welcome to the university of north dakota!

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Welcome to the University Of North Dakota!

Welcome!ScheduleReimbursementSpace Resources and ActivitiesNature of Science, NGSS, Engineering

Design ProcessTeaching Strategies

Numbered HeadsElectronic forms on

ndspacegrant.und.edu

GEN Goals and Objectives

Goal 1: Help educators to engage students in areas of astronomy and general science, by using effective instructional strategies and educational resources, with engaging and inspiring content.

GEN Goals and Objectives

Goal 2: Promote the effective use of NASA-developed and NASA-supported resources through integration of astronomy/space science content with Galileo-inspired science inquiry and exploration.

Four Essential Components of GEN

Which enable flexible design and usage:Galileo-related activities, examining

astronomy content and/or science inquiry (including science practices and the nature of science)

NASA-developed and NASA-supported resources and science content

Fundamental astronomy concepts to meet curriculum goals

Resources adaptable for use in the classroom

Professional Development Objectives

Participants will:

1. Develop their understanding of science practices.

2. Develop their understanding of the nature of science and how to facilitate student learning of the nature of science.

3. Develop their understanding of how to modify existing science activities to emphasize science practices and the nature of science.

4. Learn some fun stuff about space! 6

Introductions

Caitlin Nolby Angie Bartholomay Space Pictionary!

Observing Jupiter

You get to be the astronomers!Who first discovered the moons of Jupiter?

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Galileo Galilei (1564 – 1642)

http://www.biography.com/people/galileo-9305220

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Jupiter as Seen by Galileo

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Observing Jupiter

Night 1

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Day Time

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Observing Jupiter

Night 2

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Day Time

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Observing Jupiter

Night 3

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Day Time

Make a Prediction for Night 4 …

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Observing Jupiter

Night 4

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Day Time


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Observing Jupiter

Night 5

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Day Time


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Observing Jupiter

Night 6

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Day Time


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Trying to Observe Jupiter

Night 7

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Day Time


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Observing Jupiter

Night 8

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Day Time


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Observing Jupiter

Night 9

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Analyzing Jupiter DataWork with your table group to analyze the Jupiter data.

What patterns do you observe?

How would you describe the data?

Don’t try to explain the data!

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Modeling the Jupiter DataWork with your table group and discuss the following questions: What does the data tell us about the motion

of the 4 objects?

Can you build a model that explains the observations?

What do you think is the nature of these 4 objects?

Other model ideas?

Video: Galileo's observations of the Moons of Jupiter.

When watching the video, think about what Galileo did as a scientist and why he did it.

Reflecting on Galileo’s Observations

http://www.teachersdomain.org/resource/ess05.sci.ess.eiu.galileomoon/

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Reflecting on the Nature of Science Why did Galileo look at Jupiter?

Why did Galileo repeat his observation?

What question did Galileo ask?

What did Galileo do that helped to answer his question?

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Understandings aboutthe Nature of Science

Scientific knowledge is based on empirical evidence.

New technologies advance scientific knowledge.

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Reflecting on the Nature of Science

Did Galileo follow the “scientific method”?

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Science investigations use diverse methods and do not always use the same set of procedures to obtain data.

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Reflecting on the Nature of Science Why do you think scientific knowledge

changes? New Technologies allow us to collect new

evidence

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Scientific explanations are subject to revision and improvement in light of new evidence.

The certainty and durability of science findings varies.

Science findings are frequently revised and/or reinterpreted based on new evidence.

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Reflecting on the Nature of Science Do you think Galileo’s work involved

creativity?

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Science is a human endeavor.

Scientists and engineers rely on human qualities such as persistence, precision, reasoning, logic, imagination, and creativity.

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We will assume circular motion.

Discuss with your table group how the data can be used to compare the times it takes each moon to complete an orbit.

Analyzing Data

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1. Determine the time it takes for your moon to complete one orbit. [unit = day]

2. Determine the distance to Jupiter (or the radius of the orbit). [unit is million km]

3. Determine the length of the orbital path for your moon. [unit is million km]

4. Calculate the speed by dividing the length of the orbit by the time it takes the moon to complete it. [unit = million km / day]

Data Analysis Steps

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Graph the data for speed versus distance and describe what this graph tells you.

