Using the CA Science
Framework to Implement the
NGSS: Statewide Rollout
TK-2 Learning Sequence
Using CA Science
Framework Snapshot
Writing Team:
Mena Parmar
‣
‣
Fremont Unified School District
Alameda County Office of Education
Crystal Howe
‣
San Diego Unified School District
Karen Cerwin
‣ West Ed/K12 Alliance
Kathy DiRanna
‣
West Ed/K12 Alliance
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”
Using the CA Science Framework to Implement the NGSS: Statewide Rollout
2
Session Goals
‣ Recall the Key Findings of How People Learn
‣ Experience your Grade Level Learning Sequence
Based on CA. Framework Vignette
‣ Identify how the learning sequenced addressed
the following:
•
•
•
•
Access and Equity for All Students
Common Core State Standards
3 Dimensionality
Environmental Principles & Concepts
‣ Provide context for Grade Level Assessment
Sessions
Using the CA Science Framework to Implement the NGSS: Statewide Rollout
3
Quick Write:
▸ How do you currently plan your science instruction?
Using the CA Science Framework to Implement the NGSS: Statewide Rollout
4
How People Learn
Implications for Instruction
▸ Prior Knowledge
▸ Conceptual Framework
▸ Metacognition
Using the CA Science Framework to Implement the NGSS: Statewide Rollout
5
Instructional Segments
Snapshot:
Chapter 3
Using the CA Science Framework to Implement the NGSS: Statewide Rollout
6
Conceptual
Flow:
IP1
AP
IP2
Using the CA Science Framework to Implement the NGSS: Statewide Rollout
IP3
7
Phenomenon Flow:
Anchoring
Phenomenon:
Bowling balls
can be pushed
into pins to
change their
direction with
collisions.
Investigative
Phenomenon
#1:
Balls can be
pushed. Ropes
can be pulled.
Investigative
Phenomenon
#2:
A soccer balls
can change
directions.
Using the CA Science Framework to Implement the NGSS: Statewide Rollout
Investigative
Phenomenon
#3:
Bowling balls
can collide
with bowling
pins.
8
What do students know coming into
the learning sequence?
Prior knowledge from the first Investigative
Phenomenon learning sequence:
▸ Pushes and pulls cause objects to move.
▸ Movement is a change in position.
▸ Pushes are made from behind on object.
▸ Pulls are made from in front of an object.
▸ Pushes/Pulls can be big or small.
▸ Big pushes/pulls cause objects to move faster.
▸ Small pushes/pulls cause objects to move slower.
Goal for the second learning sequence:
Plan and conduct an investigation to cause a change in
the direction of a soccer ball.
Using the CA Science Framework to Implement the NGSS: Statewide Rollout
9
Notebook Set-Up
Put your name on the front of your
science notebook
This will be used in
Part II: Science Learning Experience
Using the CA Science Framework to Implement the NGSS: Statewide Rollout
10
Part II: Inside the Classroom
Kindergarten Physical Science Learning Sequence
▸ With students, this lesson sequence is expected to take
four 45 minute science sessions.
Using the CA Science Framework to Implement the NGSS: Statewide Rollout
11
Engage:
Investigative Phenomenon: A soccer
ball can change directions.
Your table team has one ball.
You can use your finger to move the ball.
Try to get the ball in the goal.
▸ Talk to your partner about how the ball moved in the soccer
game.
Using the CA Science Framework to Implement the NGSS: Statewide Rollout
12
Explore #1
Visit each of the stations:
▹ Ball on the table
- push the ball back and forth
▹ Train Cars
- move the cars on the table
▹ Rolling Pins and PlayDoh
- make a perfect PlayDoh circle
▹ Paint box
- facilitated station
Using the CA Science Framework to Implement the NGSS: Statewide Rollout
13
At the Stations
While you play at each station, talk with your partner
about:
▸ When I push the object it _____________.
▸ When I pull the object it ______________.
▸ When I give a big push, I observe ________.
▸ When I give a small push, I observe ______.
▸ I know an object moves because _________.
▸ I also observe _________________.
Use your notebook to record your observations in
pictures and words.
