Transcript Developing NGSS Lessons

Steps to
Develop NGSS
Lessons and
Units
Integrating the three
dimensions
From NGSS to Classroom Instruction
Read Chapter 4 from Translating the NGSS for
Classroom Instruction by Rodger Bybee
Jigsaw – read your section and share with your
team of three
 Thinking
Beyond a Lesson…(page 52-55)
 Distinguish Between Learning
Outcomes…(page 55-58)
 Use Backward Design…(page 59-62)
From Standards to Instruction
 PE’s are not Learning Targets; and they overlap with each
other.
 If you try to teach the PE’s as a list of skills, you will never
finish them.
 PE’s that aren’t taught in an integrated manner are like
Lemony Snicket science: a series of unfortunate events.
Stephen L. Pruitt, Ph.D.
Senior Vice President for Content, Research and Development
Achieve
Why Bundle?



Teaching, or attempting to teach, individual
performance expectations led to a disjointed and
stunted view of science.
Developing instructional materials and instruction
should be viewed as leading to understanding the
larger core idea.
Coherent instructional materials and instruction
should focus on a Disciplinary Core Idea (or set of
them) rather than discrete pieces that are never
tied together.
How Does One Bundle?
NGSS Concept Bundling
Matter and Its Interactions
The fact that matter is composed of atoms and
molecules can be used to explain the properties of
substances, diversity of materials, states of
matter, phase changes, and conservation of
matter.
Reacting substances rearrange to form
different molecules, but the number of
atoms is conserved. Some reactions
release energy and others absorb
energy.
MS-PS1-1. Develop models to describe the
atomic composition of simple molecules and
extended structures.
MS-PS1-3. Gather and make sense of information
to describe that synthetic materials come from
natural resources and impact society.
MS-PS1-2. Analyze and interpret data on
the properties of substances before and
after the substances interact to determine if
a chemical reaction has occurred.
MS-PS1-4. Develop a model that predicts and
describes changes in particle motion, temperature,
and state of a pure
substance when thermal energy is added or
removed.
Within this DCI, 4 of the 8 Practices are
highlighted. For instruction, additional
practices would be used to build toward
these understandings.
MS-PS1-5. Develop and use a model to describe
how the total number of atoms does not change in
a chemical reaction and thus mass is conserved.
MS-PS1-6. Undertake a design project to
construct, test, and modify a device that either
releases or absorbs thermal energy by chemical
processes.*
Bundling By Practice
Grade 8 – Conduct an investigation, ask
questions about data and evaluate the
experimental design
 MS-PS2-3.
Ask questions about data to
determine the factors that affect the strength
of electric and magnetic forces.
 MS-PS2-5.
Conduct an investigation and
evaluate the experimental design to provide
evidence that fields exist between objects
exerting forces on each other even though
the objects are not in contact.
Choose a topic you will be teaching
Ex: Changing of the Earth
• What do you teach in this unit?
• What PEs focus on this unit?
– MS-ESS2-2: Construct an explanation based on
evidence for how geoscience processes have
changed Earth’s surface at varying time and
spatial scales
– MS-ESS2-3: Analyze and interpret data on the
distribution of fossils and rocks, continental
shapes, and seafloor structures to provide
evidence of the past plate motions
• Brainstorm activities, lessons, instructional strategies,
assessments
What are the essential questions?
Framework – pages 169-199
• How do people reconstruct and date
events in Earth’s planetary history? How
and why is Earth constantly changing?
– How do Earth’s major systems interact?
– Why do the continents move, and what
causes earthquakes and volcanoes?
– How do the properties and movements of
water shape Earth’s surface and affect its
systems?
What do students need to know / do?
Framework – pages 169-199
• Use the framework to find the
Gradeband Endpoints for:
• ESS1.C
• ESS2.A
• ESS2.B
• ESS2.C
Additional considerations:
• How will you assess your students?
• What misconceptions need to be
addressed?
• What are key lessons / activities for this
topic?
• What instructional strategies address the
Three Dimensions in this unit?
• What time frame is needed?
Take a unit you are planning
• What are the PEs that support this topic?
• What CCSS support this topic?
• What do you want students to do /
know (Backwards planning)?
• How will you assess student learning
– Formative
– Summative
• How will you engage all students
– Inquiry
– Big idea