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SGI EDC Teacher-Student Expectations are High
Typical Professional Development Schedule PD needs vary greatly so we tailor sessions to best meet ea ch school's needs. YEAR ONE (over 2-4 sessions) YEAR TWO (over 2-3 sessions) • Shift from teacher to student driven classroom • Deeper focus on assessment and student work • Using overarching Issues as content context • Focus on engaging students In the Practices • More robust differentiation and literacy supports • Notebooklng & Student Ownership • Making Crosscutting Concepts explicit • Using a spiraling curriculum • Addressing misconceptions • Explore criteria setting with Evidence and • Group Interaction and Communication Trade-Offs assessment variable • Guided dialog across grade level Transitioning to New State Standards Using LAB-AIDS: Use exemplary models & tools to learn the new standards 1-----0----0 Professional Development to support deepened understanding of the new standards Deeper transition to the new standards as staff & programs are ready. Initial Exposure Deepening O Planning understanding Instruction Pricing Enhanced district curriculum through exclusive or blended use of LAB-AIDS programs Full alignment of Instruction Hours are customizable to fit school needs but are typically 6 hours with breaks. WORKSHOP PRICE First day, all inclusive $1,600" Additional consecutive days $1,000 Additional non-consecutive days $1,450 • Chemistry workshop is an additional $1 SO PD Brochure
Topic Menu Customize your PD from this list of common toplcs or work with us to create one of your own. State standards/NGSS/Common Core Support Unpacking the Common Core and your State specific standards using our un i ts as exemplary models for three dimensional Inquiry lnstructlor. learning Cycle and Differentiated Instruction Course deslg n Is based on a SE supported learning cycle model. Courses use soclosclentific Issues to guide each unit's storyline and to provide a relevant context and to motivate all students. Detailed support for working with diverse learners Is Included. Classroom Management Discussions and lesson modeling are highly customized based on school needs. Typlcally covered topics are management of student lab activities and equipment, facilitating effective group work and using the Teacher Edition to look at possible lesson accommodations. Embedded Literacy Students need frequent opportunities to develop their language skills and the science classroom provides Innumerable opportu nitles. Embedded literacy supports allow teachers to make the most of those opportunities. Assessment Usi ng the SEPU P formative assessment system, students produce work that can be scored using rubrics developed for nine major areas of science education. Teachers will examine support for assessment and will discuss and moderate samples of actual student work. Our Partners It)'(? ;fil,;@.:f) SEPUP SEPUP develops middle and high school curricula using a research-based, Inquiry-driven approach. Each unit uses environmental and societal Issues to provide a storyline that connects the science concepts and practices to everyday life. A Natural Approach to Chemistry is an innovative approach to teaching high school chemistry, developed by a group MIT ex-faculty and staff. It Is organized around the Idea that all students can learn, understand, and do chemistry. A NATURAL APPROACH ro CHEMISTRY Learning transforms !Ives, EDC Earth Science was developed by ED C's Oceans of Data Institute with support from the National Science Foundation. It is a full-year, activity-driven high school Earth science course and it fully allgned to A Framework for Science Educa on. LAB-AIIJS' 17 Colt Court, Ronkonkoma, NY 11779 800.381 8003 I iab-,11ds com I O O C) Meet a Few of Our Coaches All of our coaches have extensive practice In the classroom with their PD curriculum and are either currently teaching or directly Involved with students and local districts. Alicia has taught middle school science for over 14 years in NYC schools and has been the recipient of numerous science tuition awards. She firmly believes that learning is a lifelong endeavor and enjoys helping teachers deepen their skills no matter what stage of theircareer. Alicia Ouchatelier, Manhattan District 2, NEW YORK In his 20 years as a Biology teacher Brian has written & received numerous grants, participated in several NSF funded projects, and worked for the LJelaware uept. of td. t1nan·s favonte IJ conversations to lead are about supporting student literacythrough science. Brian Gross, Oelcastle Technical High School, DELAWARE • In addition to teaching for the past 11 years, Cynthia has presented at regional and national conferences and taken