Author:
Megan Alameda, Cristina Trecha
Subject:
Education
Material Type:
Module
Level:
Graduate / Professional
Tags:
  • NGSS
  • License:
    Creative Commons Attribution
    Language:
    English
    Media Formats:
    Downloadable docs, Graphics/Photos, Interactive

    NGSS4Baker5J Module #1 - Introduction & Framework

    Overview

    The Oregon Science Project was created in response to Oregon educators' desires to understand the NGSS and how it may look in our classrooms. These new standards are more than a restructuring of the previous content standards. The 3 dimensions of NGSS shifts the classroom work toward the students' sense-making of phenomena. Students then model scientific processes as they seek to understand the awe-inspiring piece of the world around us. 

    The modules and process we are embarking on are designed to help us as educators explore what it means for our students to 'do' science. This process will be messy, vague, and uncomfortable at times, and asks each of us to contribute in order to generate productive work. The work throughout this year will be a combination of monthly in-person or online meetings, using OSP Modules, group discussion, and group designed formats.

    Here is the (draft) skeleton schedule: (subject to change depending on participants' needs)

    Module #1: Introduction & Framework - Who are we as a group? Why teach science? Why teach science in our community? How does science work? How does NGSS shift the science process?

    Module #2: Phenomena - What are phenomena? Why are they central to an NGSS classroom? How do you decide what is productive phenomena?

    Module #3: Making our students' thinking visible - How do we use productive discourse in the classroom? How do we model and teach paraphrasing? 

    Module #4: Equity - How do we engage all students in Science? 

    Module #5: Science Talk - Why is Science Talk important?

    Module #6: Science Talk - What does Science Talk look like in the classroom?

    Module #7: Science Talk - How do we increase Science Talk? How do we show others?

    Module # 8+: Coming soon! 

    Structure: Prior to each meeting, participants will be gifted with insightful media to provoke thoughts, questions, and ideas to prepare each for meeting. Each meeting, participants will share, discuss, and do activities that relate to the Module topics and questions. We will have approximately 8-10 meetings from October 2017 to April 2018. 

    Why Teach Science in Our Community?

    Why Teach Science in Our Community?

    "In addition to being the center of most youth’s social world, schools often function as the center of community life and the primary institutions that maintain and transmit local community values to youth." - Devora Shamah Katherine A. MacTavish from Making Room for Place-Based Knowledge in Rural Classrooms

    Approximate time: 10-15 minutes 
    
    Components: Reading & Google Map activity

    Oregon

     

      Each Participant Open: "Our Community Map" 

      1. Think about one place in our region that you like because of it's science awesomeness.
      2. Create a marker of your favorite color and place yourself on the Google Map in your location of science awesomeness.

      Include the following information in the description accompanying your marker:

      1. First and Last Name
      2. Picture of yourself (that you like - could be of you and your students)
      3. Grade(s) and classes you teach 
      4. Describe your place of local science awesomeness 
      5. One reason that a high quality science education for ALL students is important for your community

      ** If you are new to creating a location and description on Google Maps, please open "Google Map Instructions" and watch the short how-to video.

      Please come to our first meeting prepared to discuss;

      • Why a high quality science education is important for ALL students in our community? 

      Why Teach Science?

      Why Teach Science?

       

      Overview

       

      "A Framework for K-12 Science Education (hereafter referred to as the Framework) and the Next Generation Science Standards (hereafter referred to as the NGSS) describe aspirations for students’ learning in science that are based on key insights from research:

      • that science learning involves the integration of knowing and doing 
      • that developing conceptual understanding through engaging in the practices of science is more productive for future learning than simply memorizing lists of facts
      • that science learning is best supported when learning experiences are designed to build and revise understanding over time"

      Science Teachers' Learning: Enhancing Opportunities, Creating Supportive Contexts (2015) 

      Estimated time: 10 minutes 
      
      Components: survey response to statements about teaching science
      

      Instructions:

      Open "Survey #1"

      1. Read each statement first for understanding. Take notes on your thoughts about why each statement is important.
      2.  Read each statement again and rank which statement is the most important to you and takes notes on why you ranked them the way you did.
      3. Be prepared to discuss your thoughts at the meeting. 

