steam and 21st century skills in the science classroom

STEAM and

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

Dr.S Govindswamy Sunder

Objective of the session (KUD)

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

Let off some STEAM Multiple Hat Syndrome- Teachers- Students- Curriculum Designers Certified Empowered Smart Alpha Teacher Woohooooo!!

Unpacking the NGSS as a three-Dimensional Curriculum

Framework

What do thinking classrooms look like?

Dr.S Govindswamy SunderDr. Lynn Erickson

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!


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

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


Objectiveof 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

21

Performance Expectation

Scientific & Engineering Practice

Disciplinary Core Idea

CrosscuttingConcept

Connections to CCSS


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

The Challenge

The Framework for K-12 Science Education (National Research Council [NRC], 2012) presents a new challenge to education:

to deepen all students understanding of disciplinary core ideas through active engagement in science and engineering practices and application of crosscutting concepts.


Science not just a body of knowledge

The Framework emphasizes that science is not just a body of knowledge but also a set of practices for investigating, modeling, and explaining phenomena in the natural world.


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!


EDP in Action

http://www.eie.org/overview/engineering-design-process


http://www.eie.org/overview/engineering-design-process

Engineering Design Cycle How does in the classroom?

From STEM to STEAM

Science and Art Go Hand-in-Hand

"My kids didn't grow up in grade school saying, 'I want to be a technical sound engineer.' They grew up saying, 'I want to be a rock star(Stephen Lane, CEO of Medical Device Design Co- and a huge proponent of STEAM)


Dr.Sudha Sunder

What is our challenge?

Problem: You are an engineer who specializes in designing cool toys and machines for games. You were recently contacted by the SuperFun Toy Company to help design a machine called a catapult for a game that will launch Ping-Pong balls at a series of targets. To ensure that children and adults alike will love the game, you need to make sure the catapult is both accurate and precise.

What materials do we have?

For each table:

Popsicle SticksMasking Tape

StrawsRubber Bands

Plastic SpoonsCardboard Base (1 per group)

Caution! Emulate engineering behavior!

Imagine: Brainstorm several ideas you have for how to use the above materials in your catapult. Draw pictures- Ask questions!!

Design: Draw out your groups best catapult design. Be sure to label where you will use all of the different materials (Popsicle sticks, tape, plastic spoon, etc.).

Build Test Improve!

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


Inquiry-based teaching and learning

Part of the National Research Councils intent is to better explain and extend what is meant by inquiry in science and the range of cognitive, social, and physical practices that it requires.

Scientific inquiry involves the formulation of a question that can be answered through investigation

While engineering design involves the formulation of a problem that can be solved through design.

Dr. Sunder- Associate Consultant- KDSL

The Paradigm Shift

Teacher driven versus supporting students through the creative struggle of understanding how the world worksLearning is not something that is done to students

Student Provocations Sustained Inquiry-based approach

Dr. Sunder- Associate Consultant- KDSL

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)


Contact Information

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


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

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.nextgenscience.org/next-generation-science-standardshttp://www.corestandards.org


Slide Number 1Objective of the session (KUD)Target audienceRoad MapUnpacking the NGSS as a three-Dimensional Curriculum Framework What do thinking classrooms look like?Slide Number 7Table TaskThe three dimensions of the NGSSLets Unpack the Standards. The Three Dimensions of the NGSSSlide Number 12ConceptsWhat are Crosscutting ConceptsWhat are the chosen Crosscutting Concepts in NGSS?NGSS Crosscutting Statements(Energy and Matter)Value of the Crosscutting ConceptsRationaleObjective of the Cross Cutting ConceptsSlide Number 20Slide Number 21Slide Number 22The ChallengeScience not just a body of knowledgeSlide Number 25Engineering Design ProcessEDP in ActionEngineering Design Cycle How does in the classroom?Slide Number 30From STEM to STEAMSlide Number 32Slide Number 33What is our challenge?What materials do we have?Caution! Emulate engineering behavior!Slide Number 37What are the chosen Crosscutting Concepts in NGSS? Inquiry-based teaching and learningThe Paradigm ShiftSlide Number 42Loosen up!Contact InformationReferencesSlide Number 46