on two NGSS PD leadership roles. The lasting Impact good PD can have on teachers is what drives Cynthia in her trainings. Cynthia Sanchez, Chicago Public Schools, ILLINOIS Lisa earned a Ph.D. in Science Education with emphasis on Curriculum & Instruction and Nature of Science after a career in teaching. She Is now a Pro ssor and Department Chair of Science Education. Lisa most enjoys the topic of embedded student assessment. Lisa Martin-Hansen, callfornla State University, Long Beach, CALIFORNIA Testimonials I feltateaseafterour PD knowing my teachers w/1/ be well-prepared to start the year strong. Though I have taught SEPUP already, I learned new things that will help me Improve as a teacher and department leader. Michelle Utleton Carver Middle Schoo Massachusetts The PD has been first rate; even teachers who were reluctant left fee/Ing that the time was wel spent. The knowledgeable staff even helped us to customize the curriculum to our state standards while maintaining the fidelity of the story fine. Martha C. Fout Horry County Schools, South Carolina I was deeply effected bY our training today ar,:I will need to take time to rer1ect on my practices as a teacher. I nCIN see how much better I can be. Rachel Porter Portland Public Schools, Oregon
SUSTAINABILITY Unit issue: The ways in which humans interact with the environment can cause dramatic changes over time. Overarching question: How do humans affect the environment over time? ECOLOGY Unit issue: People rely on natural resources, including fish, for many reasons, including food, yet many fisheries are no longer sustainable. Overarching question: How can we use our knowledge about ecology to make informed decisions about managing fisheries to be more sustainable? Assessed Performance Expectations: HS-LS2-1, 2-2, 2-3, 2-4, 2-5, 2-6, 2-7 CELLS Unit issue: Human health is increasingly subject to emerging global patterns, including extreme heat events, changes in the frequency of diseases, and climate effects on the food supply. Overarching question: What are the challenges to human health in a changing world? Assessed Performance Expectations: HS-LS1-1, 1-2, 1-3, 1-5, 1-6, 1-7, 2-3, 2-4, 2-7 GENETICS Unit issue: People rely on genetically engineered crop plants to maintain a global food supply, but the use of this technology can impact sustainability. Overarching question: How do genetically engineered crops affect the sustainability of food production? Assessed Performance Expectations: HS-LS1-1, 1-4, 3-1, 3-2, 3-3 EVOLUTION Unit issue: Globally, populations of organisms are changing as they respond or adapt to changing environmental conditions, some of which are due to human activity. Overarching question: How are humans changing the environment, and thereby affecting the evolution of species? Assessed Performance Expectations: HS-LS2-7, 2-8, 4-1, 4-2, 4-3, 4-4, 4-5, 4-6 Science and Global Issues: Biology REDESIGNED FOR THE NGSS For full program information visit lab-aids.com/sgi Science and Global Issues: Biology uses an issue-oriented approach to connect biology to students' lives and communities. Activities and investigations require students to consider, apply scientific evidence, and analyze the trade-offs involved in personal and societal decisions. L-1025-75
SEPUP and the NGSS Designing high-quality instructional mater"als for secondary science . . . . .
Unit Focus Provides context for relevant and connected anchoring and investigative phenomena within the unit. The environmental impacts of introduced species. Introduced species are changing environments all around us. Unit Phenomena What can we observe in science that makes us wonder? Introduced species are changing their environments, can cause problems for people, and affect biodiversity. When people bring new organisms into an ecosystem, there can be effects for people and the environment. There are different organisms and different numbers of organisms in different places. Different species tend to be found together and are linked through feeding and energy relationships. Physical and biological factors can disrupt an ecosystem to a small or large degree. Activities Students use SEPs, DCI, and CCC to explain, justify, and argue a point of view about the issue. species research local data transects black-worm habitats owl pellets and food webs matter cycles - local nematodes population growth modeling a new species abiotic impacts in ecosystems evaluating a presenting solutions Ecology, Issues and Science, Revised
