alpha science presentation

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STEAM and

21st Century Skills in the Science Classroom(Next Generation Science Standards)

Dr.S Govindswamy Sunder

Objective of the session (Know, Understand, Do)

What do students Know, Understand and Do with scientific knowledge? To Know

The Three Dimensions of the Next Generation Science Standards Understand the role of :

Engineering Design Process and the role of sustained Inquiry in the classroom Do:

Three Dimensional Assessments- What and How do we Assess?

Target audience

Passionate science teachers relatively new to the NGSS Passionate science teachers with relatively strong understanding of the NGSS ?

Road Map

A common understanding of 21st century skills Let off some STEAM Multiple Hat Syndrome- Teachers- Students- Curriculum Designers Certified Empowered Smart Alpha Teacher Woohooooo!!

What do thinking classrooms look like?

Dr.S Govindswamy SunderDr. Lynn Erickson

Hallmarks of a Thinking classroom

Creativity and Innovation Critical Thinking and Problem solving Communication and Collaboration Deeper conceptual engagement versus regurgitation of factual content Allowing multiple avenues to demonstrate proficiency, knowledge and

understanding (differentiation is key!)

Table Task Your goal as a team is to design and create a paper plane that will fly the farthest. Let off some STEAM!

Essential Question: What interdisciplinary STEAM aspects can we highlight through this activity?

Non-Negotiables: Every member has to create one model. As a team, you will have to test the different models made by your team

members to choose the one that will best serve the purpose. At the end of 10 minutes one person from every team will come forward to fly

the plane. Another member will explain your STEAM connections. The team that creates the model that flies the farthest wins!



Includes interactive, visual, and different learning strategies to meet the needs of all learners.

Unpacking the NGSS as a three-Dimensional Curriculum

Framework

The three dimensions of the NGSS


Lets Unpack the Standards.

The Three Dimensions of the NGSSScience and Engineering

Core ideas in the discipline

Concepts across disciplines

Integration of 3 Dimensions:

PracticesCrosscutting Concepts

Core Ideas

Next Generation Of Science Standards Architecture

What Students Understand

KUD Model

K- Know U-UnderstandD-Do

Concepts

Concepts: Mental constructs that umbrella different topical examples and meet these criteria: timeless, abstract (to different degrees).

Eg: System; Habitat Concepts do transfer. A higher level of abstraction than topics because of their generalizability. Concepts come at different levels of generality, abstractness and complexity.


What are Crosscutting Concepts

The NRC Framework describes crosscutting concepts as : Those that bridge disciplinary boundaries, Having explanatory value throughout much of science and engineering.


What are the chosen Crosscutting Concepts in NGSS?1. Patterns2. Cause and Effect3. Scale4. Proportion and Quantity5. Systems and System Models6. Energy and Matter7. Structure and Function8. Stability and Change


NGSS Crosscutting Statements(Energy and Matter) K-2- Objects may break into smaller pieces, be put together into larger pieces, or

change shapes. 3-5- Energy can be transferred in various ways and between objects. 6-8- Energy may take different forms (eg: energy in fields, thermal energy, energy

of motion) 9-12- Students understand that...Energy cannot be created or destroyed- only

moves between one place and another place, between objects and/or fields, or between systems.


Value of the Crosscutting Concepts

Crosscutting concepts have value because they provide students with connections and intellectual tools that are related across the differing areas of disciplinary content and can enrich their application of practices and their understanding of core ideas.

NCR Framework p. 233.


Rationale

Selected for their value across the sciences and in engineering Provide students with an organizational framework for connecting knowledge To develop a coherent and scientifically based view of the world


Objectivesof the Cross Cutting Concepts These concepts should become common and familiar touchstones across

disciplines and grade levels. Explicit reference needs to made to these concepts Focusing on their emergence in multiple disciplinary contexts Teachers to develop explicit instructional support


How can we use this structure to focus teaching and learning for conceptual

understanding?

Concept-based Curriculum Design Principles

How is Knowledge structured?

Dr.S Govindswamy SunderDr. Lynn Erickson

What Students Understand

KUD Model

K- Know U-UnderstandD-Do

30

Performance Expectation

Scientific & Engineering Practice

Disciplinary Core Idea

CrosscuttingConcept

Connections to CCSS

Concepts

Concepts: Mental constructs that umbrella different topical examples and meet these criteria: timeless, abstract (to different degrees).

Eg: System; Habitat Concepts do transfer. A higher level of abstraction than topics because of their generalizability. Concepts come at different levels of generality, abstractness and complexity.


What are Crosscutting Concepts

The NRC Framework describes crosscutting concepts as : Those that bridge disciplinary boundaries, Having explanatory value throughout much of science and engineering.


What are the chosen Crosscutting Concepts in NGSS?1. Patterns2. Cause and Effect3. Scale4. Proportion and Quantity5. Systems and System Models6. Energy and Matter7. Structure and Function8. Stability and Change


Value of the Crosscutting Concepts

Crosscutting concepts have value because they provide students with connections and intellectual tools that are related across the differing areas of disciplinary content and can enrich their application of practices and their understanding of core ideas.

NCR Framework p. 233.


