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STEAM and 21st Century Skills - New to NGSS Series

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As part of the 2017 Fall Alpha Publishing Product Training and Professional Development season, we had the pleasure of connecting and working with many fantastic teachers and schools in Riyadh and Dammam.

The sessions focused on:

STEAM and 21st Century Skills, Engineering Design Process

Through model lessons and hands-on activities for creating a thriving learning environment and supporting teachers using Alpha resources.

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STEAM and 21st Century Skills - New to NGSS Series

1. 1. STEAM and 21st Century Skills in the Science Classroom (Introduction to the Next Generation Science Standards) Dr.S Govindswamy Sunder
2. 2. Objective of the session (KUD) 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?
3. 3. What do thinking classrooms look like? Dr.S Govindswamy SunderDr. Lynn Erickson
4. 4. Dr.S Govindswamy Sunder
5. 5. Let’s Unpack the Standards.
6. 6. The Three Dimensions of the NGSS Science and Engineering Core ideas in the discipline Concepts across disciplines
7. 7. The three dimensions of the NGSS Dr.S Govindswamy Sunder
8. 8. 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
9. 9. Integration of 3 Dimensions: Practices Crosscutting Concepts Core Ideas Next Generation Of Science Standards Architecture
10. 10. 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
11. 11. 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
12. 12. What are the chosen Crosscutting Concepts in NGSS? 1. Patterns 2. Cause and Effect 3. Scale, Proportion and Quantity 4. Systems and System Models 5. Energy and Matter 6. Structure and Function 7. Stability and Change Dr.S Govindswamy Sunder
13. 13. Table Task • Your goal as a team is to design and create a paper plane that will fly the farthest. • 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
14. 14. Inter-disciplinary Connections • What concepts in math and other subjects can we bring about through the Paper Plane activity?
15. 15. Dr.S Govindswamy Sunder Includes interactive, visual, and different learning strategies to meet the needs of all learners.
16. 16. Science not just a body of knowledge • The Framework emphasizes that science is not just a body of knowledge but also a set of practices for investigating, modeling, and explaining phenomena in the natural world. Dr.S Govindswamy Sunder
17. 17. Engineering Design Process Dr.S Govindswamy Sunder
18. 18. 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
19. 19. Engineering Design Cycle – How does in the classroom?
20. 20. Dr.S Govindswamy Sunder
21. 21. Dr.Sudha Sunder
22. 22. Lets do it! What is your task? • With the given materials, your challenge is to design and build a free-standing tower in Japan- • The tallest free-standing and stable tower in the world • Materials: • 5 Marshmellows • 20 Straws • Toothpicks • Tape
23. 23. Crosscutting Concepts
24. 24. 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. • 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. INCREASING SOPHISTICATION OF STUDENT THINKING
25. 25. http://www.p21.org
26. 26. www.eie.org
27. 27. www.nextgenscience.org
28. 28. www.nsta.org
29. 29. Contact Information Dr. Sudha Govindswamy Sunder E-mail: sudhasunder@tlinternational.org http://www.tlinternational.org Dr.S Govindswamy Sunder
30. 30. Tower Activity • is available on page 476- Earth Science Grade 4.
31. 31. 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