Using the CA Science Framework to Implement the NGSS: Statewide Rollout
14
Talk About the Stations
Look at your pictures and writing.
▸ Think about what you learned or confirmed about pushes
and pulls at each station.
Share your pictures and writing with your partner.
▸ Do you have the same ideas or different ideas?
▸ Add any new information to your notebook.
Using the CA Science Framework to Implement the NGSS: Statewide Rollout
15
Explain #1 – Ball on the Table
What did you observe when you used
a big push on the ball?
What did you observe when you used a small push
on the ball?
Using the CA Science Framework to Implement the NGSS: Statewide Rollout
16
Explain #1 – Train Cars
What do we mean when we say an object moves?
What other things can we push or pull in the room?
Using the CA Science Framework to Implement the NGSS: Statewide Rollout
17
Explain #1 – Rolling Pin
When you push the rolling pin does the rolling pin move
away from your body or towards your body?
When you pull the rolling pin does the rolling pin move away
from your body or towards your body?
Using the CA Science Framework to Implement the NGSS: Statewide Rollout
18
Explain #1 – Paint Box
What direction does the ball go in after it is pushed?
What is your evidence?
The direction the ball goes is in same/different direction
of the push.
I know this because I observed ___________.
Using the CA Science Framework to Implement the NGSS: Statewide Rollout
19
Explore #2
▸ Use the foot and ball.
▸ Place an arrow to predict what direction the ball will
move in when kicked by the foot.
▸ Explain your prediction, to your partner using the position
words on our chart.
When the foot is ________the ball, the ball will go _______.
Next to
Using the CA Science Framework to Implement the NGSS: Statewide Rollout
In Front of
Behind
20
Explain #2a
If you push this ball, draw the line it
will make.
Using the CA Science Framework to Implement the NGSS: Statewide Rollout
21
Explain #2b
If you push this ball, draw the line it
will make.
Using the CA Science Framework to Implement the NGSS: Statewide Rollout
22
Explain #2c
If you push this ball, draw the line it
will make.
Using the CA Science Framework to Implement the NGSS: Statewide Rollout
23
Explore #3
Predict how you can use a wooden block to change the
direction of a ball.
Try it!
Share with your partner:
▸ I changed the direction of the ball with the block
by ____________.
Using the CA Science Framework to Implement the NGSS: Statewide Rollout
24
Explain #3
Follow along with the chart to sing about Pushes and Pulls
Using the CA Science Framework to Implement the NGSS: Statewide Rollout
25
Explore #4
Predict what you would have to do to get the ball
in the goal.
Draw your thinking in your notebook.
Share your prediction with a partner.
Using the CA Science Framework to Implement the NGSS: Statewide Rollout
26
Elaborate:
Using your finger soccer ball:
Get the ball to each member of your table and then
into the goal.
▸ Discuss what your table had to do to get the ball in the
goal.
▸ Draw what you did to get the ball around the table and
into the goal.
Using the CA Science Framework to Implement the NGSS: Statewide Rollout
27
Evaluate
The assessment used to evaluate student learning
for this lesson sequence will be looked at tomorrow
during the assessment session.
Using the CA Science Framework to Implement the NGSS: Statewide Rollout
28
Part III Debrief: Outside the
Classroom
Use your notebooks to review the learning sequence.
Discuss: How was the phenomenon used to engage
student thinking and promote their “figuring out” or
explaining the phenomenon?
▸ How did the sequence began?
▸ How did the explorations lead to a deeper
understanding of the phenomenon?
▸ How did the learning sequence end?
Using the CA Science Framework to Implement the NGSS: Statewide Rollout
29
Group Jigsaw Assignments:
▸ Group 1: Evidence of 3 dimensions CCC, DCI, SEP
▸ Group 2: Access and Equity strategies
▸
▸ Group 3: Evidence of CCSS ELA and/or Math
▸ Group 4:
How People Learn
Using the CA Science Framework to Implement the NGSS: Statewide Rollout
30
Jigsaw Directions
Read the questions on the resource handout for your
assigned table group
Create a chart
Groups have 20 minutes for the discussion
Be ready to share with the larger group
Using the CA Science Framework to Implement the NGSS: Statewide Rollout
31
Group 1 Share
Share discussion based on the handout prompts
Using the CA Science Framework to Implement the NGSS: Statewide Rollout
32
Writers’ Thoughts:
Three Dimensional Learning
▸ Develop a model to explain how pushes or pulls
can cause an object to change direction.
