bscs presents: inquiry? science practices? what’s up with the next generation standards? · ·...
TRANSCRIPT
BSCS Presents: Inquiry? Science Practices? What’s Up with the Next Generation Standards?
April Gardner and Brooke Bourdélat-Parks
NABT ▪ Dallas, TX
November 3, 2012
Slides available at www.bscs.org/sessions, Tuesday, Nov. 6, 2012
What do you know about the Next Generation Science Standards?
Place your post-it note on a scale from 1 to 5:
1. Huh? There are new Standards?!
2. Oh yeah, I heard something about that.
3. Doesn’t the new framework include both science and engineering?
4. I know the new framework includes practices, crosscutting concepts, and core ideas.
5. I have studied the new framework in depth and can list all 8 of the Science Practices!
Biological Sciences Curriculum Study (BSCS)
Founded in 1958 as a curriculum study
Committed to an evidence-based approach to science education
Inquiry-based science education
High-quality science curriculum & professional development
Rigorous research and evaluation studies
Your expectations
• Why did you choose to attend this session?
• What do you hope to leave with?
Our goals
• Share ideas on what inquiry-oriented teaching looks like
• Provide an example of how the Practices of Science can be developed in a lesson
• Discuss different levels of inquiry for the Practices of Science
What does inquiry-oriented teaching look like?
Inquiry Card Sort
• Sort cards into two piles: – What is inquiry?
– What is not inquiry?
• As you sort, discuss with your partner(s) which cards are hard to classify and any conditions that you would apply in classifying the cards.
• Sequence cards from “not like inquiry” to “most like inquiry,” clip them together, & set them aside
How can the Practices of Science be developed in a lesson?
Eight practices: 1. Asking questions 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 7. Engaging in argument from evidence 8. Obtaining, evaluating, and communicating
information
A Letter from the Tri-Lakes Association
Scenario: • Chris Tackle, president of the Tri-Lakes
Association, has written a letter to the biology students at Tri-Lakes High.
• She expresses concerns for their reputation as the bass-fishing capital of the world, based on decreases in the amount of bass caught.
• She is requesting the students’ help in identifying the reason(s) for this decline.
A Letter from the Tri-Lakes Association
Highlights:
• Bass fishing is a major industry – reservations are down 25%
• Microorganisms are less common
• The lake is greener for more days
Tri-Lakes Investigation
• A Groups – with Brooke
• B Groups – with April
Share your Tri-Lakes explanations
• A Groups
• B Groups
• Was your experience inquiry? Why/why not?
Revisit the Inquiry Sort Cards
• Which card(s) are most like your experience with the Tri-Lakes investigation?
NGSS Practices of Science Which of these practices did you use in your experience with the Tri-Lakes investigation? 1. Asking questions 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 7. Engaging in argument from evidence 8. Obtaining, evaluating, and communicating
information
NGSS Practices of Science Which of these practices did you use in your experience with the Tri-Lakes investigation? 1. Asking questions 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 7. Engaging in argument from evidence 8. Obtaining, evaluating, and communicating
information
What are levels of inquiry within the Practices of Science?
• For example, Practice 6:
NGSS Practice
Confirmation Structured Inquiry
Guided Inquiry Open Inquiry
6. Constructing explanations
Student provided an explanation and asked to identify his/her current understandings and evidence that supports it.
Student guided in applying his/her current understandings and evidence in constructing a coherent explanation of phenomena.
Student coached to apply his/her current understandings and evidence in constructing a coherent explanation of phenomena.
Student independently applies his/her current understandings and evidence in constructing coherent explanation of phenomena.
You can access the PowerPoint slides for this presentation at
www.bscs.org/sessions
beginning Tuesday November 6, 2012
5415 Mark Dabling Blvd E: [email protected] W: www.bscs.org
Colorado Springs, Colorado 80918 P: 719.531.5550
Thank You! Please contact us if you have any
questions!
[email protected] [email protected]
www.bscs.org/sessions