Issues and Science Third Edition: Developed for the NGSS w u z w C/1 w ... w u z w C/1 :z: l - a,: w u z w C/1 ...I Unit Title Estir,,ated Instructional Time Biomedical Engineering (3-4 weeks) Body Systems (5-6 wooks) Ecology (6-7wHks) Evolution (6-7 weeks) From Cells to Organisms (5-6 week<) Reproduction (4•6 weeks) Earth's Resources (4•6 weeks) Geological Processes (6-7 weeks) Land, Water, and Human Interactions (5-7 weeks) Solar System and Beyond (4-7weeks) Weather and Oimate (5-7weeks) Chemical Reactions (4-5 weeks) Chemistry of Materials ( 4 - 5 w e e k s ) Energy (5-7weck,) Fields and Interactions (4•6 week<) Force and Motion (5-7 weeks) Waves (4-Sweeks) Middle School Units at a Glance* Unit Focus How can science and engineering be used lo improve /he lives of those living with medical condifions? How do we know if a medicine is sole and eHeclive? Whal are the environmental impacts of introduced species and who/ con be done about them? How are peop/9 affoc/ed by and affocling evolution? How should we prevent the spread of an infeciious disBOse? Whal or& /he 9//,ical issues involved in using g&.wlic information lo make heolfh-reloled decisions? How is a growing human population offecling lhe use and avoilobilify of natural resources? Whal g&0/ogical proc&sses need lo be considered when evaluating a site for long-term storage of nuclear waste? How do natural geological processss and human behavior impact OtJr decisions around new conslruclion? Whal kind of lulu,,, space missions should we fund and conduct? Is lh9f& a connection b&lwoon population growth and chang<>s in local werJ/her, almospher9, and wal9f =ilabi/ily? How do p90ple use chemical rooclians la solV9 problems like waste disposal? Whal ar& lh& 9nvironm&nla/ impacls of producing, using, and disposing of materials? How con p90pl9 manipu/0/9 &n&rgy lronsf&r and lransformolion la use en9rgy more efficienlly? How do /he characferis/ics of fields h9/p us design solutions for lronsporl? How con we red11ce /he risk of mo/or vehicle occidenls? How are waves bolh helpful and harmful? • for detailed information on each unit, refer to the Unit Overview and Storyline/Phenomena documents at lab-aida.com/third-edition Assessed PEs ETS1•1, ETS1•2, ETS1•3, ETS1•4 LSl-3, LS1-8 LS2•1, LS2·2, LS2•3, LS2-4,LS2•5 LSJ.1, 1.54-\ 1.54-:t 1.54-3, LS4-4,LS4-5,LS4-6 LS1•1, LS1•2, LS1•6, LS1•7 LSl-4, LSl-5, LSJ.1, LSl-2 ESSl-4, ESS3-1, ESSJ.4 ESS2·1. ESS2·2, ESS2•3, ESSJ-1, ESS3•2 ESS2-2, ESS2-4, ESSJ.3, ETSl-1, ETSl-2 ESSl•l, ESSl-2, ESSl-3 ESS2-5, ESS2-6, ESSJ-5,ETSl-3,ETSl-4 PS1-2, PSl-5, PSl-6 PSl-1, PSl-3, PSl-4 PSJ-3, PSJ-4, PSl-5, MS-ETS1•4 PS2-3, PS2-4, PS2-5, PSJ-2, ETSl•l, ETSl-2, ETS1-3, ETSl-4 PS2•1, PS2•2, PSJ-1, ETSI-I PS4-1, PS4-2, PS4-3
1.J18-a10S sePUP issue-Oriented science • \ • • L
Middle School CURRICULUM Issues and Science --- Third Edition: Revised for the NGSS --- SEPUP programs allow students to connect relevant science phenomena and content to larger, real-life issues while maintaining the three-dimensional vision of the NGSS. > > > How do we know if a medicine is safe and effective? What is the environmental impactof producing, using and disposing of materials? How does the weather affect people and how do people affect the climate? "' ":, THE LAWRENCE ., i' HALL OF SCIENCE /It\ IU!,fYEA'$1TY OF U,1.FOP', .... '91:ICELEY
Overview The Third Edition of Issues and Science is: Designed for the NGSS Paired with professional development, the Issues and Science series serves os an exemplary model to guide an initial awareness, a deeper understanding of meaningful science instruction, and ultimately an exceptional implementation of the Next Generation Science Standards and various state adaptations of the NGSS. Research-based Developed by the Science Educotion for Public Understanding Program (SEPUP) at the Lawrence Hall of Science at the University of California, Berkeley, with funding from the National Science Foundation. Field-Tested The programs are created by professional curriculum developers and continually revised with field test input from teachers and students in classrooms across the country. Hands-On Students engage daily with the Science and Engineering Practices to explore anchoring and investigative phenomena related to the Disciplinary Core Ideas. Course Tools Student Resources This is not a textbook. The Issues and Science Student Books guide embedded investigations and provide related readings. They use a variety of approaches to make science accessible for all students. SEPUP's integrated literacy strategies help students process new science content, develop their analytical skills, make connections between related concepts, and express their knowledge orally and in writing. The built-in assessment system helps teachers identify students' strengths and weaknesses from the start. This allows activities to be adjusted os needed, so all students have the best chance to build their knowledge and Lall-81DS' .___ appreciation of science. The student book can be ordered in print and accessed online through our student portal. The student portal offers students a variety of resources such as: , interactive student text; ability to highlight, add notes, bookmark, and link to resources , additional web content , LABsent sheets & videos - our solution when students miss a lalb , receive and submit homework online and get feedback , works on any devi,ce , Single sign-on (SSO) available Lab-Aids® 17 Colt Court, Ronkonkoma, NY 11779
