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NGSS Tool: Planning for 3-Dimensional Learning (DCIs, SEPs, CCCs)

Objective: To provide a tool for developing a unit of instruction that creates a conceptual flow for building student understanding and identifies Performance Expectations, Disciplinary Core Ideas, Science and Engineering Practices and Cross Cutting Concepts that support that understanding

Time: 5 hoursDay 1 3 HoursPart I Session Overview/Background for Tools 30 minutesPart II Building a Conceptual Flow: Pre Think 45 minutesPart III Match to DCI 60 minutesPart IV Identify Assessment Points and Match

To Performance Expectations 45 minutes

Day 2 2 hoursPart V PQP Chart: Phenomena, Questions

and Practice 90 minutesPart VI Identifying Cross Cutting Concepts 15 minutesPart VII Application in Your Context 15 minutes

Materials: SlidesS1 TitleS2 Session OutcomesS3 Next Generation Science Standards: 3D LearningS4 How People LearnS5 HPL and The ToolS6 Tool A: Conceptual FlowS7 Conceptual Flow S8 Individual Pre-ThinkS9 Quick Write PromptS10 Fact and ConceptsS11 Collaborative Pre Think: Negotiate Your Ideas S12 Example of a Preliminary Collaborative CFS13 Content CheckS14 Content After ReadingS15 Aligning DCIs with CFS16 Example of CF with DCIs MatchesS17 CF Edit S18 Review Your Conceptual FlowS19 Assessment CheckS20 Example of CF with Pre-Think Assessment PointsS21 Aligning PEs with a CFS22 Example of CF with PE MatchesS23 Exit QuickWriteS24 The Tool ContinuesS25 Tool B: Identifying Practices

Ca NGSS Roll Out #1: The Tool 1

S26 Enter DCIs from the CFS27 Phenomena Carp VideoS28 Brainstorm PhenomenaS29 Example: Natural PhenomenaS30 Develop Driving QuestionsS31 Example: Driving QuestionsS32 Practices to Support LearningS33 Example: PracticesS34 Example of CF with Practices Aligned to DCIs and PEsS35 Practices are Built on PracticesS36 Using Cross Cutting ConceptsS37 Cross Cutting Concept ColumnS38 Adding Cross Cutting ConceptsS39 Example Flow with PE, DCI, SEP and CCC?S40 Taking it Home

HandoutsH1 How People Learn Key FindingsH2 Steps for Tool A: Conceptual FlowH3 Example: Collaborative Pre-Think CFH4 Essential Question from Framework: Ecosystems:

Interactions, energy and dynamics H5 PE MS-LS2H6 Example: DCI AlignmentH7 Example: CF EditH8 Example: Assessment Flags and PEH9 Steps for Tool B: PQPH10 PQP ChartH11 Science and Engineering PracticesH12 Example: CF with PracticesH13 Completed PQP ChartH14 Cross Cutting ConceptsH15 Steps for Tool C: Cross Cutting ConceptsH16 Example: Completed CF

Trainer Note: H3, H6, H7, H8, H12, H16 are in a separate file. All other handouts are part of this file.

ResourcesA Framework for K-12 Science EducationNGSS Volume 1

OtherChart paperMarkersTape (masking tape and scotch tape)Sticky Notes:

Yellow: Lots(!) Large, medium and small Orange: smallBlue: flags


Purple: smallGrey/White: medium

Fine Sharpies

AdvancePreparation: 1. Duplicate all handouts.

2. Review the example changes in the Conceptual Flow and how practices and cross cutting concepts are added through the PQP chart.

Trainer Note: The tool session is designed for participants to learn a process so that they can: a) experience it together with one example; b) apply it to their own content when they return home; c) teach others how to do it using the generic process. If you have never done this tool before, facilitate it as written, using this rationale if participants question working in a content that is not theirs.

If you are familiar with the process, and there is resistance from the participants to working in content that is not theirs, see the optional guide at the end of this guide. The slides and handouts are the same.

