1 Well start with introductions please share your name position and top 1 or 2 goals for your students learning in your science classes Kevin Anderson PhD CESA2STEM wwwcesa2orgprogramsstem ID: 773808
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1 We’ll start with introductions, please share your name, position and top 1 or 2 goals for your students’ learning in your science classes. Kevin Anderson, Ph.D. @CESA2STEM www.cesa2.org/programs/stem wisconsinstem.blogspot.com Welcome!
2 The federal government was not involved in this effort and did not fund it. It was state-led, and states will decide whether or not to adopt the standards. The work undertaken by the NRC and Achieve is being supported by the Carnegie Corporation of New York. Professional organizations (like ASEE, NSTA), teachers, scientists, engineers, etc. were heavily involved in development. NGSS Development
3 Observe an NGSS standards page with a partnerWhat’s different from past standards? What questions do you have? Overview of NGSS structure
4 Performance Expectations
5 Foundation Boxes – 3 Dimensions
6 Science and Engineering Practices Asking questions and defining problems Developing and using models Planning and carrying out investigations Analyzing and interpreting data Using mathematics and computational thinking Constructing explanations and designing solutions Engaging in argument from evidence Obtaining, evaluating, and communicating information
7 Science and Engineering Practices
8 Disciplinary Core Ideas (DCIs) Life Science Physical Science LS1: From Molecules to Organisms: Structures & Processes LS2: Ecosystems: Interactions, Energy, & Dynamics LS3: Heredity: Inheritance & Variation of Traits LS4: Biological Evolution: Unity & Diversity of Life PS1: Matter & Its Interactions PS2: Motion & Stability: Forces & Interactions PS3: Energy PS4: Waves & Their Applications in Technologies for Information Transfer Earth & Space Science Engineering & Technology ESS1: Earth’s Place in the Universe ESS2: Earth’s Systems ESS3: Earth & Human Activity ETS1: Engineering Design ETS2: Links Among Engineering, Technology & Society
9 Disciplinary Core Ideas (DCIs)
10 Crosscutting Concepts (CCCs) Patterns Cause and effect: Mechanism and explanation Scale, proportion, and quantity Systems and system models Energy and matter: Flows, cycles, and conservation Structure and function Stability and change
11 Crosscutting Concepts
12 Back to any questions about theNGSS structure…
13 What’s going on in the world around us now that could frame your unit? Or, what’s interesting?Life Science: wolf hunt, cryptosporidium, cloning, trans fat, diabetes epidemic, mental healthPhysical Science: water monitoring data (over time), element 118 (and 117), nuclear energy safety (CNN), football helmets, wind turbines, cell phones and cancerEarth/Space: NEOs, geothermal/alternative energy, climate change, typhoon/severe weather, mining or fracking, fossil fuels, Curiosity mission to Mars Designing lessons example - start with a phenomena
14 Let’s say I teach 8th or 9th grade physical science w/ some integrated earth and space science. I think the students would be especially interested in near earth objects. Does it work with my standards? I would start by looking at the DCI’s Build from the standards
15 Where would you look? Dig in briefly…I found multiple DCI’s in MS and HS:PS2.APS3.A, B, CLS2.CESS1.B, CESS2.AESS3.B,CETS1: A, B, C What DCI’s could it connect to?
16 MS-PS2-1: solve problem of colliding objects HS-PS2-1: analyze Newton’s 2nd law dataMS-PS2-2: investigating unbalanced forces and massHS-PS2-3: design device minimizing collision forceMS-PS3-1: interpret data on kinetic energy, mass & speedHS-PS3-2: model energy transformationsMS-PS3-5: kinetic energy change = transfer of energy HS-LS2-8: group behavior and survival MS-LS2-4: physical ecosystem changes affect populationsMS-ESS1-3: interpret data on scale properties of objects in the solar systemMS-ESS2-2: geoscience processes change earth surfaceHS-ESS2-2: change to earth’s surface impacts other systems MS-ESS3-2: analyze data on and mitigate catastrophic events HS-ESS3-1: natural hazards influence human activity MS and HS ETS: define problem, design, analyze, redesign What PE’s could this unit build toward?
