NGSS and “Look-Fors”
for Science Observations
for the Non-Science
Administrator
Kim Feltre
K-12 Science Supervisor, HMS STEM Supervisor
Hillsborough Township Public Schools
October 20, 2016
Conceptual Shifts
Knowing
Consumers
Retention
Recitation
Topics
Figuring Out
Producers
Transfer
Students
Reasoning
Natural Phenomena
Anchoring Event
The essential expectation is for students to reason; simply making observations and then
communicating those observations is not sufficient.
Handout
3-Dimensional Learning
Science and Engineering Practices
1. Asking questions (for science)
and defining problems (for
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 (for
science) and designing
solutions (for engineering)
7. Engaging in argument from
evidence
8. Obtaining, evaluating, and
communicating information
Disciplinary Core Ideas
Physical Science
•
•
•
•
Matter and its interactions
Motion and stability:Forces and
interactions
Energy
Waves and their applications in
technologies for information transfer
Life Science
•
•
•
•
From molecules to organisms:
structures and processes
Ecosystems: interactions, energy, and
dynamics
Heredity: inheritance and variation of
traits
Biological evolution: unity and diversity
Earth and Space Science
•
•
•
Earth’s place in the universe
Earth’s systems
Earth and human activity
Crosscutting Concepts
1. Patterns
2. Cause and effect:
mechanism and explanation
3. Scale, proportion, and
quantity
4. Systems and system
models
5. Energy and matter: flows,
cycles, and conservation
6. Structure and function
7. Stability and change
INTEGRATION OF THE THREE DIMENSIONS
It is through engaging
the students in the
science and
engineering practices
and having them look
through the lenses of
the crosscutting
concepts that the
students learn the
disciplinary core ideas.
Crosscutting
Concepts
Practices
Core Ideas
The Framework seeks to illustrate how knowledge and practice
must be intertwined in designing learning experiences in K-12
science education. (Appendix E – p.1)
3-Dimensional Learning
Science and Engineering Practices
●
●
practices are used for
making sense of the
phenomena
what students do when
engaged in science
performances
NGSS Appendix F
Disciplinary Core Ideas
Crosscutting Concepts
● core ideas are those concepts,
laws, and theories in science
that provide a significant and
meaningful understanding
and/or have a high explanatory
value for making sense of
phenomena
● in the past, core ideas were the
outcome of instruction; in the
new vision, the outcome of
instruction is the student
science performance at the
intersection of the three
dimensions
students use crosscutting
concepts to
NGSS Appendix E
● establish underlying
causality essential for
making sense of science
phenomena
● develop understanding of
the systems being
investigated
● recognize and use patterns
as evidence to support
explanations and arguments
NGSS Appendix G
NGSS: A Vision for K-12 Science Education
https://www.teachingchannel.org/videos/next-generation-science-standards-achieve
Focus: How does this NGSS vision look the
same/different from the science classes you have
observed/experienced?
NGSS Storylines
• phenomena to engage students in asking questions
• sequence of investigations to FIGURE OUT parts of the
story
• culminating performance expectation to put the story
together
Handout
Three-Dimensional Instruction - Krajcik Nov. 2015
● Making Thinking Visible
➢ Word - phrase - sentence
➢ As you read, underline a sentence, [bracket a
phrase], and circle a word that is meaningful to you
or that resonates with you.
➢ Partner up and share your sentence, phrase, and word;
explain your reasoning behind choosing the sentence,
phrase, and word
SCIENCE EDUCATION WILL INVOLVE LESS:
SCIENCE EDUCATION WILL INVOLVE MORE:
Rote memorization of facts and terminology
Facts and terminology learned as needed while developing explanations and designing
solutions supported by evidence-based arguments and reasoning
Learning of ideas disconnected from questions
about phenomena
Systems thinking and modeling to explain phenomena and to give a context for the ideas to
be learned
Teachers providing information to the whole class
Students conducting investigations, solving problems, and engaging in discussions with
teachers’ guidance
Teachers posing questions with only one right
answer
Students discussing open-ended questions that focus on the strength of the evidence used
to generate claims
Students reading textbooks and answering
questions at the end of the chapter
Students reading multiple sources, including science-related magazine and journal articles
and web-based resources; students developing summaries of information
Pre-planned outcome for “cookbook” laboratories
or hands-on activities
Multiple investigations driven by students’ questions with a range of possible outcomes that
collectively lead to a deep understanding of established core scientific ideas
Worksheets
Student writing of journals, reports, posters, and media presentations that explain and
argue
Oversimplification of activities for students who
are perceived to be less able to do science and
engineering
Provision of supports so that all students can engage in sophisticated science and
engineering practices
Turn and
Talk
How do the shifts in
science education
compare to the recent
shifts in other curricular
areas?
Study - Cognitive Acceleration through Science Education (CASE)
● Middle school students (grades 7-8)
● 2 years (18 sessions)
● articulate and explain their understanding/solutions (oral
and written)
● The program focused on:
○ Engaging in argument from evidence
(Adey & Shayer, 2001; Shayer, 1999)
From: NSTA Webinar: “Connections Between Practices in NGSS, Common Core Math, and Common Core ELA”, by
Sarah Michaels (shared by Wil van der Veen)
CASE Science Results
British National Achievement Test
11th grade test
From: NSTA
Webinar:
“Connections
Between
Practices in
NGSS,
Common Core
Math, and
Common Core
ELA”, by Sarah
Michaels
(shared by Wil
van der Veen)
Case schools are
indicated in red.
