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Introducing OpenSciEd to Nexus October 10, 2019 Access the slides now & archive later at www.openscied.org/webinars/


OpenSciEd Staff

James Ryan Executive Director

Sarah Delaney Director of Science


Today’s Conversation -

OpenSciEd’s Origin

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Unit Development Process

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Q&A

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Structure of the Materials

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About the Released Units

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How to get the Materials

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Stories from the Field

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Q&A Time

Type your questions into the chat window for discussion at the end.


Science Education Reform 1. Call for Action â—‹ Set goals and priorities by publishing a report and framework. (released July 2011)

2. Create the Blueprint â—‹ Write new standards that support the framework. (released April 2013)


Science Education Reform 3. Align Policy ○ Adopt new standards based on the Framework. (2013 →present)


Science Education Reform 4. Wait for publishers to align curriculum, for districts to adopt it, and teachers to use it.

Quality Materials

8% of submitted programs

Partially Meets Expectations

1 of 6 programs

High Quality Materials

3% of submitted programs

Meets Expectations

1 of 6 programs


Science Education Reform

OR... 4. Create a partnership between philanthropy, states, nonproďŹ t organizations, and the best science Building the supply of education minds in the country to write a and new curriculum while simultaneously demand for building teacher capacity across the country quality science instructional and building demand for high quality materials. instructional materials.


Funders Carnegie Corporation of New York Bill & Melinda Gates Foundation Hewlett Foundation Schusterman Foundation

National Center for Civic Innovation Fiscal Sponsorship, Human Resources, Contracts

Advisory Board Oversight and Strategy

State Steering Committee Vision, Direction, and Feedback from Field

Executive Director and Sta

Developers Consortium Materials Development, Field Testing, Professional Learning, Data Collection, and Revision BSCS Science Learning Northwestern University Boston College Dana Center Digital Promise

Management, Coordination, Partnerships, and Building Brand Awareness External Validation, Quality Control


The 10 OpenSciEd Partner States


Development Process


Quality Science Instructional Materials ●

Aligned to the Next Generation Science Standards

Develops students’ abilities to use the Science and Engineering Practices

Builds conceptual understanding of ideas that cut across science disciplines

Anchored in natural phenomenon

Driven by student questions

Routines that allow students to make and test conjectures


Development Timeline Number of Units

Spring 2018

Fall 2018

Spring 2019

Fall 2019

3

Develop

Field Test

Revise

Released

Develop

Field Test

Revise

Released

Develop

Field Test

Revise

Released

Develop

Field Test

Revise

Released

Develop

Field Test

Revise

Released

Develop

Field Test

Revise

3

3

3

3

3

Spring 2020

Fall 2020

Spring 2021

Fall 2021

Feb. 2022

Released


Program Design Specifications ●

Instructional Model

Equitable Instruction

● ● ● ● ●

SEP Argumentation and Communication

Crosscutting Concepts

Classroom Routines

Integration with ELA/Math

Practical Constraints

Guidance on Modification

Assessment Educative Features SEP Asking Questions SEP Modeling and Explanation SEP Data Analysis, Math, and Computational Thinking


OpenSciEd Middle Grades Scope & Sequence


Each CCC is used at least once as a focal CCC in each grade, 6, 7, 8.


What if I need to move a unit?


What evidence do we have that we are meeting our vision of high quality materials?


Field Test Participants

221 Teachers and

5,630 Students from

100 School Districts in

10 States


Did you share any ideas out loud today to the whole class, a small group or a partner?


If you answered yes to the last question, did any of your ideas inuence the class or help others?


“Since launching in 2016, Achieve’s Science Peer Review Panel has reviewed nearly 300 publicly available units using the EQuIP Rubric for Science and only 14 units have earned the top two ratings, including the three units released by OpenSciEd.” Matt Krehbiel, Director for Science at Achieve.


Q&A


Structure of the OpenSciEd Materials


Teacher Handbook www.openscied.org/resources


Instructional Model


The Five OpenSciEd Routines OpenSciEd units use ďŹ ve routines drawn from the work of the NextGen Science Storylines Project (Reiser, Novak, McGill, 2017): Routine

Purpose

Anchoring Phenomenon Develop curiosity to drive learning throughout the unit based on a common

experience of a phenomenon and connections to any related phenomena students have experienced.

Navigation

Establish and reinforce the connections between what we have previously done in a unit, what we are about to do, what we will do in the future, and what our driving purpose is in the context of the unit.

Investigation

Use scientific practices to investigate and make sense of a phenomenon.

Putting Pieces Together

Take the pieces of ideas we have developed across multiple lessons and figure out how they can be connected together to account for the phenomenon we have been working on.

Problematizing

Evaluate the adequacy of our scientific ideas to explain a phenomenon in order to identify what we still need to understand.