Procedure:

Part I Session Overview and Background for the Tools 30 minutes

1. Display S1 (Title) as participants arrive.

2. Welcome participants to the session. Display S2 (Session Outcomes). Explain that this session is designed to introduce the participants to a tool for developing a unit of instruction that creates a conceptual flow for building student understanding. The tool consists of 3 parts that will help identify Performance Expectations, Disciplinary Core Ideas, Science and Engineering Practices and Cross Cutting Concepts that support student conceptual understanding.

3. Display S3 (Next Generation Science Standards: 3D Learning). With a partner, ask participants to discuss why the logo is a mobius strip. Have a couple of partners share out, making the point that NGSS is asking for 3 dimensional learning where each of these (DCI, SEP and CCC) are inter-related in the student learning. There is no beginning and no end—and they are all on the same surface as is a mobius strip.

4. Display S4 (How People Learn) and distribute H1 (How People Learn Key Findings). Explain that while the standards set the expectations for learning, they don’t detail the sequence or strategies for learning. In other words, the standards have to be translated for use in the classroom. A guiding piece of work in that translation is what we know cognitively about learning. How People Learn, edited by the National Research Council summarizes the research and identifies 3 key finding about how people learn. Briefly explain each:


a. Prior knowledge: what students bring to the new learning—their past experiences, knowledge, ideas, conceptions, misconceptions etc. In classrooms, we often elicit prior knowledge…and then go right on and teach what we planned! The goal instead would be to build on student prior knowledge as we facilitate bringing them to the scientific explanation of phenomena.

b. Conceptual Frameworks: This is the idea that experts have a schema or way of thinking about a topic that is not focused on just the details or facts. Instead, experts have a broader view on which they can hang information. For example, an expert chess player sees several plays ahead; a chef can create meals from a variety of foods without using a recipe; a seasoned traveler know how to navigate cancelled planes. In school we often focus on the bits and pieces. NGSS expects student to engage in big ideas—core ideas, practices and cross cutting concepts.

c. Metacognition: The importance of understanding how you come to know something. What did you think when you started? What ideas made you think differently? Why? What are you questioning now.

d. How People Learn presents these findings as major considerations for educators to embrace and implement in their classrooms.

11. Display S5 (HPL and The Tool). Explain that the tools they will learn in this session are built on the principals of How People Learn. Key Finding #2 supports the foundation of the tools to translate the 3 dimensions of NGSS into classroom instruction.

Part II Building a Conceptual Flow: Pre Think 45 minutes

Trainer Note: The Conceptual Flow was developed by the K-12 Alliance/WestEd. The flow forms the “backbone” of the NGSS tool and has been modified to layer on the DCIs, PEs, SEPs, and CCCs.

12. Display S6 (Tool A: Conceptual Flow). State that the conceptual flow is the first part of The Tool. The conceptual flow is a type of conceptual framework. The Flow is both a tool and a process that helps grade levels or departments think about the things listed on the slide.

13. Display S7 (Conceptual Flow) and distribute H2 (Steps for Tool A: Conceptual Flow). Explain that building a conceptual flow has multiple steps. In the end, it represents science concepts presented as a visual in which ideas are nested, linked and presented in an instructional order as seen on this slide. To this “backbone” of instruction, NGSS disciplinary core ideas, science and engineering practices, cross cutting concepts and performance expectations will be identified and placed on the conceptual flow. When participants are done with building a conceptual flow they will have a schema/framework for a unit of instruction. Explain that participants


might want to keep H2 handy as they go through the steps to create the flow.

14. Display S8 (Individual Pre-think) and refer participants to Step 1 on H2 (Steps for Tool A: Conceptual Flow). Explain that building a conceptual flow begins with an individual pre think in which participants share their prior knowledge about what they consider important concepts for students to know.

Trainer Note: The conceptual flow is grounded in How People Learn and uses the key finding about accessing prior knowledge and then connecting that knowledge to new learning. In the individual and collaborative pre-think phases participants will detail their thinking about what content students should know and in what conceptual order it should be taught. Through the steps in building a conceptual flow they will modify or even radically change their flow as they add new understanding about the PE, DCIs, SEP and CCC.