Control schools are
indicated in green.
National average is
indicated in blue.
CASE Math & ELA Results
From: NSTA
Webinar:
“Connections
Between
Practices in
NGSS,
Common Core
Math, and
Common Core
ELA”, by Sarah
Michaels
(shared by Wil
van der Veen)
3 years later!
Case schools are
indicated in red.
Control schools are
indicated in green.
National average is
indicated in blue.
Instructional Strategies
Science and Engineering Practices
1.
2.
3.
4.
5.
6.
7.
8.
Asking questions (for science) and defining
problems (for engineering)
Developing and using models
Planning and carrying out investigations
Analyzing and interpreting data
Using mathematics and computational
thinking
Constructing explanations (for science) and
designing solutions (for engineering)
Engaging in argument from evidence
Obtaining, evaluating, and communicating
information
Strategies
1.
2.
3.
4.
5.
6.
7.
8.
Question Formulation Technique
(QFT)
Analogy Map
Process-Oriented Guided-Inquiry
Learning (POGIL)
I2 Method
PhET Simulations
Claims, Evidence, Reasoning
(CER) Framework
CER Framework
Making Thinking Visible
Handout
Question Formulation
Technique (QFT)
http://ecx.images-amazon.com/images/I/
41LhkEaVA5L.jpg
Analogy Map
Feature of the model
Feature of the real world
is/are
like...
because...
I2 Method for Scaffolding Data Interpretation
Identify and Interpret Method for Data Analysis
Identify: What do I see?
Interpret: What does It mean?
CER FRAMEWORK
Claim - a conclusion about a
problem (answers a question)
Evidence - scientific data that
is appropriate and sufficient
to support the claim
Reasoning - a justification
that shows why the data
counts as evidence to support
the claim and includes
appropriate scientific
principles
Evidence
Evidence
Claim
Evidence
Reasoning
Making a Difference – one learner at a time!
KLEWS
What do we
think we
Know?
Students share
their thinking
Misconceptions
Planning
instruction
What are we
Learning?
What Evidence
have we
collected?
What are we
Wondering?
What is the
Science that
explains this?
Students make a
claim about their
findings after
explorations…
Students must
give evidence for
each claim
Teacher records
questions heard
during
investigations and
asks for questions
during class
discussions
Students explain
the how and why
using the science
they have learned
Every item must
also show
evidence
These may
become
investigatable
questions
What do NGSS classrooms look like?
Making Claims from Evidence
In this video, watch second grade teacher Becki Cope
engage her students in designing ways to lessen the effects
of wind and water on a sandcastle. Watch students learn
about erosion while simultaneously experiencing the three
dimensions of the NGSS. (10 min) Teaching channel.org
Energy & Matter Across Science Disciplines
This video shows what the NGSS can look like in a
high school classroom. Science teacher Tricia
Shelton has students use energy concepts to make
connections between physical and life science
systems. (9 min)
Teachingchannel.org
Making Thinking Visible
Create a poster post-it of look-fors
Performance Expectations
HS-LS1-1: Construct an explanation based on evidence for how the
structure of DNA determines the structure of proteins which carry out
the essential functions of life through systems of specialized cells.
MS-LS1-1: Conduct an investigation to provide evidence that living
things are made of cells; either one cell or many different numbers and
types of cells.
4-LS1-1: Construct an argument that plants and animals have internal
and external structures that function to support survival, growth,
behavior, and reproduction.
1-LS1-1: Use materials to design a solution to a human problem by
mimicking how plants and/or animals use their external parts to help
them survive, grow, and meet their needs.*
LS1A: Structure and Function
Structure
and
Function
Scale,
Proportion,
and
Quantity
Systems
and
System
Models
Structure
and
Function
Assessment: Highlighting the Contrast
The major movement of
the plates and description
of plate boundaries of the
Earth are...
A.Convergent
B.Divergent
C.Transform
D.All of the Above
A. Draw a model of volcano formation at a hot
spot using arrows to show movement in the
model. Be sure to label all parts of your
model.
B. Use your model to explain what happens
with the plate and what happens at the hot
spot when a volcano forms.
C. Draw a model to show the side view
(cross-section) of volcano formation near a
plate boundary (at a subduction zone or
divergent boundary). Be sure to label all
parts of your model.
D. Use your model to explain what happens
when a volcano forms near a plate
boundary.
In planning to engage students in [the NGSS], I have to
remind myself weekly of the following ideas:
● Real learning takes time.
● Engaging students with the practices takes lots
of time.
● It’s okay to not cover everything.
● It’s okay to try something new and fail at it.
● The six most powerful instructional words in
the NGSS-friendly classroom are: “I don’t
know; let’s find out.”
Colson, M. & Colson, R. (2016). Planning NGSS-Based Instruction. Science Scope. NSTAPress
27
Handout
Kim Feltre
K-12 Science Supervisor, HMS STEM Supervisor
Hillsborough Township Public Schools
[email protected]
908-431-6600 x 2013
@kfeltre
Thank you!