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May 12-14, 2020, 9 AM to 5 PM at the Auditorium (1)

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Standford Curriculum - included group work unit.

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Learning Through Performance - 6th Grade Curriculum

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Funded by George Lucas Educational Foundation, SCALE developed the Learning Through Performance curriculum as a way to help 6th, 7th, and 8th grade teachers envision what year-long, NGSS-designed/aligned curriculum might look like. Our curricular design embraces the strengths of project-based learning as an effective instructional model, and incorporates rigorous curriculum-embedded performance assessments to provide students with metacognitive access to their own learning.

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Website to make your own posters. Our students use it to make their own posters.

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Canva is a free-to-use online graphic design tool. Use it to create social media posts, presentations, posters, videos, logos and more.

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Standards, Teacher Guides, & Implementation Resources

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2017 Science Standards Approved Sept. 8, 2017 The standards can also be accessed from the Content Area Standards Webpage.
Nebraska's College and Career Ready Standards for Science (NCCRS-S) were adopted by the Nebraska State Board of Education on September 8, 2017. The development of Nebraska's College and Career Ready Standards for Science were guided by The National Research Council's
A Framework for K-12 Science Education . As standards are only guidelines for instruction and not panaceas for change; moving toward research-based instructional practices requires ongoing, collaborative work among Nebraska's teaching and learning professionals.

DRAFT Teacher's Guides to Nebraska's College and Career Ready Standards for Science
The Teacher's Guides provide additional support for educators to interpret and implement the standards. Revisions will continue until all necessary components are included.
K-2 (rev. 3/16/18)
3-5 (rev. 3/26/18)
6-8 (revised 2/09/18)
HS Physical Science (revised 2/10/18)
HS Earth Space Science (revised 2/18/18)
HS Life Science (revised 2/11/18)

**NEW**Implementation Toolkit
This series provides resources to help guide implementation of Nebraska's College and Career Ready Standards for Science. While not exhaustive, the Toolkit presents a variety of resources to serve the outcomes for successful implementation.
NE Science Implementation Toolkit
Stage 1 Resources
Stage 2 Resources
Stage 3 Resources
Stage 4 Resources

Implementation Plan
The implementation plan is designed to support the gradual implementation of Nebraska's College and Career Ready Standards for Science while building capacity within all grade bands. State-level supports will be designed following this implementation plan. Local districts are encouraged to develop local implementation plans that meet district needs.

**NEW**Assessment Development
#NEPhenomena Science assessments designed for Nebraska's College and Career Ready Standards for Science begins with you! Share your ideas for phenomena that are engaging and relevant to your students at this link.

To learn more about phenomena and why they are important, explore Outcome 3 in the Science Implementation Toolkit Stage 1 Resources

Science Assessment Development Application
Calling all science educators! If you are interested in participating in science assessment development July 17-20 in Lincoln, please fill out the application.

"Science is more than a body of knowledge.
It is a way of thinking; a way of skeptically interrogating the universe
with a fine understanding of human fallibility."
~ Carl Sagan

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2017 Science Standards Approved Sept. 8, 2017 The standards can also be accessed from the Content Area Standards Webpage. Nebraska's College and Career Ready Standards for Science (NCCRS-S) were adopted by the Nebraska State Board of Education on September 8, 2017.

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Quizziz https://quizizz.com/admin/quiz/5c639675a7d584001a18cea1/i-got-an-understanding-of-nccrs-s

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5 Practices for Orchestrating Productive Task-based Discussions in Science

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5 Practices for Orchestrating Productive Task-based Discussions in Science

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5 Practices for Orchestrating Productive Task-based Discussions in Science

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Robust and effective classroom discussions are essential for providing students with opportunities to simultaneously engage in science practises while learning key science content. Using numerous examples and science learning tasks, the authors show how teachers can plan the lesson to encourage students to not only learn science content but employ disciplinary practises as well.

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Select lab experiments, readings, discussions, lectures, and other learning activities based on what students should learn and explicitly link them together in the unit. One example architecture for designing integrated instructional units is the BSCS 5E model, explained in Translating the NGSS for Classroom Instruction.

Integrated Instructional Sequence: BSCS 5E Model

Work Backward

To create lessons for your classroom that build on the Next Generation Science Standards, start from the end and work backward. We suggest beginning the process by selecting a particular performance expectation (or two) from the standards and designing a series of lessons and activities that bridge that expectation with the knowledge and skills students will already have in place at the beginning of instruction. (Ultimately, a unit of instruction would cover at least portions of several different performance expectations, but as you first begin working toward implementation, focus on just one or two.)

