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NGSSTool1:UsingtheNGSStoPlanforaUnitofInstructionFocus:MS-LS2Ecosystems:Interactions,Energy,andDynamics*
Introduction
ThepurposeofTool1istohelpteachersdevelopanunderstandingofthethreedimensionsoftheNGSS—disciplinarycoreideasinscienceandengineering,scienceandengineeringpractices,andthecrosscuttingconceptsinscienceandengineering—andtousethesedimensionstodevelopablueprintfordesigninganinstructionalunit.Teachersbeginthisprocessbythinkingabouthowtheycurrentlyteachasciencetopic.TheyworkwithanNGSScarddeckthathasalltheelementsonaStandardspageseparatedontoindividualcards.AsaresultoftheTool1process,teachersendupwithaunitblueprintthatintegratesperformanceexpectations,disciplinarycoreideas,scienceandengineeringpractices,crosscuttingconcepts,aswellasconnectionstothenatureofscience.
CoherentinstructioniscriticaltothesuccessoftheNGSS.DuetothedepthofunderstandingrequiredbyNGSSperformanceexpectationsandtheinterconnectednaturebetweenperformanceexpectations,instructionshouldleverageopportunitiesthatwillleadtoagreaterunderstandingofsciencephenomena.Toaccomplishthesegoals,theTool1processincludesstrategiestobundleperformanceexpectationssothatinstructionalsequencesacrossaunitcanbuildtowardsseveralperformanceexpectationsanddevelopconnectionsacrossdisciplinarycoreideasinmorethanonediscipline.IfadistrictorstatehasdevelopedgradelevelscopeandsequencedocumentsorcoursemapsalignedwiththeNGSSthatprovidesomeguidanceinbundlingperformanceexpectations,theTool1processcanbuilduponthisworkandhelpteachersplaninstructionalunitsaswellasinformandrefinethesedocuments.Ifbundlingofperformanceexpectationshasnotbeendone,theTool1processcanhelpteachersbegintoconsiderhowtodothisaroundaspecificsciencetopicinaspecificgrandband,suchasteachingaunitonecosystemsinmiddleschool.TheTool1processfocusesondevelopingastrongconceptualstorylinethatisanchoredinphenomenaandenhancedbythedifferentdimensionsoftheNGSS.
GoalsandOutcomes:
§ DeepenunderstandingoftheNextGenerationScienceStandards(NGSS)andincreaseabilitiestoplanforcoherentinstructionbasedontheNGSS
§ Begintodesignaunitofinstructionandassessmentsformiddleschoolstudentsfocusedonecosystems
*Textinredfontfoundthroughoutthisdocumentiscontentspecificandneedstobemodifiedbasedonthestandard(s)selectedforthisprocess.
Prerequisite: ParticipantsshouldhaveexperiencedtheIntroductiontoNGSSandtheFiveToolsandProcessessession.
TotalTime=
360minutes
(6hoursoraone-dayworkshop)
Part1 Introduction(Slides1-5)[15minutes]
Purpose:Setthestageforthefocusofthesessionandbegintobuildcommunity.
Summary:ProfessionalDevelopment(PD)Leadersreviewthegoalsandagenda.Participantshaveanopportunitytoconnecttooneanotherandtothecontentofthedaythroughtheopening.
Copyright © AMNH 2017 Page 1 of 23 Five Tools and Processes for NGSS Tool 1
Part2 Tool1(Slides6-44)[325minutesor5hoursand25minutes]
Purpose:Accesspriorknowledgeaboutthesciencecontentfocusofthesession,deepenunderstandingoftheNGSS,andsequenceideas,practices,connections,andcommoncoreforaunitofinstruction.ThisworkfocusesonthestandardsorganizedbyDisciplinaryCoreIdea,ratherthanorganizedbyTopic.
Summary:ThepatternforparticipantsthroughmuchofPart2istoreceiveasmallsetofcards,readfromoneormoreofthetextresources,andthenplacethecardsintheirsequence.Thereareafewexceptionstothispattern,notablyinthefirstphasewhereparticipantsconsiderwhattheythinkstudentsshouldknowandlaterwhenworkingwiththeCCCwhentheypredictwhichCCCtheythinkwillbealignedwiththeirsequence.
a. IntroductiontoTool1(Slides6-15)(45minutes)
b. Tool1Part1:DisciplinaryCoreIdeas(DCIs)(Slides16-26)(90minutes)
c. Tool1Part2:PerformanceExpectations(PEs)(Slides27-32)(60minutes)
d. Tool1Part3:ScienceandEngineeringPractices(SEPs)(Slides33-35)(45minutes)
e. Tool1Part4:CrosscuttingConcepts(CCCs(Slides36-38)(45minutes)
f. Tool1Part5:Connections(Slides39-41)(30minutes)
g. Tool1Part6:CommonCore(Slides42-44)(10minutes)
Part3 ReviewandCompleteTool1(Slides45-47)[20minutes]
Purpose:Considerthesequencesandthinkingofothersandelectronicallycapturecurrentsequence.Reflectontheexperienceandincreasemetacognition.
Summary:Participantsreviewtheinstructionalsequencesofothersandrevisetheirsequencesasneeded.Theyreflectontheirexperience.
Materials: § Tool1ElectronicTemplateforcapturingUnitBlueprint(eachteamwillneedtorevisenumberofcolumnsasneeded)
§ Yellowstickynotepads(3x3or4x6)foreachgroup.
§ Avery5388cardstockforprintingtheNGSScarddecksforthenumberofcards/deckandthenumberofdecksneeded.Cardsshouldbeprintedincolor.YoucanfinddownloadableNGSScarddecksforallofthemiddleandhighschoolstandardspagesatwww.amnh.org/ngss-cards.WesuggestthatyouusetheMS-LS2carddecktoteachtheFiveToolsandProcessessinceallofthetoolexamplesarebasedontheMS-LS2standardspage.TheNGSScarddeckscontainalargenumberofcardssincetheyincludealloftheelementsonaStandardspagearrangedbyDCIaswellasconnectionstoStandards(representedbylightercolorsonthecards).ThecarddecksalsoincludealloftheconnectionstoCommonCoreELA/LiteracyandMathematicsStandards.
§ BlankAveryCardsforaddingPEs,DCIs,SEPs,CCCsasneeded
§ Highlighter(1/team)
Copyright © AMNH 2017 Page 2 of 23 Five Tools and Processes for NGSS Tool 1
Handouts
HO1 NGSSReadingGuide(MS-LS2)
HO2 Tool1Graphic
HO3 Tool1TemplateExample-UnitBlueprintforMS-LS2
Resources
TextResources
R1 AFrameworkforK-12ScienceEducation:Practices,CrosscuttingConcepts,andCoreIdeas(2012)byNationalResearchCouncil
R2 NextGenerationScienceStandardsForStates,ByStatesVolume1:TheStandards(2013)byNGSSLeadStates
R3 NextGenerationScienceStandardsForStates,ByStatesVolume2:TheAppendices(2013)byNGSSLeadStates
PDLeaderNote:Ifyouuseonlineversionsoftheseresources,youwillneedtomodifypagenumberstoensuretheyarethesameasinthePPTslidesandHO1NGSSReadingGuide.
