CA NGSS Rollout Accelerating into the Next Generation

CA NGSS Rollout: Accelerating into the Next Generation Science Standards Understanding Phenomena in Three Dimensional Teaching and Learning: The Science and Engineering Practices (SEPs) (Middle School) 1

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

NGSS Instructional Shift Students use Disciplinary Core Ideas, Crosscutting Concepts, and Science and Engineering Practices to explore, examine, and explain how and why phenomena occur and to design solutions to problems. Three-Dimensional Learning CA NGSS Rollout: Accelerating into NGSS 3

Session Outcomes • Better understand the importance of phenomena-based instruction • Explore the Science and Engineering Practices as one of the three dimensions of the NGSS • Analyze the learning sequence in terms of phenomena and the Science and Engineering Practices CA NGSS Rollout: Accelerating into NGSS 4

Part 1: Observing and Wondering • Select an occurrence on the wall that piques your interest • Make groups of four • Introduce yourself and discuss what about this occurrence intrigues you Take a stack of post-its and writing utensil with you CA NGSS Rollout: Accelerating into NGSS 5

I wonder… • What questions might you ask about the occurrence on the wall? Write each question on a post-it and place to the left of your chart. • What questions might students you teach ask about the occurrence that can be answered through science? Write each question on a post-it and place to the right of your chart. • Be prepared to share your questions with the whole group. CA NGSS Rollout: Accelerating into NGSS 6

Part 2: The Importance of Phenomena in the NGSS CA NGSS Rollout: Accelerating into NGSS 7

What is Scientific Phenomena? Based on the wonderings, questions, and observations you have discussed so far, how would you define phenomena? CA NGSS Rollout: Accelerating into NGSS 8

Scientific Phenomena Defined Scientific phenomena are occurrences in the natural and humanmade world that can be observed and which cause one to wonder and ask questions. CA NGSS Rollout: Accelerating into NGSS 9

Connection to the Learning Sequence • What was the phenomena in the learning sequence you experienced this morning? • How did the exploration and investigation of phenomena deepen your understanding of science? CA NGSS Rollout: Accelerating into NGSS 10

“Science is beautiful when it makes simple explanations of phenomena or connections between different observations. ” CA NGSS Rollout: Accelerating into NGSS ---Stephen Hawking 11

Discuss As you consider using phenomena in your classroom, what are some characteristics or criteria you might think about? CA NGSS Rollout: Accelerating into NGSS 12

Criteria for Selecting Useful Phenomena Review H 1 - Criteria for Selecting Useful Phenomena • observe and/or investigate • Core Ideas, Science and Engineering Practices, and Crosscutting Concepts • performance expectations? • grade-level appropriate? • Relevant to real-world issues or the student’s local environment? • interesting and important? • financial costs and classroom time that will be used? CA NGSS Rollout: Accelerating into NGSS 13

Investigative Phenomena or Aspect of a Phenomena Anchoring Phenomena or Big Ideas in Science Phenomena is like pieces of a puzzle CA NGSS Rollout: Accelerating into NGSS 14

Anchoring and Investigative Phenomena Investigative Phenomenon from the Learning Sequence: The western side of California mountains are greener than the eastern side (rain shadow) Anchoring Phenomenon: There was more rain in California last year than in the past 10 years (Earth changes in response to natural and human influences • What is the relationship between the investigative phenomena of the learning sequence and the anchoring phenomenon of the unit? • How did exploring and explaining the investigative phenomena contribute to your understanding of the larger anchoring phenomena of the unit? CA NGSS Rollout: Accelerating into NGSS 15

Part 3: The Science and Engineering Practices CA NGSS Rollout: Accelerating into NGSS 16

Planning NGSS-Aligned Instruction • What phenomenon will be used? • What Disciplinary Core Ideas (DCIs) and Crosscutting Concepts (CCCs) are needed to explain the phenomenon? • What Science and Engineering Practices (SEPs) will students use to build the explanation? CA NGSS Rollout: Accelerating into NGSS 17