Rationale

Selected for their value across the sciences and in engineering Provide students with an organizational framework for connecting knowledge To develop a coherent and scientifically based view of the world


Objectivesof the Cross Cutting Concepts These concepts should become common and familiar touchstones across

disciplines and grade levels. Explicit reference needs to made to these concepts Focusing on their emergence in multiple disciplinary contexts Teachers to develop explicit instructional support


In the classroomIn the life of a student

Memorizing or exploring?

Dr. Sunder- Associate Consultant- KDSL

Lets do it! What is your task?

With the given materials, your job is to design and build a model of a structure that is as tall and as strong as possible.

Materials

22 Straws 10 Marshmallows 10 Toothpicks Tape, Scissors

Tallest and Strongest for Japan with an Aesthetic Design!

Engineering Design Process


Crosscutting Concepts

INCREASING SOPHISTICATION OF STUDENT THINKING Earth Space Science Progression

ESS2B: Plate tectonics and large-scale system interactions K-2: Maps show where things are located. One can map the shapes and kinds of land

and water in any area. 3-5: Earths physical features occur in patterns, as do earthquakes and volcanoes.

Maps can be used to locate features and determine patterns in those events. 6-8: Plate tectonics is the unifying theory that explains movements of rocks at Earths

surface and geological history. Maps are used to display evidence of plate movement. 9-12: Radioactive decay within Earths interior contributes to thermal convection in

the mantle.

Making connections

To be effective, materials must engage students in science and engineering practices, stress connections among disciplinary core ideas and practices, and highlight crosscutting concepts (Krajcik, McNeill, & Reiser, 2008).


Loosen up!

Scientific creativity is imagination in a straitjacket! Perhaps the arts can loosen that restraint, to the benefit of all

(Celebrated physicist Richard Feynman)


Dr.Sudha Sunder

Engineering Design Cycle in the Classroom

Engineering Design Cycle How does in the classroom?

Engineering Design Process

ASK: What is the problem? How have others approached it? What are your constraints?

IMAGINE: What are some solutions? Brainstorm ideas. Choose the best one. PLAN: Draw a diagram. Make lists of materials you will need. CREATE: Follow your plan and create something. Test it out! IMPROVE: What works? What doesn't? What could work better? Modify your

design to make it better. Test it out!


The Three Dimensions of the NGSSScience and Engineering

Core ideas in the discipline

Concepts across disciplines

Making connections

Essential Question: What are the Strength, Weakness, Opportunities and Threats of the current

Science curriculum in the light of the Three-dimensional framework of the Next Generation Science Standards?

Next Steps

Performance Indicators that asses what students Know, Understand are able to do Science as a creative struggle of doing versus learning. Teaching for deep conceptual understanding versus regurgitation of science

factual content- Crosscutting Concepts 5Es Instructional Model Exploring Careers in Science

References

Erickson, H, L. (2007). Curriculum and instruction for the thinking classroom. Corwin Press, A SAGE Company, California, USA.

Erickson, H, L. (2008). Stirring the head, heart and soul: Redefining curriculum, instruction and concept-based learning. Third Edition. Corwin Press, A SAGE Company, California, USA.

Lois. A. Lanning (2012) Designing a concept- based curriculum for English Language Arts- mee8ng the Common Core with Intellectual integrity.

Next Generation Science Standards: Available at http://www.nextgenscience.org/next-generation-science-standards

The Common Core State Standards: Available at:

http://www.corestandards.org

http://www.p21.org/our-work/p21-framework

http://www.nextgenscience.org/next-generation-science-standardshttp://www.corestandards.orghttp://www.p21.org/our-work/p21-framework

Contact Information

Dr. Sudha Govindswamy SunderE-mail: [email protected]://www.conceptbasedworkshops.org


mailto:[email protected]://www.conceptbasedworkshops.org/


Slide Number 1Slide Number 2Objective of the session (Know, Understand, Do)Target audienceRoad MapWhat do thinking classrooms look like?Slide Number 7Hallmarks of a Thinking classroomSlide Number 9Table TaskSlide Number 11Unpacking the NGSS as a three-Dimensional Curriculum Framework The three dimensions of the NGSSLets Unpack the Standards. The Three Dimensions of the NGSSSlide Number 16Slide Number 17Slide Number 19ConceptsWhat are Crosscutting ConceptsWhat are the chosen Crosscutting Concepts in NGSS?NGSS Crosscutting Statements(Energy and Matter)Value of the Crosscutting ConceptsRationaleObjectives of the Cross Cutting ConceptsSlide Number 27Slide Number 28Slide Number 29Slide Number 30ConceptsWhat are Crosscutting ConceptsWhat are the chosen Crosscutting Concepts in NGSS?Value of the Crosscutting ConceptsRationaleObjectives of the Cross Cutting ConceptsIn the classroomIn the life of a studentSlide Number 38Lets do it! What is your task?MaterialsSlide Number 41Crosscutting ConceptsINCREASING SOPHISTICATION OF STUDENT THINKING Earth Space Science Progression Making connectionsSlide Number 45Loosen up!Slide Number 47Slide Number 48Slide Number 49Engineering Design Cycle How does in the classroom?Engineering Design ProcessThe Three Dimensions of the NGSSMaking connectionsNext StepsReferencesContact InformationSlide Number 57

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