OtherResources
R4 CardSetsgroupedbytypetobedistributedasneeded(MS-LS2Ecosystems:Ecology,Energy,andDynamics)
a. DCIsfromthestandards“page”(colorcode=orange)
b. DCIsforEngineering/Design(colorcode=orange)
c. ConnectionDCIs(colorcode=lightorange)
d. PEsforDCIsandConnectionDCIs(colorcode=red,lightred)
e. SEPsforPEsandPEsforConnectionDCIs(colorcode=blue,lightblue)
f. CCCsforPEsandPEsforConnectionDCIs(colorcode=green,lightgreen)
g. ConnectionsforPEsandPEsforConnectionDCIs(colorcode=purple,lightpurple)
h. CommonCore(colorcode=brownformath;yellowforELA/Literacy)
Slides
Slide1 NGSSToolsandProcesses
Slide2 ScienceTeachingandLearning
Slide3 GoalsandOutcomes
Slide4 ConceptualShiftsOfferedbytheNGSS
Slide5 FiveToolsandProcessesGraphic
Slide6 Tool1:PlanningforInstruction(Graphic)
Slide7 PlanningforInstruction
Copyright © AMNH 2017 Page 3 of 23 Five Tools and Processes for NGSS Tool 1
Slide8 PlanningforInstruction
Slide9 PlanningforInstruction
Slide10 PlanningforInstruction
Slide11 ExampleofaConceptualFlow
Slide12 FactsandConcepts
Slide13 DevelopaConceptualFlow
Slide14 ConceptualFlowGraphic
Slide15 ExampleofaConceptualFlowGraphicaboutEcosystems
Slide16 Tool1PlanningforInstruction(Graphic)
Slide17 FrameworkforK-12ScienceEducation
Slide18 PlanningforInstruction(Reading)
Slide19 PlanningforInstruction(Reading)
Slide20 NGSSStandardsPageMS-LS2
Slide21 NGSSStandardsPageMS-LS2(Definitions)
Slide22 NGSSStandardsPageMS-LS2(Cardexample)
Slide23 DisciplinaryCoreIdeas(DCIs)(FirstStep)
Slide24 DisciplinaryCoreIdeas(DCIs)(SecondSteps)
Slide25 DisciplinaryCoreIdeas(DCIs)(ThirdStep)
Slide26 BigIdeas
Slide27 Tool1PlanningforInstruction(Graphic)
Slide28 PerformanceExpectations(PEs)(FirstStep)
Slide29 PerformanceExpectations(PEs)(SecondStep)
Slide30 PerformanceExpectations(PEs)(ThirdStep)
Slide31 PEExample
Slide32 Bundling
Slide33 Tool1PlanningforInstruction(Graphic)
Slide34 ScienceandEngineeringPractices(SEPs)(Parta)
Slide35 ScienceandEngineeringPractices(SEPs)(Partsbandc)
Slide36 Tool1PlanningforInstruction(Graphic)
Slide37 CrosscuttingConcepts(CCCs)(List)
Slide38 CrosscuttingConcepts(CCCs)(Process)
Slide39 Tool1PlanningforInstruction(Graphic)
Slide40 ConnectionstoNatureofScienceandEngineering,Technology,andApplicationsofScience(List)
Copyright © AMNH 2017 Page 4 of 23 Five Tools and Processes for NGSS Tool 1
Slide41 Connections(Process)
Slide42 Tool1PlanningforInstruction(Graphic)
Slide43 CommonCore
Slide44 Tool1PlanningforInstruction(Graphic)
Slide45 GalleryWalk
Slide46 ReviewandRevise
Slide47 Reflection
AdvancePreparation:
§ Communicatewithparticipantspriortothesession.Suggestthatparticipantsbringacomputertorecordtheirproductfromthesessioninanelectronictemplate.
§ RevisefilesasneededfortheNGSSfocusofyoursession(ex.editPPTandNGSSReadingGuideforMS-LS2)
§ Print(incolor)andseparatecardsintosets(1set/3-4participants;group/organizecardsetsbyToolPart(ex.DCIs,SEPs,CCCs).
§ Printall3Handouts(1/participant).
§ Ensureadequatespaceforthecardsortandworkingroupsof3(nomorethan4).
§ Placetextresourcesinstacksonthetableforeasyaccessbyparticipantsduringthesessionorensurethatparticipantshaveaccesstotheelectronicversions.
§ TransferelectronicTool1templatetoparticipantsforthemtousetowardtheendofthesessionorbetweensessionstocapturetheir“cardwork.”
Copyright © AMNH 2017 Page 5 of 23 Five Tools and Processes for NGSS Tool 1
Part1 Introduction (15minutes)
SlideandTime FacilitationNotes
Slide1(1minute)
1. DisplaySlide1(NGSSToolsandProcesses).Welcomeparticipantstothesession.
ScienceTeachingandLearning• Whatdoyouthinkaboutwhenplanningaunitofinstructionforyourclassroom?
Slide2(5minutes)
2. DisplaySlide2(ScienceTeachingandLearning).ExplaintoparticipantsthatthefocusofthissessionistousetheNGSStoplanforinstruction.Provideamomentofprivatethink/writetimeandtheninviteparticipantstosharetheirideasabouthowtheyplanforinstruction.
Slide3(2minutes)
3. DisplaySlide3(GoalsandOutcomes).Reviewthegoalsandoutcomesofthesession.
a.Readthefirstgoal.Possiblenarrative:Noticethefocuson“planningforinstruction”duringoursessiontoday.
b.Readthesecondgoal.Possiblenarrative:Noticethe focuson“beginning”aprocess.We’lltakeabroad-brush stroketounitplanningbasedontheNGSSandfocusedon middleschoolstudentlearningexpectationsfor ecosystems.
Slide4(2minutes)
4. DisplaySlide4(ConceptualShiftsOfferedbytheNGSS).RemindparticipantsthatduringtheIntroductiontoNGSSandtheFiveToolsandProcessessession,theyreviewedtheConceptualShiftsoftheNGSS.ReferringtoShift#2,participantscanrecallthattheNGSSdonotprescribecurriculumsoweneedaprocesstohelpustranslatethestandardsintoinstructionandclassroomassessment–thatiswhatourFiveToolsandProcessesdo.
NGSS$Tools$and$Processes$Tool$1:$Using$the$NGSS$to$plan$a$unit$of$
instruc8on$$$
$
1$
Goals&and&Outcomes&
• Deepen&understanding&of&the&NGSS&and&increase&abili9es&to&plan&for&coherent&instruc9on&based&on&the&NGSS&
&• Begin&to&design&unit&of&instruc9on&and&assessments&for&middle&school&students&focused&on&ecosystems&
3&
ConceptualShiftsOfferedbytheNGSS
1. K-12scienceeducationshouldreflecttheinterconnectednatureofscienceasitispracticedandexperiencedintherealworld.
2. TheNGSSarestudentperformanceexpectations,notcurriculum.
3. ThescienceconceptsintheNGSSbuildcoherentlyfromK-12.
4. TheNGSSfocusondeeperunderstandingofcontentaswellasapplicationofcontent.
5. ScienceandengineeringareintegratedintheNGSSfromkindergartenthroughtwelfthgrade.
6. TheNGSSaredesignedtopreparestudentsforcollege,careers,andcitizenship.
7. TheNGSSandCommonCoreStateStandardsarealigned.
Copyright © AMNH 2017 Page 6 of 23 Five Tools and Processes for NGSS Tool 1
SlideandTime FacilitationNotes
Slide5(5minutes)
5. DisplaySlide5(FiveToolsandProcesses).Provideabriefoverviewofthe5Toolsthatareapartofthisprocess.ClickthroughtheanimatedslideasyouintroduceeachTool.
TheFiveToolsarerepresentedinthisgraphic.Tool1helpsteachersplanforinstruction.Tool2supportsteachersinplanningforassessmentbasedonaninstructionalsequenceandtheassociatedperformanceexpectation.Tool3introducesteacherstoaninstructionalmodeltoguidethedevelopmentofastorylineandconceptualflowforinstructionalsequencesalignedwiththeNGSS.Tool4supportsteachersinusingtheirinstructionalresourcestoplanacoherentsequenceofinstructionbasedontheNGSS.Finally,Tool5helpsteachersdevelopclassroomassessmenttasksalignedwiththeNGSS.
OurfocustodaywillbeonTool1.OurproductbytheendoftheTool1Processwillbeablueprintforaunitthatwouldlikelyconstituteseveralweeksofinstruction.Thiswillincludetheoutlineofthebigideasfor3-5differentsequencesor“chapters”withinthatunit.
Transition:Nowlet’sseehowTool1mighthelpusbetterunderstandtheNGSSandmaketheConceptualShiftswejustreviewed.
5"
Copyright © AMNH 2017 Page 7 of 23 Five Tools and Processes for NGSS Tool 1
Part2 Tool1:PlanningforInstruction(325minutes)
Part2a. IntroductiontoTool1 (45minutes)
PDLeaderNote:TheIntroductiontoTool1istoengageteachers’priorknowledgeandexperience.BrieflyremindparticipantsagainthattheresearchbaseforalloftheToolsisfoundedintheworkpresentedinHowPeopleLearn(2000).ThispriorknowledgemustbeengagedandsurfacedtoprovideopportunitiestoresolvepotentialdifferencesinteachingpracticesinlightofNGSSandpriortodiggingintothetextoftheNGSSandTool1resources.
Webegintheprocesswitha“topic”linkedtoDCIs.Nothinglimitsteachersintheopeningprompttostayingfocusedon“content,”howeverinourpilotoftheseTools,noclassroomteachersincludedideasthatwouldfallintothescienceandengineeringpracticesdimension.BasedonthisevidenceandwhatweknowaboutlearningfromHowPeopleLearn(2000)andotherresearch,wedecidedtobegintheoverallprocesswithDCIsratherthanPEs.You’llnotethatwemovetoPEsearlyintheprocess.
SlideandTime FacilitationNotes
Slide6(5minutes)
6. Keepparticipantsingroupsof3(andnomorethan4).DisplaySlide6(Tool1PlanningforInstruction).SharethequestionsinthegraphicthatwillbeansweredasweuseTool1.BesuretoincludeabriefdescriptionofeachofthedimensionsoftheNGSS,theperformanceexpectations,andtheconnections.