Before going to slide S9, remind participants that they will be building a conceptual flow together, as an common example for discussion as they learn the process. When they return to their sites they can develop a flow for the exact content they teach (See Trainer Note at the beginning of the guide).

The common flow uses ecosystems because adults can contribute some content knowledge about that topic.

15. Display S9 (Quick Write Prompt). Have participants respond to the quick-write prompt: “What should an exiting middle school student know about interactions in an ecosystem?” Have participants write a paragraph in complete sentences. Allow 5 minutes to complete the quick-write.

16. Display S10 (Facts and Concepts). Ask participants to use these definitions to identify each statement in their quick write. Direct participants to label the concepts with a “C” and facts with an “F.” Have participants share their “a-has”.

Trainer Note: The participants may find more concepts in their quick-writes because they wrote in a complete sentence format

17. Explain that participants will now make a “nested” conceptual story from their quickwrite. Use different size post-its to demonstrate what their story will look like: place a large sticky at the top of a piece of chart paper; place 3-4 medium size post-its horizontally in one row under the large sticky; then place several small stickies under each medium size stickie note.

18. Distribute sharpies and the 3 sizes of yellow sticky notes to each person. Ask participants to write in a complete sentence their biggest idea from their pre-write on the largest sticky note. Then use the next size sticky notes to record the next level of concepts (one/stickie) that support the big idea. Lastly use the small stickies to capture the smallest ideas (one /stickie) on their quick write.


19. Divide participants into groups if they are not already in groups. Display S11 (Collaborative Pre Think) and refer participants to the Collaborative Prethink on H2 (Tool A: Steps in a Conceptual Flow). Ask participants in groups to share their sticky notes and try to synthesize their collective “nested” story.

a. Have one person “play” their biggest idea by placing it at the top of the paper. Ask other participants if they have a similar idea. If they do, place the sticky notes under each other. If they have other big ideas, play those, then negotiate which is the best big idea.

b. Ask participants to next “play” their medium sized ideas, again tucking similar ideas under each other.

c. Next ask participants to “play their smallest ideas.

d. Finally, ask participants to review their “story”, reading left to right and top to bottom. Encourage them to move the stickies so that the instructional order makes the most sense.

Trainer Note: Asking participants to share their stories with each other helps to level the content knowledge of the group. Remind participants that as they create their flow, they can “fold” big ideas to make them smaller, or put a small sticky on a large sticky to make it bigger.

20. Display S12 (Example of a Collaborative CF) and distribute H3 (Example: Collaborative Pre-Think CF) to table groups. Explain that this conceptual flow was done by another group of teachers like the participants. Ask participants to briefly compare their flow to this example. Explain that as a way to track the conceptual flow process, participants will continue to compare their work as they go through the steps to what this group of teachers did as they went through the steps of using the tool.

Part III: Match to DCI 60 minutes

21. Explain that their current flow will now be modified, added to or deleted from based on what NGSS says about the content. Point to steps 3-5 on H2 (Steps for Tool A: Conceptual Flow).

22. Display S13 (Content Check) and distribute H4 (Essential Question from Framework: Ecosystems: Interactions, energy and dynamics) to partners. Ask participants, in groups of 3, to follow the prompts on the slide to jigsaw read the Framework.

23. Display S14 (Content After Reading) and have groups follow the prompts. Are there ideas that need to be deleted or added to the flow? If ideas need to be deleted, have participants take the yellow stickie off the conceptual flow; if they need to be added, have participants write them on the appropriate size yellow stickie and add it to the conceptual flow.


24. Display S15 (Aligning DCIs with the CF) and distribute H5 (MS-LS2) to partners. Ask participants to follow the prompts on the slide and add the DCIs on ORANGE stickies to the flow as appropriate.

Trainer Note: Because most DCIs are several sentences, ask participants to write the DCI number and identify which bullet. If participants want to write the words for the DCI encourage them to select only key words for the sticky note—otherwise it is too time consuming to write the full sentence!

