Macomb Science Leadership Council

1. Macomb Science Leadership Council March 17, 2014 Happy St. Patrick’s Day

2. Welcome! What is the most important take-away from K-12 science? A: Elementary Teacher B: Secondary Teacher C: Coordinator/Teacher Leader D: Building Administrator E: Central Office Administrator

3. Macomb Science Leadership Council The purpose of this group is to provide professional learning, support, and networking opportunities for district-level science curriculum and instruction leaders in Macomb County. Our work will center on supporting districts as we plan for the Next Generation Science Standards.

4. What is your most memorable science learning experience? (Formal or informal) What is your current level of understanding of the Next Generation Science Standards? A: NGSS Jedi: I am very familiar with the NGSS expectations and am already shifting my practice to meet them. B: NGSS Journeyman: I’ve attended some PD….I’m in the process of learning what to do. C: NGSS Apprentice: I know they’re coming, but I’m not really sure what that means for teaching and learning yet… D: NGSS What?: We have new standards??

5. Objectives for today • NGSS Update: • Explore the vision and structure of the Next Generation Science Standards (NGSS) • Examine the shifts in instructional practice prescribed by the NGSS • Getting Started in your District: • Developing a vision • Sharing: • What are you already doing? • What are your needs?

6. Thriving in times of change It is unreasonable to ask a professional to change much more than 10 percent a year, but it is unprofessional to change by much less than 10 percent a year. ~Steven Leinwand

7. NGSS Updates Architecture ● Shifting Instructional Practice

8. Grade Level Content Expectations and NGSS GLCE NGSS • P.EN.03.21 Demonstrate that light travels in a straight path and that shadows are made by placing an object in a path of light. • P.EN.03.22 Observe what happens to light when it travels from air to water. • 1-PS4-3. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. • MS-PS4.2. Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials.

9. Grade Level Content Expectations and NGSS GLCE NGSS • P.EN.03.21 Demonstrate that light travels in a straight path and that shadows are made by placing an object in a path of light. • P.EN.03.22 Observe what happens to light when it travels from air to water. • 1-PS4-3. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. • MS-PS4.2. Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials.

10. High School Content Expectations and NGSS HSCE NGSS • P4.8e Given an angle of incidence and indices of refraction of two materials, calculate the path of a light ray incident on the boundary (Snell’s Law). • P4.9B Explain how various materials reflect, absorb, or transmit light in different ways. • HS-PS4-1. Use mathematical representations to support a claim regarding relationships among the frequency, wavelength, and speed of waves traveling in various media.

11. High School Content Expectations and NGSS HSCE NGSS • P4.8e Given an angle of incidence and indices of refraction of two materials, calculate the path of a light ray incident on the boundary (Snell’s Law). • P4.9B Explain how various materials reflect, absorb, or transmit light in different ways. • HS-PS4-1. Use mathematical representations to support a claim regarding relationships among the frequency, wavelength, and speed of waves traveling in various media.

12. Architecture of the NGSS • What do you see? • What do you think is going on? • What does it make you wonder?

13. Architecture of the NGSS: Performance Expectations • Performance Expectations: • These describe what a student should be able to do at the end of a unit • They are not meant to be lesson sequences or required activities

14. Architecture of the NGSS: 3 Dimensions Disciplinary Core Ideas Science and Engineering Practices Crosscutting Concepts

15. Architecture of the NGSS: An Analogy to Cooking Quality Ingredients Seasoning, flavor profile Cooking Skills

16. Architecture of the NGSS: Connections • Connections to: • Other content/grade-bands within the NGSS • Common Core State Standards for ELA/Literacy and Mathematics

17. NGSS Resources • http://www.nextgenscience.org/next-generation-science-standards

18. What’s happening with MDE? • December 2014: Anticipated State Board of Education adoption • 5-7 year implementation timeline NOTE: this info is subject to change…..

19. So I guess we have to focus on the practice standards now…..what does that look like?

20. Science and Engineering Practices • Asking questions (science ) and defining problems (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

21. What do scientists do? They approach problems in many different ways and with many different preconceptions. There is no single “scientific method” universally employed by all. Scientists use a wide array of methods to develop hypotheses, models, and formal and informal theories. They also use different methods to assess the fruitfulness of their theories and to refine their models, explanations, and theories. They use a range of techniques to collect data systematically and a variety of tools to enhance their observations, measurements, and data analyses and representations. -excerpt from Ready, Set, Science

22. Orchestra students are musicians; students on the basketball team are athletes; what opportunities do our science students have to be scientists?

23. Our shift in thinking… …To thinking about how to engage our students in the practices of scientists From thinking that one scientific method fits all… 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

24. Our shift in thinking… …To thinking that engaging students EVERY DAY in scientific practices and thinking is POWERFUL From thinking that “hands-on” science is ESSENTIAL…

25. A new model for the practice of science

26. Shifting our practice… 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 From… How am I going to teach this? To… How are students going to learn about this?

