Teaching NGSS in Elementary School Third Grade

Transcription

1 LIVE INTERACTIVE YOUR DESKTOP Teaching NGSS in Elementary School Third Grade Presented by: Ted Willard, Carla Zembal-Saul, Mary Starr, and Kathy Renfrew December 17, :30 p.m. ET / 5:30 p.m. CT / 4:30 p.m. MT / 3:30 p.m. PT 1

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3 NSTA Learning Center Discover over 11,900 resources 4,200+ free! Add to My Library and bundle in collections Access collections made by NSTA and other teachers Connect in the community forums Get help from online advisors Plan/document learning with free tools 3

4 Introducing today s presenters Ted Willard Director, NGSS@NSTA National Science Teachers Association Carla Zembal-Saul Professor of Science Education Penn State University Mary Starr Executive Director Michigan Mathematics and Science Centers Network Kathy Renfrew K-5 Science Coordinator, VT Agency of Education NGSS Curator 4

5 5 Developing the Standards

6 Developing the Standards Curricula Instruction Assessments Pre-Service Education July Professional Learning

7 Developing the Standards July

8 A Framework for K-12 Science Education Three-Dimensions: Scientific and Engineering Practices Crosscutting Concepts Disciplinary Core Ideas 8 View free PDF from 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 9

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 10

11 Disciplinary Core Ideas Life Science LS1: LS2: LS3: LS4: From Molecules to Organisms: Structures and Processes Ecosystems: Interactions, Energy, and Dynamics Heredity: Inheritance and Variation of Traits Biological Evolution: Unity and Diversity Earth & Space Science ESS1: Earth s Place in the Universe ESS2: Earth s Systems ESS3: Earth and Human Activity 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 Engineering & Technology ETS1: Engineering Design ETS2: Links Among Engineering, Technology, Science, and Society 11

12 Disciplinary Core Ideas 12 Life Science Earth & Space Science Physical Science Engineering & Technology 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 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 Curricula Instruction Assessments Pre-Service Education July Professional Learning

14 Developing the Standards

15 15 NGSS Lead State Partners

16 16 NGSS Writers

17 17 Adoption of NGSS

18 Adoption of NGSS Percent of Students in NGSS States 71% 29% About 3 in 10 students in the US live in states that have adopted NGSS

19 Closer Look at a Performance Expectation 3-ESS2 Earth s Systems Students who demonstrate understanding can: 3-ESS2-1. Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season. Clarification Statement: Examples of data could include average temperature, precipitation, and wind direction. Assessment Boundary: Assessment of graphical displays is limited to pictographs and bar graphs. Assessment does not include climate change. 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 Analyzing and Interpreting Data Analyzing data in 3 5 builds on K 2 experiences and progresses to introducing quantitative approaches to collecting data and conducting multiple trials of qualitative observations. When possible and feasible, digital tools should be used. Represent data in tables and various graphical displays (bar graphs and pictographs) to reveal patterns that indicate relationships. ESS2.D: Weather and Climate Scientists record patterns of the weather across different times and areas so that they can make predictions about what kind of weather might happen next. Patterns Patterns of change can be used to make predictions 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

20 Closer Look at a Performance Expectation 3-ESS2 Earth s Systems Students who demonstrate understanding can: 3-ESS2-1. Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season. Clarification Statement: Examples of data could include average temperature, precipitation, and wind direction. Assessment Boundary: Assessment of graphical displays is limited to pictographs and bar graphs. Assessment does not include climate change. 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 Analyzing and Interpreting Data Analyzing data in 3 5 builds on K 2 experiences and progresses to introducing quantitative approaches to collecting data and conducting multiple trials of qualitative observations. When possible and feasible, digital tools should be used. Represent data in tables and various graphical displays (bar graphs and pictographs) to reveal patterns that indicate relationships. ESS2.D: Weather and Climate Scientists record patterns of the weather across different times and areas so that they can make predictions about what kind of weather might happen next. Patterns Patterns of change can be used to make predictions 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