If time is short, have participants locate 2-3 DCIs as an example rather than trying to complete the entire flow.

25. Display S16 (Example of Aligned DCIs) and distribute H6 (Example: DCI Alignment) to table groups. a. Ask table groups to compare their conceptual flow with the one on the

slide. Have several people share what they notice on the slide. Make sure they note that there are DCI’s from 2 areas, life and earth science and that there are yellow stickies that don’t have DCIs.

b. The question is what to when the DCIs don’t align with the original conceptual flow.

c. Display S17 (CF Edit) and distribute H7 to table groups. Give participants a few minutes to review the example, and then debrief what they notice making these points:

- the section on adaptation is not part of the middle school DCIs (it is part of the elementary) and so they crossed it off of their conceptual flow

- the circled stickies are not in the DCI, yet the group thinks that students should be able to apply their knowledge to various ecosystems, so for now they leave this concept in their flow; (Alternatively, they could also decide to delete this since it is not in the DCI)

- the question mark denotes a detail that is not part of a DCI. The question mark is a reminder that they need to revisit this piece of content and decide whether or not to keep it once the lessons to the unit are written

26. Display S18 (Review Your CF) and ask table groups to use the “edited CF” as an example, and follow the prompts on the slide to modify their conceptual flow. Ask several groups to share what they modified and their aha’s.

Trainer Note: Participants should notice where their original CF aligns with DCIs and where they had ideas that are no longer appropriate (e.g., they may have had lots


of facts—now they have to consider which facts are most important to build conceptual understanding). They might also notice that some of what is on their flow now belongs to another grade level (this might be particularly true in elementary and middle school since there is a shift in topics from the old CA standards and the NGSS). Lastly, they might still have yellow stickies that they think are important for student learning even if they don’t directly align to a DCI. They should use their professional judgment and knowledge of their students to decide if these ideas stay in the conceptual flow.

In the early stages of implementation, teachers in higher grades may need to keep several concepts from the lower grades on their conceptual flows until the grade below are implementing and students have had the opportunity to learn their grade level appropriate standards.

27. Ask participants to take a final look at the flow of their concepts on their edited conceptual flow. Are the ideas in the best order (reading left to right and top to bottom) for instruction? If not, ask participants to move the sticky notes into an order they like.

Trainer Note: One way to help participants make this decision is for them to only read the largest stickie and the supporting medium size stickies—if these were the headlines of the story, do they tell a complete and compelling story.

Punchline: Conceptual flows help identify important ideas and arrange them in a sequence that makes sense for instruction. Not all sequences are the same; however conceptual flows for a big idea often have very similar mid-size ideas.

Part IV Identify assessment points and match to PEs 45 minutes

28. Return to the sticky note graphic from Step 17 (blank sticky notes). Fold the paper so that only the “fact” stickies are showing. Explain that this is what was often assessed in prior assessments. Now fold the paper so that the only big and mid size sticky notes show and explain that assessments for NGSS will be more at this grain size. This represents a shift toward more conceptual understanding.

29. Display S19 (Assessment Check) and point to Step 6 on H2 (Steps for Tool A: Conceptual Flow). Ask participants to consider this idea as they review their flow. Where would they want to assess student understanding? At which idea would they need to know what students know before they could continue instruction? Distribute small purple sticky notes and ask participants to flag their conceptual flow for where they think formative and summative assessments should be.

30. Display S20 (Example of CF with Pre think Assessment Points) as an example of what a flow might look like at this point. Remind participants that the flow now indicates places where they think assessments should be.


31. Display S21 (Aligning PEs with a Conceptual Flow) and point to the last Step on H2 (Steps for Tool A: Conceptual Flow). Distribute white/grey sticky notes to groups. Have participants follow the prompts.

32. Display S22 (Example of CF with PE Matches) and distribute H8 (Example: Assessment Flags and PE). Ask participants to briefly compare their flow with this example. What do they notice? What would they do for the assessment flags where there is no PE match? Where there is a match? Finally ask participants about LS2-5. It is not on this conceptual flow. Should it be added? Where? If not here, where else might it fit in a unit of instruction? Remind participants that it has to go somewhere!