27. Shifts in Instructional Practice • Asking questions (science ) and defining problems (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 • Content • Experimentation • Scientific Models • Social Interactions

28. Shifts in Practice Content Experimentation Scientific Models Social Interactions

29. Content Shifts in practice

30. Shifts in Practice: Content Conventional Science Instruction Shifts in Practice for NGSS Michigan Force and Motion High School Content Expectations NGSS Force and Motion Disciplinary Core Ideas

31. Shifts in Practice: Content Force and Motion High School Content Expectations mile wide and an inch deep

32. Force and Motion NGSS (Disciplinary Core Ideas) Shifts in Practice: Content Deeper instruction focused on core ideas

33. Force and Motion NGSS Shifts in Practice: Content Deeper instruction focused on core ideas

34. Shifts in Practice: Content Conventional Science Instruction Shifts in Practice for NGSS MEAP Question Pill bugs can often be found underneath rocks and rotting logs. When exposed to light, they immediately try to find a dark place to hide. This reaction by the pill bugs is a result of A migration. B feeding behavior. C energy requirements. D changing environmental conditions. NGSS Performance Expectation Use a model to describe that animals receive different types of information through their senses, process the information in their brain, and respond to the information in different ways.

35. Shifts in Practice: Content Conventional Science Instruction Shifts in Practice for NGSS • Overwhelming focus of instruction and assessment is content mastery • Learning objectives attend to a broad and comprehensive content coverage • Fewer concepts are emphasized and explored in depth • Interrelationships of ideas and crosscutting concepts are emphasized • Content is put to use to generate and investigate questions or solve problems • Assessment centers on the use of knowledge and proficiency of the science practices

36. How might you shift your practice? Content

37. Experimentation Shifts in practice

38. Shifts in Practice: Experimentation

39. Shifts in Practice: Experimentation Conventional Science Instruction How does the period of the pendulum depend on the amplitude of the swing? • Be sure to keep the mass and length constant • Click on the button on the lower right which will activate the photogate timer • Set the amplitude to 50o and start the pendulum. • Start the photogate timer – this will automatically stop itself when it has recorded the time for one complete swing (period) • Enter the amplitude and period in excel – be sure to label the top of each column and the correct units • Continue to take readings for 40o, 30o and so on down to 10o • Highlight the columns on your spreadsheet and insert a scatter plot of your results. • Choose a chart layout that will allow you to give the graph a title and label the axes with complete units • Click on the chart itself and look for the layout tab • Open the trendline option and then open “more trendline options” • Select linear trendline, and display equation and r2 on graph • Try other trendline options, (exponential, etc) until you find the one with an r2 value closest to 1 • Save the table, graph and trendline information

40. Shifts in Practice: Experimentation Shifts in Practice for NGSS • What questions do you have about the motion of a pendulum? • How might you use this simulation to answer your questions? • What kind of models might you develop to represent the motion of the pendulum?

41. Experimentation Conventional Then spend the rest of the year learning content through lecture and text resources. Separate Unit on the Scientific Method

42. Shifts in Practice: Experimentation Conventional Science Instruction ? Students then observe the cloud in a jar that confirms what they already “know.” Students read the text to learn vocabulary and background information about clouds.

43. Shifts in Practice: Experimentation Shifts in Practice for NGSS ? Students ask questions about cloud formation and do some investigating on their own. Students search for answers to their questions as they read the text.

44. Shifts in Practice: Experimentation Conventional Science Instruction Shifts in Practice for NGSS • A science course begins with a unit on the scientific method • Hands-on science instruction is used to demonstrate facts of science and thereby reinforce concept mastery • Clear directions are provided for experiments • Scientific investigations are designed to generate evidence and answer and inspire questions • Students have the opportunity to invent and/or evaluate approaches to investigations • Revisions to investigative approaches and multiple attempts are routine

45. How might you shift your practice? Experimentation

46. Scientific Models Shifts in practice

47. Shifts in Practice: Scientific Models Conventional Science Instruction Shifts in Practice for NGSS

48. Shifts in Practice: Scientific Models Conventional Science Instruction Shifts in Practice for NGSS

49. Shifts in Practice: Scientific Models Conventional Science Instruction Shifts in Practice for NGSS • Teacher provides formulas: • Students use formulas to get answers: • Students observe the motion of a car going down a hill v = vo+ at x = xo + vot+ ½ at2 A roller coaster car starts at the top of a hill with an initial velocity of 3 m/s. If the acceleration down the hill is 4.5 m/s2, and the hill is 20 m long, how long will it take to get to the bottom of the hill? How fast will it be going?

50. Shifts in Practice: Scientific Models • Students create graphical and mathematical models of the motion • Students apply these models to new situations v = vo+ at x = xo + vot+ ½ at2 A roller coaster car starts at the top of a hill with an initial velocity of 3 m/s. If the acceleration down the hill is 4.5 m/s2, and the hill is 20 m long, how long will it take to get to the bottom of the hill? How fast will it be going?