21st Century ScienceOsborne (2007): 21st Century Scientific Literacy

To become scientifically literate, science education requires a focus on:

The scientific content of today, (e.g., nanotechnology)The scientific approach to inquiry (e.g., scientific

argumentation; practical application)Understanding the social practices of the scientific community (e.g., dialogical activity through collaboration and interaction)

Wilson (2013) Emphasizes active engagement in genuine scientific problems with a commitment to less is more

What’s new and different about NGSS

Blend core ideas, practices and crosscutting concepts to form performance expectations

Coherence: building and applying ideas across time in learning progressions

Central role of engineering and technology which is the application of science to human problems

Emphasis is on problem solving, application and meaning making

Investigating impacts AND how to improve design

Learning in real-world contexts

Design resources and environments

Connection between the engineering design process, and reaching CAFÉ goals.

Engineering Design Process

Let’s try it out!

Your task is in the bag.

Work with the members of your team using the engineering design process.

Condensed version- You have 5 minutes.

K: Senses1: Animals2: How does Garden Grows3: Ecosystems4: Energy5: Human Body

Connections to PARCC“What engages all scientists, however, is a process of critique and argumentation. Because they examine each other’s ideas and look for flaws, controversy and debate among scientists are normal occurrences, neither exceptional nor extraordinary.”

By Grade 12, students should be able to:

Construct a scientific argument showing how the data support the claim.

Identify possible weaknesses in scientific arguments, appropriate to the students’ level of knowledge, and discuss them using reasoning and evidence.

Connections to PARCC Claim-

-Statement that expresses the answer or conclusion to a question or problem

Evidence- -Scientific data that supports the claim

-Appropriate data – scientifically relevant for supporting claim

-Sufficient data – enough data to support claim

Reasoning--Justification that explains why the evidence supports the

claim-Typically, it requires discussion of appropriate scientific principles

Bring it togetherOn the iPads open to this link.

https://docs.google.com/a/gse.upenn.edu/spreadsheets/d/1TR8nBurYuS78pwhFdDl_FIuEs4aOWfIwlrAv-_MPv6c/edit?usp=sharing

At your table, have a brief conversation about one of your current science units, and record ideas about how you can make pedagogical shifts to reflect the engineering component of NextGen, while keeping the content the same.

Similarly, discuss and record a way to assess this unit using claims, evidence, and reasoning.

Now what?After meeting I will be e-mailing STEM based activities that align with your current science units.

I’m available to meet during PLC to provide any support

Virtual Faculty Room- To share great things going on in your room. (insert google drive link)

Use Go and Grow sessions to share current classroom practices.