Trainer Note: The flagged assessments help participants understand assessment as a system. There should be pre and post assessments that measure what students know before beginning a lesson and what they know at the end of instruction. There should also be “juncture” assessments throughout the unit. These assessments help teachers know what students are understanding and where they are struggling. Pre-think flags that match PEs help participants understand that their think matches where a “chunk” of learning is assessed. Participants should consider the flags with no PEs and determine whether or not to keep them. Often these flags represent smaller assessment that scaffold for student learning that will be demonstrated on a PE.

33. Display S23 (Exit Quickwrite) and ask participants to take a moment to reflect on this portion of the tool. Remind participants that they will continue the tool tomorrow where they will continue to add to their flow—including the science and engineering practices and the cross cutting concepts.

34. Collect the Exit Quickwrite as participants leave the room.

Trainer Note: if conducting this professional learning in a 1-day session, have participants do the quickwrite and then take a break. Review the comments at break time and adjust as needed when returning to the next section of the tool. DAY TWO

Part V PQP Chart: Phenomena, Questions and Practices 90 minutes

Trainer Note: The Sacramento Area Science Project developed the PQO chart. Their chart was modified for the NGSS Tool to include all practices and the cross cutting concepts.

35. Display S24 (The Tool Continues). Comment on the reflections from the exit quickwrite. Answer questions as is appropriate. Remind participants that they left off building a conceptual flow that included the DCIs and the Performance Expectations. They now will consider how to add science and engineering practices and cross cutting concepts.

36. Display S25 (Tool B: Identifying Practices) and distribute H9 (Steps for Tool B: PQP). Introduce the new part of The Tool. Explain that the PQP


(phenomena, question, practice) chart focuses thinking about how students can use phenomena to learn DCIs through the science and engineering Train

Trainer Note: Help participants understand that the PQP chart enriches the conceptual flow by addressing the practices in which content might be taught. Therefore continuing with the ecosystem example helps them to make these connections. However, if participants want to complete the chart in their content area, ask them to select a PE at their grade level, find an appropriate DCI and use that for the chart.

Remind participants that the chart is still at a “unit” level. When completed, participants will have an idea of practices that can be used to develop a learning sequence, but not an individual lesson.

37. Display S26 (Enter DCIs from the CF), point to appropriate Steps on H9 (Steps for Tool B: PQP), and distribute H10 (PQP Chart) to each person.

a. Explain that the process of using the chart will help participants answer this question: How will they facilitate student understanding of the DCI - while engaging students in the practices and crosscutting concepts - so that students will both understand the DCI and be able to demonstrate their understanding by achieving the performance expectation?

b. Ask participants to enter their DCI on H10 and to enter the corresponding PE that goes with that DCI.

c. Explain that eventually they would construct a chart for each DCI and PE on their flow; for today they will work with one.

38. Ask participants what they think the word “phenomena” means. Have several people share their ideas. Make the point that a phenomenon is some that one observes and causes one to wonder or ask questions. Phenomena can be spectacular (northern lights), or they can be simple (a patch of brown grass surrounded by green grass).

39. Display S27 (Phenomena) and play the video clip, asking participants to view the phenomenon and generate questions. Use this experience to help participants understand the power of a rich phenomena to guide instruction because of the questions that it generates. This is what they are aiming for as they complete the PQP chart.

40. Use S28 (Brainstorm Phenomena) and S29 [Example: (Natural) Phenomena] with each other. Show S28 first and give participants time to brainstorm then, show S29 as an example.

Trainer Note: Phenomena can be natural or the result of human activity. The point is that the phenomenon has to be something on which students can gather data—either originally, or through research, or data sets etc.


41. Display S30 (Developing Questions), point to the appropriate step on H9 (Steps for Tool B: PQP), and review the characteristics of good driving questions. Ask participants to generate a list of such questions for their selected DCI.

42. Display S31 (Example Driving Questions) and have participants briefly compare the structure of these questions to the ones they wrote. Do they elicit higher order thinking from students? Are they engaging for students? Do they allow for “rich” instruction?

Trainer Note: The questions they wrote will depend on which DCI they selected. Therefore the comparison is on the types of questions, not the direct questions.

Consider using S30 and S31 in combination, then giving participants time to brainstorm the driving questions.

43. Display S32 (Practices to Support Learning), distribute H11 (Science and Engineering Practices) to each person and point to the appropriate step on H9 (Steps for Tool B: PQP). Ask them to follow the prompts on the slide to enter possible practices that students could engage in to learn the science.

44. Display S33 (Example: Practices) and use this as an example of how to fill out the chart.

Trainer Note: Consider using S32 and S33 in combination, then giving participants time to brainstorm the practices.

45. When participants have generated the practices associated with their DCI, distribute blue sticky flags. Ask them to write the practice on the flag (they will need to abbreviate the practice).

46. Display S34 (Example of CF with Practices Aligned to DCIs and PEs). Distribute H12 (Example: CF with Practices) to the table groups and distribute H13 (Completed PQP Chart) to each participant. Use this an as example for how participants should place their blue practice flags on their conceptual flow.

47. Display S35 (Practices are Built on Practices) to debrief this part of the process. It is important for participants to understand that while the PE has one practice associated with it, the instruction to get students to that point should have many practices associated with the DCIs.

Trainer Note: Regarding the nuances in the practice itself, it is important for participants to note that the practice in the PE is specific. If necessary, refer participants to Appendix F and have them review the practices for their grade level DCI. For example, in grade 6-8, there are many ways in which model is used (to describe, to explain, to predict, etc.). How might these different uses deepen learning? How might they support the practice in the PE?


Part VI Identifying Cross Cutting Concepts 15 minutes

48. Display S36 (Using Cross Cutting Concepts). Remind participants that this is the 3rd dimension of the 3-D learning.

a. Ask participants to turn to a neighbor and discuss how they make sense of what is on the slide.

b. Allow a few minutes for discussion, then, call on several people to share their ideas.

c. Conduct a brief discussion about the fact that cross cutting concepts can definitely link disciplines together, but that they can also be big ideas that link within a discipline. The Frameworks suggest that cross cutting concepts can be used to sum the learning from several disciplines, and they can be used to connect DCIs and PE. For example, remember the patterns in life cycles? What types of patterns do we observe in the rock cycle?

49. Distribute H14 (Cross Cutting Concepts)

a. Ask participants to scan the list of cross cutting concepts. What do they notice? What examples can they think of that would connect or link earth, life physical science together; tie the 3 disciplines of science and engineering together? How might cross cutting concepts be used within a discipline?

b. What questions do they have?

50. Display S37 (Cross Cutting Concept Column) to show where the cross cutting concepts will be added to the PQP chart.

51. Display S38 (Adding Cross Cutting Concepts) and distribute H15 (Steps for Tool C: Cross Cutting Concepts).

a. Ask participants to identify the cross cutting concepts and flag them (with green dots or sticky notes) on their flow.

b. Ask participants to brainstorm possible cross cutting concepts that they think will tie this conceptual flow to another conceptual flow. What ideas are embedded in this flow that can easily be used to connect to another discipline of science? To another life science conceptual flow?

52. Ask several groups to report their thinking.

53. Display S39 (Example Flow with PE, DCI, SEP and CCC) and distribute H16 (Example of a completed CF) to table groups.

54. Remind participants that: a) this is their first draft of thinking in this way; b) their thinking represents a unit of instruction that blends the 3D learning; c)


this all stills needs to be translated to the actual sequence of lessons that will make learning come alive for students and d) the conceptual flow should be a living document, altered as participants get better in thinking in 3D and as they experience the actual lessons that come from this framework.

Part VII Application in Your Context 15 minutes

55. Display S40 (Taking it Home). Ask participants to complete the prompts. If there is time, have a few participants share.

OPTIONAL GUIDE

Trainer Note: If you are familiar with the process, and there is resistance from the participants to working in content that is not theirs, use this guide. The slides and handouts are the same as in the first guide.

