Transcript Developing NGSS Lessons

Steps to
Develop NGSS
Lessons and
Units
Integrating the three
dimensions
NGSS Progressions – identifying
what is in your current curriculum
 Use
Appendix E: Progressions Within the
NGSS
 Read the contents within your grade level
“band”
 Use a “+” if you currently address this item
and a “-” if you do not
MS-LS1-6
 Construct
a scientific explanation based
on evidence for the role of photosynthesis
in the cycling of matter and flow of
energy into and out of organisms


Clarification Statement: Emphasis is on
tracing movement of matter and flow of
energy
Assessment Boundary: Assessment does not
include details of the chemical reactions for
photosynthesis or respiration
What do students need to know?
 Disciplinary


Core Ideas in MS-LS1-6
PS3.D: Energy in Chemical Processes and
Everyday Life
LS1.C: Organization for Matter and Energy Flow
in Organisms
Use your NGSS standards to complete the chart
What is the Crosscutting Concept focus?
How will you make this explicit to students?
 CCC

focused on with MS-LS1-6
Energy and Matter
 Within
a natural system, the transfer of energy
drive the motion and/or cycling of matter
Use your NGSS standards to complete the chart
What will students need to do?
 Science


and Engineering Practices in MS-LS1-6
Constructing Explanations and Designing
Solutions
Scientific Knowledge is Based on Empirical
Evidence (Connections to Nature of Science)
Use your NGSS standards to complete the chart
Analyze Curriculum in relation
to Performance Expectations
 Focus
on Life science, grade 7
 Chapter 1, Lesson 3: Cells and Energy



What does this lesson do well?
What is it missing to provide thorough
student understanding?
What additional activities / resources do
you currently use to enhance this lesson?
Curriculum Analysis
 Look
at your current curriculum and analyze
the extent it meets NGSS with
 Disciplinary
Core Ideas
 Crosscutting Concepts
 Science and Engineering Practices
 What
additional instructional activities to
you currently use to enhance this unit?
 What is missing to make this “NGSS ready”?
Curriculum Analysis
 Explore
the sample lessons
 How do they support the NGSS?
 What additional instructional activities can
make these samples more aligned with
NGSS?
From NGSS to Classroom Instruction
 Read
Chapter 4 from Translating the NGSS
for Classroom Instruction by Rodger Bybee
 What instructional strategies do you have
in place?
 What shifts do you see in science
instruction?
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 currently teach
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
Resources
– Ed1Stop
– Translating the NGSS for Classroom
Instruction