teaching ngss in elementary school fourth grade:...
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LIVE INTERACTIVE LEARNING @ YOUR DESKTOP
January 21, 2015
6:30 p.m. ET / 5:30 p.m. CT / 4:30 p.m. MT / 3:30 p.m. PT
Teaching NGSS in Elementary School— Fourth Grade
Presented by: Ted Willard, Carla Zembal-Saul, Mary Starr, and
Kathy Renfrew
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NSTA Learning Center
3
http://learningcenter.nsta.org
Introducing today’s presenters…
Introducing today’s presenters
4
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
Instruction
Curricula
Assessments
Pre-Service Education
2011-2013
July 2011
Developing the Standards
Professional Learning
8
Three-Dimensions:
• Scientific and Engineering Practices
• Crosscutting Concepts
• Disciplinary Core Ideas
View free PDF from The National Academies Press at www.nap.edu
Secure your own copy from
www.nsta.org/store
A Framework for K-12 Science Education
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
Scientific and Engineering Practices
10
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
Crosscutting Concepts
Life Science Physical Science LS1: From Molecules to Organisms: Structures
and Processes
LS2: Ecosystems: Interactions, Energy, and
Dynamics
LS3: Heredity: Inheritance and Variation of
Traits
LS4: Biological Evolution: Unity and Diversity
PS1: Matter and Its Interactions
PS2: Motion and Stability: Forces and
Interactions
PS3: Energy
PS4: Waves and Their Applications in
Technologies for Information Transfer
Earth & Space Science Engineering & Technology
ESS1: Earth’s Place in the Universe
ESS2: Earth’s Systems
ESS3: Earth and Human Activity
ETS1: Engineering Design
ETS2: Links Among Engineering, Technology,
Science, and Society
11
Disciplinary Core Ideas
12
Life Science Earth & Space Science Physical Science Engineering & Technology
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
LS4.D: Biodiversity and Humans
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
PS1: Matter and Its Interactions
PS1.A: Structure and Properties of
Matter
PS1.B: Chemical Reactions
PS1.C: Nuclear Processes
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
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
ETS1: Engineering Design
ETS1.A: Defining and Delimiting an
Engineering Problem
ETS1.B: Developing Possible Solutions
ETS1.C: Optimizing the Design Solution
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
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
Disciplinary Core Ideas
Instruction
Curricula
Assessments
Pre-Service Education
2011-2013
July 2011
Developing the Standards
Professional Learning
Adoption of NGSS
About 3 in 10 students in the US live in states that have adopted NGSS
29%
71%
Percent of Students in NGSS States
19
4-LS1 From Molecules to Organisms: Structures and Processes Students who demonstrate understanding can:
4-LS1-1. Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.
Clarification Statement: Examples of structures could include thorns, stems, roots, colored petals, heart, stomach, lung, brain, and skin. Assessment Boundary: Assessment is limited to macroscopic structures within plant and animal systems.
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 Disciplinary Core Ideas Crosscutting Concepts Engaging in Argument from Evidence Planning and carrying out investigations to answer questions or test solutions to problems in K–2 builds on prior experiences and progresses to simple investigations, based on fair tests, which provide data to support explanations or design solutions.
Construct an argument with evidence, data,
and/or a model. (4-LS1-1)
LS1.A: Structure and Function
Plants and animals have both internal
and external structures that serve
various functions in growth, survival,
behavior, and reproduction. (4-LS1-1)
Systems and System Models
A system can be described in terms of
its components and their interactions.
(4-LS1-1)
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.
Closer Look at a Performance Expectation
20
4-LS1 From Molecules to Organisms: Structures and Processes Students who demonstrate understanding can:
4-LS1-1. Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.
Clarification Statement: Examples of structures could include thorns, stems, roots, colored petals, heart, stomach, lung, brain, and skin. Assessment Boundary: Assessment is limited to macroscopic structures within plant and animal systems.
