Appendix E: Progressions Within the NGSS
Appendix F: NGSS Practices
Asking Questions - Appendix F: Science and Engineering Practices in the NGSS
Chapter 11: NRC Framework
Developing and Using Models - A Snippet from the NRC Framework
Matrix of NGSS Crosscutting Concepts
Reasoning Triangle
Science Flowchart (Dynamic)
Science Flowchart (Static)
Survey #1: HR Why Teach Science ?
Survey 2
Survey 3
Survey 4A
Survey 4B
Survey 5
Survey #6
Survey #7
Team Hood River-Oregon Science Project Hybrid NGSS Module #1 - Phenomena & Equity
Overview
The Oregon Science Project Module #1 is designed for K-12 and nonformal educators who want to learn more about NGSS, with an emphasis on how the shift to sense-making around phenomena is at the heart of the NGSS. It is designed to provide 3-4 hours of work and asks learners to create something new to contribute to the work.
Why Teach Science?
Why Teach Science?
- Task 1: Why Teach Science?
- Task 2: How Science Works
- Task 3: Science as Process
- Task 4: The Process of Science in the Classroom
- Task 5: Making Thinking Visible through productive discourse in the NGSS classroom
- Task 6: Equity in the Framework & NGSS-inspired classroom
"A Framework for K-12 Science Education (hereafter referred to as the Framework) and the Next Generation Science Standards (hereafter referred to as the NGSS) describe aspirations for students’ learning in science that are based on key insights from research:
- that science learning involves the integration of knowing and doing
- that developing conceptual understanding through engaging in the practices of science is more productive for future learning than simply memorizing lists of facts
- that science learning is best supported when learning experiences are designed to build and revise understanding over time"
- Optional Resource: Science Teachers' Learning: Enhancing Opportunities, Creating Supportive Contexts (2015)
Estimated time: 10 minutes Components: survey response to statements about teaching science
Instructions
Open Survey #1
Rank the five different reasons listed that ague for why we should teach science K-12.
One you have completed this survey you will see all of the other participants' responses who have completed it before you.
How Science Works
How Science Works
- Task 1: Why Teach Science?
- Task 2: How Science Works
- Task 3: Science as Process
- Task 4: The Process of Science in the Classroom
- Task 5: Making Thinking Visible through productive discourse in the NGSS classroom
- Task 6: Equity in the Framework & NGSS-inspired classroom
"Before one can discuss the teaching and learning of science, consensus is needed about what science is." - Taking Science to School
Approximate time: 25-30 minutes Components: video, small group discussions, survey response
Instructions
Before your start the video, be sure to prepare to listen for:
- How these scientists - and science educators - discuss how science works
- Ways that scientists use evidence to craft arguments
- How scientists reason with evidence
Open "Science Flowchart (Dynamic)"
Think about how the video and the flowchart relate to one another. How is this view of science similar or different from your previous views?
Opens "Appendix F: NGSS Practices"
- Could each practice could fit on the flowchart and why, or why not?
- Refer back to the video (or even watch it again) to help you think about this overlap.
Open "Matrix of NGSS Crosscutting Concepts"
- Could each NGSS Crosscutting Concept fit on the flowchart and why, or why not?
- Refer back to the video (or even watch it again) to help you think about this overlap or lack of overlap.
Open "Survey #2" and respond the prompts about the process of science as explored in this video. In your responses be sure to include:
- Material from the video (quotes, ideas, stories, claims, etc.)
- Language from the Science Flowchart
- Open up "NGSS Practices" to help you compare and contrast professional science and classroom science.
- Open up "Matrix of Crosscutting Concepts" to help you compare and contrast professional science and classroom science.
- Submit your survey
Science as Process
Science as Process
- Task 1: Why Teach Science?
- Task 2: How Science Works
- Task 3: Science as Process
- Task 4: The Process of Science in the Classroom
- Task 5: Making Thinking Visible through productive discourse in the NGSS classroom
- Task 6: Equity in the Framework & NGSS-inspired classroom
"Experiment has been widely viewed as a fundamental characteristic of science...However, if we look at science as a process of argument, experiment becomes one of the measures that provide scientists with insights and justification for their arguments."
Approximate time: 20-25 minutes Components: reading, survey response
Research from the history and philosphy of science identifies that science can be a process of logical reasoning about evidence, and a process of theory change that both require participation in the culture of scientific practices. In the teaching of science, the Framework and NGSS ask us to shift our focus away from memorization of vocabulary, to thinking of science as a process of application of knowledge and concepts via model-based reasoning.
As you can see from the screen shot of NGSS Appendix A below, this is identified as the first shift on the list of the seven major shifts in science education as envisioned by the Framework & the NGSS.
Individual Instructions
- Open "Appendix A" and skim the other learning shifts.
- Identify two different conceptual shifts on the list that you would like to explore further.
- Read the text below each of your chosen shifts
Open "Survey #3" and respond to the prompts about the NGSS shifts you chose to read about.