Possiblenarrative:ThethreedimensionsoftheNGSSincludethedisciplinarycoreideas(DCIs),scienceandengineeringpractices(SEPs),andcrosscuttingconcepts(CCCs).TheDCIsarewhatistraditionallythoughtofassciencecontent.Thescienceandengineeringpracticesaresimilartotheabilitiestodoscientificinquiryinthe1996NSESandhabitsofmindsintheAAASBenchmarks(1993).Somemightrefertothemasskills,buttheNGSSencouragesustothinkaboutthesepracticesaswaysofknowinganddevelopingunderstanding.TheCCCsaresimilartotheunifyingconceptsinthe1996NSESorthemesintheAAASBenchmarks(1993).Engineeringisinherentinallthreeofthesedimensionsandthisinclusionrepresentsasignificantshiftinourthinkingaboutthefocusofscienceeducation.TheauthorsoftheNGSShavealsoincludedexplicitconnectionstothenatureofscienceandtoengineering,technology,andtheapplicationsofscienceaswellastotheCommonCore.ThekeyideahereisthattheNGSSpromotetheintegrationofthedimensionstoofferstudentsadeeperunderstandingofthewholeofscienceandtheapplicationsofscienceandengineering.
Tool$1:$Using$the$NGSS$to$plan$a$unit$of$instruc8on$Our$ideas$
• What$do$students$need$to$know/understand$about$the$topic?$
DCIs$
• How$can$we$build$from$what$we$know$and$the$disciplinary$core$ideas$to$ensure$coherent$instruc8on?$$
PEs$
• What$can$we$learn$by$studying$the$performance$expecta8ons?$
SEPs$&$CCCs$
• How$can$we$build$coherence$using$the$science$and$engineering$prac8ces$and$crosscuLng$concepts?$
Connec8ons$
• How$do$ideas$about$the$nature$of$science,$engineering,$and$common$core$influence$our$sequence?$
6$
Copyright © AMNH 2017 Page 8 of 23 Five Tools and Processes for NGSS Tool 1
SlideandTime FacilitationNotes
Slide7(5minutes)
7. RemindparticipantsofthefirstquestionintheTool1graphic(whatare“ourideas”aboutwhatstudentsneedtoknow),thendisplaySlide7(PlanningforInstruction).
Provideafewminutesforindividualparticipantstogenerateandrecordideas.Askparticipantstowriteincompletesentencesandwritetheirresponseasaparagraph.
Slide8(5minutes)
8. DisplaySlide8(PlanningforInstruction).Askparticipantstorecordideasfromtheparagraphonstickynotes,oneideaperstickynote,usingcompletesentences.
Afterparticipantshavehadsometimetogeneratetheirownideas,itmightbeusefulforthemtoconsiderthe“grain-size”oftheirideas.Thiscouldbeusefulduringthenexttwopartsoftheprocessastheybegintodevelopa“conceptualflow”fortheunitusingtheseideas.
Thesecondpartoftheslideshowsexamplesofdifferentideasaboutecosystemstoillustratewhatgrain-sizemeans.
Slide9(10minutes)
Slide10
9. DisplaySlide9(PlanningforInstruction).Askparticipantstosharetheirstickynotesbytakingturnsandsharingoneatatime.Instructparticipantstogroupsimilarideastogether.Everyone’sideasshouldbesharedandincludedintheclumping.
10. DisplaySlide10topromptparticipantstothinkaboutwhichoftheirstickynotesarefactsandwhichareconcepts.
Planning'for'Instruc0on'• What'do'middle'school'students'need'to'understand'about'Ecosystems:'Interac0ons,'Energy,'and'Dynamics?'
• Write'your'response'in'sentences'and'as'a'paragraph.'
7'
Planning'for'Instruc0on'• Record'one'“idea”'per'yellow's0cky'note'from'your'paragraph.'
• Each'“idea”'should'be'wri?en'as'a'complete'sentence.'
• Determine'the'“grainAsize”'of'each'idea.'
!Examples'of'ideas'by'“grainAsize”:'• Big!Idea:'
– Ecosystems)are)the)interac/ons)between)living)and)nonliving)things.)• Suppor.ng!Idea:'
– Ecosystems)change)over)/me.)• Smaller!Idea:'
– Some)of)the)changes)are)beneficial,)some)are)not.)
8'
Planning'for'Instruc0on'
• Share's0cky'notes'and'group'similar'ideas'together.'
• Each'person'should'“play”'a's0cky'note'one'at'a'0me'–'all'ideas'are'valid.'
• If'ideas'are'the'same,'you'can'put'them'on'top'of'each'other.'
9'
PlanningforInstruc0on
• Organizethegroupedideasintoaninstruc0onalsequencethatmakessensetoyouandcouldbeusedtoteachstudents– Howdoideasbuildononeanother?– Dotheideasbuildfromconcretetoabstract?– Howcanyoutellastorywiththesequenceofideas?
10
Copyright © AMNH 2017 Page 9 of 23 Five Tools and Processes for NGSS Tool 1
SlideandTime FacilitationNotes
Slide11(10minutes)
Slide12
11. DisplaySlide11(PlanningforInstruction).Notethatnotonlydoweneedtoknowwhatstudentsshouldlearn,butwealsoneedtosequencethoseideasforcoherence.Inviteparticipantstousethequestionsontheslidetobegintosequencetheirgroupedideas.Thisprocesswillbegintodevelopaconceptualflowofthesciencecontentforthisunit.
UseSlide12(ExampleofaConceptualFlow*)toshowanexampleofaconceptualflowwiththestickynotestohelpprovideparticipantswithavisualofwhattheirproductshouldbegintolooklike.
*Theconceptualflowisaprocessthatengagesteachers’priorknowledgeandexperiencewithsciencecontent.Foranin-depthdescriptionofConceptualFlowseeAssessment-CenteredTeaching:AReflectivePractice(2008),DiRanna,etal.andtheworkoftheK-12Alliance/WestEd.
Slides13(10minutes)
Slides14
12. DisplaySlide13(DevelopaConceptualFlow)tohelpparticipantsdeveloptheirconceptualflowintoagraphicthatshowthedifferentgrain-sizeofideas.UseSlide14(ConceptualFlowGraphic)toshowhoweachcolumninthegraphicrepresentsagroupofrelatedideasandthatreadinghorizontallyacrosscolumnsprovidescoherentsequencethatrevealshowtheideaslinktogether.
PDLeaderNote:Slide15(ExampleofaConceptualFlowGraphicaboutEcosystems)isoptionalandprovidesanexampleofamorecompleteconceptualflow.Thisisonlymeanttobeanexampleandcanbeusedifparticipantsarenotclearaboutwhatthefinishedproductlookslike.
PDLeaderNote:Atthispoint,youneedtoprepareforasteplaterinthesession.YouneedtoexaminegroupedideasandsequencestoidentifyateamtocomebacktoduringPart2,Slide24toprovideanexampleofhowparticipantswillincorporatetheirsequenced/groupedideasandtheDCIcards.Forexample,youneedtolookforateamthathasa“setofideas”onyellowstickynotesthatmatchesaDCIcard.Youwillusethisgroup’sideasandtheDCIcardtoshowhowtoincorporatethetwosetsofideas.Alternatively,youneedto
Example(of(a(Conceptual(Flow(
11(
Facts&and&Concepts&• Fact&– Facts or definitions are pieces of information. The
focus is on verifiable and discrete details. – In teaching facts are often presented without
making connections to the big ideas in science. • Concept&– Concepts are over-arching ideas that clearly show
the relationships between facts. They are frequently abstract.
– In teaching, concepts are often presented with connections to the real world and to the big ideas of science.
Develop'a'Conceptual'Flow'
• Using'the'“grain'size”'of'each'idea,'begin'to'organize'the'ideas'into'a'conceptual'flow'– What'is'the'biggest'idea?'• Place'at'the'top'
– Which'are'the'supporAng'ideas?'• Place'under'the'big'idea'in'an'instrucAonal'sequence'
– Which'are'the'smaller'ideas?'• Place'under'supporAng'ideas''
13'
!!!!Conceptual!Flow!Graphic!Sequencing/Grouping!Ideas!
Smaller Ideas
Supporting Ideas
BIGGEST IDEA/CONCEPT
Copyright © AMNH 2017 Page 10 of 23 Five Tools and Processes for NGSS Tool 1
SlideandTime FacilitationNotes
Slides15
lookforateamwithanideathatisverydifferentfromtheDCIcardsandsuggesthowtheywouldincorporatethisideaintotheirsequence.
Participantsshouldtakeapictureofalltheirstickynotestodocumenttheirprocess.RemindparticipantsthattheNGSSprovideguidanceforwhatstudentsneedtoknowandbeabletodo.Wewantourworktobeinformedby(ordrivenbyifyouareworkinginanadoptionstate)theNGSS.DistributeR1(Framework)andHO1(NGSSReadingGuide).
Part2b. DisciplinaryCoreIdeas(DCIs) (90minutes)
Slide16(1minute)
13. DisplaySlide16(Tool1PlanningforInstruction).NotethatwearemovingfromourideasaboutecosystemstodevelopingourunderstandingoftheNGSScoreidea,Ecosystems:Interactions,Energy,andDynamics.
