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LIVE INTERACTIVE LEARNING @ YOUR DESKTOP
Teaching NGSS in Elementary School—
Third Grade
Presented by: Ted Willard, Carla Zembal-Saul, Mary Starr, and
Kathy Renfrew
December 17, 2014
6:30 p.m. ET / 5:30 p.m. CT / 4:30 p.m. MT / 3:30 p.m. PT
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Introducing today’s presenters…
Ted Willard
Director, NGSS@NSTA
National Science Teachers Association
Carla Zembal-Saul
Professor of Science Education
Penn State University
Mary Starr
Executive Director
Michigan Mathematics and Science Centers Network
Kathy Renfrew
K-5 Science Coordinator, VT Agency of Education
NGSS Curator
4
Developing the Standards
5
Developing the Standards
Curricula
Instruction
Assessments
Pre-Service
Education
Professional
Learning
July 2011
2011-2013
Developing the Standards
July 2011
7
A Framework for K-12 Science Education
Three-Dimensions:
• Scientific and Engineering
Practices
• Crosscutting Concepts
• Disciplinary Core Ideas
View free PDF from The
National Academies Press
at www.nap.edu
8
Secure your own copy from
www.nsta.org/store
Scientific 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
9
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
10
Disciplinary Core Ideas
Life Science
Physical Science
LS1:
PS1: Matter and Its Interactions
LS2:
From Molecules to Organisms: Structures
and Processes
Ecosystems: Interactions, Energy, and
Dynamics
LS3:
Heredity: Inheritance and Variation of
Traits
LS4:
Biological Evolution: Unity and Diversity
PS3: Energy
PS4: Waves and Their Applications in
Technologies for Information Transfer
Earth & Space Science
Engineering & Technology
ESS1: Earth’s Place in the Universe
ETS1: Engineering Design
ESS2: Earth’s Systems
ETS2: Links Among Engineering, Technology,
Science, and Society
ESS3: Earth and Human Activity
11
PS2: Motion and Stability: Forces and
Interactions
Disciplinary Core Ideas
Life Science
LS1: From Molecules to Organisms:
Structures and Processes
LS1.A: Structure and Function
LS1.B: Growth and Development of
Organisms
LS1.C: Organization for Matter and
Energy Flow in Organisms
LS1.D: Information Processing
LS2: Ecosystems: Interactions, Energy,
and Dynamics
LS2.A: Interdependent Relationships
in Ecosystems
LS2.B: Cycles of Matter and Energy
Transfer in Ecosystems
LS2.C: Ecosystem Dynamics,
Functioning, and Resilience
LS2.D: Social Interactions and Group
Behavior
LS3: Heredity: Inheritance and
Variation of Traits
LS3.A: Inheritance of Traits
LS3.B: Variation of Traits
LS4: Biological Evolution: Unity
and Diversity
LS4.A: Evidence of Common Ancestry
and Diversity
LS4.B: Natural Selection
LS4.C: Adaptation
12 LS4.D: Biodiversity and Humans
Earth & Space Science
ESS1: Earth’s Place in the Universe
ESS1.A: The Universe and Its Stars
ESS1.B: Earth and the Solar System
ESS1.C: The History of Planet Earth
ESS2: Earth’s Systems
ESS2.A: Earth Materials and Systems
ESS2.B: Plate Tectonics and Large-Scale
System Interactions
ESS2.C: The Roles of Water in Earth’s
Surface Processes
ESS2.D: Weather and Climate
ESS2.E: Biogeology
ESS3: Earth and Human Activity
ESS3.A: Natural Resources
ESS3.B: Natural Hazards
ESS3.C: Human Impacts on Earth
Systems
ESS3.D: Global Climate Change
Physical Science
Engineering & Technology
PS1: Matter and Its Interactions
PS1.A: Structure and Properties of
Matter
PS1.B: Chemical Reactions
PS1.C: Nuclear Processes
ETS1: Engineering Design
ETS1.A: Defining and Delimiting an
Engineering Problem
ETS1.B: Developing Possible Solutions
ETS1.C: Optimizing the Design Solution
PS2: Motion and Stability: Forces
and Interactions
PS2.A: Forces and Motion
PS2.B: Types of Interactions
PS2.C: Stability and Instability in
Physical Systems
ETS2: Links Among Engineering,
Technology, Science, and
Society
ETS2.A: Interdependence of Science,
Engineering, and Technology
ETS2.B: Influence of Engineering,
Technology, and Science on
Society and the Natural World
PS3: Energy
PS3.A: Definitions of Energy
PS3.B: Conservation of Energy and
Energy Transfer