17 What are meteors and asteroids? http://www.youtube.com/watch?v=VNtsVP42bOE - What questions come to mind? Connect to background knowledge
18 Doing scientific modeling Asteroid impact – what would happen if a large asteroid struck the earth? Model it!Modeling is an Iterative processIncludes both seen and unseenBefore, during, and afterWe’re going to develop the model in groups
19 Could also do modeling as a classOr, individuallyWhat would be the advantages or disadvantages of each method? Individual, group or class modeling?
20 Interim class learning happens…Varying based on grade levelDay 1 – Background knowledge, modeling, some introductory reading/notebookingDay 2 – Lab and reading on friction, intro research topics (begin project in ELA) Day 3 – Lab on collisions, learning on Newton’s laws Day 4-7 – Investigation of impact craters, NASA resources, impact crater lab; quizDay 8 – Planetarium/observatory trip Day 9 – Permian extinction and connections to climate change
21 Interim class learning happens…Day 10 – Gravity/acceleration lab w/ stop motion photographyDay 11 – Engineering introduction, begin shelter or asteroid deflection projectDay 12 – Local astronomer or engineer visits class, helps w/ projects Day 13-14 – Engineering continues, links to geological processes (caves, asteroids)Day 15 – Present engineering solutionsDay 16 – Final modeling of impact, assess (present research in ELA)
22 Another example of modeling – physical or experimentalHow much freedom would you give students to design their own models and determine their own methods? Your task: plan and conduct an experiment to figure out which variables determine how much damage an asteroid impact causes (notebook it w/ images) How could we physically model ameteorite impact?
23 Explanation = Claim + Evidence + ReasoningA claim that answers the questionEvidence from students' dataReasoning that involves a "rule" or scientific principle that describes why the evidence supports the claim Scientific Writing/ Notebooking
24 Example - Claim, Evidence, Reasoninghttp://www.youtube.com/ watch?v=WQTsue0lKBk Scientific Explanations & Notebooks
25 Q: Is air matter?Air is matter (claim). We found that the weight of the ball increases each time we pumped more air into it (evidence). This shows that air has weight, one of the characteristics of matter (reasoning). http://www.edutopia.org/blog/science-inquiry-claim-evidence-reasoning-eric-brunsell Scientific Explanation Example
26 Your turn - Fill out the claim, evidence, reasoning form with your group based on meteorite dataHow do you decide what variables mattered? That criteria should factor into reasoning portion. What scientific understanding are you building upon? Scientific Explanation
27 How true to life was our experiment?With a neighbor - answer the questions on the “Reviewing your scientific model” worksheet…why this worksheet? Evaluating the physical model
28 Multiple possibilities here:Design a structure to survive an asteroid impactOr, repurpose a cavernDesign and defend a method to stop the impact of an asteroidEngineering a solution
29 Extensive research and brainstorming firstBudgets and time – each item has cost, project has a budget/time limit w/ points for less cost/timeStudent designed prototypesRegulations or client requirements – laws might be relevant, how will it impact the publicMath infused Iterate – use group findings to try again (and again)Present – defend your ideas More authentic engineering…
30 Look back at your original model of how an impact affects earth’s systemsUsing what you have learned – draw the model again. Would have students do this… why? Return to your group impact model
31 Report on researchPhysical model reviewFinal modelCER worksheet (rubric on back)Observations of lab and research methodsPerformance assessment – find a volumeNotebooksGiven claim and evidence, write reasoningOther ideas? How would you assess student l earning in this example?