PDLeaderNote:InthedevelopmentofTool1,wedecidedtoconsidertheDCIsandthenconsiderthePEs.Inthiswayweworkfrompriorknowledgeandbuildtowardgreatercoherenceofinstructionalsequences.WeseeTool1andtheentiresuiteof5ToolsasaniterativeprocessinwhichthePEsserveacriticalroleasdescriptorsofassessmentandguidestoinstruction.
Slide17(1minute)
14. Slide17isanexcerptfrombeginningsectionofAFrameworkforK-12ScienceEducation.UsethisslidetoremindparticipantsthattheFrameworkwasdevelopedbytheNationalResearchCouncilpriortoNGSSandwasusedbyAchievetodeveloptheNGSS.
DisplaySlide17thatexplainsthevisionoftheFrameworkforK-12EducationinthesciencesandengineeringthroughthethreedimensionsofNGSS:scientificandengineeringpractices,crosscuttingconcepts,anddisciplinarycoreideas.
ParticipantswillbereadingsectionsfromtheFrameworkduringtheTool1process.TheseoverviewslidesaremeanttoprovidearationaleforwhywearereadingfromtheFrameworkinthisprocessgivenitwasusedtodeveloptheNGSS.Again,usingtheseslidesisoptionalbasedonthepriorknowledgeyourparticipantshaveabouttheFrameworkanditsroleindevelopingtheNGSS.
Example(of(a(Conceptual(Flow(Graphic(about(Ecosystems(
15(
Tool$1:$Using$the$NGSS$to$plan$a$unit$of$instruc8on$Our$ideas$
• What$do$students$need$to$know/understand$about$the$topic?$
DCIs$
• How$can$we$build$from$what$we$know$and$the$disciplinary$core$ideas$to$ensure$coherent$instruc8on?$$
PEs$
• What$can$we$learn$by$studying$the$performance$expecta8ons?$
SEPs$&$CCCs$
• How$can$we$build$coherence$using$the$science$and$engineering$prac8ces$and$crosscuLng$concepts?$
Connec8ons$
• How$do$ideas$about$the$nature$of$science,$engineering,$and$common$core$influence$our$sequence?$
16$
A"Framework"for"K-12"Science"Educa7on!Prac%ces,)Crosscu-ng)Concepts,)&)Core)Ideas)
“The!framework!is!designed!to!help!realize!a!vision"for"educa7on"in!the!sciences!and!engineering!in!which!students,!over!mul:ple!years!of!school,!ac:vely!engage!in!scien7fic"and"engineering"prac7ces!and!apply!crosscu=ng"concepts!to!deepen!their!understanding!of!the!core"ideas"in!these!fields.”!
Na:onal!Research!Council,!2012! 17!
Core"Ideas"Prac7ces"
Crosscu=ng"Concepts"
Copyright © AMNH 2017 Page 11 of 23 Five Tools and Processes for NGSS Tool 1
Slide18(15minutes)
15. DisplaySlide18(PlanningforInstruction).RefertoHO1(NGSSReadingGuide)readings1and2andR1(Framework).Inviteparticipantstoturntopages140and142intheFrameworkforK-12ScienceEducation(2012)tolearnmoreaboutwherecoreideaLS2fitsintothelifesciences.Theninviteparticipantstoturntopage150tolearnmoreaboutmiddleschoollifesciencecoreidea,Ecosystems:Interactions,Energy,andDynamics.
Slide19(15minutes)
16. DisplaySlide19(PlanningforInstruction).OrientparticipantstothestructureofthesectioninthetextinR1(Framework),theFrameworkforK-12ScienceEducation(2012).Notethateachsectionincludesadescriptionofthecoreideafollowedbyadescriptionoftheeachcomponentideawithgradebandendpoints.RefertoHO1(NGSSReadingGuide)andnotethatforourpurposeshere,participantsshouldreadonlytheintroductorytextforlifesciencecoreideasLSA,LSB,andLSC.Haveparticipantsstopatthesectionthatbeginsadescriptionoftheendpoints.Haveparticipantspayattentiontothequestionsusedtohelpdefineeachcoreidea.Thepagenumbersareidentifiedontheslide.Provide5minutestoreadeachoftheselectionsandanadditional10minutesforsmallgroupstosharewhattheylearnedfromthereadingandrevisetheirgroupingsorsequences.Participantsshouldpullstickynotesoffiftheydon’tmatchtheframeworkreading,andaddstickynotesifsomethingismissing.Theymaywanttotakeanotherpictureoftheirtableatthispoint,beforecardsareaddedinthenextpartoftheprocess.
Slide20(1minute)
17. NotethatrepresentativesfromtheNGSSleadstatesusedtheFrameworktodeveloptheNGSSundertheguidanceofAchieve,Inc.Attheirmostinclusive,thestandardsaredefinedbythePEsandfoundationboxes.ThePEscloselylinktheSEPs,DCIs,CCC,andConnectionstotheNatureofScienceandEngineering,Technology,andApplicationsofScience.ThenumberingofthePEsdoesnotimplyorderofinstruction.DisplaySlide20(StandardsPage).Askparticipantstoreviewwhattheyalreadyknowaboutthestandardspage.
Possiblenarrative:Noticethetitleofpage:MS-LS2Ecosystems:Interactions,Energy,andDynamics.Thiscoreideaisthefocusofthestandardspage.ThePerformanceExpectationsarelistedatthetopofthepage.Eachisidentifiedbyacode.Sincethereare5PEs,thecodesgofromMS-LS2-1throughMS-LS2-5.ThefoundationboxesincludetheelementsusedtodevelopthePEs.TheblueboxincludestheSEPs;theorange,theDCIs;andthe
Planning'for'Instruc0on'
What’s'the'core'idea?'• See'NGSS$Reading$Guide$Reading'1'– Review'p.'140'and'p.'142'(Box'6E1)'and'to'see'where'core'idea'LS2'fits'into'the'life'sciences'
• See'NGSS$Reading$Guide$Reading'2,'Part'1.'– Read'the'narra0ve'for'LS2'on'p.'150.'
18'
Planning'for'Instruc0on'• What'are'the'component'ideas'for'this'core'idea?''
• See'NGSS$Reading$Guide$Reading'2,'Part'2,'for'the'component'ideas''– LS2A.'Interdependent'Rela0onship'and'Ecosystems'pp.'150D151'
and'grade'8'end'point'on'p.'152'– LS2B.'Cycles'of'MaIer'and'Energy'Transfer'in'Ecosystems'pp.'
152D153'and'grade'8'end'point'on'p.'153D154'– LS2C.'Ecosystems,'Dynamics,'and'Resilience'pp.'154D155'and'grade'
8'end'point'on'p.'155'
• How'well'do'your'grouped'ideas'match'the'ideas'from'the'Framework?'
• You'can'add'addi0onal's0cky'notes'or'remove'them'from'your'conceptual'flow'based'on'what'your'group'decides'makes'the'most'coherent'storyline.'
19'
22"
Copyright © AMNH 2017 Page 12 of 23 Five Tools and Processes for NGSS Tool 1
green,theCCCs.Noticethatconnectionstonatureofscienceandtoengineering,technology,andapplicationsofscienceforthiscoreideaareshownintheCCCbox.
Slide21(1minute)
18. DisplaySlide21(StandardsPage).SharethelanguageusedbytheauthorsoftheFrameworkandthelanguagethatwillbeusedthroughoutthesessiontoday.Disciplinarycoreideasincludethecoreideas,componentideas,andelements.DistributeR2(NGSSV.1)andinviteparticipantstoturntopp.70-71toreviewthestandardsthatwillbeourfocusduringthesession-seeHO1(NGSSReadingGuide)reading3.
Slide22(1minute)
19. RemindparticipantsthatoneofthegoalsandoutcomesfortodayistodevelopablueprintforseveralinstructionalsequencesthatwouldmakeupaunitfocusedonMS-LS2Ecosystems:Interactions,Energy,andDynamics.SharewithparticipantsthattohelpthemtakefulladvantageoftheNGSS,we’vedevelopedacardsetforthemtouseastheycrafttheirplansforinstructionalsequences.DisplaySlide22(StandardsPage).Eachcardinthesetincludestexttakendirectlyfromastandardspage.Notethecolorcoding—orangeforDCIs,blueforSEPs,greenforCCCsandredforthePEs.ParticipantswillalsoreceivecardsfortheConnectionsandCommonCoreaswellaselementsfromotherstandardspages.
PDLeaderNote:Youmightforecastthatthey’llhaveatablefullofcardsandstickynotesbytheendofthesession.
PDLeaderNote:Generallythepatternfromthispointintheprocessthrough2gisforparticipantstoreceiveasmallsetofcards,readaboutthefocusofthecards,andthendecidewheretoplacethecardsintheirsequenceornotincludethecardsintheirsequence.OnenotableexceptiontothispatterniswhenparticipantsworkwithCCCinPart2e.Priortoreceivingcards,participantswillpredictwhichCCCstheythinkwillbealignedwiththeirinstructionalsequences.
