tiip presentation 1
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TRANSCRIPT
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Building Inquiry to Address the Common Core and
Next Generation Science Standards
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Quick InventoryWhat information do you already know about he
Common Core State Standards (CCSS)?
What do you know about the Next Generation Science Standards (NGSS)?
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New Opportunities for All Learners
California Common Core State Standards (ELA and Math)
Next Generation Science Standards
21st Century Skills
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Shifts in the Common Core— Focus
Significantly narrow the scope of content an deepen how time and energy is spent in the classroom
Focus deeply only on what is emphasized in the standards, so that students gain strong foundations
— Coherence
Carefully connect the learning within and across grades so that students can build new understanding onto foundations built in previous years.
Begin to count on solid conceptual understanding of core content and build on it. Each standard is not a new event, but an extension of previous learning.
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Next Generation Science Standards
By the end of 12th grade, all students will:
• have some appreciation of the beauty and wonder of science;
•possess sufficient knowledge of science and engineering to engage in public discussions on related issues;
• be careful consumers of scientific and technological information related to their everyday lives;
•be able to continue to learn about science outside school; and
• have the skills to enter careers of their choice, including (but not limited to) careers in science, engineering, and technology
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Next Generation Science Standards
Science and engineering
Core ideas in the discipline
Concepts across disciplines
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Notebook Entry: Ice Cubes
#1. Take independent notes as you observe the ice cube in sample #1.
#2. Use all senses except taste.
#3. Take independent notes as you observe the ice cube in sample #2.
#4. Use all senses except taste.
#5. Draw an illustration to show what you think is happening in each sample.
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Poster: Partner Explanation
•Discuss your illustration with your partner.
•With your partner, draw a picture on the poster paper and write a detailed explanation of what you think happened in both samples.
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Which “Scientific and Engineering Practices” did you use during the
investigation?
1. Asking questions and defining problems
2. Developing and using models
3. Planning and carrying out investigations
4. Analyzing and interpreting data
5. Using mathematics and information and computer technology
6. Developing explanations and designing solutions
7. Engaging in argument
8. Obtaining, evaluating, and communicating information
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Linking Science to CaCCSSHow did you use oral language during the
investigation?
What language processes did you use to communicate in the investigation?
-speaking
-listening
-writing
-reading
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The 5E Learning Cycle
The Learning Cycle
Engage
Explore
ExplainElaborat
e or Extend
Evaluate
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Engage (Initiate) What the Student Does… What the Teacher Does…
Asks Questions Created interest
Shows interest in a topic Generate Curiosity
Raises Questions
Elicit responses that uncover what students know or think about the topic
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ExploreWhat the Student Does… What the Teacher Does…
Thinks freely but within the limits of the activity
Encourages the students to work together without direct instruction from the teacher
Tests predictions and hypothesis Observes and listens as students interact
Forms new predictions and hypothesis
Asks Probing questions
Tries alternatives and discusses them with others
Provides time for students to puzzle through problems
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ExplainWhat the Student Does… What the Teacher Does…
Explains possible solutions or answers to others
Encourages the students to explain concepts in their own words
Listen’s critically to others explanations
Asks for clarification and justification
Questions each other Formally provides definitions, explanations and new labels
Refers to previous activities Uses students’ previous experiences as the basis for explaining concepts.
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Elaborate What the Student Does… What the Teacher Does…
Applies new labels, definitions, explanations and skills in new but similar situations
Expects the students to use formal labels, definitions and explanations
Uses previous information to ask questions, propose solutions, make decisions
Encourages the students to apply or extend the concepts and skills in real world situations
Draws reasonable conclusion from evidence
Reminds the students of alternative explanations
Checks for understanding among peers
Refers the students to existing data and evidence and asks questions
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EvaluateWhat the Student Does… What the Teacher Does…
Answers open ended questions by using observations, evidence and previously accepted explanations
Observes the students as they apply new concepts and skills
Demonstrates and understanding or knowledge of the concept or skill
Assesses students’ knowledge and/or skills
Evaluates his or her own progress and knowledge
Looks for evidence that the students have changed their thinking or behaviors
Asks related questions that would encourage future investigation
Allows students to assess their own learning and group-process skills
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Try creating your own 5E lesson
Break into grade level groups/subjects.
Using the standard you are given, create a 5E lesson plan to teach that standard.
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What is PUSD doing?
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Two ideas you are certain about from this session. What will you take back to your staff?
Upon Reflection….
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