PS3.C: Relationship Between Energy
and Forces
PS3.D: Energy in Chemical Processes
and Everyday Life
PS4: Waves and Their Applications in
Technologies for Information
Transfer
PS4.A: Wave Properties
PS4.B: Electromagnetic Radiation
PS4.C: Information Technologies
and Instrumentation
Note: In NGSS, the core ideas
for Engineering, Technology,
and the Application of Science
are integrated with the Life
Science, Earth & Space Science,
and Physical Science core ideas
Developing the Standards
Curricula
Instruction
Assessments
Pre-Service
Education
Professional
Learning
July 2011
2011-2013
Developing the Standards
2011-2013
14
NGSS Lead State Partners
15
NGSS Writers
16
Adoption of NGSS
17
Adoption of NGSS
Percent of Students
in NGSS States
29%
71%
About 3 in 10 students
in the US live in states
that have adopted
NGSS
Closer Look at a Performance Expectation
3-ESS2 Earth’s Systems
Students who demonstrate understanding can:
3-ESS2-1. Represent data in tables and graphical displays to describe typical weather conditions
expected during a particular season.
Clarification Statement: Examples of data could include average temperature, precipitation, and wind direction.
Assessment Boundary: Assessment of graphical displays is limited to pictographs and bar graphs. Assessment does not include climate
change.
The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education:
Science and Engineering Practices
Analyzing and Interpreting Data
Analyzing data in 3–5 builds on K–2 experiences
and progresses to introducing quantitative
approaches to collecting data and conducting
multiple trials of qualitative observations. When
possible and feasible, digital tools should be
used.
 Represent data in tables and various
graphical displays (bar graphs and
pictographs) to reveal patterns that indicate
relationships.
Disciplinary Core Ideas
ESS2.D: Weather and Climate
 Scientists record patterns of the
weather across different times and
areas so that they can make
predictions about what kind of
weather might happen next.
Crosscutting Concepts
Patterns
 Patterns of change can be used to make
predictions
Note: Performance expectations combine
practices, core ideas, and crosscutting
concepts into a single statement of
what is to be assessed.
They are not instructional strategies or
objectives for a lesson.
19
Closer Look at a Performance Expectation
3-ESS2 Earth’s Systems
Students who demonstrate understanding can:
3-ESS2-1. Represent data in tables and graphical displays to describe typical weather conditions
expected during a particular season.
Clarification Statement: Examples of data could include average temperature, precipitation, and wind direction.
Assessment Boundary: Assessment of graphical displays is limited to pictographs and bar graphs. Assessment does not include climate
change.
The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education:
Science and Engineering Practices
Analyzing and Interpreting Data
Analyzing data in 3–5 builds on K–2 experiences
and progresses to introducing quantitative
approaches to collecting data and conducting
multiple trials of qualitative observations. When
possible and feasible, digital tools should be
used.
 Represent data in tables and various
graphical displays (bar graphs and
pictographs) to reveal patterns that indicate
relationships.
Disciplinary Core Ideas
ESS2.D: Weather and Climate
 Scientists record patterns of the
weather across different times and
areas so that they can make
predictions about what kind of
weather might happen next.
Crosscutting Concepts
Patterns
 Patterns of change can be used to make
predictions
Note: Performance expectations combine
practices, core ideas, and crosscutting
concepts into a single statement of
what is to be assessed.
They are not instructional strategies or
objectives for a lesson.
20
Closer Look at a Performance Expectation
3-ESS2 Earth’s Systems
Students who demonstrate understanding can:
3-ESS2-1. Represent data in tables and graphical displays to describe typical weather conditions
expected during a particular season.
