Using the NGSS Practices in the Elementary Grades

Transcription

1 LIVE INTERACTIVE YOUR DESKTOP Using the NGSS Practices in the Elementary Grades Presented by: Heidi Schweingruber, Deborah Smith, and Jessica Jeffries January 29, :30 p.m. 8:00 p.m. Eastern time 20

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3 NSTA Learning Center 10,400+ resources 3,500+ free! Add to My Library Community forums Online advisors to assist you Tools to plan and document your learning 22

4 Introducing today s presenters Ted Willard Director of NSTA s efforts around NGSS Heidi Schweingruber National Research Council Deborah Smith Pennsylvania State University Jessica Jeffries State College Area School District 23

5 24 Developing the Standards

6 Developing the Standards Assessments Curricula Instruction Teacher Development July

7 Developing the Standards July

8 A Framework for K-12 Science Education Three-Dimensions: Scientific and Engineering Practices Crosscutting Concepts Disciplinary Core Ideas 27 View free PDF form The National Academies Press at Secure your own copy from

9 Scientific and Engineering Practices 1. Asking questions (for science) and defining problems (for engineering) 2. Developing and using models 3. Planning and carrying out investigations 4. Analyzing and interpreting data 5. Using mathematics and computational thinking 6. Constructing explanations (for science) and designing solutions (for engineering) 7. Engaging in argument from evidence 8. Obtaining, evaluating, and communicating information 28

10 Crosscutting Concepts 1. Patterns 2. Cause and effect: Mechanism and explanation 3. Scale, proportion, and quantity 4. Systems and system models 5. Energy and matter: Flows, cycles, and conservation 6. Structure and function 7. Stability and change 29

11 Disciplinary Core Ideas Life Science LS1: From Molecules to Organisms: Structures and Processes LS2: Ecosystems: Interactions, Energy, and Dynamics LS3: Heredity: Inheritance and Variation of Traits LS4: Biological Evolution: Unity and Diversity Physical Science PS1: Matter and Its Interactions PS2: Motion and Stability: Forces and Interactions PS3: Energy PS4: Waves and Their Applications in Technologies for Information Transfer Earth & Space Science ESS1: Earth s Place in the Universe ESS2: Earth s Systems ESS3: Earth and Human Activity Engineering & Technology ETS1: Engineering Design ETS2: Links Among Engineering, Technology, Science, and Society 30

12 31 Life Science Earth & Space Science Physical Science LS1: From Molecules to Organisms: Structures and Processes LS1.A: Structure and Function LS1.B: Growth and Development of Organisms LS1.C: Organization for Matter and Energy Flow in Organisms LS1.D: Information Processing LS2: Ecosystems: Interactions, Energy, and Dynamics LS2.A: Interdependent Relationships in Ecosystems LS2.B: Cycles of Matter and Energy Transfer in Ecosystems LS2.C: Ecosystem Dynamics, Functioning, and Resilience LS2.D: Social Interactions and Group Behavior LS3: Heredity: Inheritance and Variation of Traits LS3.A: Inheritance of Traits LS3.B: Variation of Traits LS4: Biological Evolution: Unity and Diversity LS4.A: Evidence of Common Ancestry and Diversity LS4.B: Natural Selection LS4.C: Adaptation LS4.D: Biodiversity and Humans ESS1: Earth s Place in the Universe ESS1.A: The Universe and Its Stars ESS1.B: Earth and the Solar System ESS1.C: The History of Planet Earth ESS2: Earth s Systems ESS2.A: Earth Materials and Systems ESS2.B: Plate Tectonics and Large Scale System Interactions ESS2.C: The Roles of Water in Earth s Surface Processes ESS2.D: Weather and Climate ESS2.E: Biogeology ESS3: Earth and Human Activity ESS3.A: Natural Resources ESS3.B: Natural Hazards ESS3.C: Human Impacts on Earth Systems ESS3.D: Global Climate Change PS1: Matter and Its Interactions PS1.A:Structure and Properties of Matter PS1.B: Chemical Reactions PS1.C: Nuclear Processes PS2: Motion and Stability: Forces and Interactions PS2.A:Forces and Motion PS2.B: Types of Interactions PS2.C: Stability and Instability in Physical Systems PS3: Energy PS3.A: Definitions of Energy PS3.B: Conservation of Energy and Energy Transfer PS3.C: Relationship Between Energy and Forces PS3.D:Energy in Chemical Processes and Everyday Life PS4: Waves and Their Applications in Technologies for Information Transfer PS4.A:Wave Properties PS4.B: Electromagnetic Radiation PS4.C: Information Technologies and Instrumentation Engineering & Technology ETS1: Engineering Design ETS1.A: Defining and Delimiting an Engineering Problem ETS1.B: Developing Possible Solutions ETS1.C: Optimizing the Design Solution ETS2: Links Among Engineering, Technology, Science, and Society ETS2.A: Interdependence of Science, Engineering, and Technology ETS2.B: Influence of Engineering, Technology, and Science on Society and the Natural World Note: In NGSS, the core ideas for Engineering, Technology, and the Application of Science are integrated with the Life Science, Earth & Space Science, and Physical Science core ideas

