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
Google Map Instructions
Matrix of NGSS Crosscutting Concepts
Reasoning Triangle
Science Flowchart (Dynamic)
Science Flowchart (Static)
Science in Our Community
Survey #1: Why Teach Science ?
Survey #2: How Science Works
Survey #3: NGSS Shifts - What More Do We Want To Know?
Survey #4A: Phenomena Sort
Survey #4B: Phenomena Sort
Survey #5: Making Thinking Visible through Productive Discourse in the NGSS Classroom
Survey #6: Equity in the Framework & NGSS-Inspired Classroom
Survey #7: Equity in the Framework & NGSS-Inspired Classroom (Connecting to Our Practice)
Tool for generating Anchoring Phenomena
OSP NGSS4Oregon Module #1 - Phenomena & Equity (Kathryn & Jennie)
Overview
The Oregon Science Project (OSP) NGSS4Oregon 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. This is part one of a larger equity-focused professional development program designed for leaders in science education working across Oregon. This Module brings together many already developed resources in new ways, and is designed to provide 3-4 hours of work and provides opportunities for thoughtful engagement and collaboration as it invites learners to create something new to contribute to this important 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)
Estimated time: 10 minutes Components: small group discussion, survey response to statements about teaching science
Breakout Room Instructions (Each person submits their own survey.):
Every Participant: Open "Survey #1" (below)
Reading for Understanding - Processing the statements:
- Starting with the statement at the top left and going down one by one:
- One person reads the statement out loud.
- Each person shares a thought about why the statement is important. (An opportunity to engage in discussion will follow, so simply sharing a thought that contributes to our dialogue is appropriate.)
Reading to Rank - Ranking the statements:
- Each person shares which statement is the most important to them and why.
- Optional frames:
- "In my opinion _______ is the most important because________."
- "It is my experience that ________ should receive the most attention because ________."
- "______ is the most compelling reason due to the fact that ____."
- Optional frames:
- All members of the group may question or press for reasoning, but please approach this discussion with the knowledge that another person's rationale may actually make you change your mind.
- As you engage in discussion about your rankings, each team member completes and submits their own survey.
Discussing the results
- Once you have all submitted and see the collective results of those who completed it before you, share surprises or wonderings you have about how your individual and small group ranking compares to the collective team responses. Note: You may need to click the pencil icon ("edit this form") in the upper right corner of the survey to see the graphs of survey results. Names that you do not recognize from our team are local science teachers, many from the Gresham Barlow School District, who have participated in this learning as well.
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
Approximate time: 5-10 minutes Components: Google Map activity
Every Participant Open: "Science in Our Community"
- Create a green marker (the orange and blue markers represent teachers, most from Gresham and from Salem, who engaged in this learning earlier this year).
- Place yourself on the Google Map at the location indicated by your picture (see below for more detail).
Include the following information in the description accompanying your marker:
- First Name
- Last Name
- Picture of yourself "experiencing science" in our community (at school, at home, or anywhere in Oregon)
- Grade(s) you teach
- School
- Role(s) or Affiliations (i.e. teacher, coach, club advisor, PD provider)
- One reason that a high quality science education for ALL students is important for our community.
If you are new to creating a location and description on Google Maps, please open "Google Map Instructions" and watch the short how-to video.
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
Approximate time: 25-30 minutes Components: video, small group discussions, survey response
Breakout Room Instructions
Video
One participant shares their screen choosing the option to show their internet browser. Scroll down to the video below so that all participants can watch the video below together. Before your start, be sure to prepare to listen for:
- The nature of "how science works", according to the scientists and science educators
- Ways that scientists use evidence to craft arguments
- How scientists reason with evidence
One participant opens the "Science Flowchart (Dynamic)" and shares their screen so that everyone can see.
- The person sharing their screen slowly mouses over the different parts of the flowchart.
- The group discusses the different parts of the flowchart ensuring that everyone has seen all of the different spheres.
- Once you have done that, stop screen sharing and gather together again.
Each participant opens "Appendix F: NGSS Practices"
- It may be helpful to minimize your screens so you can easily switch between the different resources on your own during your discussion.
- As a small group, discuss where 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 or lack of overlap.
Each participant opens "Matrix of NGSS Crosscutting Concepts"
- As a group, discuss where each NGSS Crosscutting Concept 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 or lack of overlap.
You may find the "one-pager" resource below helpful. It shows all "3 Dimensions" of the NGSS (Disciplinary Core Ideas, or DCIs, Cross Cutting Concepts, or CCCs, and Science and Engineering Practices, or SEPs) on one handy page!