21 Closer Look at a Performance Expectation 3-ESS2 Earth s Systems Students who demonstrate understanding can: 3-ESS2-1. Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season. Clarification Statement: Examples of data could include average temperature, precipitation, and wind direction. Assessment Boundary: Assessment of graphical displays is limited to pictographs and bar graphs. Assessment does not include climate change. 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 Analyzing and Interpreting Data Analyzing data in 3 5 builds on K 2 experiences and progresses to introducing quantitative approaches to collecting data and conducting multiple trials of qualitative observations. When possible and feasible, digital tools should be used. Represent data in tables and various graphical displays (bar graphs and pictographs) to reveal patterns that indicate relationships. ESS2.D: Weather and Climate Scientists record patterns of the weather across different times and areas so that they can make predictions about what kind of weather might happen next. Patterns Patterns of change can be used to make predictions 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. 21

22 Closer Look at a Performance Expectation 3-ESS2 Earth s Systems Students who demonstrate understanding can: 3-ESS2-1. Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season. Clarification Statement: Examples of data could include average temperature, precipitation, and wind direction. Assessment Boundary: Assessment of graphical displays is limited to pictographs and bar graphs. Assessment does not include climate change. 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 Analyzing and Interpreting Data Analyzing data in 3 5 builds on K 2 experiences and progresses to introducing quantitative approaches to collecting data and conducting multiple trials of qualitative observations. When possible and feasible, digital tools should be used. Represent data in tables and various graphical displays (bar graphs and pictographs) to reveal patterns that indicate relationships. ESS2.D: Weather and Climate Scientists record patterns of the weather across different times and areas so that they can make predictions about what kind of weather might happen next. Patterns Patterns of change can be used to make predictions 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. 22

23 Teaching NGSS in Elementary School Third Grade: Inheritance and Variation of Traits December 17,

24 Introductions Carla Zembal-Saul Professor of Science Education, Penn State University Co-author, What s Your Evidence? Engaging K-5 Students in Constructing Explanations in Science Mary Starr mary@starrscience.com Executive Director, Michigan Mathematics and Science Centers Network Co-author, Project-Based Inquiry Science Kathy Renfrew - Kathy.Renfrew@state.vt.us K-5 Science Coordinator, VT Agency of Education, NGSS Curator 24

25 Welcome Kimber Hershberger 25

26 Overview: NGSS for Third Grade Approaches and tools for supporting NGSS in the classroom NGSS topics for third grade Unpacking performance expectation 3-LS3-1 Life science focus: Inheritance and variation of traits Scientific practices: Analyze and interpret data Video: Using data to determine that there is inherited variation in a group of cockroaches Resources to support instruction 26

27 Clipart: Tonight s Audience 3 rd Grade Teacher Teacher at Another Grade Level Preservice Teacher Science Supervisor University Faculty Other 27

28 Web Seminar Interactions Be an engaged participant. Participate by responding to polls and using the CHAT window to share ideas. Presume positive intentions! 28

29 NGSS Topics for Third Grade Life Science: Inheritance and Variation of Traits: Life Cycles and Traits Life Science: Interdependent Relationships in Ecosystems: Environmental Impacts on Organisms Earth and Space Systems: Weather and Climate Physical Science: Forces and Interactions 29

30 Core Idea LS3: Inheritance and Variation of Traits Life Cycles and Traits The performance expectations in third grade help students formulate answers to questions such as: How are plants, animals, and environments of the past similar or different from current plants, animals, and environments? NGSS Third Grade Related Content link Students are able to construct an explanation using evidence for how the variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing. 30

31 Support in Framework Content Knowledge Framework p

32 Disciplinary Core Idea LS3.A Inheritance of Traits LS3.B Variation of Traits Many characteristics of organisms are inherited from their parents. (3-LS3-1) Different organisms vary in how they look and function because they have different inherited information. (3-LS3-1) 32

33 Support in NGSS - Storylines 33

34 College and Career Readiness DCI Progression: Grades 1-12 High School: In all organisms the genetic instructions for forming species characteristics are carried in the chromosomes. Each chromosome consists of a single very long DNA molecule and each gene on the chromosome is a particular segment of that DNA. The instructions for forming species characteristics are carried in DNA. Middle School: Genes are located in the chromosomes of cells. Each gene controls the production of a specific protein, which affects the traits of the individual. Changes in the genes can result in changes to proteins which can change traits. Third Grade: Many characteristics of organisms are inherited from their parents. Other characteristics result from individuals interactions with the environment, which can range from diet to learning. Many characteristics involve both inheritance and environment. First Grade: Organisms have characteristic that can be similar or different. Animals and plants are very much, but not exactly like, their parents and other animals of the same kind. Edited from Framework, pp High School Middle School 3 rd Grade 1 st Grade 34