13 Developing the Standards Assessments Curricula Instruction Teacher Development July

14 Developing the Standards

15 Second Public Draft Second (and Final) Public Draft is now available for review More flexibility of viewing of the standards has been provided with two official arrangements of the performance expectations: by Topics and by Core Idea The public feedback survey has been completed revised Review period ends on January 29 th Final release is expected by the end of March 34

16 Closer Look at a Performance Expectation MS-PS1 Matter and Its Interactions Students who demonstrate understanding can: MS-PS1-d. Develop molecular models of reactants and products to support the explanation that atoms, and therefore mass, are conserved in a chemical reaction. [Clarification Statement: Models can include physical models and drawings that represent atoms rather than symbols. The focus is on law of conservation of matter.] [Assessment Boundary: The use of atomic masses is not required. Balancing symbolic equations (e.g. N2 + H2 -> NH3) is not required.] 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 35 Developing and Using Models Modeling in 6 8 builds on K 5 and progresses to developing, using and revising models to support explanations, describe, test, and predict more abstract phenomena and design systems. Use and/or develop models to predict, describe, support explanation, and/or collect data to test ideas about phenomena in natural or designed systems, including those representing inputs and outputs, and those at unobservable scales. (MS-PS1-a), (MS-PS1-c), (MS-PS1-d) Connections to Nature of Science Science Models, Laws, Mechanisms, and Theories Explain Natural Phenomena Laws are regularities or mathematical descriptions of natural phenomena. (MS-PS1-d) PS1.B: Chemical Reactions Substances react chemically in characteristic ways. In a chemical process, the atoms that make up the original substances are regrouped into different molecules, and these new substances have different properties from those of the reactants. (MS-PS1-d), ( MS-PS1-e), (MS-PS1-f) The total number of each type of atom is conserved, and thus the mass does not change. (MS-PS1-d) Energy and Matter Matter is conserved because atoms are conserved in physical and chemical processes. (MS-PS1-d) 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.

17 Closer Look at a Performance Expectation MS-PS1 Matter and Its Interactions Students who demonstrate understanding can: MS-PS1-d. Develop molecular models of reactants and products to support the explanation that atoms, and therefore mass, are conserved in a chemical reaction. [Clarification Statement: Models can include physical models and drawings that represent atoms rather than symbols. The focus is on law of conservation of matter.] [Assessment Boundary: The use of atomic masses is not required. Balancing symbolic equations (e.g. N2 + H2 -> NH3) is not required.] 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 36 Developing and Using Models Modeling in 6 8 builds on K 5 and progresses to developing, using and revising models to support explanations, describe, test, and predict more abstract phenomena and design systems. Use and/or develop models to predict, describe, support explanation, and/or collect data to test ideas about phenomena in natural or designed systems, including those representing inputs and outputs, and those at unobservable scales. (MS-PS1-a), (MS-PS1-c), (MS-PS1-d) Connections to Nature of Science Science Models, Laws, Mechanisms, and Theories Explain Natural Phenomena Laws are regularities or mathematical descriptions of natural phenomena. (MS-PS1-d) PS1.B: Chemical Reactions Substances react chemically in characteristic ways. In a chemical process, the atoms that make up the original substances are regrouped into different molecules, and these new substances have different properties from those of the reactants. (MS-PS1-d), ( MS-PS1-e), (MS-PS1-f) The total number of each type of atom is conserved, and thus the mass does not change. (MS-PS1-d) Energy and Matter Matter is conserved because atoms are conserved in physical and chemical processes. (MS-PS1-d) 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.