OneofthegoalsofusingtheNGSStodesigninstructionistodevelopastrongstorylineaboutthesciencecontenttobetaughtthroughasequenceoflessons.AlthoughthePEs,SEPs,andCCCsareallveryimportantpartsoftheNGSS,creatingastrongconceptualflowofsciencecontentideasusingtheDCIsisneededinordertodevelopcoherenceininstruction.Conceptualcoherenceishowscienceideasbuilduponeachotherwithinasequenceandacrossinstructionalsequencesinaunittohelpdevelopstudentunderstandingofscience.TheTool1processisdesignedsothatparticipantsbeginwithaninitialstorylinethatisfurtherenhancedbyworkingwiththethreedimensionsoftheNGSS.TheresultingblueprintforaninstructionalunithelpsidentifythedifferentcomponentsoftheNGSSthatwilllaterbeusedinTools3and4todesignasequenceoflessons.
23#
Core#Idea#
Component#Idea#
Element#
24#
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SlideandTime FacilitationNotes
Slide23(15minutes)
20. SharewithparticipantsthatwewilltakealookathowwecanusetheNGSStohelpusthinkaboutsequencingideasinawaytopromotecoherenceinourteachingandstudents’learning.DistributetheR4a(DCIcardset)anddisplaySlide23(DisciplinaryCoreIdeas(DCI)).NotethatthecoloronthecardisorangetomatchthecoloroftheDCIfoundationbox.Reviewtheinstructionsthepage.
a. HaveparticipantsrefertotheLS2codeandtextoneachcardandinvitethemtoscanthepagesfromtheR1(NRCFramework)forLS4DandETS1B.
b. ProvideinstructionsforthefirststepofthetaskanddistributeR4b(Engineering/DesignDCIs).Notethatnotallstandardspagesincludeengineering/designcoreideasandelements.MS-LS2includesthisimportantaspectoftheNGSS,soparticipantsneedtoconsiderhowthiscoreideafitswithothercoreideasonthisstandardspage.
Slide24(20minutes)
PDLeaderNote:Inthesecondstepsparticipantswillbegintosequencethescienceconceptsacrossaunitofinstructionbasednotonlytheirideas,butalsoontheNGSS.ParticipantswillsequenceusingtheirideasonstickynotesandthemainDCIcards.Theywillalsoconsiderconnectionstoothercomponentideasandelementswithinthisgradebandfromotherstandardspages.
21. DisplaySlide24(DCIs).Provideinstructionsforthesecondstepofthetask.
a. TheblueprintcreatedfromTool1willrepresentaplanforaunitofinstruction.(Note:aunitofinstructioncouldbe3-5differentsequencesoflessonsor“chapters,”awholemodule,ormultiplelearningsets—itwillconstituteseveralweeksofinstruction).Atthispointintheprocess,thesequenceparticipantsareworkingonisonlyattheunitleveland“acrosschapters”Participantsarenotsequencingwithina“chapter”yet.ThatlevelofworkwillcomeinTool3.
ModeltheincorporationoftheirideasandDCIcards(elements)usingthegroupidentifiedearlier.Someoptionsinclude:
i. PlaceaDCIcard(element)byputtingthestickynoteonthebackofthecardifitisasimilarideaoracomponentoftheDCIelementonthecardorplacingitonthebottomofaDCIcardifit’sa“sub-idea.”
ii. Setayellowstickynoteasideifitdoesnotfit.
Disciplinary+Core+Ideas+(DCIs)+First+step+a. Note+the+component+code+and+
text+on+each+DCI+card+a. LS2A+
b. LS2B+
c. LS2C+
d. LS4D+(read+Framework+p.+166+and+grade+8+end+point+p.+167)+
e. ETS1B+(read+Framework+p.+206K207+and+grade+8+end+point+p.+208)+
• Consider+how+the+engineering/+design+DCIs+fit+here.+– Why+do+you+think+the+authors+made+
an+explicit+link+in+this+topic?+
– How+well+do+they+fit?+– How+do+they+add+value?+
23+
Disciplinary+Core+Ideas+(DCIs)+Second+steps+a. Incorporate+the+MS8LS2+DCI+cards+
with+your+sequence+as+appropriate.+
b. Add+Connec@ng+DCIs+from+other+standards+pages+if+(and+only+if)+they+enhance+your+storyline.++– See+NGSS$Reading$Guide$Reading+4+
MS8LS2+connec@ons+to+other+DCIs+in+this+grade+band+p.+149+
Sequence'
24+
Copyright © AMNH 2017 Page 14 of 23 Five Tools and Processes for NGSS Tool 1
SlideandTime FacilitationNotes
iii. Addideastofillgapsbywritingideasincompletesentencesonanewyellowstickynote.
PDLeaderNote:Makesureyouemphasizethatwewouldexpecttoseeparticipantideasonyellowstickynotesintheirstoryline.Inotherwords,each“chapter”inthestorylineoftheunitshouldincludetheirscienceideasincorporatedwiththeDCIcards.
b. Remindparticipantsthattheauthorsintendtopromotestrongconnectionsacrossdisciplines.ParticipantswillbeaskedtothinkexplicitlyaboutelementsfromConnectionDCIs(thecarddeckwillincludeDCIsfromothersciencedisciplinesinordertohelppromoteamoreintegratedviewoflearningthatisconsistentwiththeNGSS).RefertoHO1(NGSSReadingGuide)reading4andR2(NGSSV.1).InviteparticipantstofindthefooteronthebottomofeachstandardspagewheretheywillfindthepagenumberfortheConnections.Inthiscase,they’llfindpage149inthefooterofpp.70-71.DistributeR4c(ConnectionDCIs)cardsconnectedtothiscoreideaandhaveparticipantsaddtheseelementsasappropriatetotheirsequence.TheelementsfromtheconnectionDCIsarerepresentedas“light”orangesquaresontheslidegraphic.HaveparticipantssharetheirrationaleforincludingDCIcardsinthestorylineoftheirinstructionalunit.RemindparticipantsthatnotalloftheConnectionDCIcardswillbeusedandthattheyshouldfocusonthosethathelpbuildconceptualcoherenceintheirstoryline.BlankcardscanalsobeusedhereifagroupfeelsstronglythatanimportantconnectionDCI.
Slide25(10minutes)
22. DisplaySlide25(DCIs).RefertoHO1(NGSSReadingGuide)reading5andR3(NGSSV.2).NotethattheNGSShelpuslimitourfocusataparticulargradeband,yetconsiderwhatcomesbeforeandafteragivencoreideawithinalearningprogression.Inthethirdstep,inviteparticipantstoreviewtheMS-LS2progressionsandchecktomakesurethattheyhavestayedwithintheboundariesdescribedintheprogression.Theyshouldalsoreviewprogressionsforanyothercoreideasincludedintheirsequence.Askparticipantstothinkaboutscienceideasthatbelonginadifferentinstructionalsequence.
PDLeaderNote:Bepreparedtoshareanexampleofascienceideathatmightbeincorporatedintoasequencethatshouldbeeliminatedbasedontheprogression.Forexample,agroupmayhaveincludedsomethingaboutcarryingcapacities.Thisideaistobedevelopedinthe9-12gradeband.Notethatgiventheearly
Disciplinary+Core+Ideas+(DCIs)+Third+step+• Consider+how+DCIs+progress+
across+grade+bands.+– See+NGSS$Reading$Guide$Reading+5+
Appendix+E++pp.+43B44+for+prior+knowledge+and+to+inform+boundaries$
Sequence'
25+
Copyright © AMNH 2017 Page 15 of 23 Five Tools and Processes for NGSS Tool 1
SlideandTime FacilitationNotes
natureofthiswork,teachersmightneedtoincludeideasfromanearliergradebandoranticipatethatstudentscomewithmoreschoolexperiencerelatedtoanideathatcomesinalatergradeband.ThesepracticalaspectsofplanningforinstructionwillbeconsideredmorefullyaspartofTool4.
Slide26(10minutes)
23. DisplaySlide26(BigIdeas).Inordertocheckforcoherence,participantsshouldwritebriefparagraphsforeach“chapter”orcolumnofDCIcardsandstickynotesthatsummarizethebigideasorgistofthatsequenceintheunit.Walkaroundtoeachtableandencouragegroupstotalkthroughorunpacktheideasineachcolumntohelpthemwritetheseparagraphs.Somegroupswillrequiremoresupportthanothers;encourageagroupthatisworkingsuccessfullytosharetheirworkwithastrugglinggroup.
Part2c. PerformanceExpectations(PEs) (60minutes)
SlideandTime FacilitationNotes
Slide27(2minutes)
24. We’veconsideredourideasanddisciplinarycoreideas.NowwemovetothinkingaboutPEs.DisplaySlide27(Tool1PlanningforInstruction)andremindparticipantsofwhereweareintheprocess.
