Elementary Science Learning Academy

1. Elementary Science Learning Academy California State University Long Beach

2. PD design and implementation guided by: Adult Learning Theory • Voluntary • Self-directed • Self-concept • Experiences & Resources • Collaborative - Participatory • Practical - Experiential

3. Sharing ideas • Online discussion board for us to communicate together. • Today’s Meet • Purposes: • Pose questions to each other. • Be a venue for (formulating and) articulating our understanding. • Provide ideas and resources to each other. • Our discussion board is for the exchange of ideas among learners. • Not for facilitator  participant dialogue.

4. NGSS KWL • With your table group create a KWL chart for NGSS

5. Sharing our KWLs Each individual select the one K and/or the one W that is most important to you. • Log into our “Padlet” KWL and record your info there.

6. What are standards? • Think • Pair (small group of 2 or 3) • Share (with other group at your table) What are standards not? • Think • Discuss with whole table group

7. Organization of NGSS Title and Code Performance Expectations What students should know and be able to do at the end of instruction Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts Foundation Boxes Connections Boxes Guidance for connecting the standard to others in NGSS or CCSS

8. Performance Expectations

9. FoundationBoxes SEP, DCI, CCC Parentheses at the end of each DCI, SEP, CCC indicate the related PE.

10. Connections within NGSS and to CCSS ELA and Math

11. Inside NGSS Title and CodeTwo sets of performance expectations at different grade levels may use the same name if they focus on the same topic. The code, however, is a unique identifier for each standard based on the grade level, content area, and topic of the standard. Performance ExpectationsA statement that combines practices, core ideas, and crosscutting concepts together to describe how students can show what they have learned. Clarification StatementA statement that supplies examples or additional clarification to the performance expectation. What is AssessedA collection of several performance expectations describing what students should be able to do to master this standard Assessment BoundaryA statement that provides guidance about the scope of the performance expectation at a particular grade level. Lowercase LettersLowercase letters at the end of practices, core ideas, and crosscutting Concepts designate which Performance expectation incorporates them. Foundation Box The practices, core disciplinary ideas, and crosscutting concepts from the Framework for K-12 Science Education that were used to form the performance expectations Scientific & Engineering PracticesActivities that scientists and engineers engage in to either understand the world or solve a problem Disciplinary Core IdeasConcepts in science and engineering that have broad importance within and across disciplines as well as relevance in people’s lives. Connection Box Other standards in the Next Generation Science Standards or in the Common Core State Standards that are related to this standard Crosscutting ConceptsIdeas, such as Patterns and Cause and Effect, which are not specific to any one discipline but cut across them all.

12. How to read NGSS Peruse the two volumes – consider what each does and how they support each other. Read the short overview of Performance Expectations (xxiii), Foundation Boxes (xxv), and Connection Pages (xxv). Check out standards for your grade-level and make sense of the Performance Expectations, Foundation Boxes, and Connection Pages for your standards. Discuss findings, questions, etc.

13. Learning Progressions • “Progressions” are how Disciplinary Core Ideas (DCIs) and student understanding increase in sophistication across the grade-levels. • Choose a DCI from your grade-level and track it’s development from Kindergarten to High School. • Use Appendix E and the connection pages for your standards. • As you explore, use the handout to help expand and capture your thinking.

14. ESS3.A: Natural Resources Humans depend on Earth’s land, ocean, atmosphere, and biosphere for different resources, many of which are limited or not renewable. Resources are distributed unevenly around the planet as a result of past geologic processes Living things need water, air, and resources from the land, and they live in places that have the things they need. Humans use natural resources for everything they do. Energy and fuels humans use are derived from natural sources an their uses affects the environment. Some resources are renewable over time, others are not. Resource availability has guided the development of human society and use of natural resources has associated costs, risks, and benefits.

15. Edit our KWLs • As a table group, revisit your written KWL chart. Edit as you and your group see fit. • Then, revisit our online KWL. Edit your entry and/or comment on other entries as you see fit.

16. “Three Dimensions” of the NGSS Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts

17. Disciplinary Core Ideas

18. Science and Engineering Practices • Asking questions (science) and defining problems (engineering) • Developing and using models • Planning and carrying out investigations • Analyzing and interpreting data • Using mathematics and computational thinking • Constructing explanations (science) and designing solutions (engineering) • Engaging in argument from evidence • Obtaining, evaluating, and communicating information

19. Exploring the Practices Stand by the practice of your choice, 2-4 people per practice. Read and Discuss Appendix F for your practice (pgs 48-66), including the alternative arrangement (pgs 67-78). Be prepared to present to class: • What is the practice - how is it defined, what does it include, etc.? • How does the practice increase in complexity across grade bands? • What kind of experiences will help children learn this practice? • How could students demonstrate their understanding of this practice?

20. Cross-Cutting Concepts • Patterns • Cause and effect • Scale, proportion, and quantity • Systems and system models • Energy and matter • Structure and function • Stability and change

21. Making Sense of Cross Cutting Concepts With a partner select a concept to discuss: • What is the Cross-Cutting Concept? (check out Appendix G) • How might you use this CCC in instruction? • How do Cross-Cutting Concepts make NGSS different from our current standards?

22. Performance Expectations • MS-PS4-2 Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials. • [Clarification Statement: Emphasis is on both light and mechanical waves. Examples of models could include drawings, simulations, and written descriptions.] [Assessment Boundary: Assessment is limited to qualitative applications pertaining to light and mechanical waves.]

23. “3-Dimensional Learning” • Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem

24. 3 Dimensional Learning Dissected Analyze and interpret data to provide evidence resource availability on organisms and populations of organisms in an ecosystem the effects of resource availability on organisms and populations of organisms in an ecosystem

25. Performance Expectations Make observations to determine the effect of sunlight on the Earth’s surface. K-PS3-1 PE# DCI Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts Foundation Boxes Grade Level/Band

26. Building Performance Expectations In your table groups, take ONE card from EACH of the 3 envelopes • You should have • 1 Blue card: Science and Engineering Practice • 1 Orange Card: Disciplinary Core Idea • 1 Green Card: Cross Cutting Concept • Place your cards in the order below and create a statement that blends the 3 dimensions.

27. Performance Expectation Tasks • Think about a task(s) that students may need to accomplish in order to demonstrate all 3 dimensions of your new PE. • Pull another blue card (SEP) and use it to create a new PE with the same DCI and CCC. • Consider how the new SEP affects the type of task(s) a student may need to accomplish. • Try a few more new combinations. For each, discuss how the new combination affects what students would have to do.

28. Edit our KWLs • As a table group, revisit your written KWL chart. Edit as you and your group see fit. • Then, revisit our online KWL. Edit your entry and/or comment on other entries as you see fit.