18 Closer Look at a Performance Expectation MS-PS1 Matter and Its Interactions Students who demonstrate understanding can: MS-PS1-d. Develop molecular models of reactants and products to support the explanation that atoms, and therefore mass, are conserved in a chemical reaction. [Clarification Statement: Models can include physical models and drawings that represent atoms rather than symbols. The focus is on law of conservation of matter.] [Assessment Boundary: The use of atomic masses is not required. Balancing symbolic equations (e.g. N2 + H2 -> NH3) is not required.] 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 37 Developing and Using Models Modeling in 6 8 builds on K 5 and progresses to developing, using and revising models to support explanations, describe, test, and predict more abstract phenomena and design systems. Use and/or develop models to predict, describe, support explanation, and/or collect data to test ideas about phenomena in natural or designed systems, including those representing inputs and outputs, and those at unobservable scales. (MS-PS1-a), (MS-PS1-c), (MS-PS1-d) Connections to Nature of Science Science Models, Laws, Mechanisms, and Theories Explain Natural Phenomena Laws are regularities or mathematical descriptions of natural phenomena. (MS-PS1-d) PS1.B: Chemical Reactions Substances react chemically in characteristic ways. In a chemical process, the atoms that make up the original substances are regrouped into different molecules, and these new substances have different properties from those of the reactants. (MS-PS1-d), ( MS-PS1-e), (MS-PS1-f) The total number of each type of atom is conserved, and thus the mass does not change. (MS-PS1-d) Energy and Matter Matter is conserved because atoms are conserved in physical and chemical processes. (MS-PS1-d) 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.

19 Closer Look at a Performance Expectation MS-PS1 Matter and Its Interactions Students who demonstrate understanding can: MS-PS1-d. Develop molecular models of reactants and products to support the explanation that atoms, and therefore mass, are conserved in a chemical reaction. [Clarification Statement: Models can include physical models and drawings that represent atoms rather than symbols. The focus is on law of conservation of matter.] [Assessment Boundary: The use of atomic masses is not required. Balancing symbolic equations (e.g. N2 + H2 -> NH3) is not required.] 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 38 Developing and Using Models Modeling in 6 8 builds on K 5 and progresses to developing, using and revising models to support explanations, describe, test, and predict more abstract phenomena and design systems. Use and/or develop models to predict, describe, support explanation, and/or collect data to test ideas about phenomena in natural or designed systems, including those representing inputs and outputs, and those at unobservable scales. (MS-PS1-a), (MS-PS1-c), (MS-PS1-d) Connections to Nature of Science Science Models, Laws, Mechanisms, and Theories Explain Natural Phenomena Laws are regularities or mathematical descriptions of natural phenomena. (MS-PS1-d) PS1.B: Chemical Reactions Substances react chemically in characteristic ways. In a chemical process, the atoms that make up the original substances are regrouped into different molecules, and these new substances have different properties from those of the reactants. (MS-PS1-d), ( MS-PS1-e), (MS-PS1-f) The total number of each type of atom is conserved, and thus the mass does not change. (MS-PS1-d) Energy and Matter Matter is conserved because atoms are conserved in physical and chemical processes. (MS-PS1-d) 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.

20 Practices in the Elementary Grades Practices in the Elementary Grades Heidi Schweingruber, National Research Council Deborah Smith, Pennsylvania State University Jessica Jeffries, State College School District, State College, PA 39

21 Kindergarten What grade are you teaching this year? 1 st 2 nd 3 rd 4 th 5 th 40 Middle or high school Not currently teaching in K 12

22 On a scale of 1 5, how familiar are you with the scientific and engineering practices in the framework/ngss? 1 Not at all familiar 3 Somewhat familiar 5 Very familiar 41

23 Guiding Assumptions Children are born investigators Focusing on core ideas and practices Understanding develops over time Science and engineering require both knowledge and practice Connecting to students interests and experience Promoting equity 42

24 Children s Competence Children starting school are surprisingly competent. They already have substantial knowledge of the natural world. They are not concrete and simplistic thinkers and can use a wide range of reasoning processes that form the underpinnings of scientific thinking Instruction must build on these foundations 43