Possiblenarrative:Performanceexpectationsaretheassessablestatementsofwhatstudentsshouldknowandbeabletodo(NGSSV.1p.xxiii).PEsarethehallmarkoftheNGSS.PEsguideassessmentand“define”learningattheintersection/nexusofthedimensions.ThePEsdefinewhatwewantstudentstoknowandbeabletodoastheresultofinstruction.Assuch,thePEsserveacriticalroleindevelopingourinstructionalsequences.Remember,whenweexaminedtheconceptualshifts,wetalkedabouttheimportanceofbundlingPEstohelpensureacoherentexperienceforstudents.OurprocesswillhelpusbundlePEs.
SharewithparticipantsthatwewillbeginbygettingfamiliarwiththePEsthatarepartofMS-LS2.WewillconsiderthePEsassociatedwiththisstandardspage,butalsoPEsthatarelinkedtotheDCIswepulledfromothersciencetopicsthatcontributedtoacoherentstoryline.Remember,theNGSSpromoteamoreintegratedviewofinstructionthatbundlesPEsassociatedwithmorethanonestandardspage.
Big$Ideas$
• On$a$larger$s.cky$note$write$one$paragraph$about$each$“chapter”$of$your$unit$storyline.$– What$do$you$want$students$to$be$thinking$about?$
• You'll$probably$have$3C5$paragraphs$across$• Feel$free$to$adjust$your$storyline$as$you$work$
26$
Tool$1:$Using$the$NGSS$to$plan$a$unit$of$instruc8on$Our$ideas$
• What$do$students$need$to$know/understand$about$the$topic?$
DCIs$
• How$can$we$build$from$what$we$know$and$the$disciplinary$core$ideas$to$ensure$coherent$instruc8on?$$
PEs$
• What$can$we$learn$by$studying$the$performance$expecta8ons?$
SEPs$&$CCCs$
• How$can$we$build$coherence$using$the$science$and$engineering$prac8ces$and$crosscuLng$concepts?$
Connec8ons$
• How$do$ideas$about$the$nature$of$science,$engineering,$and$common$core$influence$our$sequence?$
27$
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SlideandTime FacilitationNotes
Slide28(20minutes)
25. DisplaySlide28(PEs).SharewithparticipantsthatwewillbeginbygettingfamiliarwiththePEsthatarepartofMS-LS2.WewillfirstconsiderthePEsassociatedwiththistopicandthenconsiderPEsthatarelinkedtoConnectionDCIs.Remember,theNGSSpromoteamoreintegratedviewoflearningscience.SharealltheinstructionsforincorporatingthePEsintotheirinstructionalsequenceandtheninvitethemtoworkontheirsequence.
a. FirststepistofocusonPEsassociatedwithMS-LS2.ParticipantswillplaceoneormorePEcardsatthetopofeachinstructionalsequenceor“chapter”thatmakesuptheirunitplan(asshowninthegraphic)andrevisetheiroverallsequenceasneeded.Alternatively,participantsmayplacetheirPEcardsatthebottomoftheirsequenceofDCIstorepresenthowthePEwoulddriveassessment.ThePEcardsarerepresentedinredatthetopofthegraphicontheslide.
NotethesignificanceofPEswithanasterisk(engineeringPEs).IfgroupsaskaboutwantingtoplaceaPEcardintotwodifferentsequences,providethemwithablankcard.
Slide29(15minutes)
26. DisplaySlide29(PEs)toshowhowtheDCIcardsmightbemovedtoreflecthowparticipants’thinkingaboutthesequenceisinformedbythePEstatements.
27. SecondstepistoconsiderPEsthatarelinkedtoConnectionDCIs.EachDCIisconnectedtoatleastonePEsoourgoalhereistoconsiderallPEsconnectedtotheDCIsinoursequence.DistributeR4d(PEs).ParticipantsshouldnotethecodeonthePEcardaswellastheredcolor.
Asanexample,participantsmayhaveusedtheMS-ESS3.CDCIcardintheirsequence.Therefore,theyneedtopullthePEcardforMS-ESS3.C.ThiscodewilltellthemwhichPEisalignedtoit.ParticipantsmustconsiderifthisPEcontributestotheirstoryline.RepeatthisprocesstoconsiderotherconnectedDCIsandthealignedPEsinthesequence.
28. ProvideinstructionsforparticipantstorevisethesequenceorgroupingofDCIstoimprovetheirstoryline
First&step&a. Read&each&PE&statement&linked&to&
the&DCIs&included&in&your&sequence&(Note:&Pay$a%en(on$to$the$codes$(e.g.,$MS5LS251)$$
b. Determine&if&each&PE&contributes&to&the&storyline&of&your&unit&and&place&the&PE&at&the&top&of&the&appropriate&sequence&of&DCIs&
Note:$PE$with$an$asterisk*$means$this$PE$integrates$tradi(onal$science$content$with$engineering$through$a$prac(ce$of$DCI.$$
Performance&ExpectaBons&(PEs)&
28&
Second'step'c. Look'at'the'PEs'from'connec5ng'
DCIs'and'determine'if'they'are'connected'to'an'instruc5onal'sequence'
Note:&You&should&end&up&with&a&bundle&of&253&PEs&associated&with&each&instruc;onal&sequence&'d. If'appropriate,'revise'how'DCIs'
are'sequenced'or'grouped'(Note:'Pay$a%en(on$to$the$codes$(e.g.,$MS5LS251)$$
'
$
Performance'Expecta5ons'(PEs)'
29'
Copyright © AMNH 2017 Page 17 of 23 Five Tools and Processes for NGSS Tool 1
SlideandTime FacilitationNotes
Slide30(23minutes)
Slide31
Slide32
29. DisplaySlide30(PEs)toprovideinstructionsfor“deconstructing”thePEs.Foreachbundleof2-3PEs,weneedtoidentifywhichpartsofthePEarepartoftheinstructionandwhichpartsarenotinthestorylinethatyouhavedeveloped.
30. Thirdstepistohighlight(foreground),leaveunmarked(background),orcrossoutpartsofeachPEandclarifyingstatementtoshowhoweachPEcontributestotheconceptualcoherenceoftheirsequence.
ThenexttwoslidesprovideanexamplethatcanhelpclarifythisprocessandadefinitionofbundlingfromAchieve.
31. TheexampleistakenfromaPEthatisassociatedwithaconnectionDCIforMS-LS2.ItprovidesanexampleofhowtodeconstructaPE.
Slide31(PEExample)isanEarthsciencePEthatlinkstoaconnectionDCI(ESS3.C).Thehighlightedpartssupportthestorylineandwillbeintheforegroundofinstruction.Theunmarkedpartsintheclarificationstatementarealsopartofthestorylineandwouldbeinthebackgroundofinstruction.Thecrossedoutpartswouldnotbepartofinstructionsincetheyareoutsidethescopeofthestoryline.
Tohelpparticipantsthinkaboutbundling,displaySlide32(Bundling)withadefinitionfromAchieve.
Third&step&e. Study&the&bundle&of&PEs&and&
DCIs&in&your&sequence&– Highlight&aspects&of&the&PE&and&
clarifica=on&statement&that&would&be&in&the&foreground&(suppor=ng&ideas&in&sequence).&
– Cross+out&aspects&of&the&PE&and&clarifica=on&statement&that&would¬&be&considered&part&of&sequence.&
– Leave+“unmarked”+aspects&of&the&PE&that&would&be&in&the&background&(smaller&ideas&in&sequence).&
Performance&Expecta=ons&(PEs)&
30&
PE#Example#Performance*Expecta/on*MS2ESS324#Construct)an)argument)supported)by)evidence)for)how)increases)in)human)popula8on)and)per9capita)consump8on)of)natural)resources)impact)Earth’s)systems.#Clarifica(on+Statement:#Examples#of#evidence#include#grade6appropriate#databases#on#human#popula:ons#and#the#rates#of#consump:on#of#food#and#natural#resources#(such#as#freshwater,#mineral,#and#energy).#Examples#of#impacts#can#include#changes#to#the#appearance,#composi:on,#and#structure#of#Earth’s#systems#as#well#as#the#rates#at#which#they#change.#The#consequences#of#increases#in#human#popula:ons#and#consump:on#of#natural#resources#are#described#by#science,#but#science#does#not#make#the#decisions#for#the#ac:ons#society#takes.## 31#
Bundling(
“Bundling”(is(the(process(of(grouping(associated(learning(goals((which(can(be(PEs(or(parts(of(PEs)(together(to(help(create(coherent(instruc;on.((A(bundle(of(PEs(or(parts(of(PEs(should(be(used(as(the(learning(goals(for(a(unit(of(instruc;on(as(they(provide(opportuni;es(for(greater(explanatory(power(of(phenomena(and(coherence(within(instruc;on.(
( ( ( ( ( ( (BAchieve'
32(
Copyright © AMNH 2017 Page 18 of 23 Five Tools and Processes for NGSS Tool 1
Part2d ScienceandEngineeringPractices (45minutes)
SlideandTime FacilitationNotes
Slide33(2minutes)
32. NotethatinadditiontotheDCIsandPEs,theNGSSincludesScienceandEngineeringPracticesandCrosscuttingConceptsandweneedtoconsiderhowtheseimportantaspectsoftheNGSSwillbeincorporatedintooutinstructionalsequences.DisplaySlide33(Tool1PlanningforInstruction)toorientparticipantstowhereweareintheprocess.
