understandingthengss scienceandengineering pracces · science+isboth a body of knowledge a way to...

Understanding the NGSS Science and Engineering Prac3ces Sonoma County Office of Educa3on 1/27/15

R ICH HEDMAN-‐SACRAMENTO AREA SCIENCE PROJECT (CSUS) ARTHUR BEAUCHAMP-‐SACRAMENTO AREA SCIENCE PROJECT (UCD)

© SACRAMENTO AREA SCIENCE PROJECT 2014

What is science?  From A Framework for K-‐12 Science Educa7on (2011):

“Science is not just a body of knowledge that reflects current understanding of the world; it is also a set of pracPces used to establish, extend, and refine that knowledge. Both elements—knowledge and pracPce—are essenPal.”


Science is both

A body of knowledge

A way to make sense of the world

AND

[information]

[sense-making]

© SACRAMENTO AREA SCIENCE PROJECT 2014 © SACRAMENTO AREA SCIENCE PROJECT 2014

Both aspects of science are essen3al . . .

Most teachers are very good at teaching

Most teachers need help in teaching

the information of science

science as sense-making

However,


Sense-‐making is the heart of the Next Genera4on Science Standards


Sense-‐making is embedded in the science and engineering prac,ces of NGSS.

When students use the science and engineering prac,ces to understand the core ideas of science, they are engaged in sense-‐making.


What are the science and engineering prac3ces? 1.  Asking QuesPons (and Defining Problems) 2.  Developing and Using Models 3.  Planning and Carrying Out InvesPgaPons 4.  Analyzing and InterprePng Data 5.  Using MathemaPcs and ComputaPonal Thinking 6.  ConstrucPng ExplanaPons (and Designing SoluPons) 7.  Engaging in Argument from Evidence 8.  Obtaining, EvaluaPng, and CommunicaPng

InformaPon See handout for details.


Let’s experience a science lesson.


• You are going to engage in a science lesson as a learner. • This science lesson is designed for teacher learning purposes (classroom use will require modificaPon).

• The lesson will engage you in some of the science and engineering pracPces from NGSS.

• Later, you will analyze and debrief the lesson. Pay parPcular ahenPon to the science and engineering pracPces you experienced during the lesson.

• Try to noPce when you are engaged in making sense of something versus when you are being given informaPon.

Example Lesson


• Be considerate and respeciul in language and tone. • Make sure everyone has a chance to express their ideas.

• Try not to steal anyone’s “Aha!” moment by telling them your answers—instead, ask quesPons that will guide your group to your ideas. In other words, ASK, DON’T TELL.

Rules of Engagement


Let’s begin by considering a natural phenomenon…


Natural Phenomenon I noPced that somePmes when I go outside I can see the sun, and it is bright outside.

However, other Pmes when I go outside, I don’t see the sun, and it is dark. I need a flashlight or streetlight to see.

I started wondering about this natural phenomenon, which I will call “day and night” for short.


Data on the Phenomenon  The weather was clear, so I decided to collect data over three days.

 Once every hour I went outside and recorded three things: 1.  Can I see the sun? 2.  If so, where in the sky do I see the sun? 3.  Is the sky dark, dim, or bright?

 You can find my data in a table Ptled, “Day and Night Data Table”.


Consensus on the Data  It is important that we all understand and generally agree with the data.

 Let’s check the data by using a free astronomy program called Stellarium.


Task #1: Pa\erns  With your group, search for paherns in the data.

 Discuss the paherns you noPce.  Write ONE pahern you noPce on a white board.

 (But have a 2nd pahern in your “back pocket” ready to write in case another group shares your same pahern).

 Be prepared to share ONE pahern.  You have 4 minutes.


List of Pa\erns in the Data § Compile here, or on poster paper in front of room.


Task #2: Ques3ons  Consider the list of paherns.  With your group, think of quesPons you have about the data paherns.

 On the 11” x 17” sheets of paper provided, write out TWO quesPons your group has about the data paherns (one on each sheet of paper).

 Then post it on the wall with tape (keep all the quesPons in the same area). If you noPce another group had a very similar quesPon, please post your quesPon next to theirs.

 You have 4 minutes.