32 Which NGSS practices did we use? Which crosscutting concepts relate to this unit? Note: don’t force it! One or two done well are better than six done at surface level Linking to NGSS dimensions
33 With a small group or partner:Consider a current science unit/lesson that you do with studentsWhat are some ways to better connect it to the NGSS? How could you better include the practices and cross cutting concepts?Go through the handout Reviewing your lessons
34 What would you do? 1)2) 3)4)5)6) Revising a unit/lesson, steps…
35 Each group will be assigned an appendixYour task:Share a key quote (that sums it up)Generate ideas on how you might use it to guide instruction, course planning, collaboration, etc. (Appendix K – ESS at HS question…) Reviewing appendices
36 What are the pros and cons of a disciplinary vs. integrated model of instruction? Integrated DisciplinaryPros Cons Pros Cons Course mapping
37 PhenomenaModelingClaim + evidence + reasoning = explanationPractices (appendix)DCI’sCCC’s (appendix)PE’sCCSS ELA and math connections Working on a unit, consider…
38 Understandings - major goals for the year Essential questions - link to phenomena and CCC’s Students will know – DCI’s, nitty gritty contentStudents will be able to – practices!Assessment – products, tests, PE’s Understanding by Design Template
39 1) Is there a pattern in which ponds, streams, and lakes make people sick and which do not? What are the similar of different characteristics of each? 2) Will we get sick (effect) if we go swimming in that pond (cause)? 3) What percentage of people get sick? What are the physical characteristics of the ponds and streams that people are getting sick in (in terms of flow rates and size)? What is the scale of the organisms within the water? 4) What are the important parts of this pond ecosystem and geological system? How could we model this pond? What would be the limitations and benefits of such a model? 5) Where does energy come from in this pond ecosystem and geological system?6) What are the characteristics of these organisms and people that lead to them making us sick? Consider their relevant body structures and our relevant body structures, along with the functions that they have. 7) How has this pond changed over time, such as from the spring to the fall, or in the past 40 years? Why do people sometimes get sick while swimming in it, but sometimes they do not? Essential Questions and CCC’s
40 How do I map out the full year?Yearly planning template…
41 With a partner/team Think through your next steps in implementationPrioritize what you need to doConsider my blog listWhat do you plan to do:In the next week?In the next 2-3 months?By the end of the year?What challenges do you expect? Share and question What are the next steps?
43 Review what we didWhat are your main takeaways from this workshop? (T&T)What questions do you still have? Email me any time: kevin.anderson@cesa2.orghttp://www.cesa2.k12.wi.us/programs/stem/ @CESA2STEM wisconsinstem.blogspot.com
44 Let’s say I teach high school biology and I think the students would be especially interested in the wolf huntDoes it work with my standards? I would start by looking at the DCI’s Alternate HS exampleBuild from the standards
45 Where would you look? Dig in briefly…I found:LS2.A - interdependent relationships in ecosystemsLS2.B - cycles and energy in ecosystemsLS2.C - ecosystem dynamicsLS2.D - group behaviorESS3.A - resource availabilityESS3.B - natural hazardsESS3.C - human impacts on earth systems ETS1 – developing solutions What DCI’s could it connect to?
46 HS-LS2-1: computational representations and carrying capacityHS-LS2-2: mathematical representations and factors affecting biodiversityHS-LS2-3: energy flow in ecosystemsHS-LS2-6: complex interactions in ecosystems maintain relatively consistent #’s HS-LS2-7: design a solution to reduce human impact on the environment*HS-LS2-8: group behavior and survivalHS-ESS3-1: natural hazards influence human activityHS-ESS3-3: simulation of human populations and biodiversityHS-ESS3-4: solution to reduce human impacts What PE’s could this unit build toward?
47 What do you know about the wolf hunt in Wisconsin?What questions do you have about it? Connect to background knowledge
48 Doing scientific modeling The wolf hunt takes place– how does that affect the ecosystem that wolves are part of? Model it! (scaffolding - think energy flow, food web, trophic levels, the environment) Modeling is anIterative processIncludes both seen and unseenBefore and after We’re going to develop the model in groups
49 Could also do modeling as a classOr individuallyWhat would be the advantages or disadvantages of each method? Individual, group or class modeling?
50 Interim class learning happens…More depth on ecosystems, energy and human impactBooks, articles – and looking for biashttp://www.jsonline.com/sports/outdoors/analyzing-data-from-wisconsins-wolf-hunt-f585tou-184881311.html DNR visit or class visit from DNR scientistWork with simulations of ecosystems, predators and preyLabs on energy in ecosystems Writing, blogging, use of social media: https :// www.facebook.com/WisconsinWolfHunting
51 How would you have students use them?My questions:Which simulation of predator and prey relationships is the best and why?What are the most important variables to consider in these dynamics? How could these simulations show human impact? CER – simulation can show human impact. How could we investigate models of an ecosystem? Simulations!
52 http://www.sims.scienceinstruction.org/predprey/ http://nortonbooks.com/college/biology/animations/ch34a03.htm (and info at http://www.biologycorner.com/worksheets/pred_prey.html#.UnwIwxD9yRN) http://www.phschool.com/atschool/phbio/active_art/predator_prey_simulation/index.html Possible ecosystem predator-prey s imulations: