Transcript Practices and Crosscutting Concepts in Grades 3-4

Practices and Crosscutting
Concepts in Grades 3-4
Vickei Hrdina
Science Coordinator
ESD112
Logistical Information…
We will begin in 5 mins
There is a Science & Engineering Probe at your table.
Please complete on your own.
HOOOO!
Are you?
 Where are you from?
 What kit(s) do you teach?
 What made you decide to take this course?
 Which educator are you on the Science and Engineering
Practices prompt?
Today’s Takeaways
Learn to identify the Science and Engineering Practices and
Crosscutting Concepts in your existing science instruction. Deepen
your understanding of the intent of NGSS and 3-Dimensional Learning.
Leave with a tool to begin adapting existing instruction for alignment
with NGSS.
1. Examine Science and Engineering Practices & Crosscutting
Concepts for Grades 3 & 4.
2. Apply key SEPs/CCCs through model lessons and activities.
3. Locate SEPs/CCCs in your current curriculum & brainstorm ways to
make more intentional integration of dimensions.
Agenda
Morning
 8:30-10:00 Engineering as a Practice & a Core Idea
 10:00-11:00 Overview of NGSS Transition
 11:00- 12:00 Connecting the Practices/CCs to Current Work
 Lunch – on your own
Afternoon
 1:00-2:00 Samples of NGSS-like instruction with Key SEPs/CCCs
 2:00-3:15 Adapting Instruction to integrate Practices/CCC in FOSS
 3:15 Evaluations
Waterproof that Roof
Rain is an issue here in Southwest Washington! So much that engineers have to develop designs
and special materials to help us cope with the amount of rainfall that we receive every year. What
ways can you think of that engineers have helped design ways of making sure that our heavy
rainfall doesn’t interrupt our lives (too much)?
How does your house stay dry during our wet Winters, Spring and Autumn? Are all roofs the same?
What materials are best suited for roof design?
Design and roof that will keep our model house dry during our rainy season.
 Teams of 3.
 You will have 5 minutes to brainstorm a design and complete a labelled sketch
 Peer present for feedback
 25 minutes to build your design
 We will test at 9:50 using 16oz of rain, and allow our houses to sit for 10mins
What is the
problem we are
trying to solve?
What criteria do
we need to
meet? Do we
have any
constraints?
• Multiple
solutions
compared to
criteria and
constraints.
• Making tradeoffs.
• Modifying
designs.
Optimize
Define
• Brainstorming.
• Initial ideas and
modeling
(sketches,
diagrams).
• Collecting data
on models for
refinement and
modification.
Develop
Solutions
Curriculum Connection – Earth Materials
 Performance Expectation addressed: 4-ESS3-2
 Generate and compare multiple solutions to reduce the impact of natural Earth processes on
humans.
 Practice – Designing Solutions
 Core Idea – Natural Hazards
 Crosscutting Concept – Cause and Effect
 The NGSS call for a deeper connection to engineering as a process connected to our
understanding of science that is applied to make life easier or solve problems.
 Prerequisite understanding of natural hazards vs natural disasters. Relies on prior
knowledge that is equitable. Some new vocabulary will need to be taught in context.
What do you need to implement WSSLS?
• On sticky notes, write down any questions you have about the Next
Generation Science Standards. (Use 1 sticky per question…write as
many you need to!)
Whew! …Time for a Break!
Key Shifts in NGSS
Focus: The NGSS are focused
on deeper understanding and
application of science content
reflecting real-world
interconnectedness.
Coherence: Science and
engineering build coherently
across K–12.
Integration: Science and
Engineering are Integrated
across K–12 in the NGSS.
Practices and Crosscutting Concepts in
Grades 3 & 4
3rd Grade
4th Grade
 SEPs
 SEPs
 3
 2
 4
 3
 6&7
 4
 CCs
 2 Cause and effect
 6 Structure and Function
 6&7
 CCs
 2 Cause and Effect
 5 Energy
Disciplinary Core Ideas in NGSS – Gr 3 & 4
Fact or Myth?
 NGSS is the new science
curriculum.
 Myth
 NGSS is aligned to CCSS (Math and
ELA)
 Fact
 NGSS will require all districts to
adopt new materials.
 Myth
 NGSS will be assessed at 5th grade,
just like MSP.
 Unknown!
 NGSS provide grade-level
standards for 3rd and 4th grade
 Fact!
Any questions? Clarifying or
otherwise?
THE STANDARD
IS THE
WHOLE PAGE
FOUNDATION
BOXES
PERFORMANCE
EXPECTATIONS
CONNECTION
BOXES
SCIENCE AND
ENGINEERING PRACTICES
(SEP’s)
NGSS Architecture
DISCIPLINARY CORE
IDEAS (DCI’s)
CROSSCUTTING
CONCEPTS
(CC’s)
Washington State Transition Plan
Assessment Transition
Fall 2013
• NGSS Adopted
• Phase 1 Transition
Begins
School Year
School Year
2014 - 2015
2015 - 2016
• NGSS Transition
• NGSS
School Year
2016 - 2017
• NGSS
and
Implementation
Implementation
Implementation
continues
continues
continues
• NGSS Assessment
development
begins
• 5th/8th grade MSP
& Bio EOC continue
• NGSS Assessment
• Possible NGSS
development
Assessments in
continues
spring OR
• 5th/8th grade MSP
• 5th/8th grade MSP
& Bio EOC continue
& Bio EOC continue
School Year
2017 - 2018
• NGSS Fully
Implemented
• NGSS Assessments
in spring
Lunchtime!! We will resume at
Think-Pair-Share
Step 1:Think on your own: Which statement do you agree with?
Why, and why not the other statement?
1 – Presenting clear descriptions of scientific ideas is enough
for students to learn science.
2 – Completing applicable hands-on activities is enough for
students to learn science.
Step 2:Pair with someone sitting near you; try to find someone
you do not already know.
Step 3:Share your ideas with your partner, and the entire group.
Scientific Ideas and Activities are Not
Enough!
Why
‘practices’?
 Understanding content is inextricably linked to engaging in
practices. Simply “consuming” information leads to declarative,
isolated ideas.
 Science is both a body of knowledge and the process that
develops and refines that body of knowledge. Understanding both
the ideas and processes is essential for progress in science.
 The learning of science is similar: students cannot learn one without
the other.
Misconception: There is a single Scientific Method that all scientists follow.
Correction: The Scientific Method is an oversimplified representation of what is really
a rich, complex, and unpredictable process.
EXPLORATION
AND
DISCOVERY
TESTING
IDEAS
https://www.youtube.com
/watch?v=Jj9iNphbY88&in
dex=1&list=PLVoYs226RZzN
-jUk1L6mdTISU6OLGbQvm
BENEFITS
AND
OUTCOMES
COMMUNITY
ANALYSIS
AND
FEEDBACK
Science and Engineering Practices
The practices work together – they are not separated!
1. Asking questions and
defining problems
5. Using mathematics and
computational thinking
2. Developing and using
models
6. Constructing explanations
and designing solutions
3. Planning and carrying out
investigations
7. Engaging in argument from
evidence
4. Analyzing and interpreting
data
8. Obtaining, evaluating, and
communicating
information
(Appendix F pp. 2 – 3)
Curricular Connection: Structures of Life - Crayfish
 Are there differences among individuals of the same species? (PE: 3-LS3-1)
 Practices: Analyzing data and Constructing Explanations
 Crosscutting: Structure and function
 https://psu.app.box.com/s/sfe0d5iflj7dtof68pxo
 As you watch the video, think about how the teacher uses talk moves to scaffold the
experience so that students are able to engage in the scientific practices?
Crosscutting Concepts…the why I am
doing this? part
 The more you begin to work with the practices, the more you will start to notice the
crosscutting concepts.
 The beauty of the CCCs lies in the interdisciplinary connections.
 Crosscutting concepts are a great way to begin adapting current materials. Determine
the ‘theme’ of scientific understanding the drives the unit.
 CCs should drive your questioning strategies as you progress through a unit of study.
Curricular Connection: Magnetism and
Electricity
 4-PS3-2
 How you taught the concept of transfer of energy/electric current?
 A) Replicate prepared electric circuits
 B) Observe how common circuits are built
 C) Explain how energy flows through a circuit
 D) Develop/build their own models of how electricity is flowing in a circuit
 How can we use CCs to anchor student sense-making in a puzzling phenomena?
 https://psu.app.box.com/s/jp91urkrmzelzj0hxp4a
 https://psu.app.box.com/s/n8skoxuimt2oqfif6moj
Scaffolding into a Storyline
Claims, Evidence, Reasoning – Constructing
Explanations
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Claims-Evidence-Reasoning frame
 I claim that energy is transferred when _____________________.
Use this claim as your topic sentence.
 Use one piece of evidence from your investigation and one piece
from your text. (link to CCSS)
 This is sentence 2 and 3.
 Explain WHY these pieces of evidence supports your claim- this is
your reasoning.
 Here is your because sentence.
Making Claims – Linking to Evidence
through Close Reading
 What is your claim? Your claim is an answer to the
question.
 Can you find evidence to back your claim?
 Here is our connection to the informational text.
 What evidence can you gather from the text that
supports your claim?
 Highlight anything from the text that provides
evidence.
Turn & Talk
 Question: Pick one core idea that you will teach in your class. What science
and engineering practices will you help students develop as they learn the
content? Why?
 Turn and talk: Share your ideas, discuss them and firm up your thoughts
based on the discussion.
 Talk Out: Share thoughts and ideas with the entire group.
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Investigating the dimensions in FOSS
 Choose the kit that you have next or now to work on.
 Using the template, choose an investigation to focus on.
 Look for the most explicit connection to an SEP and a CC in the current content in
the investigation.
 Think about which crosscutting concept is most clearly connected to that
investigation.
 How can you be more intentional about this practice or CC?
 Brainstorm some CCSS connections/modifications to enhance the connection to
practice/crosscutting (use the standards)
 Do you need an engineering design project? Let me help you with that!
Continuing Our Work & Checking on Goals
As a result of today’s workshop, have you…
 Examined Science and Engineering Practices & Crosscutting Concepts
for 3rd and 4th grades.
 Applied key SEPs/CCCs through model lessons and activities.
 Practice 6 – Designing Solutions in Engineering
 Practice 7 – Arguing from Evidence
 CCC – Energy
 Model-Based Inquiry
 Located SEPs/CCCs in your current curriculum & developed more
intentional integration of dimensions.
Resources
 Concord Consortium NGSS Pathfinder http://concord.org/ngss/
 Science Learning Summit in Southwest Washington – August 18-19, Kelso (see me)
www. Tinyurl.com/ESD112Science
Title of Training – SELECT OTHER THEN ENTER:
Transitioning to NGSS: Practices in 3/4 Science Kits
Course Number Training Date – February 17, 2015
Number of Hours of Training - 6
ESD providing training – ESD112
Vickei Hrdina
VA:
An Analogy between 3-Dimensional
Learning and Cooking
Basic Ingredients
(Core Ideas)
Kitchen Tools &
Techniques
(Practices)
Preparing a Meal
(Three dimensional Learning)
Herbs, Spices, &
Seasonings
(Crosscutting
Concepts)