Time 5 hoursDay 1 3 HoursPart I Session Overview/Background for Tools 20 minutesPart II Building a Conceptual Flow: Pre Think 40 minutesPart III Follow the Process 30 minutesPart IV Work In Content Specific Groups 90 minutes

Day 2 2 hours (same as original guide except that they will work in the content that they used for their flow)

Trainer Note: all the materials are the same as in the original guide, with one exception. You will need extra copies for Frameworks for the reading that is applicable to their content.

Procedure

Part I Session Overview/Background for Tools 20 minutes

1. Follow the original guide, but complete this section in 20 minutes rather than 30 minutes.

Part II Building a Conceptual Flow: Pre-Think 40 minutes

2. Explain that participants will engage together in the process of developing a conceptual flow so that they have a common experience from which they can build a conceptual flow in their content.

3. Follow the original guide, using the ecosystem prompt, through step 24.

Part IIIFollow the Process 30 minutes


Trainer Note: the next steps can be done somewhat quickly (like a cooking show!) to give participants a sense of how the flow changes as DCIs and PEs are added to the chart.

4. Display S15 (Aligning DCIs with the CF) and explain how the match is made. Then Display S16 (Example of Aligned DCIs) and distribute H6 (Example: DCI Alignment) to table groups.

a. Make sure they note that there are DCI’s from 2 areas, life and earth science and that there are yellow stickies that don’t have DCIs.

b. The question is what to when the DCIs don’t align with the original conceptual flow.

c. Display S17 (CF Edit) and distribute H7 to table groups. Give participants a few minutes to review the example, and then debrief what they notice making these points:

- the section on adaptation is not part of the middle school DCIs (it is part of the elementary) and so they crossed it off of their conceptual flow

- the circled stickies are not in the DCI, yet the group thinks that students should be able to apply their knowledge to various ecosystems, so for now they leave this concept in their flow; (Alternatively, they could also decide to delete this since it is not in the DCI)

- the question mark denotes a detail that is not part of a DCI. The question mark is a reminder that they need to revisit this piece of content and decide whether or not to keep it once the lessons to the unit are written

5. Explain that after editing the flow, the group woud take a final look at the flow of their concepts on their edited conceptual flow. Are the ideas in the best order (reading left to right and top to bottom) for instruction? If not, ask participants to move the sticky notes into an order they like.

Trainer Note: One way to help participants make this decision is for them to only read the largest stickie and the supporting medium size stickies—if these were the headlines of the story, do they tell a complete and compelling story.

6. Return to the sticky note graphic from Step 17 (blank sticky notes). Fold the paper so that only the “fact” stickies are showing. Explain that this is what was often assessed in prior assessments. Now fold the paper so that the only big and mid size sticky notes show and explain that assessments for NGSS will be more at this grain size. This represents a shift toward more conceptual understanding.


7. Display S19 (Assessment Check) and point to Step 6 on H2 (Steps for Tool A: Conceptual Flow). At this point, they would identify points where they want to assess student understanding. Then display S20 (Example of CF with Pre think Assessment Points) as an example of what a flow might look like at this point.

8. Display S21 (Aligning PEs with a Conceptual Flow) and point to the last Step on H2 (Steps for Tool A: Conceptual Flow). Explain that at this point, they would identify where the PE are found on their flow.

9. Display S22 (Example of CF with PE Matches) and distribute H8 (Example: Assessment Flags and PE). What do they notice? What would they do for the assessment flags where there is no PE match? Where there is a match? Finally ask participants about LS2-5. It is not on this conceptual flow. Should it be added? Where? If not here, where else might it fit in a unit of instruction? Remind participants that it has to go somewhere!

Part IV Work In Content Specific Groups85 minutes

10. Divide participant in into content alike groups. Remind them to use H2 (Steps for Tool A: Conceptual Flow) as a guide to build their flow.

Trainer Note: Tables will work at different speeds; monitor where they are and assist with prompts to help them take the next step.

