Webinar Please note: This session is being recorded. September 27, 2017 3:00pm (EST)
Agenda • K-8 teacher preparation goals • The influence of NGSS on the K-8 classroom • Inquiry • Scaffolded approach • Lesson plan development • InTeGrate modules as resources • Adapting for grade level
K-8 Teacher Preparation • Goal: • To prepare preservice teachers with the content and skills needed to be successful in the classroom.
NGSS is a blend of content and practice The nature of science in NGSS
Next Generation Science Standards • NGSS were officially released in 2013. • Why? • Leaky STEM pipeline • Need for workforce preparation • It was long overdue!
Science and Engineering Practices 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 Patterns. Cause and effect: Mechanism and explanation. Scale, proportion, and quantity. Systems and system models. Energy and matter: Flows, cycles, and conservation. Structure and function. Stability and change. Cross-cutting concepts
K-8 classrooms enhanced with scientific process and engineering design • Scientific process (Asking Questions and Defining Problems) • Ask questions • Hypothesize • Observe, test • Analyze results • Communicate results • Engineering design (ETS1.A-C) • Ask • Identify the problem • Plan • Design • Test • Improve
Enhancing STEM Literacy in a K-8 classroom Using the 5e instructional model. Connecting concepts through interdisciplinary activities. Incorporating a variety of evaluation tools.
The 5eInstructional Model • Engage • Explore • Explain • Elaborate • Evaluate • The 5e model was originally proposed by the BSCS (Biological Science Curriculum Study)
5e vs. 7e learning cycles How can using these learning cycles influence our pedagogy? Eisenkraft 2003
InTeGrateModules – Resources that support the integration of interdisciplinary, inquiry-based lessons
Original goal Target audiences • Introductory geoscience • Interdisciplinary courses (both intro and advanced) • Geoscience for non-geoscience science majors • Teacher preparation courses • And beyond… … to develop curricula that will dramatically increase geoscience literacy of all undergraduate students, including the large majority that do not major in the geosciences, those who are historically under-represented in the geosciences, and future K-12 teachers, such that they are better positioned to make sustainable decisions in their lives and as part of the broader society.
Materials were designed to: Alignment with literacy documents Alignment with NGSS Alignment with grand challenges DevelopSTEM literacy in a broad array of students; Emphasize the process of science; and Build interdisciplinary problem-solving skills that connect Earth science with economic, societal and policy issues throughout the curriculum.
NGSS DCI Example Students who demonstrate understanding can: MS-ESS3-2.Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects. [Clarification Statement: Emphasis is on how some natural hazards, such as volcanic eruptions and severe weather, are preceded by phenomena that allow for reliable predictions, but others, such as earthquakes, occur suddenly and with no notice, and thus are not yet predictable. Examples of natural hazards can be taken from interior processes (such as earthquakes and volcanic eruptions), surface processes (such as mass wasting and tsunamis), or severe weather events (such as hurricanes, tornadoes, and floods). Examples of data can include the locations, magnitudes, and frequencies of the natural hazards. Examples of technologies can be global (such as satellite systems to monitor hurricanes or forest fires) or local (such as building basements in tornado-prone regions or reservoirs to mitigate droughts).]
STEM Literacy: Using Current Events to Engage Students Hurricanes Engage: Video, news article, discussion Explore: Create-a-cane Explain: Students explain how hurricanes form. Elaborate: Teacher uses vocabulary, reinforces Evaluation: Formative/summative
NGSS DCI Example Students who demonstrate understanding can: K-ESS3-1.Use a model to represent the relationship between the needs of different plants and animals (including humans) and the places they live. [Clarification Statement: Examples of relationships could include that deer eat buds and leaves, therefore, they usually live in forested areas; and, grasses need sunlight so they often grow in meadows. Plants, animals, and their surroundings make up a system.]
STEM Literacy: Teaching Environmental Justice Using scientific data to discuss human rights. How do Earth’s spheres interact? And how to humans play a role? Students make interdisciplinary connections.
NGSS DCI Example Students who demonstrate understanding can: 3-ESS2-2.Obtain and combine information to describe climates in different regions of the world.
STEM Literacy: Using Literature to Engage Students About Science InTeGrate’sCli-Fi module Engage: Read fictional literature Explore: Students describe the text and concepts Explain: Discuss; Poster Elaborate: Teacher brings in the terminology Evaluate: Summative assessment should connect literature & science