Clarification Statement: Examples of data could include average temperature, precipitation, and wind direction.
Assessment Boundary: Assessment of graphical displays is limited to pictographs and bar graphs. Assessment does not include climate
change.
The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education:
Science and Engineering Practices
Analyzing and Interpreting Data
Analyzing data in 3–5 builds on K–2 experiences
and progresses to introducing quantitative
approaches to collecting data and conducting
multiple trials of qualitative observations. When
possible and feasible, digital tools should be
used.
 Represent data in tables and various
graphical displays (bar graphs and
pictographs) to reveal patterns that indicate
relationships.
Disciplinary Core Ideas
ESS2.D: Weather and Climate
 Scientists record patterns of the
weather across different times and
areas so that they can make
predictions about what kind of
weather might happen next.
Crosscutting Concepts
Patterns
 Patterns of change can be used to make
predictions
Note: Performance expectations combine
practices, core ideas, and crosscutting
concepts into a single statement of
what is to be assessed.
They are not instructional strategies or
objectives for a lesson.
21
Closer Look at a Performance Expectation
3-ESS2 Earth’s Systems
Students who demonstrate understanding can:
3-ESS2-1. Represent data in tables and graphical displays to describe typical weather conditions
expected during a particular season.
Clarification Statement: Examples of data could include average temperature, precipitation, and wind direction.
Assessment Boundary: Assessment of graphical displays is limited to pictographs and bar graphs. Assessment does not include climate
change.
The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education:
Science and Engineering Practices
Analyzing and Interpreting Data
Analyzing data in 3–5 builds on K–2 experiences
and progresses to introducing quantitative
approaches to collecting data and conducting
multiple trials of qualitative observations. When
possible and feasible, digital tools should be
used.
 Represent data in tables and various
graphical displays (bar graphs and
pictographs) to reveal patterns that indicate
relationships.
Disciplinary Core Ideas
ESS2.D: Weather and Climate
 Scientists record patterns of the
weather across different times and
areas so that they can make
predictions about what kind of
weather might happen next.
Crosscutting Concepts
Patterns
 Patterns of change can be used to make
predictions
Note: Performance expectations combine
practices, core ideas, and crosscutting
concepts into a single statement of
what is to be assessed.
They are not instructional strategies or
objectives for a lesson.
22
Teaching NGSS in
Elementary School
Third Grade:
Inheritance and Variation of Traits
December 17, 2014
23
Introductions
Carla Zembal-Saul – [email protected]
Professor of Science Education, Penn State University
Co-author, What’s Your Evidence? Engaging K-5 Students in
Constructing Explanations in Science
Twitter: @czem
Mary Starr – [email protected]
Executive Director, Michigan Mathematics and Science Centers
Network
Co-author, Project-Based Inquiry Science
Twitter: @starrscience
Kathy Renfrew - [email protected]
K-5 Science Coordinator, VT Agency of Education,
NGSS Curator
Twitter: @krsciencelady
24
Welcome
Kimber
Hershberger
25
Overview: NGSS for Third Grade
❖ Approaches and tools for
supporting NGSS in the
classroom
❖ NGSS topics for third grade
❖ Unpacking performance
expectation 3-LS3-1
❖ Life science focus: Inheritance
and variation of traits
❖ Scientific practices: Analyze and
interpret data
❖ Video: Using data to determine
that there is inherited variation in
a group of cockroaches
❖ Resources to support instruction
26
Clipart: Tonight’s Audience
3rd Grade
Teacher
27
Teacher at
Another
Grade Level
Preservice
Science
Teacher
Supervisor
University
Faculty
Other
Web Seminar Interactions
 Be an engaged participant.
 Participate by responding to polls and using the CHAT window
to share ideas.
 Presume positive intentions!
28
NGSS Topics for Third Grade
 Life Science: Inheritance
and Variation of Traits: Life
Cycles and Traits
 Life Science: Interdependent
Relationships in
Ecosystems: Environmental
Impacts on Organisms
 Earth and Space Systems:
Weather and Climate
 Physical Science: Forces
and Interactions
29
Core Idea LS3:
Inheritance and Variation of Traits
Life Cycles and Traits
❖ The performance expectations in third
grade help students formulate answers
to questions such as: How are plants,
animals, and environments of the past
similar or different from current plants,
animals, and environments?
