Implications for Learning Sequences Session Goals Link a PE (from - PowerPoint PPT Presentation

NGSS: Implications for Learning Sequences

Session Goals  Link a PE (from the Tool) to a learning sequence  Experience an example of “shifting” a learning sequence to be more NGSS aligned  Experience and understand why engineering is part of NGSS  Recognize the relationships between science and engineering in the practices  Experience how engineering practices can be used to deepen student understanding of science and engineering

Quick Write  What would a typical science extended lesson/learning sequence look like in your classroom?

Shifting the Frame From Current Practice to NGSS NGSS  Talk to your “elbow partner” about what you think a typical NGSS science learning sequence might include.

Linking the Tool with this Learning Sequence  Design the Instructional Unit using the Tool (CF, PQP Chart and CCC)  Select a PE ( e.g., 2-PS1-1; 2-PS1-2; 5-PS1-3; MS-PS1-3; HS-PS1-1; HS-PS2-6; K-5 ETS1 1-3; MS and HS ETS1 1-4 ) and corresponding DCIs ( e.g., PS1.A ) from the CF.  Use the PQP chart to identify SEPs  Design learning experiences (e.g., observe various phenomena, ask questions, conduct research, analyze data, incorporate CCSS) and arrange in teaching sequence.

Observe the Phenomena  Observe the phenomena  Sketch what you observed and describe what you think is happening.  Brainstorm questions about the phenomena

Share Your Thinking  What observations did you make?  What did you sketch? What did you describe?  What questions were generated?  What questions do you have about how the color spreads?

Independent Research Read the text about chromatography.  Star passages that define chromatography  Underline passages that explain how chromatography works.  Place a question mark next to passages you did not understand.

Connecting Text to the Exploration With your partner :  Answer the text dependent question: What is chromatography? Write in your notebook.  Discuss the text dependent question: How does chromatography work?  Return to your sketch/description and discuss how the text would help to refine what you described about the color drop?  Discuss how chromatography is used. Write in your notebook.

Lunch Break

Grade Span Grouping Please sit in grade level span group:  K-2 Teachers  3-5 Teachers  6-12 Teachers

Problem, Criteria and Constraints Find the best method for separating pigments using the design criteria:  Deep Color Intensity  Complete Separation of pigments.  Cost Effective (grades 3-12). Constraints: • Use only the materials provided • You have 30 minutes

Engaging in the Problem  Read the scenario for your grade level and discuss it with your team.  Read the Procedure on the handout.  As a group, determine your procedure and develop your protocol or plan to solve your problem.  Test your design  Be prepared to share and support your results

Claims and Evidence  Prepare a chart/poster that demonstrates your solution/findings.  What did you do, and what did you discover?  Present your claims with supporting evidence. • What is the best method for separating these pigments and why?

Debrief #1: SEPs With your table groups, discuss which science and engineering practices you used?

Science and Engineering Practices 1. Asking questions and 5. Using mathematics and computational thinking defining problems 6. Developing 2. Developing and using explanations and models designing solutions 3. Planning and carrying 7. Engaging in argument out investigations from evidence 8. Obtaining, evaluating, 4. Analyzing and and communicating interpreting data information

Debrief #2: The Nexus of Science and Engineering With a partner, scan H5 and discuss: • What do you notice as you look across the physical science standards? • What do you notice as you look across the engineering standards? • What do you notice about the standards within a grade span? • What do you notice about all of the standards K-12?

Based on the Experience and the Scan of the Standards…  How did the science support the engineering challenge?  How did the engineering challenge extend the science  What did you gain by doing both?

Shifting Frames  How did this experience compare to what you thought an NGSS lesson might look like?  How is NGSS different? What implications does this have on science instruction?  How can connecting to CCSS deepen learning?

Taking it Home - Reflection Think about teaching and learning in your classroom.  Based on your learning today, what strategies can you incorporate in your teaching practice as you begin shifting to the NGSS?