Teacher Resources The SEPUP Issues and Science program Teacher Edition walks through each activity in the Student Book and shows the development of concepts within the storyline of the unit. It includes set up of the equipment from the kit, organization of the classroom, haw to conduct activities, differentiation for diverse learners, and management of practical details. The Teacher Edition provides full support for teaching the program. The Teacher Edition and Teacher Resources can be ordered in print or accessed online through our unique teacher portal. The teacher portal offers al I the elements of the student portal in addition to: , resource supplements , literacy supplements , PowerPoint slides for each activity • visual aids in , training videos , integrated, online assessment system For more detail go to: lab-aids.com/integrated-technology Complete Equipment Package All SEPUP equipment packages are designed with teachers, stude-nts and environmental considerations in mind. The science equipment packages include the majority of the items needed for the activities in the Student Book and Teacher Edition. Equipment drawers come in rolling carts (pictured far left) for storage. Equipment supports multiple classes - typically up to five classes of 32 students (160 total students) - before consumables need to be replaced. Molded tray liners keep everything in place and easy to loca1e. For more detail go to: lab-aids.com/equipment-package The Science Lab Notebook The use of a science journal or notebook in SEPUP is strongly recommended. The notebook not only mode Is the way scientists work, but it helps to develop and reinforce students' science learning and literacy skills. The Lab-Aids Science Lab Notebook is 160 three-hole punched pages which allow students to store it in their binders. It has a two column design and plenty of room for notes, reflections, and responses to Analysis Questions. Graph Anywhere al laws data tables and graphs to be added easily using the unique line guides. The Science Lab Notebook was designed with "Best Practices' in mind. To see a sample student notebook go to: lab-aids.com/literacy For more information on the development of the SEPUP Third Edition, please visit lab-aids.comlngss. I 800.381.8003 I lab-aids.com I O O 0
w u z w u en w I&. - w u z -w u en ::c l - o: w u z w u en .... ::c 0. Projected Alignment for Units and Performance Expectations Unit Titl• Main Issue Performance Expectations Item Number Biomedical Engineering How con engineering be used lo improve the ETSl-1, ETSl-2, ETSl-3, SB: SMS-BI0-3SB (3 weeks) fives of those living with medical conditions? ETS1-4 Equip: SMS-BIO-3000 Body Systems How do we know if a medicine is safe LSl-3, LS1-8, LSl-7 SB: SMS-BOD-3SB (4 weeks) and effective? Equip: SMS-BOD-3000 Ecology Who/ are the effects of introduced species. LS2-1, LS2-2, LS2-3, SB: SMS-EC0-3SB LS2-4, LS2-5, LS1-6, (7 weeks) and who/ can be done about fhem? LS1-7 Equip: SMS-EC0-3000 Evolution How are people affected by and LS3•1, LS4-1, I.S4-2, 1.$4-.3, SB: SMS-EVO-3SB (5•6 weeks) affecting evolution? LS4-4, LS4-5, LS4-6 Equip: SMS-EV0-.3000 From Cells to Organisms How should we prevent the spread of an LS1-1, LSl-2 SB: SMS-CEL-3SB (5-6 weeks) infectious disease? Equip: SMS-CEL-3000 Reproduction Whal are the ethical issues involved in using LSl-4, LS1-5, LS3-1, LS3-2 SB: SMS-REP-3SB (3-4 weeks) genetic information? Equip: SMS-REP-3000 Earth's Resources How is a growing human population affecting ESS1-4, ESSl-1, ESS3-4 SB: SMS-RES-3SB (5 weeks) fhs availability of natural rssaurcss? Equip: SMS-RES-3000 Geological Processes Where should we store nuclear waste? ESS2-1, ESS2-2, ESS2-3, SB: SMS-GEO-3SB (5-7 weeks) ESS3-1, ESS3-2 Equip: SMS-GE0-3000 Land, Water, and Human Which areas of Boomtown are the best ess2-2, ESS2-4, ESSJ-3, SB: SMS-IMP-3SB Interactions (5•6 weeks) choice for cons/ruction? ETSl-1, ETS1-2 Equip: SMS-IMP-3000 Solar System and Beyond Whal kind of future space missions should ESSl-1, ESS1-2, ESS1-3 SB: SMS-SPA-3SB (5 weeks) we fund and conduct? Equip: SMS-SPA-3000 Weather and Climate How does the weather affect people and ESS2-5, ESS2-6, SB: SMS-WEA-3SB (6-7 weeks) how do people affect /he climate? ESS3-5, ETS1-3, ETSl-4 Equip: SMS-WEA-3000 Ch•mical Reactions How do people use chemical reacHons lo PSl-2, PSl-5, PSl-6 SB: SMS-REA-3SB (5-6 weeks) solve problems? Equip: SMS-REA.