❖ Students are able to construct an
explanation using evidence for how the
variations in characteristics among
individuals of the same species may
provide advantages in surviving, finding
mates, and reproducing.
30
NGSS Third Grade “Related
Content” link
Support in Framework – Content Knowledge
Framework p. 157
31
Disciplinary Core Idea
LS3.A Inheritance of Traits
LS3.B Variation of Traits
Many characteristics of
organisms are inherited from
their parents. (3-LS3-1)
Different organisms vary in how
they look and function because
they have different inherited
information. (3-LS3-1)
32
Support in NGSS - Storylines
http://www.nextgenscience.org/search-standards
33
High School: In all organisms the genetic instructions for forming
species’ characteristics are carried in the chromosomes. Each
chromosome consists of a single very long DNA molecule and each
gene on the chromosome is a particular segment of that DNA. The
instructions for forming species’ characteristics are carried in DNA.
Middle School: Genes are located in the chromosomes of cells. Each
gene controls the production of a specific protein, which affects the
traits of the individual. Changes in the genes can result in changes to
proteins which can change traits.
Third Grade: Many characteristics of organisms are inherited from their
parents. Other characteristics result from individuals’ interactions with
the environment, which can range from diet to learning. Many
characteristics involve both inheritance and environment.
First Grade: Organisms have characteristic that can be similar or
different. Animals and plants are very much, but not exactly like, their
parents and other animals of the same kind.
Edited from Framework, pp. 158-159
34
High School
Middle School
3rd Grade
1st Grade
College and Career Readiness
DCI Progression:
Grades 1 - 12
Support in Framework - Endpoints
Grade Band Endpoints for LS3.A (and
LS3.B)
By the end of grade 5. Many characteristics of
organisms are inherited from their parents.
Other characteristics result from individuals’
interactions with the environment, which can
range from diet to learning. Many characteristics
involve both inheritance and environment.
Offspring acquire a mix of traits from their
biological parents. Different organisms vary in
how they look and function because they have
different inherited information. In each kind of
organism there is variation in the traits
themselves, and different kinds of organisms
may have different versions of the trait. The
environment also affects the traits that an
organism develops—differences in where they
grow or in the food they consume may cause
organisms that are related to end up looking or
behaving differently.
35
http://www.nap.edu/openbook
.php?record_id=13165&page
=134
Performance Expectation
3-LS3-1. Analyze and interpret data to provide evidence that plants and animals
have traits inherited from parents and that variation of these traits exists in a
group of similar organisms. [Clarification Statement: Patterns are the similarities
and differences in traits shared between offspring and their parents, or among
siblings. Emphasis is on organisms other than humans.] [Assessment Boundary:
Assessment does not include genetic mechanisms of inheritance and prediction of
traits. Assessment is limited to non-human examples.]
36
37
Scientific and Engineering
Practices
1. Asking probing questions and
defining problems
2. Developing and using models
3. Planning and carrying out
investigations
5. Using mathematics and
computational thinking
8. Obtaining, evaluating, and
communicating information
38
4. Analyzing and interpreting
data (Identified in the PE)
6. Developing explanations and
designing solutions
7. Engaging in argument from
evidence
Check Point
What questions do you
have about…
Making sense of 3rd grade
performance expectations
and/or
Preparing to teach the
content of inheritance and
variation of traits
39
Questions for Kimber
What would you like to know about how Kimber
prepares to teach unfamiliar science content?
40
Poll:
Inheritance and variation of traits
Which response best reflects how you have taught
inheritance and/or variation of traits in the elementary
grades (or observed it being taught in K-5)?
a. Create real or imagined organisms that show how particular
adaptations are related to survival (e.g., camouflage).
b. Collect data about how offspring look like (and don’t look like) parents
and siblings.
c. Match pictures of animals and/or plants to offspring.
d. Other (please describe briefly)
After you have answered the poll, watch as the results unfold and read the
chat box for teacher’s descriptions of other activities.