Possiblenarrative:TheNGSSfullyintendthatstudentlearningexperiencesoccuratthenexusofthedimensions.Ifthisishowstudentswillbeassessed,thenthisishowstudentsneedtolearn.Inthisnextpartoftheprocess,wewillconsiderhowtheSEPsandCCCsfitintooursequences.
PDLeaderNote:Thisexplicitreferencetothenatureofassessments,particularlyhighstakesassessments,mayraisesomeissuesforyourparticipants.Weknowtheseissuesexistandareinthemindsofourteachers.Besuretothinkabouthowyouwanttohandlethisconversation.NotethatthroughTool2,wetakeanin-depthlookatperformanceexpectationsandconsidertheirroleinclassroomassessment.
Slides34-35(43minutes)
33. DisplaySlides34-35(SEPs).Provideinstructionsforthenextpartoftheprocess.
ToidentifytheembeddedSEP,participantswillneedtorefertotheSEPschart(usedintheIntroduction)andreadeachfullPEincludingtheclarificationstatementandassessmentboundary.
a. Oncethey’veidentifiedtheembeddedpractices,participantswilllearnmoreaboutthem.RefertoHO1(NGSSReadingGuide)reading6forpagenumbersinAppendixFofR3(NGSSV.2).Theyshouldkeepthequestionsontheslideinmindastheyread.Iftimepermits,leadawholegroupdiscussion.
PDLeaderNote:ThepurposeofthewholegroupdiscussionistobegintofamiliarizeparticipantswiththewaysinwhichtheauthorsoftheNGSSdescribethepractices.Thefivetoolsandprocessesdonotincludeopportunitiesforenhancingteachers’abilitiestouseoftheSEPsintheirclassrooms.
b. DistributetheR4e(SEPs)cardsetandnotethecolorcode=blue.Inviteparticipantstoreadeachcard.UsingwhathasbeenlearnedfromthereadingandthePEcodesontheSEPcard,participantswilladdtheSEPcardstotheirinstructionalsequenceasappropriate.TheSEPcardsarerepresentedinblueontheslidegraphic.
Tool$1:$Using$the$NGSS$to$plan$a$unit$of$instruc8on$Our$ideas$
• What$do$students$need$to$know/understand$about$the$topic?$
DCIs$
• How$can$we$build$from$what$we$know$and$the$disciplinary$core$ideas$to$ensure$coherent$instruc8on?$$
PEs$
• What$can$we$learn$by$studying$the$performance$expecta8ons?$
SEPs$&$CCCs$
• How$can$we$build$coherence$using$the$science$and$engineering$prac8ces$and$crosscuLng$concepts?$
Connec8ons$
• How$do$ideas$about$the$nature$of$science,$engineering,$and$common$core$influence$our$sequence?$
33$
Science&and&Engineering&Prac-ces&(SEPs)&a. Study&the&Prac-ces&
associated&with&the&PEs&in&your&sequence&using&the&NGSS$Reading$Guide$Reading&6&NGSS&V2&Appendix&F&&p.&48&– Why&did&the&authors&emphasize&prac-ces?&
– What&does&this&prac-ce&look&like&for&this&grade&band?&
34&
Copyright © AMNH 2017 Page 19 of 23 Five Tools and Processes for NGSS Tool 1
Part2e CrosscuttingConcepts(CCCs) (45minutes)
SlideandTime FacilitationNotes
Slide36(2minutes)
34. DisplaySlide36(Tool1PlanningforInstruction).Notethefocusonincorporatingcrosscuttingconcepts(CCC)inthisnextphaseoftheprocess.
PDLeaderNote:TheintroductiontotheCCCisslightlydifferentfromallothercardsets.WeinviteparticipantstomakeapredictionofwhichCCCswillbeincludedintheirsequence.ThispredictionimpliesthattheyDONOTlookatthestandardspagetoidentifythoseincludedNORdotheygetthecardsetbeforehavinganopportunitytomaketheirpredictions.
Slide37(3minutes)
35. DisplaySlide37(CCCs).InviteeachsmallteamtotalkbrieflyaboutwhichCCCtheywouldexpecttobealignedwiththeirinstructionalsequencenotingthattheauthorsoftheNGSStriedtobeveryselectiveaboutwhichCCCtohighlightforeachcoreidea.HaveparticipantspredictwhichCCCwouldbeintheforegroundofthissequence.
(Forexample,forMS-LS2participantswilllikelyidentifysystemsandsystemsmodelsasanexpectedCCC.However,thisCCCisnotincludedinthestandardspage.)
Slide38(40minutes)
36. DisplaySlide38(CCCs).ProvideinstructionsforincorporatingCCCintoparticipants’instructionalsequences.
a. DistributetheR4f(CCCcardset)andinviteparticipantstoreadeachcard.Notethecolorcode=green.
b. OncetheyhaveidentifiedtheembeddedCCCs,participantswilllearnmoreaboutthem.RefertoHO1(NGSSReadingGuide)reading7fromAppendixGinR3(NGSSV.2).Participantsshouldkeepthequestionontheslideinmindastheyread.
c. UsingwhattheylearnedfromthereadingandthePEcodesontheCCCcard,participantswilladdtheCCCcardstotheirinstructionalsequenceasappropriate.TheCCCcardsarerepresentedingreenontheslidegraphic.
Tool$1:$Using$the$NGSS$to$plan$a$unit$of$instruc8on$Our$ideas$
• What$do$students$need$to$know/understand$about$the$topic?$
DCIs$
• How$can$we$build$from$what$we$know$and$the$disciplinary$core$ideas$to$ensure$coherent$instruc8on?$$
PEs$
• What$can$we$learn$by$studying$the$performance$expecta8ons?$
SEPs$&$CCCs$
• How$can$we$build$coherence$using$the$science$and$engineering$prac8ces$and$crosscuLng$concepts?$
Connec8ons$
• How$do$ideas$about$the$nature$of$science,$engineering,$and$common$core$influence$our$sequence?$
36$
Crosscu'ng*Concepts*(CCCs)*
1. Pa4erns*2. Cause*and*effect:*Mechanisms*and*explana?on*3. Scale,*propor?on,*and*quan?ty*4. Systems*and*system*models*5. Energy*and*ma4er:*Flows,*cycles,*and*
conserva?on*6. Structure*and*func?on*7. Stability*and*change*
37*
Crosscu'ng*Concepts*(CCCs)*• Study*the*CCC*associated*with*the*PEs*using*NGSS$Reading$Guide$Reading*7*NGSS*V2*Appendix*G**– Why*do*you*think*the*
authors*emphasized*these*CCC*for*this*topic?*
• Read*each*CCC*statement.**• Add*CCC*to*your*sequence.*(Note:*Pay$a/en0on$to$the$PE$code$on$the$CCC$card)*
38*
Copyright © AMNH 2017 Page 20 of 23 Five Tools and Processes for NGSS Tool 1
Part2f Connections (30minutes)
SlideandTime FacilitationNotes
Slide39(2minutes)
37. DisplaySlide39(Tool1PlanningforInstruction).Notethefocusonincorporatingintotheirinstructionalsequencesconnectionstothenatureofscienceandengineering,technology,andapplicationsofscienceinthisnextphaseoftheprocess.
Slide40(5minutes)
38. DisplaySlide40(Connections).Thepossibleconnectionstothenatureofscienceandengineering,technology,andapplicationsofsciencearelistedonthisslide.InviteeachsmallteamtotalkbrieflyaboutwhichConnectionstheywouldexpecttobealignedwiththeirinstructionalsequencenotingthattheauthorsoftheNGSStriedtobeveryselectiveaboutwhichConnectiontohighlightforeachcoreidea.
PDLeaderNote:ThearrowsontheslideindicateassociationwitheitherSEPsorCCCs.ThefirstfourbulletsinNatureofScienceareassociatedwithSEPsandwouldbefoundintheBLUEfoundationbox.ThelastfourbulletsareassociatedwithCCCsandwouldbefoundintheGREENfoundationbox.
Slide41(23minutes)
39. DisplaySlide41(Connections).ProvideinstructionsforincorporatingConnectionsintoparticipants’instructionalsequences.
a. DistributetheR4g(Connections)cardsetandnotethecolorcode=purple.Note:ThecolorchoiceisnotpartoftheNGSS.Inviteparticipantstoreadeachcard.
b. Onceparticipantshaveidentifiedtheconnections,participantswilllearnmoreaboutthem.RefertoHO1(NGSSReadingGuide)reading9fromAppendicesH,I,andJinR3(NGSSV.2).Astheyread,participantsshouldkeepinmindthequestioninthesub-bullet:Whydoyouthinktheauthorsemphasizedtheseconnectionsforthistopic?
a. UsingwhattheylearnedfromthereadingandthePEcodesontheConnectionscards,participantswilladdtheConnectionscardstotheirinstructionalsequenceasappropriate.TheConnectionscardsarerepresentedinpurpleontheslidegraphic.