-3000 Ch•mistry of Materials Who/ are /he enviranmenla/ impacts SB: SMS-MAT-3S8 of producing. using. and disposing PSl•l, PS1•3, PS1•4 (6 weeks) of materials? Equip: SMS-MAT-3000 Energy How can people manipulate energy PS3-3, PS3-4, PS3-5, SB: SMS-ENE-3SB transfer and transformation lo use energy (6 weeks) more efficienfly? MS-ETSl-4 Equip: SMS-ENE-3000 Fields and Interactions How do different lypss of force fields help PS2-3, PS2-4, PS2-5, SB: SMS-FIE-3$B PS3-2, ETSl-1, ETSl-2, (5-6weeks) .us dssign lransporlalion? ETSl-3, ETSl-4* Equip: SMS-FIE-3000 Force and Motion How can WB rsducB lhB risk of motor PS2•1, PS2•2, PS3•1, SB: SMS-FOR-3SB (Sw0eks) vehic/B accidents? ETSl-3, ETS1-4 Equip: SMS-FOR-3000 Waves How are woves both helpful and harmful? PS4•1, PS4•2, PS4-3 SB: SMS-WAV-JSB (Sweeks) Equip: SMS-WAV-3000 • &peeled release in 20 I 9. Subject lo change. L-1025- NGSS01v3
Our Values At Lab-Aids, it is our goal to provide teachers and students with everything they need to run an activitydriven, three dimensional classroom - from equipment to assessment. In comparing Lab-Aids to other programs, please consider what is included, and what is not. ITEM LAB-AIDS PUBLISHER TWO PUBLISHER THREE lab-aids.com | 800.831.8003 | @labaids Instructional Design • Research-based development • Extensively field-tested • Activity driven • Connections to real-world phenomena & issues • Connected engineering activities • Embedded assessment tasks and rubrics • Meets/Partially Meets EdReports expectations Equipment Packages • Wheeled storage cart • Saves time and materials • Non-consumable materials (80% of total) • Consumable materials for 160 students (yz% of total) • Drawer images and refill lists for easy re-order Teacher Digital Resources • Teacher Edition (day to day/unit specific) • Teacher Resources (overall program support) • Editable Powerpoint decks for every lesson • Spanish Student Book, Student Sheets, and Visual Aids • LABsent and Remote Learning Packets • Embedded assessment system & rubrics • Item banks for tests and quizzes Student Digital Resources • Student Book (with note taking & highlighting ability) • Spanish Student Book, Student Sheets, and Visual Aids • LABsent sheets and videos, when absent from a lab • Remote Learning Packets • Access to embedded simulations • Embedded links to extensions and videos Print Materials & Optional Add-Ons • Hardbound Student Book (class set or individual) • Printed Teacher Edition and Teacher Resources binders • Student Lab Notebooks (consumable) • Hands-on@Home activities for remote learners Professional Learning • All PL instructors have taught Lab-Aids curriculum • Customized implementation training • Specialized workshops for targeted instructional topics • PL in both virtual and in-person settings • Intensive Summer Academy training with fellow program users this, that, or both this, that, or both ✓ included in base price, + additional resource
Lab-Aids Purchase of Lab-Aids curriculum is “all inclusive” - providing everything needed to teach an activity-driven, three-dimensional classroom. With consumable materials averaging less than 20% of the total, maintaining the program Years 2-7 falls well below the average spend for a student in science. What kind of classroom do you want to create? Replacing hands-on activities with digital simulations, reading, and worksheets will be less expensive, period. Planning to purchase equipment separately? Be sure that’s included in your overall cost comparison. Others YEAR 1 YEAR 2 YEAR 3 YEAR 4 YEAR 5 YEAR 6 YEAR 7 Others Comparative Cost of Science Implementation Total Implementation Cost Over Time lab-aids.com | 800.831.8003 | @labaids L-1025-SMS-VALUE
3 MORE THAN A TEXTBOOK — A FULLY INTEGRATED LEARNING SYSTEM. Lab-Aids programs include high-quality equipment for each activity. This includes innovative lab-ware to be used throughout the year, specific solutions and materials for unique labs, as well as items needed for card sorts, modeling, role-plays, and projects. All core curriculum programs include equipment for five consecutive classes of 32 students working in groups of fours, pairs, or individually; whatever is best for keeping all hands busy. COMPLETE SEPUP CURRICULUM EQUIPMENT PACKAGES INCLUDE: 1. Printed and online student text available separately to customize for each classroom size. 2. All the equipment needed to run every lesson. Students work in groups of four, as pairs, or individually depending on the activity. 3. Valuable online teacher resources include ongoing professional development, tools to differentiate instruction, literacy strategies and assessment. 4. Specially designed Signature Items, like the nematode extractor from 7th grade and the phospho-boxes from 8th grade are unique to the SEPUP program. 5. Plastic tray inserts help keep materials organized. This feature makes it easy to identify missing components and greatly reduces the time it takes to distribute, collect and store materials. 6. Heavy-duty locking wheels for easy movement from storage room to classroom. 2 6 lab-aids.com/ngss 1 4 5
