs Please write what you learned and what you still need on post-its CA NGSS Rollout: Accelerating into NGSS: Learning Sequence 3 -5 49