25 Children s Reasoning Young children can think in sophisticated, abstract ways. For example, they: Distinguish living from non living Identify causes of events Know that people s beliefs are not an exact representation of the external world 44

26 Living thing Non living thing Bird Fish Vehicle Tool 4 legged animal 45

27 Children s Reasoning Practice and instructional support are key Children can learn how to control variables They can learn how to evaluate evidence objectively 46

28 Constraints on Children s Reasoning Conceptual knowledge children are universal novices Nature of the task Awareness of their own thinking (metacognition) their knowledge is often implicit 47

29 Why Practices? Practices engage students in science and engineering AND leverage learning provide opportunities for reflection and consolidating understanding 48

30 The Power of Conceptual Knowledge Understanding is constructed on a foundation of existing understanding and experiences. Students need to learn how ideas are related to each other and their implications and applications in the discipline. This requires conceptual change, which requires intentional effort and instructional support. For many ideas in science, students are unlikely to arrive at an understanding of them without explicit instruction (for example, understanding atomicmolecular theory or genetics). 49

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32 Learning Develops Over Time Learning difficult ideas takes time and is dependent on instruction Working with core ideas and practices over multiple years supports learning Understanding often comes together as students work on tasks that force them to synthesize ideas THE PRACTICES! 51

33 Scientific and Engineering Practices 1. Asking questions and defining problems 2. Developing and using models 3. Planning and carrying out investigations 4. Analyzing and interpreting data 5. Using mathematics and computational thinking 6. Developing explanations and designing solutions 7. Engaging in argument from evidence 8. Obtaining, evaluating, and communicating information 52

34 How practices support learning Provide opportunities for reflection and consolidation of understanding Promote metacognition (awareness of their own knowledge and thinking) Help students take control of their own learning 53

35 Select the statement that best describes how you are currently thinking about the practices. A. The practices are all quite sophisticated and I think my students will have a very difficult time engaging in any them. B. I can imagine my students engaging in some of the practices but others will be too difficult. C. I see ways that my students could engage in all of the practices with guidance from me. D. I think that all of the practices are things my students can do readily. 54

36 Creating a Scientific Community In the Classroom Strive to create a scientific community for learners Novices need guidance and support to participate A caveat novices cannot function exactly like professional scientists 55

37 Before We Get to Your Questions You can turn off notifications of others arriving: Edit -> Preferences -> General -> Visual notifications You can minimize OR detach and expand chat panel Left arrow = minimize; right menu = detach Continue the discussion in the Community Forums 56

38 57 What questions or ideas do you have?

39 Encouraging kindergarten children s science practices Deb Smith Jessica Jeffries 58

40 Environments for learning Students learn science by actively engaging in the practices of science. A classroom environment that provides opportunities for students to participate in scientific practices includes scientific tasks embedded in social interaction using the discourse of science and work with scientific representations and tools. Each of these aspects requires support for student learning of scientific practices. Duschl, Schweingruber and Shouse Taking Science to School, p

41 Collaborative planning for a community of learners 60

42 NGSS K.IRE storyline K.IRE Interdependent Relationships in Ecosystems Kindergarten students investigate living things, such as plants and animals, in their natural environment. Students generate pictures and drawings of plants and animals in their natural environments and identify what plants and animals need to live and grow, such as water and light. As students investigate a wide variety of living things, they describe patterns in how plants and animals live in an environment that meets their needs. 61

43 NGSS 1.SFIP Structure, Function, and Information Processing storyline 62 1.SFIP focuses on the external parts of plants and animals, and how these parts are used to help plants and animals meet their needs. Careful observation of plants and animals allows students to provide evidence of the similarities and differences among individuals and parents and offspring. 1.SFIP is a beginning of study related to parts and their uses, which will be expanded in grade three to include internal parts. Students awareness of th e differences that exist among plants and animals of the same type is a foundation for their later study of heredity.