First, identify a performance expectation. Then read through it to find the competencies that will demonstrate how well students learned the related concepts and practices, and design assessments that give students an opportunity to demonstrate those competencies. Then you can begin to design activities to teach students the concepts and practices in the three dimensions.

Selecting the Three Dimensions

The performance expectations are designed to describe what students should be able to do when instruction is complete. They're not meant as learning objectives, and shouldn't be treated as instructional strategies. Instead, use them as goals to guide the activities and lessons that you select, giving students learning experiences that will give them confidence in demonstrating the expectations once it comes time for assessment.

Look at the disciplinary core ideas that correspond with a given performance expectation. Brainstorm some phenomena (objects or events that scientists study in the world around them) related to the core ideas for students to investigate. The phenomena should be interesting to students, and explaining the phenomena should require an understanding of the targeted core ideas.

Once you have identified some useful phenomena, think about how students will investigate those phenomena. What will they do in each lesson? Incorporate science and engineering practices. Will students formulate scientific questions to investigate? Will they plan and/or carry out an investigation? Analyze data? Construct explanations or develop models? Engage in arguments or communicate information? For each lesson, select the practice(s) that will be the key to the lesson. This may be the same practice(s) listed in the performance expectation or entirely different practice(s).

Now think about the crosscutting concepts. Which of the seven is most central to the phenomena students will investigate? Patterns? Cause and effect? Systems? Just as you did with the practices, choose the crosscutting concept that is most relevant, and don't worry if it is or is not the same as the one used with the performance expectation.

Writing a Learning Performance

Once you have selected the three dimensions that your lesson will focus on, weave them together into a single statement describing the objective of the lesson. This statement, called a learning performance, has the same structure as a performance expectation. But unlike a performance expectation, a learning performance is focused on just one step in the instructional sequence.

Ask the Right Questions

Each step in the instructional sequences you design should integrate the three dimensions ( practices, disciplinary core ideas, and crosscutting concepts) into a single learning performance. As you write your learning performances, you may want to focus on these questions:

What are some commonly held student ideas (both troublesome and helpful) about this topic? How could instruction build on them?

What prior concepts do students need to learn to understand the core ideas? What level of abstraction is expected of them?

What representations or media help students make sense of core ideas?

What practices could students engage in to explore phenomena and/or representations of this concept?

Are there crosscutting concepts that could support learning the core idea?

What connections to the Common Core State Standards (CCSS) could be emphasized as students engage in the instructional sequence?

Additional Resources on Planning Lessons

How do the crosscutting concepts in the foundation box support understanding of the associated disciplinary core idea?

Will the crosscutting concepts assist or support in learning the disciplinary core idea or will the process work in reverse? Namely, as the understanding of the disciplinary core ideas develops, will it aid in understanding the broader crosscutting concept?

Performance Expectations

Other Steps in the Process

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Select lab experiments, readings, discussions, lectures, and other learning activities based on what students should learn and explicitly link them together in the unit. One example architecture for designing integrated instructional units is the BSCS 5E model, explained in Translating the NGSS for Classroom Instruction.

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The practices describe behaviors that scientists engage in as they investigate and build models and theories about the natural world and the key set of engineering practices that engineers use as they design and build models and systems. The NRC uses the term practices instead of a term like "skills" to emphasize that engaging in scientific investigation requires not only skill but also knowledge that is specific to each practice. Part of the NRC's 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. Although engineering design is similar to scientific inquiry, there are significant differences. For example, 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. Strengthening the engineering aspects of the Next Generation Science Standards will clarify for students the relevance of science, technology, engineering and mathematics (the four STEM fields) to everyday life.

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The NSTA Next Generation Science Standards Hub offers information, resources, news, professional learning opportunities, and expert advice in understanding and implementing the Next Generation Science Standards - NGSS

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Educators receive an introduction to the Science & Engineering Practices in the Next Generation Science Standards. In a professional development session, educators are introduced to the practices. They engage in activities designed with the NGSS in mind and reflect on their learning.