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 Disciplinary Core Ideas Crosscutting Concepts Engaging in Argument from Evidence Planning and carrying out investigations to answer questions or test solutions to problems in K–2 builds on prior experiences and progresses to simple investigations, based on fair tests, which provide data to support explanations or design solutions.
Construct an argument with evidence, data,
and/or a model. (4-LS1-1)
LS1.A: Structure and Function
Plants and animals have both internal
and external structures that serve
various functions in growth, survival,
behavior, and reproduction. (4-LS1-1)
Systems and System Models
A system can be described in terms of
its components and their interactions.
(4-LS1-1)
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.
Closer Look at a Performance Expectation
21
4-LS1 From Molecules to Organisms: Structures and Processes Students who demonstrate understanding can:
4-LS1-1. Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.
Clarification Statement: Examples of structures could include thorns, stems, roots, colored petals, heart, stomach, lung, brain, and skin. Assessment Boundary: Assessment is limited to macroscopic structures within plant and animal systems.
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 Disciplinary Core Ideas Crosscutting Concepts Engaging in Argument from Evidence Planning and carrying out investigations to answer questions or test solutions to problems in K–2 builds on prior experiences and progresses to simple investigations, based on fair tests, which provide data to support explanations or design solutions.
Construct an argument with evidence, data,
and/or a model. (4-LS1-1)
LS1.A: Structure and Function
Plants and animals have both internal
and external structures that serve
various functions in growth, survival,
behavior, and reproduction. (4-LS1-1)
Systems and System Models
A system can be described in terms of
its components and their interactions.
(4-LS1-1)
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.
Closer Look at a Performance Expectation
22
4-LS1 From Molecules to Organisms: Structures and Processes Students who demonstrate understanding can:
4-LS1-1. Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.
Clarification Statement: Examples of structures could include thorns, stems, roots, colored petals, heart, stomach, lung, brain, and skin. Assessment Boundary: Assessment is limited to macroscopic structures within plant and animal systems.
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 Disciplinary Core Ideas Crosscutting Concepts Engaging in Argument from Evidence Planning and carrying out investigations to answer questions or test solutions to problems in K–2 builds on prior experiences and progresses to simple investigations, based on fair tests, which provide data to support explanations or design solutions.
Construct an argument with evidence, data,
and/or a model. (4-LS1-1)
LS1.A: Structure and Function
Plants and animals have both internal
and external structures that serve
various functions in growth, survival,
behavior, and reproduction. (4-LS1-1)
Systems and System Models
A system can be described in terms of
its components and their interactions.
(4-LS1-1)
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.
Closer Look at a Performance Expectation
Introductions
Carla Zembal-Saul – czem@psu.edu
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 – mary@starrscience.com
Executive Director, Michigan Mathematics and Science Centers Network
Co-author, Project-Based Inquiry Science
Twitter: @starrscience
Kathy Renfrew - Kathy.Renfrew@state.vt.us
K-5 Science Coordinator, VT Agency of Education,
NGSS Curator
Twitter: @krsciencelady
24
Teacher (currently, Underhill ID
Elementary School) for 28 years and still
love working with and learning from my
wonderful students!
Two years as Science Coordinator K-5
elementary schools
Two years as Teacher Associate with
VISMT.
Bachelors Degree from UVM and
Masters Degree in Education from St.
Michael's College.
I have an 20 year old son who is a
sophomore at UVM studying nutrition.
We have a dog named Orion and enjoy
spending time doing many outdoor
activities!
Tracy Lavallee
25
Poll: What do you do?
4th Grade
Teacher
Teacher at
Another
Grade Level
Preservice
Teacher
Science
Supervisor
University
Faculty
Other
26
❖ Be an engaged
participant.
❖ Participate by
responding to polls
and using the CHAT
window to share ideas.
❖ Presume positive
intentions!