44 Science practices: Asking questions A practice of science is to ask and refine questions that lead to descriptions and explanations of how the natural and designed world works and which can be empirically tested. Ask questions about observations of the natural and designed world. 63

45 Question: What is a seed? How do we know? It is a seed because seeds have black. It is a seed because it s soft. Yes, because it has a crack. Yes, because it is peeling. Yes, because it is smooth. Yes, because it smells like popcorn. Yes, some people were saying that they planted it at their school and it grew. No, too big. No, because it is too little. No, because some seeds are hard. No, because it is shiny and hard. No, because it looks like a brush (marigold). 64

46 Science practices: Planning and carrying out investigations Evaluate different ways of observing and/or measuring an attribute of interest. Make observations and/or measurements to collect data which can be used to make comparisons. Identify questions and make predictions based on prior experiences. 65

47 How could we find out? Jeremy: We could plant it and see. Carol: If we put it in dirt, and water it, it will grow. Angela: If we plant it, and after four months, it doesn t grow, then it probably isn t a seed. 66

48 67 Bettina s prediction about whether #11 (sunflower) is a seed

49 Science practices: Analyzing and interpreting data Use and share pictures, drawings, and/or writings of observations where appropriate. Use observations to note patterns and/or relationships in order to answer scientific questions and solve problems. Make measurements of length using standard units to quantify data. 68

50 69 Planning and carrying out investigations: If it is a seed, it will grow.

51 Whole class scientific notebook: Making measurements of length 70

52 Scientific notebooks To what extent do your students use drawing and writing in scientific notebooks to represent their work? A. Not at all B. Some C. Usually D. Almost always 71

53 Analyzing and interpreting data: Were they all seeds? How do we know? 72

54 Representations To what extent do your students use representations of data, like charts or graphs, to help them see patterns in investigations? A. Not at all B. Some C. Usually D. Almost always 73

55 Constructing explanations: Why is that seed growing in your cup and not in mine? Mike: Each of us planted the seed a different time. Greg: They re in a different place (tray under lights). Trina: Maybe they aren t getting the same amount of water. Greg: Maybe people didn t push it down enough. Bettina: Maybe some of them didn t get enough soil. Because the soil is the bestest part to help them, because if they didn t have soil, they couldn t eat. Mike: And (the seed) needs drinks as soon as it drinks it all, it needs more water. 74

56 75 Children s emerging questions

57 Science practices: Engaging in argument from evidence Distinguish arguments that are supported by evidence from those that are not. Listen actively to others arguments and ask questions for clarification. 76

58 More questions Why are some lima beans in the baggies soft and moldy? Jake because they drank up all the water too fast and needed more. Greg because they got too much water and are dying. Angela because they need dirt, because the dirt is the food. Bettina Every single one needs more water, because plants need a lot of water. Kevin maybe different amounts of water make a difference. 77

59 78 Rick points out that healthy beans have less water on the inside of the bag

60 Engaging in argument from evidence Rick: I think this one (moldy) had too much water and that one (healthy), and this one (healthy), and this one (healthy), had just the right amount of water, cause they look like they re growing. And the others got too much water, cause they re not growing. Evidence: There are water droplets inside the bag with the moldy bean. The healthy beans don t have water droplets inside the bag. Rick: That this one (moldy) got a lot of water, and it gots mold, and this one... Because it got a lot of water, because there s still water on that one, and there s no water on that one (healthy), so it probably didn t get as much water. 79

61 On the other hand Jake: I do see some (water) on mine (moldy), but I still think that s a little bit less. Jeffries: Less than what? Can you find something you think it s less than? Jake: Um, that one (another moldy one). Jeffries: You think there s less water up here (Jake s) than down here (other moldy bean)? Jake: Yeah, cause it probably drank it too fast, and it s brown, and it got too fast, it drank it too fast. 80

62 Recognizing when the evidence isn t relevant Bettina: Terri s, I mean, every single one (of the baggies) needs more water. Jeffries: Why do you think that? You mean, every single one of the lima beans needs more water? Bettina: Yes, because um, plants need a lot of water. If they don t get a lot of water, they ll die and get moldy. Smith: Wait a second, though. When we looked at those three plants by the window, which one had yellow leaves? Culp: I think there s some confusion (goes to get plant). Look over here (points to over watered plant) Bettina: But they (plants in pots) don t have a lot of mold! 81

63 Planning investigations to test ideas Jeryll Ones like Trina s (moldy), we should give them more water, and watch to see what happens, if it grows more. Rick Maybe you could get a new paper towel, and don t put as much water on it. 82