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"When students understand that phenomena have causes, they are better prepared to seek evidence to support explanations; helping students see causes for phenomena about which they are curious is a powerful way to motivate learning." -Brett Moulding- Framework writer, author of A Vision and Plan for K-12 Instruction

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"When students understand that phenomena have causes, they are better prepared to seek evidence to support explanations; helping students see causes for phenomena about which they are curious is a powerful way to motivate learning." -Brett Moulding- Framework writer, author of A Vision and Plan for K-12 Instruction

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When I began aligning my instruction to the Next Generation Science Standards ( NGSS), I got lost in the details. But when I realized that phenomena could be used to anchor linked disciplinary core ideas, I started to visualize the course as a whole and was able to build storylines around the phenomena. I now begin each unit by asking students to observe or experience a phenomenon, generate questions, then design investigations to answer their questions.
How do you choose good phenomena?
First, you need to understand what is meant by phenomena. Phenomena

are observable events,

can occur anywhere in the universe,

can be explained using our knowledge of science, and

can be predicted using our knowledge of science.

Because the anchoring phenomena will be both the foundation of and common thread throughout the unit, they must be something students can't find an answer to quickly and easily with little experimentation or exploration. The phenomena must also relate to all the disciplinary core ideas (DCIs), crosscutting concepts (CCCs), and science and engineering practices (SEPs) students will encounter during the unit. They can be directly observable, like dry ice subliming or a pencil looking bent when it is resting halfway in a glass of water, or they can be portrayed in video clips, such as a slow-motion video of single replacement reaction viewed under magnification or a person doing parkour.

When planning a unit, I begin by reviewing the relevant DCIs and ask myself questions about the concepts involved. I teach physics and chemistry in high school, so this example shows my selection process for Newton's second law, covered in HS-PS-2-1.

What topics or investigations cause the most confusion for students?

What are the really important aspects of Newton's second law that will provide what students need to gain an enduring understanding?

What is abstract or invisible and would make this concept difficult for students to visualize?

Why does this matter to my students?

Can I link this topic to a challenge for students?

These questions led me to one concept in physics, objects falling to Earth. This concept can be experienced in different ways, but one video clip from YouTube exemplified the phenomena for me. It shows an ostrich feather and a bowling ball being dropped together in the world's largest vacuum chamber. Student questions about this video included these:
Why did both objects hit the ground at the same time? Why do objects fall? Was the acceleration of the objects constant as they fell? How fast were the objects going when they hit the ground?
I prefer to post student questions in the classroom throughout the unit so we can refer to them and ensure the investigations the students are designing and conducting are moving us toward a better understanding of our anchoring phenomena.

Plenty of tools are available for students as they investigate these questions, including video analysis software, motion detectors, cell phone cameras with slow-motion filming, and even traditional ticker- tape times. Once the students have been introduced to the tools, they can decide how to use them to investigate the class questions.

The following links can help you learn more about using phenomena, including examples of phenomena that can be used throughout our courses. Good luck! If you need help finding good phenomena, don't forget to visit the NSTA Learning Center or ask a question on one of NSTA's member-only e-mail lists.
Alison Hapka teaches high school physics and chemistry and works hard each day to inspire young learners to love science and the pursuit of knowledge. She received a Bachelor's degree in physics from Loyola University and a Master's degree in geophysics from Boston College. She also took certification classes from West Chester University. Before entering teaching, Hapka worked in research and development for a hazardous waste remediation company. She has taught physics, chemistry, Earth science, and computer science at the high school level. The mission of NSTA is to promote excellence and innovation in science teaching and learning for all. Future NSTA Conferences
STEM Forum & Expo

2017 Fall Conferences
National Conference Follow NSTA

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When I began aligning my instruction to the Next Generation Science Standards ( NGSS), I got lost in the details. But when I realized that phenomena could be used to anchor linked disciplinary core ideas, I started to visualize the course as a whole and was able to build storylines around the phenomena.

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Georgia Science Teachers Association - GSE Phenomena

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communications@georgiascienceteacher.org if you have any questions about this resource.

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BSCS 5E Instructional Model | BSCS Science Learning

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The BSCS 5E Instructional Model has its origins with the work of earlier science educators, in particular the Karplus and Thier learning cycle developed for the Science Curriculum Improvement Study (SCIS). The findings reported in the National Research Council research summary How People Learn supports the design and sequence of the BSCS 5E Instructional Model.

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Search for different Phenomena related to your content

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Search for different Phenomena related to your content

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A database for identifying and selecting science phenomena for NGSS aligned instruction. A criteria for selecting good phenomenon tool is provided. Scientific phenomena are occurrences in the natural or man-made world that cause one to ask questions.