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Professional Development Day
STEAM
and
21st Century Skills in the Science Classroom
(Next Generation Science Standards)
Dr.S Govindswamy Sunder
Objective of the session
(Know, Understand, Do)
What do students Know, Understand and Do with scientific knowledge?
• To Know
• The Three Dimensions of the Next Generation Science Standards
• Understand the role of :
• Engineering Design Process and the role of sustained Inquiry in the classroom
• Do:
• Three Dimensional Assessments- What and How do we Assess?
Target audience
• Passionate science teachers relatively new to the NGSS
• Passionate science teachers with relatively strong understanding of the NGSS ?
Road Map
• A common understanding of 21st century skills
• Let off some STEAM 
• Multiple Hat Syndrome- Teachers- Students- Curriculum Designers
• Certified Empowered Smart Alpha Teacher – Woohooooo!!
What do thinking classrooms
look like?
Dr.S Govindswamy SunderDr. Lynn Erickson
Dr.S Govindswamy Sunder
Hallmarks of a ‘Thinking classroom’
• Creativity and Innovation
• Critical Thinking and Problem solving
• Communication and Collaboration
• Deeper conceptual engagement versus regurgitation of factual content
• Allowing multiple avenues to demonstrate proficiency, knowledge and
understanding (differentiation is key!)
Table Task
• Your goal as a team is to design and create a paper plane that will fly the farthest.
• Let off some STEAM!
• Essential Question:
• What interdisciplinary STEAM aspects can we highlight through this activity?
• Non-Negotiables:
• Every member has to create one model.
• As a team, you will have to test the different models made by your team
members to choose the one that will best serve the purpose.
• At the end of 10 minutes one person from every team will come forward to fly
the plane.
• Another member will explain your STEAM connections.
• The team that creates the model that flies the farthest wins!
Dr.S Govindswamy Sunder
Dr.S Govindswamy Sunder
Includes interactive, visual, and different learning strategies to meet the needs of all learners.
Unpacking the NGSS as a three-
Dimensional Curriculum
Framework
The three dimensions of the NGSS
Dr.S Govindswamy Sunder
Let’s Unpack the Standards.
The Three Dimensions of the NGSS
Science and
Engineering
Core ideas in
the discipline
Concepts across
disciplines
Integration of 3 Dimensions:
Practices
Crosscutting Concepts
Core Ideas
Next Generation Of Science Standards Architecture
What Students Understand
KUD Model
K- Know
U-Understand
D-Do
Dr.S Govindswamy Sunder
Includes interactive, visual, and different learning strategies to meet the needs of all learners.
Concepts
• Concepts: Mental constructs that “umbrella” different topical examples and meet
these criteria: timeless, abstract (to different degrees).
• Eg: System; Habitat
• Concepts do transfer.
• A higher level of abstraction than topics because of their generalizability.
• Concepts come at different levels of generality, abstractness and complexity.
Dr.S Govindswamy Sunder
What are Crosscutting Concepts
• The NRC Framework describes crosscutting concepts as :
• Those that bridge disciplinary boundaries,
• Having explanatory value throughout much of science and engineering.
Dr.S Govindswamy Sunder
What are the chosen Crosscutting Concepts in
NGSS?
1. Patterns
2. Cause and Effect
3. Scale
4. Proportion and Quantity
5. Systems and System Models
6. Energy and Matter
7. Structure and Function
8. Stability and Change
Dr.S Govindswamy Sunder
NGSS Crosscutting Statements
(Energy and Matter)
• K-2- Objects may break into smaller pieces, be put together into larger pieces, or
change shapes.
• 3-5- Energy can be transferred in various ways and between objects.
• 6-8- Energy may take different forms (eg: energy in fields, thermal energy, energy
of motion)
• 9-12- Students understand that...Energy cannot be created or destroyed- only
moves between one place and another place, between objects and/or fields, or
between systems.
Dr.S Govindswamy Sunder
Value of the Crosscutting Concepts
• Crosscutting concepts have value because they provide students with
connections and intellectual tools that are related across the differing areas of
disciplinary content and can enrich their application of practices and their
understanding of core ideas.
NCR Framework p. 233.
