Yamileth Shimojyo, RCOE January 2014

Transcription

1 Yamileth Shimojyo, RCOE January 2014

2 Next Generation Science Standards Update

3 NGSS State Update SB 300/SB 1200 (time extension) Revise CA Science Standards based on NGSS Submitted to SBE July 2013 Adopted by SBE September 2013 SBE acted on MS sequence on November 2013 Integrated Model is the preferred model Discipline Specific Model will be posted soon

4 NGSS State Update State Roll Out Plan The Plan: 7 COE s for a 2 day of Awareness for Administrators and Science Leaders 3 Phase Implementation State Plan Awareness Transition Implementation California Framework writing begins this year Focus Group Session January 31 st 4:30 6:30pm, RCOE

5 Source: shared at CISC Science Sub-committee January 2014 Stephen Pruitt, Ph.D. Senior Vice President

6 Current and Upcoming NGSS Projects SciMath January 2014 Evidence Statements January 2014 Additional Model Course Maps Winter 2014 Science EQuIP Winter 2014 State of Science Education Research Winter 2014 Publishers Criteria Spring 2014 STEM Works Late Spring/Early Summer 2014 Alignment Institutes Early Summer 2014

7 Next Generation Science Standards Architecture

8 Architecture 2

9 Architecture

10 Moving from Standards to Instruction

11 Three Dimensions Intertwined The NGSS are written as Performance Expectations NGSS will require contextual application of the three dimensions by students. Focus is on how and why as well as what

12 Instructional Shifts in the NGSS 1.Focus on big picture, not lessons 2.Learning Progressions 3.Science and Engineering 4.Evidence of learning

13 Focus on the Big Picture

14 Instruction Builds Toward PEs Performance Expectation

15 Traditional vs. NGSS Instruction Historically, science instruction could be very disjointed

16 NGSS Instruction

17 How Does One Bundle?

18 Building Understanding in Middle School Concept Bundling Matter and Its Interactions The fact that matter is composed of atoms and molecules can be used to explain the properties of substances, diversity of materials, states of matter, phase changes, and conservation of matter. MS-PS1-1. Develop models to describe the atomic composition of simple molecules and extended structures. MS-PS1-2. Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred. Within this DCI, 4 of the 8 Practices are highlighted. For instruction, additional practices would be used to build toward these understandings. Reacting substances rearrange to form different molecules, but the number of atoms is conserved. Some reactions release energy and others absorb energy. MS-PS1-3. Gather and make sense of information to describe that synthetic materials come from natural resources and impact society. MS-PS1-4. Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed. MS-PS1-5. Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved. MS-PS1-6. Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes.*

19 Bundling By Practice Grade 3 - Planning and Carrying Out Investigations and Analyzing and Interpreting Data 3-PS2-1. Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object. 3-PS2-2. Make observations and/or measurements of an object s motion to provide evidence that that a pattern can be used to predict future motion.

20 Bundling By Crosscutting Concept Middle School Systems and System Models MS-PS2-4. Construct and present arguments using evidence to support the claim that gravitational interactions are attractive and depend on the masses of interacting objects. MS-PS3-2. Develop a model to describe that when the arrangement of objects interacting at a distance changes, different amounts of potential energy are stored in the system. MS-ESS1-2. Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system.

21 Deliberate Instructional Learning Progressions

22 MS-PS1-4 Develop a model that predicts and describes changes in atomic motion, temperature and state of a pure substance when thermal energy is added or removed. MS-PS3-5. Construct, use, and present arguments to support the claim that when the motion energy of an object changes energy is transferred to or from the object. Developing and Using Models Students revise models. MS-PS1 - The changes of state that occur with variations in pressure can be described and predicted. Apply understanding of internal and external pressure Developing and Using Models Students decide on one model to explain why the tanker imploded. MS-PS1 - in a gas, they are widely spaced except when they happen to collide. Drawings included molecules and force arrows. Cause and Effect Matter and Energy Obtaining, evaluating, and communicating information Students evaluate a video that shows a tanker dramatically imploding the day after being washed out with steam and then all the outlet valves were closed. MS-PS1 - in a gas, they are widely spaced except when they happen to collide. The changes of state that occur with variations in pressure can be described. Students discuss spacing of molecules during liquid and gas phase of water.