Tool$1:$Using$the$NGSS$to$plan$a$unit$of$instruc8on$Our$ideas$
• What$do$students$need$to$know/understand$about$the$topic?$
DCIs$
• How$can$we$build$from$what$we$know$and$the$disciplinary$core$ideas$to$ensure$coherent$instruc8on?$$
PEs$
• What$can$we$learn$by$studying$the$performance$expecta8ons?$
SEPs$&$CCCs$
• How$can$we$build$coherence$using$the$science$and$engineering$prac8ces$and$crosscuLng$concepts?$
Connec8ons$
• How$do$ideas$about$the$nature$of$science,$engineering,$and$common$core$influence$our$sequence?$
39$
Connections to Nature of Science and Engineering, Technology, and Applications of Science
Nature'of'Science'• Science&Inves*ga*ons&Use&a&
Variety&of&Methods&• Scien*fic&Knowledge&is&Based&on&
Empirical&Evidence&• Scien*fic&Knowledge&is&Open&to&
Revisions&in&Light&of&New&Evidence&• Scien*fic&Models,&Laws,&and&
Theories&Explain&Natural&Phenomena&
• Science&is&a&Way&of&Knowing&• Scien*fic&Knowledge&Assumes&an&
Order&and&Consistency&in&Natural&Systems&
• Science&is&a&Human&Endeavor&• Science&Addresses&Ques*ons&
About&the&Natural&and&Material&World&
Engineering,'Technology,'and'Applica8ons'of'Science'• The&Interdependence&of&Science,&
Engineering,&and&Technology&• The&Influence&of&Engineering,&
Technology,&and&Science&on&Society&and&the&Natural&World&
&
40&
Connec&ons(• Study(the(connec&ons(using(
NGSS$Reading$Guide$Reading(8(NGSS(V2(Appendix(H,(I,(and(J(– Why(do(you(think(the(NGSS(
emphasize(these(connec&ons(for(this(topic?(
• Read(each(“Connec&ons(to”(statement(iden&fied(in(the(founda&ons(boxes.(
(• Add(NoS(and(Applica&ons(
cards(to(your(sequence(as(appropriate((Note:(Pay$a/en0on$to$the$PE$code$on$the$NoS$and$Applica0ons$card)(
41(
Copyright © AMNH 2017 Page 21 of 23 Five Tools and Processes for NGSS Tool 1
Part2gCommonCore (10minutes)
SlideandTime FacilitationNotes
Slide42(2min)
40. DisplaySlide42(Tool1PlanningforInstruction).Notethefocusonincorporatingintotheirinstructionalsequencesconnectionstocommoncoreinthisnextphaseoftheprocess.
Possiblenarrative:ManyofyouhaveexplicitdistrictdirectivestoincludetheCommonCoreinyourdailyclassroompractice.TheNGSSareexplicitaswell.
Slide43(5min)
41. DisplaySlide43(CommonCore).ExplaintoparticipantsthatatthistimewewilljustlookattheCommonCoreconnectionswithoutaddingthemtooursequence.
a. DistributetheR4h(CommonCore)cardsetandinviteparticipantstoreadeachcardwiththequestionontheslideinmind.
b. ParticipantsshouldnotethePEcodesonthebottomofeachcard.Inthegraphicontheslide,noticethatthehighlightingofthemathCommonCorecardsinbrownandtheELA/literacyCommonCoreinyellow:thecolorchoicesarenotpartoftheNGSS.ParticipantsshouldsavethesecardsforwhentheygettoTool4.
Slide44(3min)
42. DisplaySlide44(Tool1PlanningforInstruction).NotethatwehavecompletedtheprocessassociatedwithTool1.DistributeHO2(Tool1Graphic).
Transition:Forthepastseveralhours,you’vebeenworkingprimarilyinyourindividualteamsandjustasgreatscienceeducatorsdo,somehavevisitedtheworkandthinkingofothers.Wewanttotakeadvantageofthisideaformallyoverthenextfewminutes.You’lltakeawalktolearnfromotherstolookforsimilaritiesanddifferencesandthenreturntoyoursequenceforonefinalreview.Wealsowanttocaptureyourinstructionalsequenceselectronically.Wehopeyou’lltakeaphotoofyourworkaswelltoremindyouofthegistoftheprocess—notthatyouarelikelysoontoforget!
Tool$1:$Using$the$NGSS$to$plan$a$unit$of$instruc8on$Our$ideas$
• What$do$students$need$to$know/understand$about$the$topic?$
DCIs$
• How$can$we$build$from$what$we$know$and$the$disciplinary$core$ideas$to$ensure$coherent$instruc8on?$$
PEs$
• What$can$we$learn$by$studying$the$performance$expecta8ons?$
SEPs$&$CCCs$
• How$can$we$build$coherence$using$the$science$and$engineering$prac8ces$and$crosscuLng$concepts?$
Connec8ons$
• How$do$ideas$about$the$nature$of$science,$engineering,$and$common$core$influence$our$sequence?$
42$
Common%Core%• Read%each%Common%Core%statement%– Can%you%see%this%being%embedded%in%your%unit%of%study?%
– Set%aside%these%cards%to%use%during%Tool%4.%
ELA%Math%Math%
ELA%
43%
Tool$1:$Using$the$NGSS$to$plan$a$unit$of$instruc8on$Our$ideas$
• What$do$students$need$to$know/understand$about$the$topic?$
DCIs$
• How$can$we$build$from$what$we$know$and$the$disciplinary$core$ideas$to$ensure$coherent$instruc8on?$$
PEs$
• What$can$we$learn$by$studying$the$performance$expecta8ons?$
SEPs$&$CCCs$
• How$can$we$build$coherence$using$the$science$and$engineering$prac8ces$and$crosscuLng$concepts?$
Connec8ons$
• How$do$ideas$about$the$nature$of$science,$engineering,$and$common$core$influence$our$sequence?$
44$
Copyright © AMNH 2017 Page 22 of 23 Five Tools and Processes for NGSS Tool 1
Part3 ReviewandCompleteTool1 (20minutes)
SlideandTime FacilitationNotes
Slide45(10min)
43. DisplaySlide45(GalleryWalk)andprovideinstructionsforthegallerywalk.Provideabout2-3minutesforeachround.Reminddocentsthattheyaretheretorespondtoquestionsratherthantogiveapresentation.Remindthewalkersthattheywillneedtobringideasbacktotheirdocent.Provide5minutesfortheteamtosharetheirfindings.
Slide46(8min)
44. DisplaySlide46(ReviewandRevise).Inviteteamstousewhattheylearnedtoconsidertheirowninstructionalsequenceandmakeanyrevisionstotheirgiststatementsforeachsequence.Oncetheyhaverevisedtheirsequenceasneeded,teamsshouldcapturetheirideasintheTool1Template.
DistributeHO3(Tool1TemplateExample-UnitBlueprintforMS-LS2).Haveparticipantscomparetheirorganizationtotheblueprint.Sharedifferencesandcommonalities.SharethattheywillneedthishandoutforTool2.
Transition:IthinkitwasDeweywhosaidthatwedon’tlearnthroughexperience,butratherwelearnbyreflectingonourexperiencesandthat’sthefinalpartofoursessiontoday.
Slide47(2min)
45. DisplaySlide47(Reflection)andinviteparticipantstojotafewnotesinresponsetothereflectionquestionsandbepreparedtoshareoneidea.Gatherafewideasfromthegroup.
Gallery'Walk'
• Iden-fy'a'docent'for'your'sequence'to'be'available'to'answer'ques-ons'
• The'rest'of'the'team'will'move'clockwise'to'the'next'group’s'sequence.'ShiB'again'at'the'chime.'
• Return'to'your'group'and'share'your'findings.'
45'
Review&and&Revise&• Review&your&sequence&– How&well&does&the&sequence&tell&a&story?&
• PEs&• DCIs&&• SEPs&
– How&do&the&CCCs&and&NoS&add&to&your&story?&– What&makes&the&strongest&story?&DCI?&CCC?&SEP?&
• Revise&your&sequence&as&needed.&&You&may&want&to&revise&the¶graph&you&wrote&on&the&large&sDcky¬e&for&each&of&the&sequences&in&your&unit.&
• Transfer&your&instrucDonal&sequence&into&the&Tool&1&Template.&
46&
Reflec%on(• What(have(you(learned(through(this(experience?(– About(the(NGSS?(– About(Ecosystems:(Interac%ons,(Energy,(and(Dynamics?(
• What(more(do(you(want(to(learn?(
• What(about(the(process(we(used(contributed(to(your(learning(or(inhibited(your(learning?(
47(
Copyright © AMNH 2017 Page 23 of 23 Five Tools and Processes for NGSS Tool 1