The Process of Science in the Classroom
The Process of Science in the Classroom
- Task 1: Why Teach Science?
- Task 2: How Science Works
- Task 3: Science as Process
- Task 4: The Process of Science in the Classroom
- Task 5: Making Thinking Visible through productive discourse in the NGSS classroom
- Task 6: Equity in the Framework & NGSS-inspired classroom
"...in learning science one must come to understand both the body of knowledge and the process by which this knowledge is established, extended, refined, and revised." - Taking Science to School
Approximate time: 30 minutes Components: video, reading, survey response
Watch the video below and listen for the role of phenomena in the Framework and NGSS inspired classroom.
Read the brief statements below.
Read the brief statements below the video about phenomena.
Open Appendix E: Progressions within NGSS
- Read the first page
- Find your grade or grade band in document and explore the Disciplinary Core Ideas covered in the NGSS vision
Open and complete survey 4A and 4B (they are each just 2 questions). In each survey:
- Select if the statement is a phenomena or NGSS Disciplinary Core Idea
- If you think it's a phenomenon, utilize the Reasoning Triangle to justify your ideas
- Once you submit your response, you will see all previous responses and reasoning
Making Thinking Visible through Productive Discourse in the NGSS Classroom
Making Thinking Visible
- Task 1: Why Teach Science?
- Task 2: How Science Works
- Task 3: Science as Process
- Task 4: The Process of Science in the Classroom
- Task 5: Making Thinking Visible through productive discourse in the NGSS classroom
- Task 76: Equity in the Framework & NGSS-inspired classroom
"Fostering thinking requires making thinking visible. Thinking happens mostly in our heads, invisible to others and even to ourselves. Effective thinkers make their thinking visible, meaning they externalize their thoughts through speaking, writing, drawing, or some other method. They can then direct and improve those thoughts." - Ron Ritchhart and David Perkins
Approximate time:45 minutes Components: Watch two videos (both Part 1 & 2), discussion, survey response
ELEMENTARY VIDEOS
HIGH SCHOOL VIDEOS
Individual Instructions
Read "Developing and Using Models - A Snippet from the NRC Framework"
Watch Part 1 AND Part 2 of either the high school OR elementary video cases below. Listen and watch for:
- What phenomena the students are trying to figure out
- How it seems that this phenomena was presented to them (i.e. hands-on experience, video, picture, scenario, reading, statement ,etc.)
- The sets of ideas, or models, that the students are using to make sense of the phenomena
- How the classroom culture provides a safe space for students to:
- Engage in productive discourse
- Make their ideas public and visible
- Revise their ideas
- Ask questions
- Develop and use models
Open Survey #5 below.
- Respond to the prompts about how the classroom examples engage students in sense-making around scientific phenomena.
- Utilize the Reasoning Triangle as a thinking tool to show the dynamic relationship between exploring a phenomena through asking questions and modeling
Equity in the Framework & NGSS-Inspired Classroom
Equity in the Framework & NGSS-Inspired Classroom
- Task 1: Why Teach Science?
- Task 2: How Science Works
- Task 3: Science as Process
- Task 4: The Process of Science in the Classroom
- Task 5: Making Thinking Visible through productive discourse in the NGSS classroom
- Task 6: Equity in the Framework & NGSS-inspired classroom
"..equity is not a singular moment in time, nor is it an individual endeavor. It takes an educational system and groups of individuals in this system. This includes the school administration and community, school partners, community agencies and families as well as curriculum developers and professional development facilitators to work toward, promote, and maintain a focus on equity." - Gallard, Mensah, and Pitts from Supporting the Implementation of Equity
Approximate time: 20-30 minutes Components: reading, survey response
Open "Chapter 11: NRC Framework" and skim the chapter by scrolling through it online.
Choose a part(s) of the chapter that you are interested in reading and find relevant for your practice or your context.
Prepare to respond to these questions in the survey.
- Find three things you have learned (keep reading and exploring the text until you find three things new to you)
- Look for two things you found very interesting and would like to discuss with your group.
- Come up with one question you have about equity in the NGSS classroom.
Each participant opens Survey #6.
Once you hit submit, choose to see the previous responses and, as a group, at our next meeting, we will have a chance to discuss how they were similar or different than your own responses.
Watch the video below.
As Oregon Science Project NGSS Teacher Leaders, you are an advocate for science, especially an advocate for science in elementary (even if you do not teach elementary students). It's important that all secondary teachers get a glimpse of what NGSS can look like in the elementary classroom. Science in elementary is a large equity issue in Oregon where we are 50th in the nation for time spent teaching science K-5.
Think about the implications for NGSS's emphasis on equity and increasing access to engaging and rich science experiences for more of Oregon's students.
Open Survey #7 and reflects on the prompt and submit your response.
Once you have submitted all your responses, please choose to see collective responses and find similarities and differences between our shared thinking.