Dr.S Govindswamy Sunder
Rationale
• Selected for their value across the sciences and in engineering
• Provide students with an organizational framework for connecting knowledge
• To develop a coherent and scientifically based view of the world
Dr.S Govindswamy Sunder
Objectives
of the Cross Cutting Concepts
• These concepts should become common and familiar touchstones across
disciplines and grade levels.
• Explicit reference needs to made to these concepts
• Focusing on their emergence in multiple disciplinary contexts
• Teachers to develop explicit instructional support
Dr.S Govindswamy Sunder
How can we use this structure to focus
teaching and learning for conceptual
understanding?
Concept-based Curriculum Design
Principles
How is Knowledge structured?
Dr.S Govindswamy SunderDr. Lynn Erickson
What Students Understand
KUD Model
K- Know
U-Understand
D-Do
30
Performance
Expectation
Scientific &
Engineering
Practice
Disciplinary
Core Idea
Crosscutting
Concept
Connections to
CCSS
Concepts
• Concepts: Mental constructs that “umbrella” different topical examples and meet
these criteria: timeless, abstract (to different degrees).
• Eg: System; Habitat
• Concepts do transfer.
• A higher level of abstraction than topics because of their generalizability.
• Concepts come at different levels of generality, abstractness and complexity.
Dr.S Govindswamy Sunder
What are Crosscutting Concepts
• The NRC Framework describes crosscutting concepts as :
• Those that bridge disciplinary boundaries,
• Having explanatory value throughout much of science and engineering.
Dr.S Govindswamy Sunder
What are the chosen Crosscutting Concepts in
NGSS?
1. Patterns
2. Cause and Effect
3. Scale
4. Proportion and Quantity
5. Systems and System Models
6. Energy and Matter
7. Structure and Function
8. Stability and Change
Dr.S Govindswamy Sunder
Value of the Crosscutting Concepts
• Crosscutting concepts have value because they provide students with
connections and intellectual tools that are related across the differing areas of
disciplinary content and can enrich their application of practices and their
understanding of core ideas.
NCR Framework p. 233.
Dr.S Govindswamy Sunder
Rationale
• Selected for their value across the sciences and in engineering
• Provide students with an organizational framework for connecting knowledge
• To develop a coherent and scientifically based view of the world
Dr.S Govindswamy Sunder
Objectives
of the Cross Cutting Concepts
• These concepts should become common and familiar touchstones across
disciplines and grade levels.
• Explicit reference needs to made to these concepts
• Focusing on their emergence in multiple disciplinary contexts
• Teachers to develop explicit instructional support
Dr.S Govindswamy Sunder
In the classroom…
In the life of a student…
• Memorizing or exploring?
Dr. Sunder- Associate Consultant- KDSL
Lets do it! What is your task?
• With the given materials, your job is to design and build a model of a structure that is
as tall and as strong as possible.
Materials
• 22 Straws
• 10 Marshmallows
• 10 Toothpicks
• Tape, Scissors
• Tallest and Strongest for Japan– with an Aesthetic Design!
Engineering Design Process
Dr.S Govindswamy Sunder
Crosscutting Concepts
INCREASING SOPHISTICATION OF STUDENT THINKING
Earth Space Science Progression
ESS2B: Plate tectonics and large-scale system interactions
• K-2: Maps show where things are located. One can map the shapes and kinds of land
and water in any area.
• 3-5: Earth’s physical features occur in patterns, as do earthquakes and volcanoes.
Maps can be used to locate features and determine patterns in those events.
• 6-8: Plate tectonics is the unifying theory that explains movements of rocks at Earth’s
surface and geological history. Maps are used to display evidence of plate movement.
• 9-12: Radioactive decay within Earth’s interior contributes to thermal convection in
the mantle.
Making connections
To be effective, materials must engage students in science and engineering
practices, stress connections among disciplinary core ideas and practices, and
highlight crosscutting concepts (Krajcik, McNeill, & Reiser, 2008).
Dr.S Govindswamy Sunder
Dr.S Govindswamy Sunder
Includes interactive, visual, and different learning strategies to meet the needs of all learners.
Loosen up!
