Integrating Modeling into the 3 Dimensions of NGSS

Integrating Modeling into the 3 Dimensions of NGSS Office of STEM Integration / Innovation San Joaquin County Office of Education

Overview • • • NGSS and Modeling Overview 9 -10 am Laser Jello Modeling Activity 10 am – 11 am Stop Motion Animation 11: 00 am – 11: 45 am Modeling Our Solar System 12: 30 pm – 1: 30 pm Computer Simulations 1: 45 pm – 2: 30 pm 3 D Modeling Lesson Ideas 2: 30 pm – 3: 30 pm

The NGSS 3 Dimensions Practices Crosscutting Concepts Disciplinary Core Ideas (Content)

NGSS Science and Engineering Practices 1. Asking questions (science) and defining problems (engineering) 2. Developing and using models 3. Planning and carrying out investigations 4. Analyzing and interpreting data 5. Using mathematics and computational thinking 6. Constructing explanations (science) and designing solutions (engineering) 7. Engaging in argument from evidence 8. Obtaining, evaluating, and communicating information

NGSS Science and Engineering Practices 1. Asking questions (science) and defining problems (engineering) 2. Developing and using models 3. Planning and carrying out investigations 4. Analyzing and interpreting data 5. Using mathematics and computational thinking 6. Constructing explanations (science) and designing solutions (engineering) 7. Engaging in argument from evidence 8. Obtaining, evaluating, and communicating information

Core/Component Ideas

Structure of the NGSS

Structure of the NGSSEngineering

Models and Modeling Quickwrite: Describe what you know about scientific models. Why do we engage in the practice of modeling? What are some examples of each type?

What are Scientific Models? Models are used to represent a system (or parts of a system), to aid in the development of questions and explanations, to generate data that can be used to make predictions, and to communicate ideas to others. –NRC Framework, page 58

Scientific Modeling Tsunami Animation: Tohku, Japan 2011 (Mercator) by PTWC Scientific modeling is the generation of a physical, conceptual or mathematical representation of a real phenomenon that is difficult to observe directly

Categories with Examples Class of Models Examples Concrete Models Scale models, Mockups, Figurines Pictorial/graphic models Blueprints, photographs, Diagrams Mathematical models Formulae and equations, Graphs, Topographic maps Simulation models Simulation games, Cockpit simulators, Crash test dummies Verbal Models Descriptions, Scripts, Directions Symbolic models (semiotic models) Words and numbers, Mathematical figures, Stoplights and signs Models-Based Science Teaching, by Sean W. Gilbert

NGSS Emphasis • The word “modeling” is referenced 87 times in the 9 -12 NGSS standards! • Practice 2 Developing and Using Models Modeling can begin in the earliest grades, with students’ models progressing from concrete “pictures” and/or physical scale models (e. g. , a toy car) to more abstract representations of relevant relationships in later grades, such as a diagram representing forces on a particular object in a system. (NRC Framework, 2012, p. 58)

K-12 Modeling Progression Matrix NGSS, Volume 2 Appendixes, pg. 53

PRETHINK • Using your Individual Whiteboard. Draw a picture of what you think red laser light will do as it strikes red Jell-O. • Write a brief caption that summarizes what your drawing illustrates about light striking Jell -O? • Share your model with your partner.

PRETHINK • Come up with a shared model • Share your model with your nearest neighbor

Stop Motion Animation: Red into Green Jell-O Model

At Your Table Exploration • Red or Green Laser Pointer • Red, and Green Gelatin

Laser Jell-O • Play with the lasers and the Jell-O. • Be careful not to look directly into the Lasers, be careful where the beam is pointed • Shine the light into the different Jell-O and observe the phenomena. • With your partner record your observations and your questions in your notebooks.

Laser Jell-O EXPLORATION • What are the fates of the laser light in each of three colors of gelatin? • Revisit and Revise your Model of what happens to light as red light strikes red Jell-O • Explore other combinations or laser color and gelatin colors.

Laser Jell-O – CONTENT DEBRIEF • What is transmittance? • What is refraction? • What is reflection? • What is absorption?

Fates of Light

Total Internal Reflection www. rkm. com. au

Debrief • How is this approach potentially different than previous lessons? Have a elbow partner discussion.

Three Dimensional Lesson

Modeling Earth’s Seasons • Use the individual white boards to represent your mental model of the reason for the seasons • Pair up with a partner and come to a consensus model

Titled Earth Activity • The Styrofoam ball represents the Earth • The light bulb represents the Sun • Different colored dots represent different latitudes: red=North Pole, blue=far north location, green=mid lat. Such as SF • Revise your model • Possible Stop Motion Animation – Adapted from Reasons for the Seasons GEMS kit

Lay out envelopes SEP DCI CCC

3 D Lesson Activity • Think of a Lesson that would target the selected modeling practice tied to the specific content that uses the selected cross cutting concept. • Put the practice back into the envelope after selecting a new one. Replace it and discuss how that change would effect the lesson.

Modeling in Your Classroom • Identify an upcoming science lesson in which you can incorporate modeling. • How can you shift the lesson to include some of the principles that were used today?

Modeling Resources • Net. Logo: https: //ccl. northwestern. edu/netlogo/ • Ph. ET Interactive Simulations: https: //phet. colorado. edu • Molecular Workbench Simulations: http: //mw. concord. org/modeler/ • Models and Modeling: An Introduction http: //goo. gl/ni. SJU 0 • Physics Central Laser Jell-O Lesson: http: //goo. gl/Kd. Gh. Jj

Questions and Evaluation • Bret States, bstates@sjcoe. net • 209 -468 -4880