27
Webinar Interactions
NGSS for Fourth Grade ❖ Approaches and tools for supporting
NGSS in the classroom
❖ NGSS topics for fourth grade
❖ Unpacking Performance Expectation
4-PS3-2
❖ Physical Science focus: Energy
❖ Science and Engineering Practices:
❖ Planning and Carrying out
investigations,
❖ Developing and Using Models,
❖ Analyze and interpret data
❖ Video: planning and carrying out an
investigation to answer questions
about energy transfer
❖ Resources to support instruction 28
❖ Physical Science: Energy
❖ Physical Science: Waves
❖ Life Science: Structure,
Function, and Information
Processing
❖ Earth Science: Processes
that Shape Earth
NGSS for Fourth Grade
29
❖ The performance expectations in fourth
grade help students formulate answers
to questions such as: What is energy
and how is it related to motion? How is
energy transferred? How can energy
be used to solve a problem?”
❖ Students are expected to develop an
understanding that energy can be
transferred from place to place by
sound, light, heat, and electric currents
or from object to object through
collisions.
NGSS Fourth Grade “Related
Content” link
PS3: Energy
Disciplinary Core Idea
30
4-PS3-2. Make observations to provide evidence that energy can be
transferred from place to place by sound, light, heat, and electric
currents. [Assessment Boundary: Assessment does not include
quantitative measurements of energy.]
Performance Expectation PS3: Energy
31
4-PS3-2. Make observations to provide evidence that energy
can be transferred from place to place by sound, light, heat,
and electric currents. [Assessment Boundary: Assessment
does not include quantitative measurements of energy.]
Performance Expectation
Disciplinary Core Ideas
Science and Engineering Practices
Crosscutting Concepts
Three Dimensions
32
Energy can be moved from place to place by moving objects or through sound, light, or electric currents. Energy is present whenever there are moving objects, sound, light or heat. Light also transfers energy from place to place. Energy can also be transferred from place to place by electric current, which can then be used locally to produce motion, sound, heat, or light. The currents may have been produced to begin with by transforming the energy of motion into electrical energy. because they have different inherited information. (3-LS3-1)
4-PS3-2. Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents. [Assessment Boundary: Assessment does not include quantitative measurements of energy.]
Performance Expectation Disciplinary Core Ideas
33
Planning and carrying out
investigations
Make observations to produce data to
serve as the basis for evidence for an
explanation of a phenomenon or test a
design solution.
Performance Expectation Science and Engineering Practices
34
4-PS3-2. Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents. [Assessment Boundary: Assessment does not include quantitative measurements of energy.]
1. Asking probing questions and
defining problems
2. Developing and using models
3. Planning and carrying out
investigations (identified in
PE)
6. Developing explanations and
designing solutions
4. Analyzing and interpreting data
5. Using mathematics and
computational thinking
7. Engaging in argument from
evidence
8. Obtaining, evaluating, and
communicating information
Science and Engineering Practices
35
Energy can be
transferred in
various ways and
between objects.
Performance Expectation Crosscutting Concepts
36
4-PS3-2. Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents. [Assessment Boundary: Assessment does not include quantitative measurements of energy.]
Which response best reflects how you have taught (or
observed being taught) transfer of energy/electric current in
the elementary grades?
a. Replicate prepared electric circuits.
b. Observe how common circuits are built - for example, flashlights.
c. Identify tools that use electricity from pictures or everyday objects.
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.
Poll: Energy
37
4-PS3-2. Make observations to provide evidence that energy can
be transferred from place to place by sound, light, heat, and
electric currents. [Assessment Boundary: Assessment does not
include quantitative measurements of energy.]
How and why does the Energy Ball light
up when you touch the sensors?
How does the Energy Ball demonstrate
energy transfer?
Introducing Phenomenon
38
Anchoring Event Engaging students in the phenomenon
How does the Energy Ball which lights and buzzes
demonstrate energy transfer? 39
Students drew models of their initial
ideas in their notebooks.
Then, students drew a collaborative
model.
