Download Integrating-Stats-NGSS-CCSS-M

Integrating Statistical
Analysis in CC-Math/NGSS
Classrooms 9-12
Today’s Presenters
Richard Newton
Mathematics Department Chair
Tracy High School
[email protected]
Bret States
STEM Coordinator
San Joaquin County Office of Education
[email protected]
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Today’s Resources:
www.edmodo.com
group code: du5c4k
www.STEMccm.com
www.desmos.com
NetLogo:
https://ccl.northwestern.edu/netlogo/
http://www.netlogoweb.org/
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Goals for Today
• Overview of 3-D NGSS Structure
– Analyzing and Interpreting Data
– Developing and Using Models
• Overview of CCSS-M Statistics
– Statistics and Probability in first three years of high
school, regardless of pathway
• Experience the Bifocal Modeling Process
– Coupling real experiments with computational models
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NGSS Overview
A New Vision for
Teaching and Learning
• Science for ALL Students
• 3 Dimensional Coherent
Learning across Grades
National Research Council
Board on Science Education
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NGSS – Science for All
Students
•
Science, engineering and
technology are cultural
achievements and a shared
good of humankind
•
Science, engineering and
technology permeate modern
life and as such are essential at
the individual level
•
Understanding of science and
engineering is critical to
participation in public policy and
good decision-making
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Vision of Science
Education
• All students’ experiences over multiple years foster
progressively deeper understanding of science.
• Students actively engage in scientific and engineering
practices in order to deepen their understanding of
crosscutting concepts and disciplinary core ideas.
• All three dimensions should to be integrated into the system
of standards, curriculum, instruction, and assessment to best
support student learning
NRC Framework Page 217
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Conceptual Shifts in NGSS
1.
K-12 science education should reflect the interconnected nature of science as it is
practiced and experienced in the real world.
1.
The NGSS are student performance expectations – NOT curriculum.
1.
The science concepts build coherently from K-12.
1.
The NGSS focus on deeper understanding of content as well as application of
content.
1.
Science and engineering are Integrated in the NGSS from K–12.
1.
The NGSS are designed to prepare students for college, career, and citizenship.
1.
The NGSS and Common Core State Standards (Mathematics and English Language
Arts) are aligned.
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What’s in a Logo?
Science and
Engineering
Core ideas in
the
discipline
Concepts across
disciplines
3 Dimensions
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Dimension 1
Scientific and Engineering
Practices
1.
2.
3.
4.
Asking questions (science)
and defining problems
(engineering)
Developing and using
models
Planning and carrying out
investigations
Analyzing and interpreting
data
5. Using mathematics and
computational thinking
6. Constructing explanations
(science) and designing
solutions (engineering)
7. Engaging in argument from
evidence
8. Obtaining, evaluating, and
communicating information
For each, the Framework includes a description of the practice, the culminating
12th grade learning goals, and what we know about progression over time.
Framework Pages 41-82
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Interconnected and
Aligned to CCSS
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Bifocal Modeling
“Bifocal Modeling is a new framework to
inquiry-driven science learning. It challenges
students to experience a scientific
phenomenon through two lenses in parallel – a
real experiment and a model.”
• Transformative Learning Technologies Lab
(TLTL)
Stanford Graduate School of Education
https://tltl.stanford.edu/project/bifocal-modeling
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https://tltl.stanford.edu/project/bifocal-modeling
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Bifocal Modeling
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Group Code:
du5c4k
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Statistical Analysis
www.STEMccm.com
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Activity 1
Activity 1 Outline
Participants will construct box and whisker plots to display information
regarding the amount of forest burned under various conditions.
- Frame the conversation with standards and forestry. (slides 21 and 22)
- Have participants use the fire model to generate data at a specific forest
density. (slide 23)
- Use EdModo to collect data.
- Use the Desmos Box and Whisker Plot Template to create the plot. (slide 24)
- Explain the features of the graph (min, Q1, Med, Q3, and max). (slide 25)
- Use the fire model and have students collect data at various densities (several
data points per student). Goal is to have many data points at densities ranging
from 10 to 90.
- Create a large scatterplot on the board – should appear as many vertical box
and whisker plots. (slides 26 and 27)
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Activity 1
Data and Forestry
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-
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NGSS Performance Expectation
HS-ESS3 Earth and Human Activity
4. Evaluate or refine a technological solution that
reduces impacts of human activities on natural
systems.
CCSS-M Performance Expectation
Statistics and Probability S.ID - Statistics,
Interpreting Categorical and Quantitative Data
1. Represent data with plots on the real number line
(dot plots, histograms, and box plots). ★
Skill Developed:
Using a modeling in NetLogo to drive instruction
Using the statistical software Desmos
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Activity 1
Data and Forestry
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https://www.desmos.com/calculator/avntywmp7c
Use this Desmos template and edit L1.
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Activity 1
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Activity 1
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Activity 1
http://blog.revolutionanalytics.com/2014/07/agent-based-models-and-rnetlogo.html
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Activity 2
Activity 2 Outline
Participants will measure their heights and construct a histogram of the
distribution. Then participants will take several time measurements for the
time it takes an electric car to cover a track and plot the distribution.
- Frame the conversation with standards and task (slides 29 and 30)
- Have participants collect data on all their heights.
- Use EdModo to collect data.
- Use Excel to create a histogram of the data. (slides 31 and 32)
- See the slides for a tutorial on how to setup Excel to create histograms and
establish bin size.
- Repeat the data collection and plotting process but using the car experiment.
(slide 33)
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Activity 2
Measurement and Distributions
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CCSS-M Performance Expectation
Statistics and Probability S.ID
Interpreting Categorical and Quantitative Data
4. Use the mean and standard deviation of a data set to
fit it to a normal distribution and to estimate population
percentages. Recognize that there are data sets for
which such a procedure is not appropriate. Use
calculators, spreadsheets, and tables to estimate areas
under the normal curve. ★
-
Skill Developed:
Data Collection and Summarization using Histograms
Using the statistical software Desmos
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Activity 2
Measurement and Distributions
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Activity 3
Activity 3 Outline
Participants will construct a scatterplot displaying the relationship between
time and heart rate..
- Frame the conversation with standards and forestry. (slides 35 and 36)
- Have participants use the heart rate program.
- Export the plot from the heart rate program into excel.
- Plot a scatterplot in excel.
- Have participants download the heart rate App on their cell phones and do an
experiment in which they have a participant run in place and generate data
(time vs. heart rate).
- Compare and contrast the model data and real world data and their graphs.
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Activity 3
Analyzing Trends in Time
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NGSS Performance Expectation
HS-LS1 From Molecules to Organisms: Structures and Processes
3. Plan and conduct an investigation to provide evidence that
feedback mechanisms maintain homeostasis.
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CCSS-M Performance Expectation
Statistics and Probability S.ID
Interpreting Categorical and Quantitative Data
6. Represent data on two quantitative variables on a scatter
plot and describe how the variables are related. ★
-
Skill Developed:
Data collection using Cell Phones
Using a modeling in NetLogo to drive instruction
Using the statistical software Excel
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Activity 3
Analyzing Trends in Time
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Questions?
Richard Newton
Mathematics Department Chair
Tracy High School
[email protected]
Bret States
STEM Coordinator
San Joaquin County Office of Education
[email protected]
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