(Quickly Review Ques3ons)


Iden3fy the Most General Ques3on  If there is no general quesPon, then focus on the following driving quesPon:

 What causes all of these pa0erns?

 Or, in other words,

 What causes the observed pa0erns in day and night?


Task #3: Develop a Model  Develop a model which can be used to answer the driving quesPon: what causes the observed paherns in day and night?

 A note on models:

 Models are sets of ideas about how some feature of the natural world works.  These sets of ideas (i.e. models) can be used to explain, predict, and make sense of phenomena.


THESE ARE NOT THE KINDS OF MODELS WE ARE TALKING ABOUT:

These are physical replicas or representa7ons that may be useful in communicaPng about and reasoning with underlying models.


Task #3: Develop a Model Develop a model which can be used to answer the driving quesPon: what causes the observed paherns in day and night? Remember, a model is a set of ideas. Create a poster to represent your model: § With your group, write down a list of statements and/or diagrams on poster paper about what causes day and night, AND also be able to explain your ideas with the 3-‐D objects:

§ Earth beach ball, light represenPng the sun. § SPck your poster on the wall. § You have about 15 minutes (followed by a 10 min break)


10 minute break  We will start promptly in 10 minutes.


Sor3ng Your Models  When I walked around the room and read your posters, I found several fundamentally different models. There were also some slight variaPons to these basic models.


Summary of the Models  1. Sun orbits the earth every 24 hours (around the equator). Earth is staPonary. ◦ VariaPon: the sun’s orbit is Plted with respect to the earth’s equator.

 2. Earth orbits the sun every 24 hours. Earth doesn’t spin. ◦ VariaPon: the earth’s equator is not in a straight line to the sun, it is Plted at a constant angle.

 3. Earth spins every 24 hours, and the sun is essenPally aligned with earth’s equator. ◦ VariaPon: the earth’s equator is not in a straight line to the sun, it is Plted at a constant angle.

 (Pick a poster to represent each model category, and label the model with a number)


How can we decide between these models?  We need to know which model is most useful.

 Does each model explain the data we have?

 Do some models beher fit our data?

 So we have a couple of viable models. ◦  IdenPfy the viable models.

 Ok. We could stop here. We have different models which fit the data. The models work!

 But it would be beher if we could sehle on one model to explain the data.


Let’s consider a new phenomena, and see what our models predict.


New Phenomenon On a clear night, we can see points of light in the sky.

For convenience, we will call these distant points of light STARS.

Our ancestors imagined lines connecPng the stars, forming shapes.

We call this set of stars Orion.


Diagram of Orion (The Hunter) This is a representaPon of Orion—see handout.

We are going to add Orion to the objects we are working with.

Place Orion far from the earth and sun.


Task #4: Describe What Each Model Predicts  With your group, write your answers to the following quesPons on your whiteboards: 1.  In model 1, would Orion appear to move across the sky

at night, or would Orion stay in the same place in the sky?

2.  In model 2, would Orion appear to move across the sky at night, or would Orion stay in the same place in the sky?

3.  In model 3, etc. 4.  Etc.  You have 5 minutes.


Let’s Check the Predic3ons  We will use Stellarium.

 I will center it on Orion.  We will see what happens as each hour passes.


So what happened?


Based on our new data, can we eliminate any models?


What model(s) remain viable?  Display posters of viable model(s) and/or revisions to keep our thinking visible.


If we s3ll have more than one viable model, we need more data!

 Distribute the handout (no Pme to read it).

 Discuss why we might need it: § It turns out a lot of addiPonal models are needed to debunk the “sun and the stars all go around the earth” model.

§ But we need to eliminate this model because it is incorrect! § We don’t have Pme to develop these models, so instead, students will read a summary of these models, along with some concrete evidence supporPng the heliocentric model (the earth orbits the sun).

§ So, from this arPcle . . .


Based on our new data, can we eliminate any models?


What model(s) remain viable?  Display posters of viable model(s) and/or revisions to keep our thinking visible.


Excellent! You have achieved my NGSS learning goal.

 (Middle School Earth and Space Sciences)


Let’s debrief the lesson.


Task 5: What science prac3ces did you engage in?