Each participant opens "Survey #2" on their own device
- In your small group, discuss each prompt on the survey using the science flowchart to guide your discussion about how science works.
- Include material from the video (quotes, ideas, stories, claims, etc.) in your responses.
- Each participant completes and submits their own survey.
Science as Process
Task 4: 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."
Approximate time: 20-25 minutes Components: reading, small group discussion, 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.
Breakout Room Instructions
Each participant open "Appendix A: Conceptual Shifts in the NGSS"
- Each person opens Appendix A on their own device and quickly skims the document to identify two different conceptual shift statements (they appear in bold) on the list that they would like to explore further (i.e. shift #2 and shift #5). These will be read more closely in step 3 below.
- One by one, each participant shares their chosen two shift statements with the group and explains why they are interested in these shifts.
- Each participant then silently reads the text below each of the shift statements chosen by themselves and their group members.
Each participant opens "Survey #3" on their own device
- Each participant fills out the survey based upon what they shared with the group.
- As a group, discuss each of the specific group prompts on the survey before each of you complete your survey.
Discussing the results
- Once you submit your individual responses, select the link to see all previous responses.
- Read the collective responses and share surprises or wonderings you have about how your individual and small group ranking compares to the collective team responses.
- Share ideas about resources you could seek out to find out more.
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
Approximate time: 30-40 minutes Components: video, reading, small group discussion, survey response
Breakout Room Instructions
One participant shares their screen and everyone watches the video below. The group actively listens for the role of phenomena in the Framework and NGSS inspired classroom. After the video ends, stop screen sharing and gather together as a group to engage in discussion.
Each member of the group silently reads the brief statements below.
Each participant opens "Appendix E: Progressions within NGSS"
- Read the first page.
- On your own, find your grade or grade band in document and explore the Disciplinary Core Ideas (DCI) covered in the NGSS vision.
- Discuss with your team how phenomena differ from NGSS Disciplinary Core Ideas. What are some key differences?
- Find 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 your small group.
One participant opens the "Reasoning Triangle" and shares their screen.
- As a small group, discuss the three parts of the tool and the role you see them playing in 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?
- Stop screen sharing.
A new person in your small group opens Survey #4A and shares their screen. Each small group answers as a team and submits one survey.
- As a team, select if you think the statement represents an example of a phenomenon or an NGSS Disciplinary Core Idea.
- Utilize the language of the Reasoning Triangle to justify your ideas.
- Once your small group submits your response, select the link to see all previous responses from the other small groups.
- Does your small group agree or disagree with the previous responses?
- Find a response that is different than your small group's response and discuss what their response tells you about their understanding of the statement. What does it tell you about your understanding of the statement? Your understanding of phenomena or DCI's?
- If you want to revise your thinking, simply go back in and you can edit your response. Please only edit if your thinking has truly changed!
Repeat for Survey #4B and rotate the responsibility of sharing the screen during your discussion.
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
Approximate time:45 minutes Components: Watch two videos (both Part 1 & 2), discussion, survey response
Each participant opens and reads to themselves: "Asking Questions - Appendix F: Science and Engineering Practices in the NGSS"
Each participant opens and reads to themselves: "Developing and Using Models - A Snippet from the NRC Framework"
As a group: decide which two-part video set you will watch (choose elementary or high school).
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
ELEMENTARY VIDEOS
HIGH SCHOOL VIDEOS
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
Approximate time: 20-30 minutes Components: reading, survey response
Each participant opens "Chapter 11: NRC Framework" and skims the chapter by scrolling through it online.
Every member of the small group selects different parts of the chapter that they are interested in reading and find relevant for their practice or their 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 small group.
- Come up with one question you have about equity in the NGSS classroom.
Breakout Room Instructions
Each participant opens Survey #6.
Each participant shares their individual responses as the small group goes through each prompt.
Once you hit submit, choose to see the previous responses from the other small groups and discuss how they were similar or different than your own responses.
One person shares their screen and the group watches the video below.
As a member of the Oregon Science Project NGSS Teacher Leadership Team you are an advocate for science, especially an advocate for science in elementary. 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.
In your small 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.
Each participant opens Survey #7 and reflects on the prompt in a small group discussion, and then submits their own response. You may find the "one-pager" below, that shows the "three dimensions" of the NGSS (DCIs, SEPs, and CCCs) all on one page, helpful!
Once you have submitted all your responses, please choose to see collective responses and find similarities and differences between our shared thinking.