64 Science talks and conferences To what extent do your students meet together to share ideas, results, and questions, and to propose new investigations? A. Not at all B. Some C. Usually D. Almost always 83

65 What can teachers do? Connect to scientists Jeffries: Look at all these questions and wonderings people have (points to chart with questions), from looking at what happened when we planted these things in cups. Smith: And you know what, if this was a scientists lab, and we were all in the lab, just like we are scientists here in our classroom, that s exactly what scientists would be doing. They d be saying, Oh, look at what happened here. I wonder why that happened. What shall we do about that? And you did just the same thing. You looked at what we had, and said, Oh, I wonder why that s happening. That s a puzzle. Why is that? and then thought of ways to test it. Thank you for a lovely set of wonderings. 84

66 What can teachers do? Talk moves (Ready, Set, Science!) Jeffries: It s time to stop, but I did want to go back to Rick. At the beginning, Rick thought this (moldy bean) got so soft and so moldy, because it had too much water. How are you feeling now, Rick, because some people are thinking it didn t get enough water. What do you think we should do? Rick: Maybe you could get a new paper towel, and don t put as much water on it. Jeffries: Maybe we could change the paper towel, and not put as much water on it.. You can decide whether to put more water, less water, replant, you could do it with a completely different paper towel. That sounds like a good plan. 85

67 86 What did we learn by talking about ideas and sharing our results?

68 Lessons we learned together 1. Investigations in science and in classrooms aren t always straightforward. When children s investigations go wrong, opportunities open up for authentic science practices. 2. Taking risks as a community helps teachers and children to use science practices to solve puzzles and make new knowledge. 3. Listening to children s ideas, theories, evidence and puzzles helps guide next steps on the pathway. 4. Young children spontaneously take up scientific practices in environments that encourage and invite them. 87

69 Before We Get to Your Questions You can turn off notifications of others arriving: Edit -> Preferences -> General -> Visual notifications You can minimize OR detach and expand chat panel Left arrow = minimize; right menu = detach Continue the discussion in the Community Forums 88

70 89 What questions or ideas do you have?

71 NSTA Resources on NGSS 90

72 NSTA Resources on NGSS 91

73 92 Community Forums

74 NSTA Print Resources NSTA Reader s Guide to the Framework NSTA Journal Articles about the Framework and the Standards 93

75 NSTA National Conference The place to be to learn about San Antonio, Texas April

76 Upcoming Web Seminars about NGSS Engineering Practices in the NGSS Mariel Milano, Orange County Public Schools & NGSS Writer 6:30-8:00, on Tuesday, January 15 th Using the NGSS Practices in the Elementary Grades Heidi Schweingruber, National Research Council and Deborah Smith, Pennsylvania State University 6:30-8:00, on Tuesday, January 29 th Connections between the Practices in NGSS, Common Core Math, and Common Core ELA Sarah Michaels, Clark University and author of Ready, Set, Science 6:30-8:00, on Tuesday, February 12 th 95

77 Web Seminars on Crosscutting Concepts Feb. 19: Patterns March 5: Cause and effect: Mechanism and explanation March 19: Scale, proportion, and quantity April 16: Systems and system models April 30: Energy and matter: Flows, cycles, and conservation May 14: Structure and function May 28: Stability and change All sessions will take place from 6:30-8:00 on Tuesdays Also, archives of last fall s web seminars about the Scientific and Engineering Practices are available 96

78 Thanks to today s presenters Ted Willard Director of NSTA s efforts around NGSS Heidi Schweingruber National Research Council Deborah Smith Pennsylvania State University Jessica Jeffries State College Area School District 97

79 Thank you to the sponsor of today s web seminar: 98 This web seminar contains information about programs, products, and services offered by third parties, as well as links to third-party websites. The presence of a listing or such information does not constitute an endorsement by NSTA of a particular company or organization, or its programs, products, or services.

80 National Science Teachers Association Gerry Wheeler, Interim Executive Director Zipporah Miller, Associate Executive Director, Conferences and Programs Al Byers, Ph.D., Assistant Executive Director, e-learning and Government Partnerships Flavio Mendez, Senior Director, NSTA Learning Center NSTA Web Seminars Brynn Slate, Manager Jeff Layman, Technical Coordinator 99