35 Support in Framework - Endpoints 35 Grade Band Endpoints for LS3.A (and LS3.B) By the end of grade 5. Many characteristics of organisms are inherited from their parents. Other characteristics result from individuals interactions with the environment, which can range from diet to learning. Many characteristics involve both inheritance and environment. Offspring acquire a mix of traits from their biological parents. Different organisms vary in how they look and function because they have different inherited information. In each kind of organism there is variation in the traits themselves, and different kinds of organisms may have different versions of the trait. The environment also affects the traits that an organism develops differences in where they grow or in the food they consume may cause organisms that are related to end up looking or behaving differently. =134

36 Performance Expectation 3-LS3-1. Analyze and interpret data to provide evidence that plants and animals have traits inherited from parents and that variation of these traits exists in a group of similar organisms. [Clarification Statement: Patterns are the similarities and differences in traits shared between offspring and their parents, or among siblings. Emphasis is on organisms other than humans.] [Assessment Boundary: Assessment does not include genetic mechanisms of inheritance and prediction of traits. Assessment is limited to non-human examples.] 36

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38 Scientific and Engineering Practices 1. Asking probing questions and defining problems 2. Developing and using models 3. Planning and carrying out investigations 5. Using mathematics and computational thinking 8. Obtaining, evaluating, and communicating information 4. Analyzing and interpreting data (Identified in the PE) 6. Developing explanations and designing solutions 7. Engaging in argument from evidence 38

39 Check Point What questions do you have about Making sense of 3rd grade performance expectations and/or Preparing to teach the content of inheritance and variation of traits 39

40 Questions for Kimber What would you like to know about how Kimber prepares to teach unfamiliar science content? 40

41 Poll: Inheritance and variation of traits Which response best reflects how you have taught inheritance and/or variation of traits in the elementary grades (or observed it being taught in K-5)? a. Create real or imagined organisms that show how particular adaptations are related to survival (e.g., camouflage). b. Collect data about how offspring look like (and don t look like) parents and siblings. c. Match pictures of animals and/or plants to offspring. d. Other (please describe briefly) 41 After you have answered the poll, watch as the results unfold and read the chat box for teacher s descriptions of other activities.

42 Performance Expectation 3-LS3-1. Analyze and interpret data to provide evidence that plants and animals have traits inherited from parents and that variation of these traits exists in a group of similar organisms. [Clarification Statement: Patterns are the similarities and differences in traits shared between offspring and their parents, or among siblings. Emphasis is on organisms other than humans.] [Assessment Boundary: Assessment does not include genetic mechanisms of inheritance and prediction of traits. Assessment is limited to non-human examples.] 42

43 Before this lesson Build-A-Bug: Common characteristics of insects Common characteristics of a species 43

44 Coherent Science Content Storyline A main learning goal Goal statement or question Activities that match the learning goal Content representations that match the learning goal Content ideas linked to other content ideas Key ideas and activities sequences appropriately 44 Roth et al., 2011

45 Adaptations Unit Storyline Question Claim Evidence Reasoning Investigation Yes. We were able to identify our team s individual cockroach because Do cockroaches have individual differences? Close observation of individual adult cockroaches (e.g., ours was 7 cm and had light and dark stripes on the abdomen) There are variations of traits in a species that provides a survival advantage for some individuals in a given environment. Each team closely observes their cockroach, records its coloration and size, and tries to identify it when mixed in with others. 45