“Scientific creativity is imagination in a straitjacket! Perhaps the arts can loosen
that restraint, to the benefit of all”
(Celebrated physicist Richard Feynman)
Dr.S Govindswamy Sunder
Dr.S Govindswamy Sunder
Dr.Sudha Sunder
Engineering Design Cycle in the
Classroom
Dr.S Govindswamy Sunder
Engineering Design Cycle – How does in the
classroom?
Engineering Design Process
• ASK: What is the problem? How have others approached it? What are your
constraints?
• IMAGINE: What are some solutions? Brainstorm ideas. Choose the best one.
• PLAN: Draw a diagram. Make lists of materials you will need.
• CREATE: Follow your plan and create something. Test it out!
• IMPROVE: What works? What doesn't? What could work better? Modify your
design to make it better. Test it out!
Dr.S Govindswamy Sunder
The Three Dimensions of the NGSS
Science and
Engineering
Core ideas in
the discipline
Concepts across
disciplines
Making connections
• Essential Question:
• What are the Strength, Weakness, Opportunities and Threats of the current
Science curriculum in the light of the Three-dimensional framework of the Next
Generation Science Standards?
Next Steps
• Performance Indicators that asses what students Know, Understand are able to do
• Science as a creative struggle of ‘doing’ versus ‘learning’.
• Teaching for deep conceptual understanding versus regurgitation of science
factual content- Crosscutting Concepts
• 5Es Instructional Model
• Exploring Careers in Science
References
Erickson, H, L. (2007). Curriculum and instruction for the thinking classroom. Corwin Press, A SAGE Company, California, USA.
Erickson, H, L. (2008). Stirring the head, heart and soul: Redefining curriculum, instruction and concept-based learning. Third Edition. Corwin
Press, A SAGE Company, California, USA.
Lois. A. Lanning (2012) Designing a concept- based curriculum for English Language Arts- mee8ng the Common Core with Intellectual
integrity.
Next Generation Science Standards: Available at http://www.nextgenscience.org/next-generation-science-standards
The Common Core State Standards: Available at:
http://www.corestandards.org
http://www.p21.org/our-work/p21-framework
Contact Information
Dr. Sudha Govindswamy Sunder
E-mail: winterof69ss@gmail.com
http://www.conceptbasedworkshops.org
Dr.S Govindswamy Sunder
Dr.S Govindswamy Sunder

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Alpha Science Presentation

  • 1. Welcome to Alpha Publishing & Gold International Bookshop Professional Development Day
  • 2. STEAM and 21st Century Skills in the Science Classroom (Next Generation Science Standards) Dr.S Govindswamy Sunder
  • 3. Objective of the session (Know, Understand, Do) What do students Know, Understand and Do with scientific knowledge? • To Know • The Three Dimensions of the Next Generation Science Standards • Understand the role of : • Engineering Design Process and the role of sustained Inquiry in the classroom • Do: • Three Dimensional Assessments- What and How do we Assess?
  • 4. Target audience • Passionate science teachers relatively new to the NGSS • Passionate science teachers with relatively strong understanding of the NGSS ?
  • 5. Road Map • A common understanding of 21st century skills • Let off some STEAM  • Multiple Hat Syndrome- Teachers- Students- Curriculum Designers • Certified Empowered Smart Alpha Teacher – Woohooooo!!
  • 6. What do thinking classrooms look like? Dr.S Govindswamy SunderDr. Lynn Erickson
  • 8. Hallmarks of a ‘Thinking classroom’ • Creativity and Innovation • Critical Thinking and Problem solving • Communication and Collaboration • Deeper conceptual engagement versus regurgitation of factual content • Allowing multiple avenues to demonstrate proficiency, knowledge and understanding (differentiation is key!)
  • 9.
  • 10. Table Task • Your goal as a team is to design and create a paper plane that will fly the farthest. • Let off some STEAM! • Essential Question: • What interdisciplinary STEAM aspects can we highlight through this activity? • Non-Negotiables: • Every member has to create one model. • As a team, you will have to test the different models made by your team members to choose the one that will best serve the purpose. • At the end of 10 minutes one person from every team will come forward to fly the plane. • Another member will explain your STEAM connections. • The team that creates the model that flies the farthest wins! Dr.S Govindswamy Sunder
  • 11. Dr.S Govindswamy Sunder Includes interactive, visual, and different learning strategies to meet the needs of all learners.