EVERYTHING YOU NEED - ALL IN ONE PLACE. lab-aids.com/ngss L-1033-83 Example equipment drawers from SEPUP Issues and Science for California
Online resources to enhance concrete experiences, not replace them. SEPUP Issues and Science was developed at UC Berkeley by the Lawrence Hall of Science and is a product of rigorous research in content, cognitive development, and educational best-practice. Twenty years of research and evaluation show that SEPUP programs: • increase students’ interest in science and perception of its relevance to their lives • lead to meaningful gains in student performance • improve students’ content knowledge and ability to engage in scientific practices Lab-Aids partners with SEPUP to publish print materials and manufacture signature equipment to provide students and teachers with a complete science experience.
Access the Sample Review Portal The SEPUP middle school curriculum, Issues and Science is not a traditional textbook so it is important that it is not reviewed as one. To learn more about the program and gain context before your review, visit our review site: lab-aids.com/ngss. Get started with the online review: 1. Click the registration link and follow the instructions to register (support video listed below). 2. Create your own unique user name, password, contact information, and enter the provided access code. Once registered, the license will expire in 60 days. 3. To get started, watch the quick Navigation video. Access Code NGSS-SEPUP-Sample Helpful how-to videos: How to Register: https://vimeo.com/248077870 Navigation Video: https://vimeo.com/351661769 L-1035-PORT-CLSV2 800.381.8003 lab-aids.com/ngss ▲ ▲
District Success Story FEDERAL WAY PUBLIC SCHOOLS About Federal Way Federal Way Public Schools (FWPS) is the most diverse district in Washington State with over 100 languages spoken and about 25% of students officially in an ELL program. Designing instruction that leverages that diversity is of high priority. FWPS is currently made up of 37 schools, 1325 teachers, and 21,405 students. Prior to this adoption, FWPS hadn't gone through a formal science adoption in over ten years, largely developing their own materials. • Needed materials that worked well for both teachers with significant NGSS training and those without. Developing that internally was not a realistic option. • Professional Learning Communities (PLCs) were less effective when teachers used different curriculum. • No system in place to restock kit materials. How do we sustain a hands-on program over time? • Lacking the technology in place to implement a digital curriculum. CHALLENGES & PRIORITIES It became clear that FWPS needed externally developed curriculum that could be taught consistently across the district. After extensive piloting, Issues and Science best met district needs and priorities. • Instructional materials are very userfriendly and designed in a way thatled to high quality teaching practices for a broad range ofteachers, notjustthosewith comprehensiveNGSS training. • Having a common curriculum not only helped PLCs - the consistencywithwhich itis taught also helped studentswho move from schoolto schoolwithin the district. • Issuesand Science had the highest adoption evaluation score of the programs that didn't have to be implemented digitally. SOLUTIONS & SERVICES Programs & Services • Issues and Science, Designed for the NGSS • Hardbound Student Books • Online Teacher Portal • Online Student Portal & Hands-on@Home for the FWPS digital school • PL Hours: 30 per teacher, over 2 years The organization of the material drawers has made the hands-on really manageable - both in the classroom and at the district level. “ ” lab-aids.com | 800.831.8003 | @lab-aids