46 Question Claim Evidence Reasoning Investigation What are Insects are a Observations of Insects are a Assess prior insects? class of live insects diverse class of knowledge about organisms that Research on organisms with insects. share common insects (e.g., adaptations that Watch YouTube features 3 part video, online and provide a survival video. body, 3 pairs of book research) advantage (e.g., Collect insects from jointed legs, etc. antennae to sense school garden to Are hissing cockroaches insects? What adaptations do cockroaches have? Do cockroaches have individual differences? 46 Cockroaches are insects because [common features] Cockroaches hiss to scare away predators, etc. Yes. We were able to identify our team s individual cockroach because Observations of cockroaches and records of insect characteristics From direct observations and interactions with cockroaches Close observation of individual adult cockroaches (e.g., ours was 7 cm and had light and dark stripes on the abdomen) food & danger). All insects share a common body plan. Cockroaches have special adaptations for their environment. Adaptations are features or behaviors that provide a survival advantage. There are variations of traits in a species that provides a survival advantage for some individuals in a given environment. observe. Each team gets a cockroach to observe closely. Each team gets a cockroach to handle and observe closely. Each team closely observes their cockroach, records its coloration and size, and tries to identify it when mixed in with others.

47 Question Claim Evidence Reasoning Investigation Do Yes. We were Close observation There are Each team closely cockroaches able to identify of individual adult variations of traits observes their have our team s cockroaches (e.g., in a species that cockroach, records individual individual ours was 7 cm provides a survival its coloration & size, differences? cockroach and had light and advantage for & tries to identify it because dark stripes on some individuals when mixed in with the abdomen) in a given others. Do variations in traits help individuals to survive in a particular environment? How does the environment influence survival of a species? 47 Some toothpick grasshoppers were able to blend in with the grass better than others, so they avoided predators. Over 4 generations, there were more brown dot beetles in the group than any other color because they were better camouflaged. We started with 50 of each color of toothpick. The yellow and green survived predation the best because they had the most left (48 and 39). We started with 50 of each color of dots. After each round of predation, the surviving dots got to reproduce. The data shows the numbers of each color environment. Camouflage is an adaptation that allows organisms to blend in with its environment. Variations in color within a species can result in some individuals to have a survival advantage. Organisms of a group that survive & reproduce in an environment pass their traits to their offspring. Over time the traits of survivors become more common in the group. Simulation with different colored toothpicks in grass. Dot lab with fabric environment

48 Teaching Video: Variation of traits within a species Central, rural Pennsylvania Lessons from first science unit of 2014 Class consists of 22 students (2 IEPs and 3 ESL) Teacher with extensive knowledge and experience helping students construct scientific explanations; co-author of What s Your Evidence? (2013) Video edited down from three 50 minute sessions Respect for colleagues who share their classrooms 48

49 Talk Moves from Ready, Set, Science! Talk Move Asking students to restate someone else s reasoning Prompting students for further participation Asking students to explicate their reasoning Using wait time Revoicing Example Teacher Statement Can you repeat what he just said in your own words? Do you agree and disagree and why? What evidence helped you arrive at that answer? Would someone like to add on? Take your time we ll wait. So let me see if I ve got your thinking right. You re saying? Michaels et al., 2008, p.91

50 Talk Moves from What s Your Evidence? Talk Move Refocus on guiding question Analyzing Data Propose a draft claim Consider alternatives Make new predictions Example Teacher Statement How does that help us answer our guiding question,? What patterns are you beginning to notice in your data? What claim can you make based on the data you have so far? Is there a different claim that explains the data better? Given your results so far, what do you think will happen next? Zembal-Saul et al., 2013, p

51 Watch the Video 51

52 Reflection How did Kimber use talk moves to scaffold the experience of analyzing qualitative data and constructing a claim from evidence? 52

53 From the Video Highlighted thinking scientifically and doing scientific work Approached variation among individuals of the same species as phenomena with which students can interact, observe and manipulate Emphasized comparing recorded data with direct observations Created opportunities for children to identify patterns Used talk moves intended to get at students ideas and scaffolded constructing a claim from evidence 53

54 Talk Moves from What s Your Evidence? Talk Move Refocus on guiding question Analyzing Data Propose a draft claim Consider alternatives Make new predictions Example Teacher Statement How does that help us answer our guiding question,? What patterns are you beginning to notice in your data? What claim can you make based on the data you have so far? Is there a different claim that explains the data better? Given your results so far, what do you think will happen next? Zembal-Saul et al., 2013, p