  • 12. Unpacking the NGSS as a three- Dimensional Curriculum Framework
  • 13. The three dimensions of the NGSS Dr.S Govindswamy Sunder
  • 14. Let’s Unpack the Standards.
  • 15. The Three Dimensions of the NGSS Science and Engineering Core ideas in the discipline Concepts across disciplines
  • 16. Integration of 3 Dimensions: Practices Crosscutting Concepts Core Ideas Next Generation Of Science Standards Architecture
  • 17. What Students Understand KUD Model K- Know U-Understand D-Do
  • 18. Dr.S Govindswamy Sunder Includes interactive, visual, and different learning strategies to meet the needs of all learners.
  • 19. Concepts • Concepts: Mental constructs that “umbrella” different topical examples and meet these criteria: timeless, abstract (to different degrees). • Eg: System; Habitat • Concepts do transfer. • A higher level of abstraction than topics because of their generalizability. • Concepts come at different levels of generality, abstractness and complexity. Dr.S Govindswamy Sunder
  • 20. What are Crosscutting Concepts • The NRC Framework describes crosscutting concepts as : • Those that bridge disciplinary boundaries, • Having explanatory value throughout much of science and engineering. Dr.S Govindswamy Sunder
  • 21. What are the chosen Crosscutting Concepts in NGSS? 1. Patterns 2. Cause and Effect 3. Scale 4. Proportion and Quantity 5. Systems and System Models 6. Energy and Matter 7. Structure and Function 8. Stability and Change Dr.S Govindswamy Sunder
  • 22. NGSS Crosscutting Statements (Energy and Matter) • K-2- Objects may break into smaller pieces, be put together into larger pieces, or change shapes. • 3-5- Energy can be transferred in various ways and between objects. • 6-8- Energy may take different forms (eg: energy in fields, thermal energy, energy of motion) • 9-12- Students understand that...Energy cannot be created or destroyed- only moves between one place and another place, between objects and/or fields, or between systems. Dr.S Govindswamy Sunder
  • 23. Value of the Crosscutting Concepts • Crosscutting concepts have value because they provide students with connections and intellectual tools that are related across the differing areas of disciplinary content and can enrich their application of practices and their understanding of core ideas. NCR Framework p. 233. Dr.S Govindswamy Sunder
  • 24. Rationale • Selected for their value across the sciences and in engineering • Provide students with an organizational framework for connecting knowledge • To develop a coherent and scientifically based view of the world Dr.S Govindswamy Sunder
  • 25. Objectives of the Cross Cutting Concepts • These concepts should become common and familiar touchstones across disciplines and grade levels. • Explicit reference needs to made to these concepts • Focusing on their emergence in multiple disciplinary contexts • Teachers to develop explicit instructional support Dr.S Govindswamy Sunder
  • 26. How can we use this structure to focus teaching and learning for conceptual understanding? Concept-based Curriculum Design Principles How is Knowledge structured? Dr.S Govindswamy SunderDr. Lynn Erickson
  • 27.
  • 28. What Students Understand KUD Model K- Know U-Understand D-Do
  • 30. Concepts • Concepts: Mental constructs that “umbrella” different topical examples and meet these criteria: timeless, abstract (to different degrees). • Eg: System; Habitat • Concepts do transfer. • A higher level of abstraction than topics because of their generalizability. • Concepts come at different levels of generality, abstractness and complexity. Dr.S Govindswamy Sunder
  • 31. What are Crosscutting Concepts • The NRC Framework describes crosscutting concepts as : • Those that bridge disciplinary boundaries, • Having explanatory value throughout much of science and engineering. Dr.S Govindswamy Sunder
  • 32. What are the chosen Crosscutting Concepts in NGSS? 1. Patterns 2. Cause and Effect 3. Scale 4. Proportion and Quantity 5. Systems and System Models 6. Energy and Matter 7. Structure and Function 8. Stability and Change Dr.S Govindswamy Sunder
  • 33. Value of the Crosscutting Concepts • Crosscutting concepts have value because they provide students with connections and intellectual tools that are related across the differing areas of disciplinary content and can enrich their application of practices and their understanding of core ideas. NCR Framework p. 233. Dr.S Govindswamy Sunder
  • 34. Rationale • Selected for their value across the sciences and in engineering • Provide students with an organizational framework for connecting knowledge • To develop a coherent and scientifically based view of the world Dr.S Govindswamy Sunder
  • 35. Objectives of the Cross Cutting Concepts • These concepts should become common and familiar touchstones across disciplines and grade levels. • Explicit reference needs to made to these concepts • Focusing on their emergence in multiple disciplinary contexts • Teachers to develop explicit instructional support Dr.S Govindswamy Sunder
  • 36. In the classroom… In the life of a student… • Memorizing or exploring?