Anchoring Phenomenon Routine


Anchoring Phenomenon Routine

Featuring the Driving Question Board


Investigation Routine


Investigation Routine


Problematizing Routine


Problematizing Routine


Revisit Investigation Routine


Final Putting Pieces Together Routine


Instructional Model


About the Units


Full Middle Grades Program Available by February 2022 Units Available Upon Completion


What materials make up an OpenSciEd Unit? Teacher Materials

Teacher Guide

Unit Storyline

Professional Learning Materials for Teachers & Facilitators

Slides

Student Materials

Student Edition

Kit Materials Lists

Simulations & Videos

PD Agendas

PD Slides

Classroom Videos

Resources


The Power of Open Educational Resources Free to download as a PDF or copy to your Google folder

Inexpensive to purchase printed books and kit materials

Teacher Guide $10.95 Student Edition $3.45


How to access the Instructional Materials 1. Register on the OpenSciEd.org website

2. Select the unit you would like to download from the Access the Materials page 3. Select the format you would like for the unit PDF or Google


Professional Learning, an Integral Part High-quality instructional materials combined with professional learning, embedded and sustained in teaching practice, are both needed to support the ambitious vision in recent science standards.


Sound Waves How can a sound make something move?


Sound Waves How can a sound make something move?

Students develop ideas related to how sounds are produced, how they travel through media, and how they affect objects at a distance.


Sound Waves How can a sound make something move?

They gather data on how objects vibrate when making different sounds to characterize how a vibrating object’s motion is tied to the loudness and pitch of the sounds they make.


Sound Waves How can a sound make something move?

Students also conduct experiments to support the idea that sound needs matter to travel through.


Sound Waves How can a sound make something move?

They use models and simulations to explain how sound travels through matter at the particle level.


Sound Waves How can a sound make something move?

Students use their understanding of sound to describe what is happening in a similar phenomenon to the truck video.


Thermal Energy How can containers keep stu from warming up or cooling down?

Does a new plastic cup sold by a store keep a drink colder for longer compared to the regular plastic cup that comes free with the drink?


Thermal Energy How can containers keep stu from warming up or cooling down?

Students find that the drink in the regular cup warms up more than the drink in the special cup.


Thermal Energy How can containers keep stu from warming up or cooling down?

What features of the cups that are different might explain why one drink warms up more than the other, e.g. lid, walls, hole for the straw?


Thermal Energy How can containers keep stu from warming up or cooling down?

Through a series of lab investigations and simulations, students find that there are two ways to transfer energy into the drink: 1. the absorption of light and


Thermal Energy How can containers keep stu from warming up or cooling down?

Through a series of lab investigations and simulations, students find that there are two ways to transfer energy into the drink: 1. the absorption of light and 2. thermal energy from the warmer air around the drink.


Thermal Energy How can containers keep stu from warming up or cooling down?

Students are challenged to design their own drink container that can perform as well as the store-bought container, following a set of design criteria and constraints.


Metabolic Reactions How do things inside our bodies work together to make us feel the way we do?

Students begin by exploring a real case study of a middle-school girl named M’Kenna, who reported some alarming symptoms to her doctor: ● ● ● ● ●

inability to concentrate headaches stomach issues when she eats a lack of energy for everyday activities noticeable weight loss over the past few months


Metabolic Reactions How do things inside our bodies work together to make us feel the way we do?

Students investigate data specific to M’Kenna’s case in the form of doctor’s notes, endoscopy images and reports, growth charts, and micrographs.


Metabolic Reactions How do things inside our bodies work together to make us feel the way we do?

Gather data from laboratory experiments on the chemical changes involving the processing of food and from digital interactives.


Metabolic Reactions How do things inside our bodies work together to make us feel the way we do?

Gather understanding about how food is ● ● ● ●

Transported Transformed Stored Used across different body systems in all people


Stories from the Field


The 10 OpenSciEd Partner States


Possible Topics for Conversation - Why are you involved in this project? - How are you using it to advance science education in your state? - What are your plans for OpenSciEd beyond the ďŹ eld test? - How are you using existing resources within your state to support this work?


Q&A


Learn more about OpenSciEd ● ● ● ● ●

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Visit our website Download the materials Explore the Teacher Handbook & other resources Watch a unit in action Hear from teachers, students and administrators about their experience with OpenSciEd Follow us on Twitter, Facebook or Instagram Explore the kit and printed materials


Thank You! Access the slides at www.openscied.org/webinars/

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Nexus Webinar about OpenSciEd October 10, 2019  

Nexus Webinar about OpenSciEd October 10, 2019

Nexus Webinar about OpenSciEd October 10, 2019  

Nexus Webinar about OpenSciEd October 10, 2019

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