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Science Literacy: Connecting NGSS & Skills

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Jennifer Janzen

on 9 June 2015

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Transcript of Science Literacy: Connecting NGSS & Skills

Science Literacy: Connecting NGSS & Relevant Skills Needed for
Today's Society

Overview of NGSS
NGSS Implications
Chaos Theory
Resources to Aid in your Integration of Science and Literacy
Facilitator:
Jennifer Janzen
Science Coordinator
Santa Clara County Office of Education
jennifer_janzen@sccoe.org
(408) 453-6578
Norms
4
3
2
1
0
Scale: FIST TO FIVE
0 --
This must have something to do with a government
agency, right?
1 -- Isn’t that those new Science standards? I’ve heard
something about them…didn’t we adopt them in California?
2 --
I’ve heard some about them and have scanned through
the standards.
3 -- I’ve thoroughly read through the standards and I could
use the terminology but I don't know how to implement.
4 --
I know the standards backwards and forwards;
transitioning to these new standards will be a breeze!
5 -- I am already ROCKING these standards in class!!!
Rate your NGSS Knowledge
5
As teachers, we are responsible for instructing students how to capitalize on these strategies in order to understand the science content material.
This includes: developing academic literacy, developing critical thinking, and encouraging the development of metacognitive habits.
Think Alouds
Reciprocal Teaching
Question - Answer Relationship (QAR)
Graphic Organizers
Discussion Web
Anticipation Guides
Fishbowl & Scored Discussion
Cornell Notes and/or Interactive Notebook
Gallery Walk
Concept Maps
Anticipation Guides
Frayer Model
Thinking Maps
Triple Entry Vocabulary
Quickwrites
Learning Logs
Quiz Quiz Trade
Tea Party Activity
Jigsaw Activity
Entry Slips/ Exits Slips
Word Sorts
Round Robin
Questioning the Author
Survey, Question, Read, Recite, Review (SQ3R)
Socratic Seminar
KLEW Chart
Concept Definition Mapping
Semantic Feature Analysis
Predict, Locate, Add, Note (PLAN)
RAFT (Role, Audience, Format, Topic)
Think Pair Share
Pairs Read
Complexity:

Regular practice with complex text and its academic language

Evidence:
Reading, writing, speaking and listening grounded in evidence from text, literary and informational

Knowledge:

Building knowledge through content rich nonfiction
Key Shifts in the Common Core
Standards include a staircase of increasing text complexity from elementary through high school (what students can read, in terms of complexity is greatest predictor of success in college)

Standards reward careful, close reading rather than racing through texts

Standards focus on the words that matter most—not obscure vocabulary but the academic language that pervades complex texts
Key Shift 1: Complexity
Selected Response
Short Constructed Response
Extended Constructed Response
Technology Enhanced
Performance Tasks
Variety of Assessment Types
that align with CCSS & NGSS
What is Science?
“There are many hypotheses in science which are wrong. That's perfectly all right; they're the aperture to finding out what's right. Science is a self-correcting process. To be accepted, new ideas must survive the most rigorous standards of evidence and scrutiny.”
-Carl Sagan, Scientist


“Science is organized knowledge. Wisdom is organized life.”
-Immanuel Kant, Philosopher
What is Science?
“Science is what you know, philosophy is what you don’t know.”
-Bertrand Russell, philosopher


“The important thing in science is not so much to obtain new facts as to discover new ways of thinking about them.”
-William Bragg Sr., Nobel Prize Winner is Physics
“Science is a limited way of knowing, looking at just the natural world and natural causes. There are a lot of ways human beings understand the universe – through literature, theology, aesthetics, art or music.”
-Dr. Eugenie Scott, Executive Director, National Center for Science Education


“Science progresses best when observations force us to alter our preconceptions.”
-Vera Rubin, research astronomer at Carnegie Institution of Washington
“Science is a limitless voyage of joyous exploration”
-Walt Whitman


“Science is a set of methods designed to describe and interpret observed or inferred phenomena, past or present, and aimed at building a testable body of knowledge open to rejection or confirmation”

-Michael Shermer, Director of Skeptics Society
Science
is Literacy!
Question Predict Summarize Clarify
from which fundamental patterns of the world are constructed

conveys ideas through social interchange

concepts of similarities and differences

patterns of sequence

patterns of groups and classes

principles concerning interactions

ideas that are remote in time and space

use knowledge
Observing
Communicating
Comparing
Ordering
Categorizing
Relating
Inferring
Applying
Thinking Processes
2
LITERACY
SCIENCE
3
1
1 Words associated with the study of science topics.
2 Words associated with the study of literature selections.
3 Characteristics that belong to both.
Literacy & Science Word Associations
Practical

Making Explanations

Reviewed by Peers

Organized body of knowledge
Evidence-based

Testable or Falsifiable

Consistent

Self-correcting
What is Science?
The ability for individuals and communities to gain, organize, apply and communicate new knowledge about the universe in which we live.
-Jennifer Janzen

SCIENCE IS:
What is Science?
What is Science?
The 3 phase model of instruction influences the 3 R's which lead to the 4 C's and beyond to the 5 E model. All in the hope to impart the 5 F's.