41
Performance Expectation
3-LS3-1. Analyze and interpret data to provide
evidence that plants and animals have traits inherited
from parents and that variation of these traits exists in
a group of similar organisms. [Clarification Statement:
Patterns are the similarities and differences in traits shared
between offspring and their parents, or among siblings.
Emphasis is on organisms other than humans.]
[Assessment Boundary: Assessment does not include
genetic mechanisms of inheritance and prediction of traits.
Assessment is limited to non-human examples.]
42
Before this lesson…
Build-A-Bug:
Common characteristics of insects
Common characteristics of a species
43
Coherent Science Content Storyline
 A main learning goal
 Goal statement or
question
 Activities that match the
learning goal
 Content representations
that match the learning
goal
 Content ideas linked to
other content ideas
 Key ideas and activities
sequences appropriately
Roth et al., 2011
44
Adaptations Unit Storyline
Question
Do
cockroaches
have
individual
differences?
45
Claim
Yes. We were
able to identify
our team’s
individual
cockroach
because…
Evidence
Close observation
of individual
adult
cockroaches
(e.g., ours was 7
cm and had light
and dark stripes
on the abdomen)
Reasoning
There are
variations of
traits in a
species that
provides a
survival
advantage for
some individuals
in a given
environment.
Investigation
Each team
closely
observes their
cockroach,
records its
coloration and
size, and tries
to identify it
when mixed in
with others.
Question
What are
insects?
Claim
Insects are a
class of
organisms that
share common
features – 3 part
body, 3 pairs of
jointed legs, etc.
Evidence
Observations of
live insects
Research on
insects (e.g.,
video, online and
book research)
Are hissing
cockroaches
insects?
Cockroaches are
insects because…
[common
features]
Cockroaches hiss
to scare away
predators, etc.
Observations of
cockroaches and
records of insect
characteristics
From direct
observations and
interactions with
cockroaches
What
adaptations
do
cockroaches
have?
Do
cockroaches
have
individual
differences?
46
Yes. We were
able to identify
our team’s
individual
cockroach
because…
Reasoning
Insects are a
diverse class of
organisms with
adaptations that
provide a survival
advantage (e.g.,
antennae to sense
food & danger).
All insects share a
common body
plan.
Cockroaches have
special adaptations
for their
environment.
Adaptations are
features or
behaviors that
provide a survival
advantage.
Close
There are
observation of
variations of traits
individual adult
in a species that
cockroaches
provides a survival
(e.g., ours was 7 advantage for
cm and had light some individuals in
and dark stripes a given
on the abdomen) environment.
Investigation
Assess prior
knowledge about
insects.
Watch YouTube
video.
Collect insects from
school garden to
observe.
Each team gets a
cockroach to
observe closely.
Each team gets a
cockroach to handle
and observe closely.
Each team closely
observes their
cockroach, records
its coloration and
size, and tries to
identify it when
mixed in with
others.
Question
Do
cockroaches
have
individual
differences?
Claim
Yes. We were
able to identify
our team’s
individual
cockroach
because…
Do variations
in traits help
individuals to
survive in a
particular
environment?
Some
“toothpick
grasshoppers”
were able to
blend in with
the grass better
than others, so
they avoided
predators.
How does the
environment
influence
survival of a
species?
Over 4
generations,
there were
more brown
“dot beetles” in
the group than
any other color
because they
were better
camouflaged.
47
Evidence
Close observation
of individual adult
cockroaches (e.g.,
ours was 7 cm
and had light and
dark stripes on
the abdomen)
Reasoning
There are
variations of traits
in a species that
provides a survival
advantage for
some individuals
in a given
environment.
We started with
Camouflage is an
50 of each color
adaptation that
of toothpick. The allows organisms
yellow and green to blend in with its
survived
environment.
predation the
Variations in color
best because they within a species
had the most left can result in some
(48 and 39).
individuals to have
a survival
advantage.
We started with
Organisms of a
50 of each color
group that survive
of dots. After
& reproduce in an
each round of
environment pass
predation, the
their traits to their
surviving dots got offspring. Over
to reproduce. The time the traits of
data shows the
survivors become
numbers of each more common in
color…
the group.
