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
Our Community Map
Reasoning Triangle
Science Flowchart (Dynamic)
Survey #1 collected responses
Survey #1: Why Teach Science ?
Survey 2a
Survey 2b
Survey 3
Survey 4
Survey 5
Survey #6
Survey #7
Tool for generating Anchoring Phenomena (optional use in group discussion)
US Census Factfinder
Oregon Science Project "Team Informal" 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?
"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"
- Science Teachers' Learning: Enhancing Opportunities, Creating Supportive Contexts (2015)
Individual instructions:
Open "Survey #1: Why Teach Science?" below. Complete the survey by ranking the reasons for teaching science. After submitting the survey, your results will be mailed to you. You will want to have these results on hand for the group discussion.
Group instructions:
In your group meeting, return to the survey.
- Take each of the five statements on teaching science one at a time. Read the statement aloud, then allow each group member to share thoughts on the importance of that statement.
- Review your individual responses to the survey (which were e-mailed to you) and discuss which statement you ranked as most important and why. If there are differences in your rankings, try to discern as a group how you came to different conclusions. You may even try to persuade your group mates to change their mind (or be persuaded by them!).
- The facilitator will share repsonses to the same survey from a group of formal (elementary) educators. Discuss any differences between your responses and those of the formal educators.
Why Teach Science in Our Community?
Why Teach Science in Our Community?
"In addition to being the center of most youth’s social world, schools often function as the center of community life and the primary institutions that maintain and transmit local community values to youth." - Devora Shamah Katherine A. MacTavish from Making Room for Place-Based Knowledge in Rural Classrooms
Open "Our Community Map" (linked below)
- Create a marker
- Place yourself on the Google Map
Include the following information in the description accompanying your marker:
- Your name
- Picture of yourself (that you like - bonus points if it's you at work)
- Title/role and institution
- Short description of the work you do in science education
- One reason that a high quality science education for ALL students is important for your community
* HINT for entering multiple lines of info on Google Map points: use SHIFT+Enter to create a line break without closing the editor box. *
Now, create a marker or an area to identify the community members you serve (or some segment thereof).
- You may for example, create a marker on a school that you work with, or map out an area (use the "Draw Shape" tool) that marks a population of students you serve.
- In the marker description, provide information about the population of students (number of students served, age/grade, demographics, economic stats, etc.) as relevant. You may wish to consult Census data at the website below.
- Include a relevant picture, if possible.
- Please also describe one reason that high quality science education from you/your institution is important for these students.
Follow the link to our community map below. You must be signed into a Google account in order to have access to editing features. After opening the map, select EDIT from the left-hand menu. The editable map has a "layer" entitled "OSPTI Educators" and a layer entitled "OSPTI Students Served" where you can add a point/area of interest and enter information as listed above. For help, look for the (?) icon at the bottom right of the map.
How Science Works
How Science Works
"Before one can discuss the teaching and learning of science, consensus is needed about what science is." - Taking Science to School
Individual Instructions
Watch the video below, in which scientists describe the discovery of a new species of spider. Be sure 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 the following resources (linked below) and examine them in light of the example described in the video.
- "Science Flowchart (Dynamic)" - be sure to hover over the different parts of the flowchart to examine them.
- "Appendix F: NGSS Practices" - consider where each practice might fit into the flowchart, if at all.
- "Matrix of NGSS Crosscutting Concepts" - consider where each crosscutting concept might fit into the flowchart, if at all.
Open and complete "Survey #2a" individually before meeting with your group. Save your answers, which will be e-mailed to you after submission.
Group instructions:
In your group meeting, share your answers to Survey 2a with each other. Review the video and the associated resources if necessary. Discuss the ways in which your answers differed. Try to find common threads and modify your answers based on feedback and discussion from your group members.
After your discussion, report your results in Survey 2b linked below.
Science as Process
Science as Process
"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."
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 document to identify two different conceptual shift statements on the list that they would like to explore further. (i.e. shift #2 and shift #5)
- Open Survey #3 (linked below) and respond to the questions. Your response will be e-mailed to you - please save it for the group discussion.
Group instructions:
- One by one, each participant shares their chosen two shift statements with the group and explains why they are interested in these shifts.
- Return to Appendix A and allow each participant to silently read the text below the most commonly selected shift statement.
- Discuss as a group any insights gained from the text. Share your ideas on the conceptual shifts based on your prior knowledge, teaching experience, insights gained from the summer institute, or anything else that comes to mind. Where else might you go to learn more about this conceptual shift?
- Repeat for each shift statement until everyone's two statements have been covered.
The Process of Science in the Classroom
The Process of Science in the 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
Individual Instructions
Watch the video below. Listen for the role of phenomena in the NGSS-inspired classroom.
Read the brief statements below in preparation for group discussion.
Group Instructions
Open "Appendix E: Progressions within NGSS" (linked below).
- Read the first page on your own.
- On your own, find your grade or grade band in document and explore the Disciplinary Core Ideas (DCIs) covered in the NGSS vision.
- Each person shares with the group: What do you think the difference is between a phenomenon and an NGSS Disciplinary Core Idea?
- Each person finds an example DCI from your gradeband in the life, physical, or earth/space sciences and think of a scientific phenomenon that relates to that core idea. Share your idea with the group. (If you need help with this, or are unsure about phenomena, you may examine the optional "Tool for Generating Anchoring Phenomena" linked below.)
Open the "Reasoning Triangle" (linked below and included in your summer packet).
- As a group, discuss the three parts of the tool and the role you see them playing the science classroom.
- Each person shares an example of when you have started an activity, exploration, or unit with a question.
- Each person shares an example of when you have started with a phenomenon.
- How do you think this tool changes your approach or thinking about phenomena, questions, and modeling?
One person in the group should open Survey #4 (linked below). Discuss the questions together and answer them together as a group, using language and ideas from the resources reviewed above. (You may wish to share screens/devices so that several group members have the chance to "take control" and write on behalf of the group.)
Making Thinking Visible through Productive Discourse in the NGSS Classroom
Making Thinking Visible
"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
Individual Instructions:
Read "Asking Questions - Appendix F: Science and Engineering Practices in the NGSS" and "Developing and Using Models - A Snippet from the NRC Framework" (both linked below).
Watch Part 1 AND Part 2 of the elementary video case below. Listen and watch for:
- What phenomenon the students are trying to figure out
- How it seems that this phenomenon 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 phenomenon
- 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
One person opens "Survey #5" and leads the group in filling out one survey.
Before responding to each prompt, discuss as a group what you would like to contribute. Let the survey questions provide you with prompts for your discussion.
- 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
"..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
Individual instructions
Open "Chapter 11: NRC Framework" (linked below) and skim through it. Choose the parts of the chapter that you are interested in reading in greater detail because of relevance to your teaching practice or context.
As you read:
- 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.
Open Survey #6 (linked below) and complete the survey on your own. Your response will be e-mailed to you; save it for your group discussion.
Watch the video below.
As part of the Oregon Science Project, you are an advocate for science in the elementary classroom -- even as you yourself may not be the classroom teacher who presents it. Science in elementary is a large equity issue in Oregon, where we are 50th in the nation for time spent teaching science K-5.
Group instructions:
Each person shares their responses to Survey #6. As a group, discuss how they were similar or different.
In your group, discuss 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 reflect on the prompt in a small group discussion. After discussion, each group member should submit their own response. Afterwards, share your responses and find similarities and differences between your shared thinking.