Developing an Initial Model Engaging students in the phenomenon
40
Northwest Vermont, both rural and suburban
Learning Experiences from before & after holiday break
19 Students (2 IEPs, 1 ELL)
Teacher with extensive knowledge and experience
Video edited down from many 50 minute sessions
Respect for colleagues who share their classrooms
How does the Energy Ball which lights and buzzes
demonstrate energy transfer?
Teaching Video
41
Talk Moves from
What’s Your Evidence?
Zembal-Saul et al., 2013, p. 73
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?
42
Video 1 Link (3.5 minute)
https://psu.box.com/s/jp91urkrmzelzj0hxp4a
43
Why?
elicit and activate prior knowledge
generate and share experiences, ideas, questions, and wonderings
provoke curiosity
prepare for the investigation at hand
What?
are open-ended
focus on a science topic or idea
begin with a statement or productive question
44
Scientists’ Meeting Gathering Ideas
2009 Worth et al from Science & Literacy – A Natural
Fit Portsmouth NH Heinemann
Zembal-Saul et al., 2013, p. 73
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
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?
Talk Moves from
What’s Your Evidence?
46
Zembal-Saul et al., 2013, p. 73
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? (asking students to record their
initial ideas)
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?
Talk Moves from
What’s Your Evidence?
47
Zembal-Saul et al., 2013, p. 73
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? (asking students to record their
initial ideas)
Consider alternatives Is there a different claim that explains the data
better? What is similar about the models? What’s
different? (Wisdom Walk )
Make new predictions Given your results so far, what do you think will
happen next?
Talk Moves from
What’s Your Evidence?
48
❖ Determining the
phenomenon that helps
uncover the disciplinary
core ideas.
❖ Crafting question that
engages students and
encourages investigation.
❖ Organizing and
scaffolding investigations
Roth et al., 2011
Investigating Phenomenon
49
Second Video 5 minute Video Battery, Bulb Wire
https://psu.box.com/s/n8skoxuimt2oqfif6moj
50
❖ Asked students what questions did they have as they
began investigation.
❖ Highlighted building on the ideas of others.
❖ Encouraged the use of evidence and arguing from
evidence.
❖ Focus on energy transfer.
❖ Used talk moves intended to get at students’ ideas and
scaffolded constructing a claim from evidence.
Video Reflections
51
Why?
share claims based on evidence
consider findings, claims,
evidence, and explanations of
others
analyze, question, and debate
ideas
arrive at tentative conclusions
raise new questions
53
2009 Worth et al from Science & Literacy – A Natural Fit Portsmouth
NH Heinemann
Making Meaning
Scientists’ Meeting
54
2009 Worth et al from Science & Literacy – A Natural Fit Portsmouth
NH Heinemann
Making Meaning
Scientists’ Meeting
Characteristics:
focus on the investigation question
statements are supported by
evidence
student-to-student debate
debate and argument based on
evidence
emphasis on synthesis and making
generalizations
1. Asking probing questions and
defining problems
2. Developing and using models
3. Planning and carrying out
investigations (identified in
PE)
6. Developing explanations and
designing solutions
4. Analyzing and interpreting data
5. Using mathematics and
computational thinking
7. Engaging in argument from
evidence
8. Obtaining, evaluating, and
communicating information
Science and Engineering Practices
55
Constructing scientific explanations – the use of
observations/data and science ideas to construct evidence-
based accounts of natural phenomena
Scientific Explanations
56
Engaging In Argument from Evidence– the process of
reaching agreement about explanations
In Grades 3-5:
•Compare and refine arguments based
on an evaluation of the evidence
presented
•Respectfully provide and receive
critiques from peers about a proposed
procedure, explanation or model by
citing relevant evidence and posing
specific questions
•Construct and/or support an argument
with evidence, data, and/or a model
Argument from Evidence
57
Question Claim Evidence Reasoning Learning Experiences
How is energy transferred between the battery, bulb and wire? (VIDEO)
Energy is transferred by making a complete circuit.
The bulb lit up when a circuit was completed.
Energy can be transferred from place to place by electric currents.
Students explore material battery, bulb, wire.
Students participate in a scientists’ meeting.