      How Science Works

      How Science Works

      "Before one can discuss the teaching and learning of science, consensus is needed about what science is." - Taking Science to School

      Approximate time: 25-30 minutes 
      
      Components: article, video, survey response, preparation for small group discussion

      Instructions

      Article: "Schools should teach science like sports"

      1. Read article knowing the audience is the general public.
      2. Think about your philosophy of science teaching. Should we teach science like softball? 

      Video: "Science in Action: How Science Works"

      1. Watch video and note these questions:
        1. How do these scientists - and science educators - discuss how science works?
        2. What are ways that scientists use evidence to craft arguments?
        3. How did the scientists reason with evidence?
      How Science Works

      Open: "Science Flowchart (Dynamic)" & keep open for next 2 tasks

      1. Mouse over the different parts of the flowchart ensuring that you have seen all of the different spheres.
      2. Come prepared to discuss your thoughts on this flowchart. 

      Open: "NGSS 3 Dimensions"

      1. Look at both the Flowchart and the NGSS Practices and take notes on where each practice could fit on the flowchart and why, or why not.
      2. Come prepared to discuss the connections between the practices and the flowchart. 
      3. Refer back to the video (or even watch it again) to help you think about this overlap.
      4. Look at both the Flowchart and the NGSS Crosscutting Concepts and take notes on where each concept could fit on the flowchart and why, or why not.
      5. Come prepared to discuss the connections between the crosscutting concepts and the flowchart. 
      6. Refer back to the video (or even watch it again) to help you think about this overlap.

      Open: "Survey #2" 

      1. Individually, read each prompt on the survey using the science flowchart to guide your discussion about how science works.
      2. Include material from the video (quotes, ideas, stories, claims, etc.) in your responses.
      3. Each participant completes and submits their own survey.
      4. Come prepared to discuss your survey responses.

      For our next meeting, come prepared to discuss;

      1. Your thoughts on the article, "Science should be taught like Sports"
      2. Your observations on the flowchart
      3. Your connections of the NGSS practices and crosscutting concepts to the flowchart.

      Science as Process

      Science as Process

      "Experiment has been widely viewed as a fundamental characteristic of science...However, if we look at science as a process of argument, experiment becomes one of the measures that provide scientists with insights and justification for their arguments."

      - George Zhou

      Approximate time: 20-25 minutes 
      
      Components: reading, survey response, and prep for a small group discussion
      

      Research from the history and philosphy of science identifies that science can be a process of logical reasoning about evidence, and a process of theory change that both require participation in the culture of scientific practices. In the teaching of science, the Framework and NGSS ask us to shift our focus away from memorization of vocabulary, to thinking of science as a process of application of knowledge and concepts via model-based reasoning.

      As you can see from the screen shot of NGSS Appendix A below, this is identified as the first shift on the list of the seven major shifts in science education as envisioned by the Framework & the NGSS.

      Appendix A

      Each participant open "Appendix A: Conceptual Shifts in the NGSS"

      1. Open Appendix A and skim the document to identify two different conceptual shift statements on the list that you would like to explore further. (i.e. shift #2 and shift #5)
      2. Read your chosen two shift statements and take some notes as to why you are interested in these shifts.

      Open "Survey #3; NGSS Shifts"

      1. Fill out the survey based upon your thoughts and questions from your two chosen shift statements. 
      2. Be prepared to share your thoughts and questions as well as how you might find answers.

      For our next meeting, come prepared to discuss;

      1. Your thoughts and questions from your two chosen shift statements. 
      2. Share ideas about resources you could seek out to find out more.