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Achievement Meeting

Focus on Science

November 19, 2015

Diegueno Middle School

Jennifer McCluan

Sam Thacker

Presentation Link: https://goo.gl/oXFQoZ

(Case sensitive, lowercase letter l after second g)

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Outcomes

By the end of today’s session, our goals are to understand:

District science goals for 2015-2016
Conceptual shifts associated with NGSS
5E lesson model and expectations regarding its implementation in science classrooms
Opportunities and challenges surrounding the Middle and High School Science Course Sequences that support the NGSS philosophy “All Standards, All Students”
Timeline and process we will use in recommending course sequences

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District Science Goals 2015-2016

Who can (without looking ahead) identify one of our district science goals for this school year?

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Science Goals Continued...

Direct Link to SDUHSD Science Goals 2015-2016
Make a recommendation to School Board about middle-school and high-school course sequences.
All teachers will collaboratively implement a 5E NGSS-aligned instructional sequence.
All teachers will learn about the new ELD standards and framework and will begin to incorporate science language development strategies that support all learners.
All teachers will participate effectively in PLCs, and groups will deliver a common authentic assessment and examine student work.

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What Effect Will Sunlight Have on the Materials Displayed?

What else does this make you wonder?

1. Jenn, 2 minutes (9:14 - 9:16 am)

Ask participants to think about the effect that sunlight will have on the materials displayed in the placemat. What have they observed related to the phenomena? What do you wonder about it? Tell participants to record their thoughts on paper. When everyone has had time to record their thoughts, ask participants to discuss their ideas with their group.

Reconvene the group and chart the answers from the questions in the slide and additional questions from the group.

Conclude the conversation by summarizing the major points: 1) different materials have different properties when exposed to sunlight. These properties are observable by the fact that they do feel warm, hot or cold. 2) Sunlight is a form of energy that is being transferred to the materials. 3) If it did not come out from the participants, point out that AIR is also one of the materials in the picture. Air also has specific properties when exposed to sunlight.

Remind the participants that all the activities presented in this session involve transfer and absorption of energy from one source to the other and make observations about the effects that this transfer of energy has on the materials in the system. The session focuses on understanding this concept using modeling, argumentation, and explanation.

In this first activity the main source of energy is the sun, which transfer energy to different materials (water, rocks, metal, wood, air, etc.). The different materials absorb energy in different ways depending on their properties.

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Cube and Ice Investigation

Place blocks on paper towel.
Predict: What will happen if you put the ice cube on top of the blocks?
Place a cube of ice on top each block simultaneously.
Observe and record what happens in the next few minutes.

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Cube and Ice Investigation Continued...

Using Handout H1:
�Draw and label observations at beginning, during, and after a few minutes.
What is the source of energy in these phenomena?
�Generate a question about what you observed.

�Why is the ice melting faster/slower ________?

�Generate your preliminary answer to your question.

�I think _________ because _________

�Share ideas with your table group. Do you all have the same ideas?
�Be ready to debrief with whole group.

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Developing a Scientific Model and Engaging in Argument

A model is a simplified representation of a system or phenomenon
�Central features are made explicit and visible (including those that are not observable with eyes)
�Appropriate labels are included to clarify the model’s components
A model allows opportunities to explain what we think is happening (to make the invisible visible)
Models are revisable
�Discussion of models or parts of the model allows to engage in argument with evidence.

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Candle in a Jar Phenomenon

Our next phenomenon is also related to the transfer of energy from one source to different materials
What happens when you place a jar over a burning candle in 100 mL of water?
Write a prediction

I predict _________ because __________ .

Conduct the experiment
Record your observations and sketch a model (make your thinking visible)
Discuss with your group
Refine and develop a group model

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Understanding NGSS

How are the activities we have experienced this morning different than what we have done in science classrooms previously/currently?

Which NGSS Dimensions did we use in this activity?

Science and Engineering Practices?
Cross Cutting Concepts?
Disciplinary Core Ideas?

Which Physical Science NGSS Performance Expectation is best associated with these investigations?

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NGSS Performance Expectations

Represent what a student should be able to do by the end of instruction
Blend together the three dimensions (practices, crosscutting concepts, and core ideas/content)
“Physical Science” performance expectations do not make a distinction between chemistry and physics
How do the NGSS performance expectations differ from our previous California Content Standards?
How might assessments differ from our previous CST exams?

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Three Dimensional Learning

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13

KEY NGSS SHIFTS
Science Education Will Involve Less	Science Education Will Involve More
Rote memorization of facts and terminology	Facts and terminology learned as needed while developing explanations and designing solutions supported by evidence
Learning of ideas disconnected from questions about phenomena	Systems thinking and modeling to explain phenomena and to give a context for the ideas to be learned
Teachers providing information to the whole class	Students conducting investigations, solving problems, and engaging in discussions with teachers’ guidance
Teachers posing questions with only one right answer	Students discussing open-ended questions that focus on the strength of the evidence used to generate claims
Students reading textbooks and answering questions at the end of the chapter	Students reading multiple sources, including science-related magazine, journal articles and web resources; students developing summaries of information.
Pre-planned outcome for “cookbook” laboratories or hands-on activities	Multiple investigations driven by students’ questions with a range of possible outcomes that collectively lead to a deep understanding of core scientific ideas
Worksheets	Writing of journals, reports, posters, and presentations that explain and argue
Oversimplification for students who are perceived to be less able to do science	Provision of supports so that all students can engage in sophisticated science and engineering practices