Investigation
Each team closely
observes their
cockroach, records
its coloration & size,
& tries to identify it
when mixed in with
others.
Simulation with
different colored
toothpicks in grass.
Dot lab with fabric
“environment”
Teaching Video:
Variation of traits within a species
❖ Central, rural Pennsylvania
❖ Lessons from first science unit of 2014
❖ Class consists of 22 students (2 IEPs and 3 ESL)
❖ Teacher with extensive knowledge and experience
helping students construct scientific explanations;
co-author of What’s Your Evidence? (2013)
❖ Video edited down from three 50 minute sessions
❖ Respect for colleagues who share their classrooms
48
Talk Moves from Ready, Set, Science!
Talk Move
Example Teacher Statement
Asking students to
Can you repeat what he just said in your
restate someone else’s own words?
reasoning
Prompting students for
further participation
Do you agree and disagree and why?
What evidence helped you arrive at that
answer?
Asking students to
explicate their
reasoning
Would someone like to add on?
Using wait time
Take your time – we’ll wait.
Revoicing
So let me see if I’ve got your thinking
right. You’re saying ___________?
Michaels et al., 2008, p.91
Talk Moves from
What’s Your Evidence?
Talk Move
Example Teacher Statement
Refocus on guiding
question
How does that help us answer our guiding question,
_________?
Analyzing Data
What patterns are you beginning to notice in your
data?
Propose a draft claim
What claim can you make based on the data you
have so far?
Consider alternatives
Is there a different claim that explains the data
better?
Make new predictions
Given your results so far, what do you think will
happen next?
Zembal-Saul et al., 2013, p. 73
50
Watch the Video
https://psu.box.com/s/sfe0d5iflj7dtof68pxo
51
Reflection
How did Kimber use
talk moves to
scaffold the
experience of
analyzing qualitative
data and
constructing a claim
from evidence?
52
From the Video
❖ Highlighted thinking scientifically and doing scientific
work
❖ Approached variation among individuals of the same
species as phenomena with which students can
interact, observe and manipulate
❖ Emphasized comparing recorded data with direct
observations
❖ Created opportunities for children to identify patterns
❖ Used talk moves intended to get at students’ ideas and
scaffolded constructing a claim from evidence
53
Talk Moves from
What’s Your Evidence?
Talk Move
Example Teacher Statement
Refocus on guiding
question
How does that help us answer our guiding question,
_________?
Analyzing Data
What patterns are you beginning to notice in your
data?
Propose a draft claim
What claim can you make based on the data you
have so far?
Consider alternatives
Is there a different claim that explains the data
better?
Make new predictions
Given your results so far, what do you think will
happen next?
Zembal-Saul et al., 2013, p. 73
54
Scaffolding data collection
55
Constructing claims
from evidence
56
Scientific and Engineering
Practices
1. Asking probing questions and
defining problems
5. Using mathematics and
computational thinking
2. Developing and using models
6. Developing explanations and
designing solutions
3. Planning and carrying out
investigations
4. Analyzing and interpreting
data (Identified in the PE)
57
7. Engaging in argument from
evidence
8. Obtaining, evaluating, and
communicating information
Explanation and Argument
Constructing scientific explanation – the use of
observations/data and science ideas to construct evidencebased accounts of natural phenomena
Argument from evidence – the process of reaching
agreement about explanations
58
Claims – Evidence – Reasoning – Rebuttal
CLAIM – A statement/conclusion that responds to the question under
investigation
EVIDENCE – Scientific data that is appropriate and sufficient to support the
claim
REASONING – Justification that shows why the data count as evidence to
support the claim AND includes appropriate science ideas
REBUTTAL – Alternative claims and/or counter evidence and reasoning for
why an explanation is not appropriate
McNeill & Krajcik, 2012; McNeill et al., 2006
59
CER Framework
 Engage with
phenomena
 Ask questions that
require investigation
Evidence
Evidence
CLAIM 1
not CLAIM 2
b/c
EVIDENCE
and
REASONING
Evidence
Reasoning
60
McNeill & Krajcik, 2012
Beyond Activities
❖ Activities (“hands-on”) alone are not enough
❖ Integration of core ideas, scientific practices, and crosscutting concepts (3D learning) essential for meaningful
science learning
❖ Investigations as a vehicle for...
