Transcript Next Generation Science Standards

Next Generation
Science Standards
Presented by RAFT &
Science & Engineering Practice
Developing and Using Models
3 Dimensions of the Next
Generation Science Standards
 Disciplinary Core Ideas
 Crosscutting Concepts
 Science and Engineering
Practices
Dimension 1
Scientific and Engineering Practices
Dimension 1
Dimension 1
Scientific and Engineering Practices
Scientific and Engineering Practices
Inquiry = Practices
1.
Asking questions (science)
and defining problems
(engineering)
5. Using mathematics and
computational thinking
2.
Developing and using
models
6. Constructing explanations
(science) and designing
solutions (engineering)
3.
Planning and carrying out
investigations
7. Engaging in argument from
evidence
4.
Analyzing and interpreting
data
8. Obtaining, evaluating, and
communicating information
For each, the Framework includes a description of the practice, the culminating
12th grade learning goals, and what we know about progression over time.
15
Dimension
SHIFTS IN THE PRACTICE
OF 1
Scientific
and
Engineering
Practices
Developing and Using Models
Currently:
Teacher presented
Shows structures
Observed and
discarded
For each, the Framework includes a description of the practice, the culminating
12th grade learning goals, and what we know about progression over time.
15
SHIFTS IN THE PRACTICE OF
Developing and Using Models
NGSS
1. Teacher uses model to START an
explanation of science content
2. Teacher teaches addition depth and
complexity of the content
3. Students adjust the model (or create
a new one) which demonstrates their
new understanding of the content.
SHIFTS IN THE PRACTICE OF
Developing and Using Models
NGSS
Use of models to explain PROCESS and
well as STRUCTURE.
NGSS Grade 3 Physical Science #2
3rd Grade – Physical Science
Performance Expectation 3-PS2-1
3rd Grade – Physical Science
Performance Expectation 3-PS2-1
Plan and conduct an investigation to
provide evidence of the effect of
balanced and unbalanced forces on
the motion of an object.
1st question to ask yourself:
What background knowledge of
vocabulary must each student have to
be able to understand this topic?
3rd Grade – Physical Science
Performance Expectation 3-PS2-1
Plan and conduct an investigation to
evidence of the effect of
provide evidence
balanced and unbalanced forces on
the motion of an object.
VOCABUARY LIST
• investigation
 unbalanced
 forces
• evidence
 motion
• balanced
 object
3rd Grade – Physical Science
Performance Expectation 3-PS2-1
Plan and conduct an investigation to
provide evidence of the effect of
balanced and unbalanced forces on
the motion of an object.
2nd question to ask yourself:
What do students need to learn to be
successful with this Performance
Expectation?
3rd Grade – Physical Science
Performance Expectation 3-PS2-1
Plan and conduct an investigation
to provide evidence of the effect of
balanced and unbalanced forces on the
motion of an object.
Unpacking the Performance Expectation:
1. Circle the verbs and verb phrases.
2. Underline the nouns and noun phrases.
Unpacked Performance Expectation
• Plan an investigation to provide evidence of
the effect of balanced forces on an object.
• Plan an investigation to provide evidence of
the effect of unbalanced forces on an
object.
• Conduct an investigation to provide
evidence of the effect of balanced forces
on an object.
• Conduct an investigation to provide
evidence of the effect of unbalanced
forces on an object.
Today we will be…
…planning and conducting
an investigation to provide
evidence of the effect of
balanced forces on an object.
The Gravity Defying Frog
http://www.raftbayarea.org/ideas/Gravity%20De
fying%20Frog.pdf
Side view of the frog
A Good Starting Point
Gravity
Normal
Force
Pivot
Gravity acts on entire frog
Gravity
Pivot
Pivot
Thump!
Mass
Pivot
Mass
Pivot
Gravity
Mass
Pivot
Gravity
Gravity
Mass
Finding
balance
Pivot
Challenge
A. Pick a different balance point on the
frog (like the middle of the frog’s belly)
and determine how to balance the
forces around that point to balance the
frog. Test your ideas.
B. Cut a different shape out of the
cardboard and put an X on the point
you will balance from. Determine how to
balance the forces around that point to
balance the frog. Test your ideas.
Using Models with the NGSS
Recap what we’ve just done:
1. Teacher used model to demonstrate
balanced forces
2. Participants explored balancing
forces
3. Teacher explained the model
4. Participants applied the explanation
to a new situation
5. Participants modified model to
explain the new situation
Questions?
Eric Welker
Master Teacher
RAFT
[email protected]
Sandi Yellenberg
Science Coordinator
SCCOE
[email protected]
NEED
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Word Wall
Lab book
Assessment wording
Strategies for intro vocab