Graphing the Data

0.20 0.40 0.60 0.80 1.00 1.20 1.40 1.60 1.80 2.000.50

0.60

0.70

0.80

0.90

1.00

1.10

1.20

1.30

1.40

1.50

Distance (million km)

Sp

eed

(m

illio

n k

m p

er d

ay)

Sorting the Solar System

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You are the astronomers!

And you get to travel back in time…

3 Envelopes of different time periods

Categorize solely based on information provided

Sorting the Solar SystemUse index cards to label/name each grouping and include the following information on the card:

Name for your groupingDescription of your groupingCriteria you used to create the categories.The Card numbers of the objects in your group

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Let’s categorize!

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Antiquity – 1799… Go!

1800 – 1950… Go!

1951 – Today… Go!

ReflectionIndividually answer the following question:

How did your previous knowledge and experiences (related to Solar System objects) interfere or help you as you completed this investigation?

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ReflectionIndividually answer the following question:

How would you reply to a student who said “If science constantly changes, how can we trust it?”

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Understandings AboutThe Nature of Science

The first four understandings are closely associated with Practices:

1. Scientific Investigations Use a Variety of Methods

2. Scientific Knowledge is Based on Empirical Evidence

3. Scientific Knowledge is Open to Revision in Light of New Evidence

4. Scientific Models, Laws, Mechanisms, and Theories Explain Natural Phenomena

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Understandings AboutThe Nature of Science

The second four understandings are closely associated with Crosscutting Concepts:

1. Science is a Way of Knowing

2. Scientific Knowledge Assumes an Order and Consistency in Natural Systems

3. Science is a Human Endeavor

4. Science Addresses Questions About the Natural and Material World

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Recommendations for InstructionAbout The Nature of Science

Discuss the following question with a partner:●What did we do today that got you thinking about

one or more aspects of the nature of science?

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Recommendations for InstructionAbout The Nature of Science

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●Students must reflect specifically on how the practices contribute to the accumulation of scientific knowledge.

●Students can begin to understand the importance of each practice and develop a nuanced appreciation of the Nature of Science.

●Using examples from the history of science is another method for presenting the Nature of Science.

●Curriculum materials: guide teachers to engage students in these reflections and provide examples from the history of science.

Understanding About theNature of Science Across Grades

●Review Table of Nature of Science

●The Nature of Science Matrix on pages 5-6 presents eight major themes and grade level understandings about the Nature of Science.

●Review its progression across grades.

●Make notes about things you notice about the progression.

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July 2011

The NGSS was DevelopedBased on a Framework

● The NGSS was developed based on a Framework for K-12 Education published by the National Academies.

● The NGSS incorporates our best understanding of how students learn science.

● The NGSS takes into account the needs of the 21st Century workplace.

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The Framework is Designed to Help Realize a Vision of Science Education

●A vision of science education in which all students’ experiences over multiple years foster progressively deeper understanding of science.

●Students actively engage in science and engineering practices in order to deepen their understanding of crosscutting concepts and disciplinary core ideas.

● In order to achieve the vision embodied in the Framework and to best support students’ learning, all three dimensions should to be integrated into the system of standards, curriculum, instruction, and assessment.

NRC Framework Page 217

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NGSS Lead State Partners

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Standards Integrate Core Ideas, Crosscutting Ideas, & Practices

● “Standards should emphasize all three dimensions

articulated in the framework—not only crosscutting

concepts and disciplinary core ideas but also science

and engineering practices.” (NRC 2011, Rec 4)

● “Standards should include performance expectations

that integrate the science and engineering practices with

the crosscutting concepts and disciplinary core ideas.

These expectations should require that students

demonstrate knowledge-in-use and include criteria for

identifying successful performance.” (NRC 2011, Rec 5).57

July 2011

Developing the Standards

2011 - April 2013

Public Reviews:

● May 2012

● January 2013

● 95% of Performance Expectations rewritten.