Connection to the Learning Sequence What did you do in the learning sequence to try to understand the phenomena and the Disciplinary Core Ideas (DCIs)? Be specific. “We _____. ” “We were asked to _____. ” “By doing _____ we were learning _____. ” “We understood _____ because we _____. ” “We applied _____ by _____. ” CA NGSS Rollout: Accelerating into NGSS 18

Features of Phenomena-Based Instruction Students need to: • observe or be introduced to a phenomenon and be able to wonder or ask questions about what they see. • have opportunities to explore or plan/carry out investigations based on questions about the phenomenon, collect and/or analyze data which can be used as evidence for an explanation. • develop initial models or construct explanations and obtain additional scientific information to support claims and evidence. • refine and revise models or explanations through argumentation, critique, and additional investigation. CA NGSS Rollout: Accelerating into NGSS 19

Features of Phenomena-Based Instruction Students need to: • observe or be introduced to a phenomenon and be able to wonder or ask questions about what they see. • have opportunities to explore or plan/carry out investigations based on questions about the phenomenon, collect and/or analyze data which can be used as evidence for an explanation. • develop initial models or construct explanations and obtain additional scientific information to support claims and evidence. • refine and revise models or explanations through argumentation, critique, and additional investigation. CA NGSS Rollout: Accelerating into NGSS 20

The Science and Engineering Practices (SEPs) Ways that students work to make sense of natural and human-made phenomena Asking Questions and Defining Problems Constructing Explanations and Designing Solutions CA NGSS Rollout: Accelerating into NGSS Image sources adapted from: http: //www. bozemanscience. com/ngss/ 21

Connection to the Learning Sequence Science and Engineering Practices (SEPs) emphasized in this morning’s session: Developing and Using Models • Create and complete: What did you do as a learner (student)? What did the teacher (facilitator) do? How did it help you think about the phenomenon? • How is this type of learning different from being told a concept and then confirming it through an investigation? CA NGSS Rollout: Accelerating into NGSS 22

Research a Science and Engineering Practice (SEP) Choose one of these SEPs. • Read the summary (H 2) from the NRC Framework and NGSS Appendix F. • Use H 3 – Science and Engineering Practice Self -Study graphic organizer to take notes • • • Description Importance Student use Teacher use Application CA NGSS Rollout: Accelerating into NGSS 23

Share and summarize in SEP groups 1. Share the findings of your individual study time with your group. 2. Summarize ideas on chart paper and be ready to share out: • Description of the practice • Why the practice is Important • Example student/teacher actions CA NGSS Rollout: Accelerating into NGSS 24

Emphasizing a Science and Engineering Practice in Instruction You have seen how a learning sequence was developed with the following SEPs in mind: Developing and Using Models How might learning change if this SEP was emphasized instead? Analyze and Interpret Data CA NGSS Rollout: Accelerating into NGSS 25

“The actual doing of science or engineering can pique students’ curiosity, capture their interest, and motivate their continued study. ” “Any education that focuses predominately on the detailed products of scientific labor – the facts of science – without developing an understanding of how those facts were established or that ignores the many important applications of science in the world misrepresents science and marginalizes the importance of engineering. ” CA NGSS Rollout: Accelerating into NGSS (NRC, 2012, p. 42, 43) 26

“Practices” in all content areas CA NGSS Rollout: Accelerating into NGSS 27

NGSS Instructional Shift Students use Disciplinary Core Ideas, Crosscutting Concepts, and Science and Engineering Practices to explore, examine, and explain how and why phenomena occur and to design solutions to problems. Experience Three Dimensional Learning Explore the architecture of the NGSS CA NGSS Rollout: Accelerating into NGSS Deepen Understanding of Key Components of NGSS • Phenomena • SEPs • CCCs • Literacy 28

Acknowledgements: • Kathy Di. Ranna Statewide Director K-12 Alliance West. Ed Gots and Needs • John Spiegel Science Coordinator San Diego County Office of Education 29