teaching ngss in elementary school fourth grade:...

Title slide

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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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Introducing today’s presenters…

Introducing today’s presenters

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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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Developing the Standards

Instruction

Curricula

Assessments

Pre-Service Education

2011-2013

July 2011


Professional Learning

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July 2011


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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

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Scientific and Engineering Practices

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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

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Disciplinary Core Ideas

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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


Instruction

Curricula

Assessments

Pre-Service Education

2011-2013

July 2011


Professional Learning

2011-2013

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NGSS Lead State Partners

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NGSS Writers

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Adoption of NGSS

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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

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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)


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

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(4-LS1-1)




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(4-LS1-1)




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(4-LS1-1)




Teaching NGSS in

Elementary School Fourth Grade:

Energy January 21, 2015

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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

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mailto:[email protected]



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

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Poll: What do you do?

4th Grade

Teacher

Teacher at

Another

Grade Level

Preservice

Teacher

Science

Supervisor

University

Faculty

Other

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❖ Be an engaged

participant.

❖ Participate by

responding to polls

and using the CHAT

window to share ideas.

❖ Presume positive

intentions!

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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

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❖ 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

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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

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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


Science and Engineering Practices

Crosscutting Concepts

Three Dimensions

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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

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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

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1. Asking probing questions and

defining problems


3. Planning and carrying out

investigations (identified in

PE)

6. Developing explanations and

designing solutions


5. Using mathematics and

computational thinking

7. Engaging in argument from

evidence

8. Obtaining, evaluating, and

communicating information


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Energy can be

transferred in

various ways and

between objects.

Performance Expectation Crosscutting Concepts

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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

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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

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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

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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

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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?

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Video 1 Link (3.5 minute)

https://psu.box.com/s/jp91urkrmzelzj0hxp4a

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https://psu.box.com/s/jp91urkrmzelzj0hxp4a

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

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Scientists’ Meeting Gathering Ideas

2009 Worth et al from Science & Literacy – A Natural

Fit Portsmouth NH Heinemann

How did Tracy use

talk moves to scaffold

the experience of

developing a model?

Reflection

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Refocus on guiding

question




data?

Propose a draft claim


better?


happen next?

Talk Moves from


46



Refocus on guiding

question




data?


have so far? (asking students to record their

initial ideas)


better?


happen next?

Talk Moves from


47



Refocus on guiding

question




data?


have so far? (asking students to record their

initial ideas)


better? What is similar about the models? What’s

different? (Wisdom Walk )


happen next?

Talk Moves from


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❖ 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

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Second Video 5 minute Video Battery, Bulb Wire

https://psu.box.com/s/n8skoxuimt2oqfif6moj

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https://psu.box.com/s/n8skoxuimt2oqfif6moj

❖ 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

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Making Meaning

Scientists’ Meeting

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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

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2009 Worth et al from Science & Literacy – A Natural Fit Portsmouth

NH Heinemann

Making Meaning


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2009 Worth et al from Science & Literacy – A Natural Fit Portsmouth

NH Heinemann

Making Meaning


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


3. Planning and carrying out

investigations (identified in

PE)

6. Developing explanations and

designing solutions


5. Using mathematics and

computational thinking

7. Engaging in argument from

evidence

8. Obtaining, evaluating, and

communicating information


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Constructing scientific explanations – the use of

observations/data and science ideas to construct evidence-

based accounts of natural phenomena

Scientific Explanations

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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

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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?

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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 can be transferred from place to place by electric currents



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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 can be transferred from place to place by electric currents



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.


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What would you like to know about how Tracy prepares to

teach the energy core idea?

Time for Questions

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❖ 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

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http://www.tinnedtomatoes.com

Activities = Box of Chocolates

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http://www.tinnedtomatoes.com

http://esngent.be/significance-munching-healthy-balanced-diet/

Storyline = Well balanced meal

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❖ 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!

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❖ 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!

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❖ 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

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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!

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NSTA Learning Center Accessible Resources

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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

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http://goo.gl/7tSC35

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

On the Web

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

• 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

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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

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From the NSTA Bookstore

76

NGSS App

77

Conferences in 2015

National Conference

Chicago March 26-29, 2015

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STEM Forum

Minneapolis May 20-23, 2015

Conferences in 2015

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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

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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

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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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teaching ngss in elementary school fourth grade:...

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