Implications for Learning Sequences Session Goals Link a PE (from - - PowerPoint PPT Presentation

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Oct 22, 2023 208 likes •423 views

NGSS: Implications for Learning Sequences Session Goals Link a PE (from the Tool) to a learning sequence Experience an example of shifting a learning sequence to be more NGSS aligned Experience and understand why engineering is

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NGSS: Implications for Learning Sequences

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Session Goals

 Link a PE (from the Tool) to a learning sequence  Experience an example of “shifting” a learning

sequence to be more NGSS aligned

 Experience and understand why engineering is

part of NGSS

 Recognize the relationships between science and

engineering in the practices

 Experience how engineering practices can be used

to deepen student understanding of science and engineering

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Quick Write

 What would a typical science extended

lesson/learning sequence look like in your classroom?

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Shifting the Frame From Current Practice to NGSS NGSS

 Talk to your “elbow partner” about what

you think a typical NGSS science learning sequence might include.

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Linking the Tool with this Learning Sequence

 Design the Instructional Unit using the Tool (CF, PQP

Chart and CCC)

 Select a PE (e.g., 2-PS1-1; 2-PS1-2; 5-PS1-3; MS-PS1-3; HS-PS1-1; HS-PS2-6; K-5

ETS1 1-3; MS and HS ETS1 1-4) and corresponding DCIs (e.g., PS1.A)

from the CF.

 Use the PQP chart to identify SEPs  Design learning experiences (e.g., observe various

phenomena, ask questions, conduct research, analyze data, incorporate CCSS) and arrange in teaching sequence.

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Observe the Phenomena

 Observe the phenomena  Sketch what you observed and describe

what you think is happening.

 Brainstorm questions about the

phenomena

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Share Your Thinking

 What observations did you make?  What did you sketch? What did you

describe?

 What questions were generated?

 What questions do you have about

how the color spreads?

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Independent Research

Read the text about chromatography.

 Star passages that define chromatography  Underline passages that explain how

chromatography works.

 Place a question mark next to passages you

did not understand.

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Connecting Text to the Exploration

With your partner :

 Answer the text dependent question: What is

chromatography? Write in your notebook.

 Discuss the text dependent question: How does

chromatography work?

 Return to your sketch/description and discuss

how the text would help to refine what you described about the color drop?

 Discuss how chromatography is used. Write in

your notebook.

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Lunch Break

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Grade Span Grouping

Please sit in grade level span group:

 K-2 Teachers  3-5 Teachers  6-12 Teachers

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Problem, Criteria and Constraints

Find the best method for separating pigments using the design criteria:

 Deep Color Intensity  Complete Separation of pigments.  Cost Effective (grades 3-12).

Constraints:

Use only the materials provided
You have 30 minutes

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Engaging in the Problem

 Read the scenario for your grade level and

discuss it with your team.

 Read the Procedure on the handout.  As a group, determine your procedure and

develop your protocol or plan to solve your problem.

 Test your design  Be prepared to share and support your results

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Claims and Evidence

 Prepare a chart/poster that demonstrates

your solution/findings.

 What did you do, and what did you discover?  Present your claims with supporting

evidence.

What is the best method for separating

these pigments and why?

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Debrief #1: SEPs

With your table groups, discuss which science and engineering practices you used?

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Science and Engineering Practices

1. Asking questions and

defining problems

2. Developing and using

models

3. Planning and carrying
ut investigations
4. Analyzing and

interpreting data

5. Using mathematics and

computational thinking

6. Developing

explanations and designing solutions 7. Engaging in argument from evidence 8. Obtaining, evaluating, and communicating information

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Debrief #2: The Nexus of Science and Engineering

With a partner, scan H5 and discuss:

What do you notice as you look across

the physical science standards?

What do you notice as you look across

the engineering standards?

What do you notice about the standards

within a grade span?

What do you notice about all of the

standards K-12?

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Based on the Experience and the Scan of the Standards…

 How did the science support the

engineering challenge?

 How did the engineering challenge

extend the science

 What did you gain by doing both?

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Shifting Frames

 How did this experience compare to what

you thought an NGSS lesson might look like?

 How is NGSS different? What implications

does this have on science instruction?

 How can connecting to CCSS deepen

learning?

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