Energy Transfer Storyline
How and why does the Energy Ball light up when you touch
the sensors?
How does the Energy Ball demonstrate energy transfer?
58
Question Claim Evidence Reasoning Learning Experiences How does the Energy Ball demonstrate the transfer of energy? (Anchoring Event)
The Energy Ball must have a complete circuit inside.
The Energy Ball lights up and buzzes when the circuit is completed
Energy is being transferred through electric currents inside the Energy ball.
Students are shown Energy Ball in scientists’ meeting.
Students record their initial thinking in science notebooks.
In collaborative groups, students record their ideas of what is happening on chart paper.
Wisdom Walk
Scientists 'meeting (initial ideas)
How is energy transferred between the battery, bulb and wire? (Video)
Energy is transferred by making a complete circuit.
The bulb lit up when a circuit was completed.
Energy can be transferred from place to place by electric currents
Students explore material battery, bulb, wire.
Students participate in a scientists’ meeting.
59
Energy Transfer Storyline
Question Claim Evidence Reasoning Learning Experiences How is energy transferred between the battery, bulb and wire?
Why won’t the bulb light up without the battery?
How is energy transfer demonstrated flow through the light bulb
Energy is transferred by making a complete circuit.
The bulb lit up when a circuit was completed.
Energy can be transferred from place to place by electric currents
Students explore material battery, bulb, wire.
Students participate in a scientists’ meeting.
Students given a few more materials and continue working with materials to make complete circuits and light bulb.
How and why does the Energy Ball light up when you touch the sensors? How does the Energy Ball demonstrate energy transfer?
There is a circuit inside the Energy Ball that allows the Energy Ball to light up and buzz when it is completed.
The Energy Ball lit up and buzzed when the sensors were touched by the alligator clips allowing the electric current to flow in a complete circuit.
Students engaged with phenomenon.
Students talked and developed models;
Students investigated and talked.
Students read Electrical Wizard and talked .
Students integrated ALL the experiences into a writing piece that answers driving questions.
Energy Transfer Storyline
60
What would you like to know about how Tracy prepares to
teach the energy core idea?
Time for Questions
61
❖ Activities (“hands-on”) alone are not enough
❖ Integration of core ideas, scientific practices, and cross-cutting
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
Beyond Activities
62
http://www.tinnedtomatoes.com
http://esngent.be/significance-munching-healthy-balanced-diet/
Storyline = Well balanced meal
64
❖ 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
Need to know!
65
❖ 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
Need to know!
66
❖ 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
NGSS@NSTA K-5 Webinars
67
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.
Action Item!
68
http://goo.gl/7tSC35 http://goo.gl/EpefBG
http://goo.gl/NbRPlb
http://goo.gl/MGrXi6
http://goo.gl/3svVBp
http://goo.gl/EyDla6
http://goo.gl/e3YhCZ
Learning Center Collection
70
Connect and Collaborate
Discussion forum on NGSS in the Learning center
NSTA Member-only
Listserv on NGSS
72
NGSS Web Seminars for 2014-2015
Focus on the Elementary Grades
• 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
Tomorrow Night’s Web Seminar
Supporting the Implementation of NGSS: NARST Researchers' Perspectives on Curriculum
74
Betsy Davis Associate Professor of Elementary Teacher Education University of Michigan
Janet Carlson Associate Professor Graduate School of Education Stanford University
Cory A. Buxton Professor of Educational Theory and Practice University of Georgia
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
• Science and Children
• Science Scope
• The Science Teacher
75
Conferences in 2015
National Conference
Chicago March 26-29, 2015
78
STEM Forum
Minneapolis May 20-23, 2015
Conferences in 2015
79
Philadelphia, PA November 12-14
Reno, NV October 22-24
Kansas City, MO December 3-5
Thanks to today’s presenters!
Thanks to today’s presenters
80
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
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.
Thanks to today’s sponsor
81
Thanks to NSTA administration
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, Web Seminars,
SciGuides, and Help Desk
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