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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)


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





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


Slide28 PerformanceExpectations(PEs)(FirstStep)

Slide29 PerformanceExpectations(PEs)(SecondStep)

Slide30 PerformanceExpectations(PEs)(ThirdStep)

Slide31 PEExample

Slide32 Bundling


Slide34 ScienceandEngineeringPractices(SEPs)(Parta)

Slide35 ScienceandEngineeringPractices(SEPs)(Partsbandc)


Slide37 CrosscuttingConcepts(CCCs)(List)

Slide38 CrosscuttingConcepts(CCCs)(Process)


Slide40 ConnectionstoNatureofScienceandEngineering,Technology,andApplicationsofScience(List)


Slide41 Connections(Process)


Slide43 CommonCore


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.”


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.



Slide5(5minutes)

5. DisplaySlide5(FiveToolsandProcesses).Provideabriefoverviewofthe5Toolsthatareapartofthisprocess.ClickthroughtheanimatedslideasyouintroduceeachTool.

TheFiveToolsarerepresentedinthisgraphic.Tool1helpsteachersplanforinstruction.Tool2supportsteachersinplanningforassessmentbasedonaninstructionalsequenceandtheassociatedperformanceexpectation.Tool3introducesteacherstoaninstructionalmodeltoguidethedevelopmentofastorylineandconceptualflowforinstructionalsequencesalignedwiththeNGSS.Tool4supportsteachersinusingtheirinstructionalresourcestoplanacoherentsequenceofinstructionbasedontheNGSS.Finally,Tool5helpsteachersdevelopclassroomassessmenttasksalignedwiththeNGSS.

OurfocustodaywillbeonTool1.OurproductbytheendoftheTool1Processwillbeablueprintforaunitthatwouldlikelyconstituteseveralweeksofinstruction.Thiswillincludetheoutlineofthebigideasfor3-5differentsequencesor“chapters”withinthatunit.

Transition:Nowlet’sseehowTool1mighthelpusbetterunderstandtheNGSSandmaketheConceptualShiftswejustreviewed.

5"


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.


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$



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



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



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(



DCIs$


PEs$


SEPs$&$CCCs$


Connec8ons$


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"


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"


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#



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+



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+



natureofthiswork,teachersmightneedtoincludeideasfromanearliergradebandoranticipatethatstudentscomewithmoreschoolexperiencerelatedtoanideathatcomesinalatergradeband.ThesepracticalaspectsofplanningforinstructionwillbeconsideredmorefullyaspartofTool4.

Slide26(10minutes)

23. DisplaySlide26(BigIdeas).Inordertocheckforcoherence,participantsshouldwritebriefparagraphsforeach“chapter”orcolumnofDCIcardsandstickynotesthatsummarizethebigideasorgistofthatsequenceintheunit.Walkaroundtoeachtableandencouragegroupstotalkthroughorunpacktheideasineachcolumntohelpthemwritetheseparagraphs.Somegroupswillrequiremoresupportthanothers;encourageagroupthatisworkingsuccessfullytosharetheirworkwithastrugglinggroup.

Part2c. PerformanceExpectations(PEs) (60minutes)


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$



DCIs$


PEs$


SEPs$&$CCCs$


Connec8ons$


27$



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'



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&not&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(


Part2d ScienceandEngineeringPractices (45minutes)


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.



DCIs$


PEs$


SEPs$&$CCCs$


Connec8ons$


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&


Part2e CrosscuttingConcepts(CCCs) (45minutes)


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.



DCIs$


PEs$


SEPs$&$CCCs$


Connec8ons$


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*


Part2f Connections (30minutes)


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.



DCIs$


PEs$


SEPs$&$CCCs$


Connec8ons$


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(


Part2gCommonCore (10minutes)


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!



DCIs$


PEs$


SEPs$&$CCCs$


Connec8ons$


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%



DCIs$


PEs$


SEPs$&$CCCs$


Connec8ons$


44$


Part3 ReviewandCompleteTool1 (20minutes)


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&paragraph&you&wrote&on&the&large&sDcky&note&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(