23 MS-PS1-4 Develop a model that predicts and describes changes in atomic motion, temperature and state of a pure substance when thermal energy is added or removed. MS-PS3-5. Construct, use, and present arguments to support the claim that when the motion energy of an object changes energy is transferred to or from the object. Constructing Explanations Students construct explanations about their ideas of why blimps have ballonets filled with air. Engaging in Argument from Evidence Students translate the data into evidence from the investigations to construct an argument of the tanker implosion. Planning and carrying out investigations Students refined their models by planning and carrying out an investigation using the collapsing can to evaluate different variables. MS-PS1 - in a gas, they are widely spaced except when they happen to collide. MS-PS1 - The changes of state that occur with variations in temperature or pressure can be described and predicted. MS-PS3 - Temperature is a measure of the average kinetic energy of particles of matter. The relationship between the temperature and the total energy of a system depends on the types, states, and amounts of matter present. Students can use their conceptual model to describe changes in temperature and pressure in terms of space between and motion of gaseous molecules. MS-PS1 - The changes of state that occur with variations in temperature or pressure can be described and predicted. MS-PS3 - Temperature is a measure of the average kinetic energy of particles of matter. The relationship between the temperature and the total energy of a system depends on the types, states, and amounts of matter present. Investigations result in evaluation of relationship between temperature, pressure, spacing of molecules. Students can clearly illustrate the movement of energy within the total system. Cause and Effect Matter and Energy

24 Evidence of Learning

25 Modeling; Reasoning Abstractly and Quantitatively Bundling Math and Science NGSS LS2: Ecosystems Construct and compare linear, quadratic, and exponential models and solve problems. Construct linear and exponential functions, including arithmetic and geometric sequences, given a graph, a description of a relationship, or two input-output pairs (include reading these from a table). For exponential models, express as a logarithm the solution to ab ct =d where a, c, and d are numbers and the base b is 2, 10, or e; evaluate the logarithm using technology. 1. Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales. 4. Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem. 7. Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.* NGSS LS4: Biological Evolution 2. Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait. 6. Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.* Cause and Effect Systems and System Models

26 Giant African Land Snail In 1966, a Miami boy smuggled three Giant African Land Snails into the country. His grandmother eventually released them into the garden, and in seven years there were approximately 18,000 of them. The snails are very destructive and had to be eradicated. They consume over 500 different types of plants, lay over 1,200 eggs per year, and have been shown to cause indigenous snails populations to decrease over time. According to the USDA, it took 10 years and cost $1 million to eradicate them. Now, Miami-Dade County, Florida faces the same infestation.

27 Giant African Land Snail a. Assuming the snail population grows exponentially, write an expression for the population, P, in terms of the number, t, of years since their release in b. How long does it take for the population to double? c. Assuming the cost of eradicating the snails is proportional to the population, how much would it have cost to eradicate them if i. The Florida Department of Agriculture (FDA) had started ii. the eradication program a year earlier? The FDA had let the population grow unchecked for another year?

28 Giant African Land Snail d. Using information from online sources develop a model of a possible food web for current day Miami-Dade County. The web should include at least one indigenous snail, the wolf snail and at least three indigenous plants. Be sure to include mathematical or computational representations about the current carrying capacity of the ecosystem as well as the energy dissipation as energy is transferred from organism to organism. e. Given the population growth and the nature of the Land Snails, insert the Land Snails into the previously constructed food web. Using your previous representation, construct an argument based on the competitive relationships and the mathematical comparisons between a normally functioning ecosystem versus one with the Land Snails. The argument should also include the Land Snails effect on other organisms within the food web.

29 Giant African Land Snail f. Apply concepts of statistics and probability to develop evidence that the Land Snail has an advantageous heritable trait and tend to increase in proportion to wolf snails. g. In Hawaii, a new species of snail was introduced to combat the Land Snails. While it showed some progress, there was an extinction of some indigenous snails as a result of the new species. Construct a possible alternative to eradicating the Land Snails and the new species. The plan should include clear discussions regarding the criteria, trade-offs, and the plan for the mitigation of human intervention.

30 Evidence Arrows accurately describing the movement of matter and energy from organism to organism. Arrows accurately describe the relationships between different levels of organisms. The model properly represents the disruption to the natural web with the insertion of the Land Snail. The argument effectively connects cause and effect throughout. The argument for the model includes evidence of understanding that energy has a source and it is not created or destroyed, but transferred from organism to organism.

31 Questions? tinyurl.com/4rcan