Oregon Coast Science Project Module 2 Tasks 5 & 6
Overview
The Oregon Science Project Module #2 is designed for K-12 and nonformal educators who want to learn more about NGSS, with an emphasis on the central role student discourse and talk play in the K-12 NGSS classroom. It is designed to provide 3-4 hours of work and asks learners to create something new to contribute to the work.
Who talks and why?
Engaging All Students
How Do We Increase Student Science Talk? How Do We Show Others? Individual Work
Tips for Success:
It's helpful to take a few notes while working your way through this, as you will be sharing your analysis in our group meeting and using the Task Analysis to analyze another task as a group.
On Your Own:
Components: Blog post reading, task analysis survey, exploration of gradeband NGSS storylines Preparation: This individual work portion prepares you to engage in reflective group discussion
When we think of framing we are referring to "a set of expectations an individual has about the situation in which she finds herself that affects what she notices and how she thinks to act." - Resources, Framing, and Transfer
Please read this short blog post comparing two different classrooms using the idea of framing to set the context for student exploration, learning, and understanding of what they are learning in science as envisioned by the NGSS.
Look at these norms and think of your own classroom. As you set the context and frame your classroom for productive participation, look closely to see how you are asking students to productively participate. Below is an example from the Inquiry Project where teachers worked collaboratively when approaching their students to develop norms for equitable participation.
Please complete ONE of the task analysis surveys below on your own. Please consider a group of students engaged in the task who are similar to students you work with in your own practice. How can the NGSS practices guide planning for rich language use and development by students? One tool that can help us is a task analysis process. Choose one of the sample tasks below (4th or 8th grade), read through it, and answer the survey that relates to that task. If you want to go through both of them and do both surveys, great, but you only have to do one.
Please read the first pages of a relevant grade and/or core idea storyline below in preparation to think about a relevant task that could provide opportunities for productive participation by students by engaging them in NGSS practices. OPTIONAL: You may create a small task that would only take about 10-20 minutes by students. If you do, we can share and analyze these tasks in our group meeting; however, we will provide other tasks to analyze as a group, so you do not need to do this. Please do look at and take short notes on a storyline of your choice.
NGSS Storylines
How Do We Increase Student Science Talk? How Do We Show Others? Group Reflection and Discussion
Tips for Success:
Keep in mind that the goal of this module is to increase and improve Student Science Talk.
In a Small Group:
Components: Sample Task for review, task analysis survey, and NGSS Lesson Planning Template to drive reflection and creation.
Collaboratively complete Survey 5. In your breakout group, open the sample task. Work through Survey 5 together and submit one Survey for the entire group. Next, follow directions below to outline a NGSS-aligned Task.
Balloon Rocket Sample Task (mixed grades) (3PS2, 4PS3, 5PS1, MSPS1-3, HSPS1-3, various SEPs)
Survey 5: Collaborative Survey for Task Analysis
Here is an image of the 3 dimensions to quickly reference as you analyze the task.
After your group has finished Survey 5, open the link for the NGSS Planning Template. One person should make a copy, change the name to reflect your group members, and share it to the group members and Kama (kama.almasi@lincoln.k12.or.us). Each person can then open it through google docs and work on it collaboratively to outline a modified lesson for the balloon rocket activity, aligning it to the NGSS.
Once everyone has completed the surveys and the discussion has wrapped up:
1) Look at the collective responses and discuss how you could use this in your practice to communicate the importance of talk in the science classroom.
2) Take note of any ideas that come to mind about tasks you might do in your classroom to increase student science talk as we will discuss this before signing off for the night.