Now finishing their fourth year with Issues and Science, Federal Way Public Schools (FWPS) is happy with their middle school science program. Moving to a nationally published program, as opposed to developing curriculum internally, has led to instructional consistency across the district and has increased efficacy within their Professional Learning Communities. Using Issues and Science specifically has led to high quality teaching practices across the district, allowing core teachers with NGSS training to leverage that work, but teacher resources are also designed well enough that even teachers without that intensive coaching can teach it with fidelity. From a logistics stand-point, partnering with Lab-Aids has allowed FWPS to make a handson program sustainable. Program materials and equipment are highly organized in labeled drawers with specific compartments for each set, making it easy to identify what needs to be replaced or refilled. Refurbishment of the few consumable materials is done systematically and easily at the district level. Using Issues and Science also allowed FWPS to adopt a high-quality NGSS program that didn't require 1:1 technology, but could move online in the future if the district desired. While printed Student Books and classroom activity materials are used in most of the schools, the online Portal and Hands-on@Home materials are used within the all digital/remote school. PROGRAM IMPACT Since the progression of learning is so solid, we've found that we can choose to make some of the phenomena more localized, but the activities and curriculum still applies well. Lab-Aids offers a really nice balance between structure and flexibility. Megan Walker District Science Facilitator Federal Way Public Schools “ ” At Lab-Aids we are committed to innovation, equity, and leadership within the field of science education. We consider it our mission to reform science education through quality, hands-on science instruction. lab-aids.com | 800.831.8003 | @lab-aids
Problems with Problems: Improving the Design of Problem-Driven Science and Engineering Instruction HOW CAN ENGINEERING PROBLEMS DRIVE LEARNING? A key shift in learning designed for today’s science standards is supporting students to explain phenomena and to design solutions to problems. The Framework for K–12 Science Education draws a parallel between phenomena and problems. In the Next Generation Science Standards (NGSS), problems are defined as “situations somebody wants to change” (NGSS Appendix I). Ideally, when problems requiring an engineering solution are used to drive learning, these problems describe real-world situations grounded in compelling contexts that students care about — such as a problem in their own life or in their community. Students are then intrinsically motivated to learn science and engineering ideas because they want to find solution(s) to the problem. Although phenomena-driven approaches to science learning are becoming more widespread, there are fewer examples of problem-driven learning that align to the vision of the Framework and today’s science standards. Using problems to drive learning can be a powerful approach to teaching both science and engineering content. However, it’s important for this learning to be grounded in situations people want to change. This is different from a task where students are challenged to design something for the sake of a competition or a construction project rather than designing a solution to a meaningful problem. The chart on the next page helps describe some of the differences between an authentic problem and a design task that isn’t connected to a real-world problem. ngs.wested.org • @nextgenscience [Just as] science begins with a question about a phenomenon...engineering begins with a problem, need, or desire that suggests an engineering problem that needs to be solved. A Framework for K–12 Science Education
ngs.wested.org • @nextgenscience DESIGN FOR DESIGN’S SAKE DESIGN FOR SOLVING PROBLEMS Learning is Disconnected from Problems ● Despite being “hands on,” a contrived design project may seem irrelevant to a student, decreasing motivation. ● Students do not see a connection to a meaningful problem to solve. ● There is one final solution, such as the tallest tower. Learning is Focused on Solving Problems ● Real-world situations grounded in compelling issues that students care about (i.e., a problem in their own life or in their community). ● Students clearly understand the problem and its significance to them or to others they can empathize with. ● There can be multiple solutions, and each has trade-offs.