  • 37. Dr. Sunder- Associate Consultant- KDSL
  • 38. Lets do it! What is your task? • With the given materials, your job is to design and build a model of a structure that is as tall and as strong as possible.
  • 39. Materials • 22 Straws • 10 Marshmallows • 10 Toothpicks • Tape, Scissors • Tallest and Strongest for Japan– with an Aesthetic Design!
  • 40. Engineering Design Process Dr.S Govindswamy Sunder
  • 42. INCREASING SOPHISTICATION OF STUDENT THINKING Earth Space Science Progression ESS2B: Plate tectonics and large-scale system interactions • K-2: Maps show where things are located. One can map the shapes and kinds of land and water in any area. • 3-5: Earth’s physical features occur in patterns, as do earthquakes and volcanoes. Maps can be used to locate features and determine patterns in those events. • 6-8: Plate tectonics is the unifying theory that explains movements of rocks at Earth’s surface and geological history. Maps are used to display evidence of plate movement. • 9-12: Radioactive decay within Earth’s interior contributes to thermal convection in the mantle.
  • 43. Making connections To be effective, materials must engage students in science and engineering practices, stress connections among disciplinary core ideas and practices, and highlight crosscutting concepts (Krajcik, McNeill, & Reiser, 2008). Dr.S Govindswamy Sunder
  • 44. Dr.S Govindswamy Sunder Includes interactive, visual, and different learning strategies to meet the needs of all learners.
  • 45. Loosen up! “Scientific creativity is imagination in a straitjacket! Perhaps the arts can loosen that restraint, to the benefit of all” (Celebrated physicist Richard Feynman) Dr.S Govindswamy Sunder
  • 47. Dr.Sudha Sunder Engineering Design Cycle in the Classroom
  • 49. Engineering Design Cycle – How does in the classroom?
  • 50. Engineering Design Process • ASK: What is the problem? How have others approached it? What are your constraints? • IMAGINE: What are some solutions? Brainstorm ideas. Choose the best one. • PLAN: Draw a diagram. Make lists of materials you will need. • CREATE: Follow your plan and create something. Test it out! • IMPROVE: What works? What doesn't? What could work better? Modify your design to make it better. Test it out! Dr.S Govindswamy Sunder
  • 51. The Three Dimensions of the NGSS Science and Engineering Core ideas in the discipline Concepts across disciplines
  • 52. Making connections • Essential Question: • What are the Strength, Weakness, Opportunities and Threats of the current Science curriculum in the light of the Three-dimensional framework of the Next Generation Science Standards?
  • 53. Next Steps • Performance Indicators that asses what students Know, Understand are able to do • Science as a creative struggle of ‘doing’ versus ‘learning’. • Teaching for deep conceptual understanding versus regurgitation of science factual content- Crosscutting Concepts • 5Es Instructional Model • Exploring Careers in Science
  • 54. References Erickson, H, L. (2007). Curriculum and instruction for the thinking classroom. Corwin Press, A SAGE Company, California, USA. Erickson, H, L. (2008). Stirring the head, heart and soul: Redefining curriculum, instruction and concept-based learning. Third Edition. Corwin Press, A SAGE Company, California, USA. Lois. A. Lanning (2012) Designing a concept- based curriculum for English Language Arts- mee8ng the Common Core with Intellectual integrity. Next Generation Science Standards: Available at http://www.nextgenscience.org/next-generation-science-standards The Common Core State Standards: Available at: http://www.corestandards.org http://www.p21.org/our-work/p21-framework
  • 55. Contact Information Dr. Sudha Govindswamy Sunder E-mail: winterof69ss@gmail.com http://www.conceptbasedworkshops.org Dr.S Govindswamy Sunder