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5E Lesson Model

Overview of the 5Es (summary handout)

Identify the 5E Stage for each lesson component

Metal vs. wooden slide
Cube and ice investigation
Candle in a jar demo

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5E Lesson Expectations for 2015-2016

SDUHSD science teachers will implement a 5E lesson in their classes
Teachers can do the 5E lesson shared during Fall PD sessions or create one modeled after this one

7th Grade, 8th Grade, Biology, Chemistry, & Physics

Supplies are provided for the 5E lesson shared during Fall PDs
With the exception of Biology, supplies are shared between sites
Sign-up sheet

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“All Standards, All Students”

Why do we think it is important for all students to experience content in Earth-Space, Life, Physical Science, and Engineering?

Does our current course sequence support this NGSS philosophy?

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Course Model Timeline and Process

Middle School (Integrated vs. Discipline-Specific)

Make recommendation this school year (2015-2016)
The earliest we would implement would be Fall 2017

7th grade implements NGSS-aligned course model Fall 2017
Both 7th and 8th grade would implement in Fall 2018

High School (4 Possible Models)

All models include 3 or 4 science courses
Explore state models this school year (2015-2016)
Make recommendation by Fall 2016
Implement recommendation Fall 2017

Summative State Assessments Anticipated 2018-2019

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Overview of Middle School Models

Grade Level	Discipline-Specific Model	Integrated Model
6th Grade	Earth-Space	Climate arises from systems interactions and strongly influences organism structures and functions
7th Grade	Life Science	Natural processes and human activities shape earth’s web of life
8th Grade	Physical Science	Capstone of 6th-8th grade topics

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Overview of High School Models

Model A: Modified Science Domains (Three Year with Earth-Space Integrated)
Biology (+ Earth & Space)	Chemistry (+ Earth & Space)	Physics (+ Earth & Space)
Model B: Conceptual Progressions Three Year Integrated (More Coordinated than Integrated)
Integrated Science #1	Integrated Science #2	Integrated Science #3
Model C: Science Domains (Four Year Course Model)
Biology	Chemistry	Physics	Earth-Space
Model D: Three Year Integrated with Electives in Years 3 & 4 (Integrated, Not Coordinated)
Year 1: Integrated #1	Year 2: Integrated #2	Year 3: Int #3 & Elective	Year 4: Elective

*Note that these Models A-D originate from the NGSS Rollout #2, and the table was adapted from the San Diego County Office of Education NGSS Resource Page (scroll down to see possible models)

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It’s Time to Split...

into Middle and High School Groups

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Teacher Credentialing

Middle School

All current middle school teachers in our district are credentialed to teach integrated and physical and/or life science for domain-specific model

High School

Link to Teacher Credentialing Document
3 current high school science teachers possess credentials that do not qualify them to teach any grade level of integrated science
7 current high school teachers possess credentials that qualify them to teach 7-9 grade integrated science
Link to SDUHSD High School Teacher Credentials

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Middle School Discussion

Update of Where We are in Process as a District
Exploring Middle School Models

Middle School Model Documents

Link to CA Science Framework Draft (published 11-17-15)

note that 8th Grade Integrated section has been rewritten since the advance draft shared with middle school teachers two weeks ago during their PD

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Middle School Discussion Continued

As we enter this conceptual shift in how we teach science, how do we support teachers who are reluctant/struggling to change?
7th Grade Life Science Teacher Concerns about Health Standards
Expectation that teachers will teach all science disciplines
What additional questions do you have about middle school science?

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High School Discussion

NGSS & course sequences represent an ENORMOUS shift for teachers (for all of us)

Magnitude of these changes have not yet “sunk in” for every teacher
Tendency to create separate tracks for students to support current courses
How can we support shifts in this way of thinking?

Strategies for approaching this work (aka What Jenn has learned from MS Process)

We are in this together! Collaboration is crucial.
Discuss rationale for why change is needed
Focus on students and learning opportunities
Empower teachers as professionals and educators
Address fears and misconceptions
Embrace elephants in the room, paint their toenails, etc.
Clear lines of communication
Well-articulated plan and transparency
Honest realism
Access to accurate information (credentialing, UC requirements, etc.)

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Insights and Useful Perspectives

The Biology, Chemistry, Physics high school course sequence is more than 100 years old and order is based on alphabet (B, C, P)
High school science teachers love their content and view themselves as specialists (biologist, chemist, physicist, etc.)
There is a “hierarchy” of sorts that exists in science
The NGSS “Earth-Space” content is very different (think capstone course level) than the current course content
Why does science have to be hard? Why do teachers cling to this?
Scientists are skeptics by nature; they question (and worry) about everything!

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Exploring High School Course Models

Work with a partner to fill in this table

High School Model Comparison Table
View only, make a copy to edit

Additional information and details for the models

Link to CA Science Framework Draft (published 11-17-15)
Note that Model B (Integrated) is Appendix D: 3 Year Model: Every Science, Every Year
Model D is not addressed in this draft of CA Sci. Framework

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Wrap-Up and Thank You!

What opportunities does NGSS bring that we have heard teachers discuss?

What concerns/challenges accompany NGSS?

What questions remain?

What is your big take-away from today?

Thank you for your support of science!