§ Find your NGSS Science PracPces handout. § With your group, idenPfy the pracPces you engaged in during the lesson. § Cite evidence. Use the whiteboard. § Not all pracPces were uPlized! § Be prepared to share out. § You have 6 minutes.


What science prac3ces did you engage in?

§ Share ONE pracPce you think we engaged in, and cite your evidence.

§ I will interrupt you if you share more than ONE!


Obtaining, EvaluaPng, and CommunicaPng

InformaPon

Asking QuesPons

Developing and Using Models

Planning and Carrying Out InvesPgaPons

Analyzing and InterprePng Data

Using MathemaPcs and ComputaPonal

Reasoning

ConstrucPng ExplanaPons

Engaging in Argument from

Evidence

Three things to remember about the NGSS prac3ces: 1.  The science and engineering pracPces are highly

interconnected.

2.  The science and engineering pracPces are not meant to be learned separate from the core ideas of science.

3.  The goal is for STUDENTS—not the teacher—to be doing the science and engineering pracPces.



The intent of NGSS is for students to make sense of the core ideas of science.

These are the disciplinary core ideas (DCIs).

Engage students in the science & engineering prac3ces (SEPs).

Thank You!  Rich Hedman [email protected]


The rest are extra slides.  I may use these slides to highlight the models developed by the groups.

 However, I plan to use their posters instead of these slides.

 I am keeping them here just in case it would be useful during the presentaPon.


Model Representa3ons


Summary of Model #1: Day & Night •  The sun is far away and produces light. •  The earth is a sphere, so only half of it can be illuminated by the sun at any given Pme.

•  The earth does not spin. •  The earth orbits the sun about once every 24 hours.

Applying the Model/ExplanaPon: earth orbits the sun, & since the earth doesn’t spin, different parts of earth are illuminated (dayPme), and different parts are in darkness (facing away from the sun, nighvme).


Sunset 6pm in U.S.

west

east

Midnight in U.S.

west

east

Sunrise 6am in U.S.

west

east

Noon in U.S.

west

east

Earth orbits sun once every 24 hrs

DiagrammaPc RepresentaPon of Model #1



•  The sun orbits the earth about once every 24 hours.

Applying the Model/ExplanaPon: As the sun orbits the earth, different parts of earth are illuminated (dayPme), and different parts are in darkness (facing away from the sun, nighvme).


U.S.

west

east

Sun orbits earth once every 24 hrs


Midnight In U.S.

Sunrise 6AM in U.S.

Sunset 6PM in U.S.

Noon In U.S.



•  The earth spins on an axis about once every 24 hours.

Applying the Model/ExplanaPon: As earth spins, different parts of earth are illuminated (dayPme), and different parts are in darkness (facing away from the sun, nighvme).


Noon in U.S.

west

east

Earth spins on axis once every 24 hrs



DiagrammaPc RepresentaPons of: Model #1 Model #2 Model #3

Which model is most useful? •  Does the model explain our observed phenomena? •  Can the model be used to make accurate predicPons? •  Can the model be used to explain addiPonal phenomena? We may need to consider new phenomena and addiPonal data to evaluate the

usefulness of our models.

Work with your group to answer these quesAons.


Model Evalua3on Aeer Gathering Star Data


EvaluaPng Model #1: Earth orbits sun every 24 hours, earth doesn’t spin

•  In this model, earth always faces same direcPon in space, so stars would always be in the same posiPon over a night, and through all seasons.

•  AddiPonal data shows us the stars change posiPon over a night, and through the seasons.

•  We would need to revise this model, or reject it.


EvaluaPng Model #2: Sun orbits the earth every 24 hours, earth doesn’t spin

•  Again, earth always faces same direcPon in space, so stars would always be in the same posiPon over a night, and through all seasons.

•  Other data shows us the stars change posiPon over a night, and through the seasons.

•  We would need to revise this model, or reject it.


EvaluaPng Model #3: Earth spins on axis once every 24 hours.

•  This model can explain the sun observaPons, and our star observaPons over a night.

•  It doesn’t explain the changes in star posiPons over the seasons.

•  This model needs to be revised, but it can predict beher than models #1 & #2.


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