* *Understanding trade-offs begins to be an expectation for students in the 6–8 grade band. SHIFTING TOWARD MEANINGFUL PROBLEM-DRIVEN INSTRUCTION Build a dam out of popsicle sticks. A spot in my garden floods every time it rains. Design a pollinator out of pipe cleaners to see who can transfer the most pollen. Our trees aren’t producing fruit anymore. Build the tallest structure possible out of paper and tape. Children get too hot on a sunny playground. Design a ramp to make a toy car go as quickly as possible. People get hurt in car crashes when brakes fail on steep mountain roads. WHY IS THIS APPROACH IMPORTANT FOR STUDENTS? Designing solutions for authentic, real-world problems and explaining real-world phenomena are central features of engaging and meaningful science and engineering instruction: • Designing solutions to problems and explaining phenomena are the focus of engineering and science, respectively, as described in the Framework. • Developing science and engineering ideas through the process of solving meaningful problems helps students learn to appreciate the relevance of science and engineering to their lives and for their communities. • Authentic and compelling problems and phenomena provide an intrinsic reason for students to want to learn, and when instruction follows what students want to learn, students develop a sense of ownership over their learning. Research indicates student motivation and engagement in science and engineering education are necessary to reach all students — not merely “nice to have.” The National Academies report Learning Through Citizen Science: Enhancing Opportunities by Design states that students who are engaged are more likely to be attracted to challenges, learn more effectively, and make appropriate use of feedback. The report Science and Engineering for Grades 6–12: Investigation and Design at the Center shares strategies to promote student motivation, including: “(1) providing choice or autonomy in learning, (2) promoting personal relevance, (3) presenting appropriately challenging material, and (4) situating the investigations in socially and culturally appropriate contexts.” Grounding instruction in phenomena and problems that are personally relevant to students and that they genuinely want to figure out and solve facilitates all four of these strategies.
Licensed under the Creative Commons Attribution 4.0 International License (CC BY 4.0). The development of this material was supported by the Bill & Melinda Gates Foundation. The conclusions contained within are those of the authors and do not necessarily reflect positions or policies of the foundation. The following logos are not subject to the Creative Commons license and may not be used without the prior and express written consent of WestEd: NextGenScience, WestEd, the Next Generation Science Standards. Suggested Citation: NextGenScience (2021). Problems with Problems: Improving the Design of Problem-Driven Science and Engineering Instruction. WestEd. ngs.wested.org • @nextgenscience USING DRIVING PROBLEMS IN INSTRUCTION DESIGNED FOR THE NGSS …IS LESS LIKE …IS MORE LIKE After Learning Problems are included at the end of an instructional sequence as a way for students to apply their science learning. Throughout Learning Problems are used to motivate learning throughout an instructional sequence, such that students learn through the process of designing solution(s) to the problem. Tinkering Students can solve the problem by trial and error without developing or applying science ideas. After enough trials, students may arrive at a successful solution without a deeper understanding of the ideas underlying their solution. Science Ideas To design and improve* their solutions, students need to develop and use DCIs, SEPs, and CCCs from both science and engineering domains. For example, students could not solve a local flooding problem without learning and using ideas about regional weather patterns and the water cycle. *Improving designs begins to be an expectation for students in the 3–5 grade band. Teacher-led The teacher challenges students to accomplish something. Students may have some choice in how to accomplish it, but they have little ownership of their learning or simply follow directions. The teacher may tell students what they need to learn in order to solve the problem. Student-led Students observe a problem and ask questions that lead to investigations to begin working toward solutions. This process is facilitated and guided by the teacher to ensure that students stay on track toward targeted learning objectives (the parts of the three dimensions students need to develop and use to solve the problem). ABOUT NEXTGENSCIENCE NextGenScience, a project at WestEd, works alongside educators to transform science teaching, learning, and leadership through equitable and evidence-based approaches to reviewing classroom instructional materials, fostering meaningful partnerships, and developing system strategies for coherent science programs. Learn more about our work: ngs.wested.org HOW CAN DESIGN PROBLEMS BE USED IN INSTRUCTION? The presence of an authentic and compelling problem in instructional materials is not enough. It also needs to be used in instruction in a way that will effectively support students’ learning and motivation. The table below describes examples of what this can look like in the classroom. L-1043-PDS