55 55 Scaffolding data collection

56 Constructing claims from evidence 56

57 Scientific and Engineering Practices 1. Asking probing questions and defining problems 2. Developing and using models 3. Planning and carrying out investigations 4. Analyzing and interpreting data (Identified in the PE) 5. Using mathematics and computational thinking 6. Developing explanations and designing solutions 7. Engaging in argument from evidence 8. Obtaining, evaluating, and communicating information 57

58 Explanation and Argument Constructing scientific explanation the use of observations/data and science ideas to construct evidencebased accounts of natural phenomena Argument from evidence the process of reaching agreement about explanations 58

59 Claims Evidence Reasoning Rebuttal CLAIM A statement/conclusion that responds to the question under investigation EVIDENCE Scientific data that is appropriate and sufficient to support the claim REASONING Justification that shows why the data count as evidence to support the claim AND includes appropriate science ideas REBUTTAL Alternative claims and/or counter evidence and reasoning for why an explanation is not appropriate McNeill & Krajcik, 2012; McNeill et al.,

60 CER Framework Evidence Engage with phenomena Ask questions that require investigation Evidence CLAIM 1 not CLAIM 2 b/c EVIDENCE and REASONING Evidence Reasoning McNeill & Krajcik,

61 Beyond Activities Activities ( hands-on ) alone are not enough Integration of core ideas, scientific practices, and crosscutting concepts (3D learning) essential for meaningful science learning Investigations as a vehicle for... Engaging with scientific phenomena Collecting data from which to construct arguments and explanations Testing ideas and explanations 61

62 An analogy 62

63 An analogy

64 What teachers need to know... Disciplinary core ideas (and cross-cutting concepts) Scientific (and engineering) practices Children s ideas and reasoning Learning progressions Strategies for rich classroom talk Formative assessment approaches Interdisciplinary connections 64

65 What teachers need to know... Disciplinary core ideas (and cross-cutting concepts) Scientific (and engineering) practices Children s ideas and reasoning Learning progressions Strategies for rich classroom talk Formative assessment approaches Interdisciplinary connections 65

66 NGSS Webinar Series for K-5 Importance of engaging young children in meaningful science learning and scientific discourse and practices Foundation for future learning in science Opportunity to examine NGSS in early grades and focus on teaching particular content and practices Connecting core ideas with ELA and mathematics Development of a community of practice focused on elementary grades Vehicle to access instructional resources for teaching 66

67 Professional Learning What is one idea or practice from the webinar that you will take back to your instructional setting and use? Please share in the chat window. 67

68 68 NSTA Learning Center

69 Instructional Resources

70 On the Web Welcome to the Hub! nextgenscience.org nsta.org/ngss 70

71 Connect and Collaborate NSTA Member-only Listserv on NGSS Discussion forum on NGSS in the Learning center 71

72 NGSS Web Seminars for Focus on the Elementary Grades Kindergarten: September 17 First Grade: October 15 Second Grade: November 19 Third Grade: December 17 Fourth Grade: January 21 Fifth Grade: February 18 All web seminars will take place on Wednesday nights from 6:30-8:00 pm ET

73 NSTA Resources on NGSS Web Seminar Archives Practices (Fall 2012) Crosscutting Concepts (Spring 2013) Disciplinary Core Ideas (Fall 2013, Spring 2014) Assessment (January 2014) 73 Journal Articles Science and Children Science Scope The Science Teacher

74 74 From the NSTA Bookstore

75 75 NGSS App

76 Conferences in 2015 National Conference Chicago March 26-29, 2015 STEM Forum Minneapolis May 20-23,

77 Conferences in 2015 Reno, NV October Philadelphia, PA November Kansas City, MO December

78 Thanks to today s presenters! Ted Willard Director, NGSS@NSTA National Science Teachers Association Carla Zembal-Saul Professor of Science Education Penn State University Mary Starr Executive Director Michigan Mathematics and Science Centers Network Kathy Renfrew K-5 Science Coordinator, VT Agency of Education NGSS Curator 78

79 Thank you to the sponsor of today s web seminar: 79 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 David Evans, Ph.D., Executive Director Al Byers, Ph.D., Associate Executive Director, Services NSTA Web Seminar Team Flavio Mendez, Senior Director, NSTA Learning Center Dayna Anderson, NSTA Learning Center Help Desk Manager Stephanie Erickson, e-learning Coordinator Jeff Layman, Technical Coordinator 80