● Engaging with scientific phenomena
● Collecting data from which to construct arguments and explanations
● Testing ideas and explanations
61
An analogy
http://www.tinnedtomatoes.com
62
An analogy
http://www.tinnedtomatoes.com
http://esngent.be/significance-munching-healthy-balanced-diet/
63
What teachers need to know...
❖ Disciplinary core ideas (and cross-cutting concepts)
❖ Scientific (and engineering) practices
❖ Children’s ideas and reasoning
❖ Learning progressions
❖ Strategies for rich classroom talk
❖ Formative assessment approaches
❖ Interdisciplinary connections
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What teachers need to know...
❖ Disciplinary core ideas (and cross-cutting concepts)
❖ Scientific (and engineering) practices
❖ Children’s ideas and reasoning
❖ Learning progressions
❖ Strategies for rich classroom talk
❖ Formative assessment approaches
❖ Interdisciplinary connections
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NGSS Webinar Series for K-5
❖ Importance of engaging young children in meaningful science
learning and scientific discourse and practices
❖ Foundation for future learning in science
❖ Opportunity to examine NGSS in early grades and focus on teaching
particular content and practices
❖ Connecting core ideas with ELA and mathematics
❖ Development of a community of practice focused on elementary
grades
❖ Vehicle to access instructional resources for teaching
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Professional Learning
What is one idea or practice from the webinar
that you will take back to your instructional
setting and use?
Please share in the chat window.
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NSTA Learning Center
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Instructional Resources
http://goo.gl/LKwXLy
http://goo.gl/7tSC35
http://goo.gl/lzFyc2
http://goo.gl/JOPdnH
http://goo.gl/qml3MW
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http://goo.gl/puUqX5
http://goo.gl/7d7pNS
On the Web
Welcome to the NGSS@NSTA Hub!
nextgenscience.org
nsta.org/ngss
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Connect and Collaborate
Discussion forum
on NGSS in the
Learning center
NSTA
Member-only
Listserv on NGSS
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NGSS Web Seminars for 2014-2015
Focus on the Elementary Grades
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•
•
•
•
•
Kindergarten: September 17
First Grade: October 15
Second Grade: November 19
Third Grade: December 17
Fourth Grade: January 21
Fifth Grade: February 18
All web seminars will take place on Wednesday nights
from 6:30-8:00 pm ET
NSTA Resources on NGSS
Web Seminar Archives
• Practices (Fall 2012)
• Crosscutting Concepts (Spring 2013)
• Disciplinary Core Ideas (Fall 2013,
Spring 2014)
• Assessment (January 2014)
Journal Articles
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• Science and Children
• Science Scope
• The Science Teacher
From the NSTA Bookstore
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NGSS App
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Conferences in 2015
National Conference
Chicago
March 26-29, 2015
STEM Forum
Minneapolis
May 20-23, 2015
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Conferences in 2015
Reno, NV
October 22-24
Philadelphia, PA
November 12-14
Kansas City, MO
December 3-5
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Thanks to today’s presenters!
Ted Willard
Director, NGSS@NSTA
National Science Teachers Association
Carla Zembal-Saul
Professor of Science Education
Penn State University
Mary Starr
Executive Director
Michigan Mathematics and Science Centers Network
Kathy Renfrew
K-5 Science Coordinator, VT Agency of Education
NGSS Curator
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Thank you to the sponsor of today’s
web seminar:
This web seminar contains information about programs, products, and services offered
by third parties, as well as links to third-party websites. The presence of a listing or
such information does not constitute an endorsement by NSTA of a particular company
or organization, or its programs, products, or services.
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National Science Teachers Association
David Evans, Ph.D., Executive Director
Al Byers, Ph.D., Associate Executive Director, Services
NSTA Web Seminar Team
Flavio Mendez, Senior Director, NSTA Learning Center
Dayna Anderson, NSTA Learning Center Help Desk Manager
Stephanie Erickson, e-Learning Coordinator
Jeff Layman, Technical Coordinator
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