The above phrase makes absolutely no sense until you know the context...and that's easy to know as 1, 2, 3...
1, 2, 3
"Rigor is complex thinking about complex topics" - Sally Hampton
(some are saying 'Research' instead of 'Relationships')
Lead Partners
Example of NGSS Performance Expectations
Integration of 3 Dimensions:

Practices
Crosscutting Concepts
Core Ideas
Disciplinary Core Ideas = Defines Content Knowledge
Disciplinary Significance
Has broad importance across multiple science or engineering disciplines, a key organizing concept of a single discipline
Explanatory Power
Can be used to explain a host of phenomena
Generative
Provides a key tool for understanding or investigating more complex ideas and solving problems
Relevant to Peoples’ Lives
Relates to the interests and life experiences of students, connected to societal or personal concerns
Usable from K to 12
Is teachable and learnable over multiple grades at increasing levels of depth and sophistication
Crosscutting Concepts = Disciplinary Connective Tissue
Patterns
Cause and effect
Scale, proportion, and quantity
Systems and system models
Energy and matter
Structure and function
Stability and change
http://www.nextgenscience.org/
Inquiry = Practices
Using mathematics and computational thinking
Constructing explanations (science) and designing solutions (engineering)
Engaging in argument from evidence
Obtaining, evaluating, and communicating information
Asking questions (science) and defining problems (engineering)
Developing and using models
Planning and carrying out investigations
Analyzing and interpreting data
Dimension 1
Scientific and Engineering Practices

Dimension 2
Crosscutting Concepts
Dimension 3
Disciplinary Core Idea
Two-Step Process
Next Generation Of Science Standards Architecture
Activity
Which of the following are text patterns in Science?

Chronological Sequence
Compare and Contrast
Concept/Definition
Description
Episodic
Generalization
Process/Cause and Effect
Text Structures
Organizational Patterns
Chronological Sequence
Compare and Contrast
(Plant & Animal Respiration)

Concept/Definition
(Characteristics of igneous rocks)
Description
(Instruction on how to measure Acceleration in a Force lab)
Episodic
Generalization
(Writing about hypothesis regarding color of light affecting plant growth)
Process/Cause n’ Effect
(Food Web Interactions)
Text Structures
Organizational Patterns
Source: ELA CCSS Introduction; www.corestandards.org
Reading for Informational Text
Complexity:

Regular practice with complex text and its academic language

Evidence:

Reading, writing, speaking and listening grounded in evidence from text, literary and informational

Knowledge:

Building knowledge through content rich nonfiction
Key Shifts in the Common Core
Scan the QR code with your smartphone, iPad or tablet for link to the presentation and all resources.
http://goo.gl/stSqAv
Listen Attentively and Respect the Opinions of Others

Ask Questions When You Don’t Understand or Need Clarification

Draw on Each Others Strengths

Set-Aside Judgmentalness

Use Technology Appropriately
California actively participated in the NGSS development.
NGSS Lead States
Source: ELA CCSS; www.commoncore.tcoe.org
By constructing understanding through connecting hands-on/ minds-on experiences to previous learning

Based on an educational theory called
“Constructivism”
We Know how Students Learn Science:

“ABC’s of Constructivism”

A
ctivate and Connect
B
egin to Explore
C
onfirm Understandings
D
emonstrate Understandings
E
xtend to New Ideas
Anticipatory Set (Engage) Newton’s First Law ­ Inertia & Force
For each statement decide whether you agree or disagree with it. Put an “A” in front of the ones you agree with and a “D” in front of the ones you disagree with.

1. ____ Large objects require more force to move than small objects.
2. ____ Newton discovered inertia.
3. ____ Something moving can only be slowed down by an unbalanced force.
4. ____ Applying grease or oil to a sliding object increases its inertia.
5. ____ Mass and inertia are pretty much the same thing.
6. ____ Without inertia a glider would not be able to fly.
7. ____ Friction slows everything down.
8. ____ Gravity influences the inertia of objects.
Agenda for today
Introductions
Norms
Learning Targets
Overview of NGSS
3 "D"
How NGSS aligns to CCSS
Conceptual Flow & Toolkit
Q & A & Next Steps
Wrap-Up
I can
articulate
the three dimensions woven into the NGSS PE's

I can
explain
how my current lessons & activities support the NGSS SEP's

I can
create
new tasks and projects that build to the NGSS Performance Expectations
Assessment
Critique
Analysis
Feedback
Evaluation

Instead of using the words "Summative" & "Formative" to describe what we are talking about, let's use Rick Stiggins concepts from the Assessment Training Institute:
"Rigor is complex thinking about complex topics"
- Sally Hampton
Learning Targets
The NGSS focus on deeper understanding and application of content

Science concepts build coherently across K–12


Shifts in the NGSS

Science and engineering practices and crosscutting concepts should not be taught in a vacuum; they should always be integrated with multiple core concepts throughout the year

Shifts in the NGSS

K–12 science education should reflect the real world interconnections in science


Science standards coordinate with English language arts and mathematics Common Core State Standards

Science and engineering are integrated in science education from K–12


Shifts in the NGSS

Instruction

Assessment

Curricula

Teacher Development

Where we go next…

Science & Engineering Practices
Shifting from the old "Scientific Method" to the new K-12 Science Framework's
"3 Areas of Science & Engineering Engagement"
As you read through the 8 Practices, think about where you are already including them in your lessons.

Let's Try Something Together...
1. Each person take a baggie of materials

2. Find a partner and take turns demonstrating the following (trying to use most of the material):
Newton's First Law of Motion
Balanced & Unbalanced Forces (net forces
Force Pairs (interactions)

3. Justify why your demonstration is valid.
Identify the Science & Engineering Practice AND the Crosscutting Concepts in your demonstrations
http://www.cde.ca.gov/pd/ca/sc/ngssstandards.asp
Full transcript