▸ Investigate how pushes and pulls can cause an
object to change motion.
▸ Explain how pushes and pulls can cause a change
in the direction an object is moving.
▸ Investigate the patterns of movement created by
pushes and pulls.
▸
Using the CA Science Framework to Implement the NGSS: Statewide Rollout
33
Group 2 Share
Share discussion based on the handout prompts
Using the CA Science Framework to Implement the NGSS: Statewide Rollout
34
Writers’ Thoughts:
Access and Equity Strategies (Ch. 10)
▸
▸
▸
▸
▸
Group talk during the stations.
Partner work to share thinking.
Sentence Frames to organize observations.
Hands-on learning
Using vocabulary when explaining to a partner
during the foot/ball/arrow explore.
▸ Singing along and Close Reading to highlight key
words.
Using the CA Science Framework to Implement the NGSS: Statewide Rollout
35
Access and Equity
Chapter 10 Resources
▸English Learners
▸Special Needs –Non Sighted
▸African American Learners
▸Living in Poverty
▸Foster Youth
▸Advanced Learners
▸Other
Using the CA Science Framework to Implement the NGSS: Statewide Rollout
36
Group 3 Share
Share discussion based on the handout prompts
Using the CA Science Framework to Implement the NGSS: Statewide Rollout
37
Writers’ Thoughts:
Connections to Common Core
Reading – Song lyrics; Sentence frames; Position
vocabulary charts
Writing – Sentence frames; Explanations
Speaking – Position vocabulary use with arrows, ball,
and foot; Collaborative talk during investigations,
Listening – Collaborative talk during investigations;
Partner listening to use of position vocabulary;
Listening to the song
Math:
-counting and comparing big vs. small and fast vs. slow
Using the CA Science Framework to Implement the NGSS: Statewide Rollout
38
Group 4 Share
Share discussion based on the handout prompts
Using the CA Science Framework to Implement the NGSS: Statewide Rollout
39
Writer’s Thoughts:
How People Learn
▸Prior Knowledge: Initial talk about the table-top soccer game,
station observations at Ball on the Table and Trains.
▸Conceptual Frameworks: Conceptual Flow with selected subconcept, Investigative Phenomenon about changing the
direction of motion, series of Explore/Explains deepening
understanding, embedded academic vocabulary, student
explanation(s) through drawings (beginning of modeling).
▸Metacognition: Notebook responses at various intervals to
think about what observations are being made and how those
relate to pushes and pulls.
Using the CA Science Framework to Implement the NGSS: Statewide Rollout
40
Environmental Principles
I. People Depend on Natural Systems​
II. People Influence Natural Systems​
III. ​Natural Systems Change in Ways that People
Benefit from and Can Influence​
IV. ​There are no Permanent or Impermeable
Boundaries that Prevent Matter from Flowing
Between Systems​
V. Decisions Affecting Resources and Natural Systems
are Complex and Involve Many Factors
Using the CA Science Framework to Implement the NGSS: Statewide Rollout
41
Part IV: Closure: Taking it Home
▸ Review your quick-write about “how you
plan for instruction” from the beginning of
the session.
▸ Think about the learning sequence today.
Select one or 2 ideas to add to your quickwrite that you can implement in your
classroom next week.
Using the CA Science Framework to Implement the NGSS: Statewide Rollout
42
Assessment: How do we know what
students know?
▸ Grade level teams continue working with
the learning sequence focusing on
assessment.
▸ Review tomorrow’s schedule for location
▸ Remember to bring all your work to
tomorrow’s session
Using the CA Science Framework to Implement the NGSS: Statewide Rollout
43
Gots and Needs
▸ Please write what you learned and what
you still need to learn on post-its.
Using the CA Science Framework to Implement the NGSS: Statewide Rollout
44