● 33% of Performance Expectations removed. 58

To understand and successfully implement NGSS, which includes assessments, curricula, instruction, and teacher development, it is critical to understand this Framework and its Vision for Science Teaching and Learning that is the basis for the NGSS.

Major Insight into NGSS

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Adopted:CaliforniaKansasKentuckyMarylandRhode IslandVermontDelawareWashington**Oregon**Nevada**Illinois

ArkansasFloridaIowa

New HampshireNew MexicoNew York

MaineMichiganOhio

FloridaWest Virginia

First Look at the NGSSIndividually, look at a page for the grade that you teach.

●How is the page structured?

●What is the purpose of each of the sections on the page?

●How do these sections relate to each other?

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Content

CompetenciesPerformance Expectations

Crosscutting Concepts

Core Ideas

Practices

Connections

Common Core Math and LA

Across Grades

With Same Grade

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MS.Space SystemsStudents who demonstrate understanding can: MS-ESS1-3. Analyze and interpret data to determine scale properties of objects in the solar

system. [Clarification Statement: Emphasis is on the analysis of data from Earth-based instruments, space-based telescopes, and spacecraft to determine similarities and differences among solar system objects. Examples of scale properties include the sizes of an object’s layers (such as crust and atmosphere), surface features (such as volcanoes), and orbital radius. Examples of data include statistical information, drawings and photographs, and models.] [Assessment Boundary: Assessment does not include recalling facts about properties of the planets and other solar system bodies.]

The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education:

Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts Analyzing and Interpreting DataAnalyzing data in 6-8 builds on K-5 experiences and progresses to extending quantitative analysis to investigations, distinguishing between correlation and causation, and basic statistical techniques of data and error analysis.

Analyze and interpret data to determine similarities and differences in findings. (MS-ESS1-3)

ESS1.B: Earth and the Solar System

The solar system consists of the sun and a collection of objects, including planets, their moons, and asteroids that are held in orbit around the sun by its gravitational pull on them. (MS-ESS1-2),(MS-ESS1-3)

Scale, Proportion, and Quantity

Time, space, and energy phenomena can be observed at various scales using models to study systems that are too large or too small. (MS-ESS1-3)

-------------------------------------Connections to

Engineering, Technology, and Applications of

Science

Interdependence of Science, Engineering, and Technology

Engineering advances have led to important discoveries in virtually every field of science and scientific discoveries have led to the development of entire industries and engineered systems.(MS-ESS1-3)

Note: Performance expectations combine practices, core ideas, and crosscutting concepts into a single statement of what is to be assessed. They are not instructional strategies or objectives for a lesson.

A Closer Look atPerformance Expectations

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-------------------------------------Connections to


Science





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-------------------------------------Connections to


Science





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Science





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Science





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●Practices, Crosscutting concepts and Core Ideas will be assessed simultaneously.

●The Academy of Sciences produced a report with recommendation in Fall 2013 (TBD).

Implications for Assessment

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Core Ideas

Practices


Standards, Curriculum,and Instruction

Standards are like the

blueprint of a house.

Curriculum is the house after it is built with all its walls, floors, doors, windows, and roof in place.

Instruction is how you make this house your home, how you decorate it, and where you spend your time.

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●Curriculum Materials must contain an instructional sequence that would lead students to required performance.

●Curriculum materials need to do more than present and assess scientific ideas – they need to involve learners in using scientific practices to develop and apply the scientific ideas.

Implications forCurriculum Materials and Instruction

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Core Ideas

Practices


What can you do now to Preparefor the Implementation of the NGSS

●Engage in PD related to the NGSS, particularly those that focus on Practices and Crosscutting Concepts:

●Start using the Practices, Crosscutting Concepts and Performance Expectations that align with the content that you already teach.

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What you should NOT do now●At this point it is not advisable to purchase new

curricula or make major changes in what content is taught at what grade level.

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Gots and Needs●On one post-it describe one of the following:

●One thing that you really got from today

●A major “aha”

●Something you never thought about

●Something you found very intriguing

●On the other post-it describe one of the following:

●One thing you are struggling with

●Something you still need help with

●Something you would like to know more about

welcome to the university of north dakota!

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