When it is time for them to read from the Framework, make sure they are using appropriate pages for their content.

11. When there is about 5-10 minutes left, stop the groups and ask them to tape down their flows so that they can be saved for the next day.

12. Display S23 (Exit Quickwrite) and ask participants to take a moment to reflect on this portion of the tool. Remind participants that they will continue the tool tomorrow where they will continue to add to their flow—including the science and engineering practices and the cross cutting concepts.

13. Collect the Exit Quickwrite as participants leave the room.

Continue with Day 2 as in the original guide, except groups will be working on their content. Use the slides for Day 2 as an example of what completed work looks like.


H1

In How People Learn (National Research Council, 2000), the authors summarize three key ideas about learning based on an exhaustive study of the research (p.14-19). These three findings about student learning have parallel implications for classroom instruction (p. 19-21), which then suggest a translation of those implications into curriculum materials. As the authors state, these three findings imply the following for students and teachers:

FIRST KEY FINDINGPrior Knowledge

Students come to the classroom with preconceptions about how the world works. If their initial knowledge is not engaged, they may fail to grasp the new concepts and information that are taught, or they may learn them for purposes of a test but never to their preconceptions outside the classroom.

SECOND KEY FINDINGConceptual Frameworks

To develop competence in an area of a science discipline, students must, (a) have a deep foundation of usable knowledge, (b) understand facts and ideas in the context of a conceptual framework, and (c) be able to organize that knowledge in ways that facilitate retrieval and application.

THIRD KEY FINDINGMetacognition

Students must be taught explicitly to take control of their own learning by defining goals and monitoring their progress in achieving them.

Adapted from How People Learn (NRC, 2000). Washington, D. C.: National Academy Press.


H2

Steps for Tool A: Conceptual Flow

1. Individual PreThink: What should an exiting _______grader understand about ____? Write in complete sentences and transfer ideas to appropriate size sticky notes.

2. Collaborative Pre-Think: share sticky notes and create one instructional flow.

3. Read the Framework: add or delete sticky notes based on your reading.

4. Read all DCIs for Standards Page: where do you match? Add DCIs to the flow. Read other DCIs from other disciplines: do you need these DCIs? Add them.

5. Edit the Flow: what do you no longer need? What is your rationale if you choose to keep something on the flow? Rethink the flow for instruction—modify if need be.

6. Collaborative Assessment PreThink: where do you need to know what students know

7. Identify PEs on your flow: where are they? Have you addressed them all?

Ca NGSS Roll Out #1: The Tool Conceptual Flow Developed by the K-12 Alliance 17

H4a


H4b


H4c


H4d


H4e


H4f


H4g


H5MS-LS2 Ecosystems: Interactions, Energy, and DynamicsStudents who demonstrate understanding can:MS-LS2-1. Analyze and interpret data to provide evidence for the effects of resource availability

on organisms and populations of organisms in an ecosystem. [Clarification Statement: Emphasis is on cause and effect relationships between resources and growth of individual organisms and the numbers of organisms in ecosystems during periods of abundant and scarce resources.]

MS-LS2-2. Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems. [Clarification Statement: Emphasis is on predicting consistent patterns of interactions in different ecosystems in terms of the relationships among and between organisms and abiotic components of ecosystems. Examples of types of interactions could include competitive, predatory, and mutually beneficial.]

MS-LS2-3. Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. [Clarification Statement: Emphasis is on describing the conservation of matter and flow of energy into and out of various ecosystems, and on defining the boundaries of the system.] [Assessment Boundary: Assessment does not include the use of chemical reactions to describe the processes.]

MS-LS2-4. Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations. [Clarification Statement: Emphasis is on recognizing patterns in data and making warranted inferences about changes in populations, and on evaluating empirical evidence supporting arguments about changes to ecosystems.]

MS-LS2-5. Evaluate competing design solutions for maintaining biodiversity and ecosystem services.* [Clarification Statement: Examples of ecosystem services could include water purification, nutrient recycling, and prevention of soil erosion. Examples of design solution constraints could include scientific, economic, and social considerations.]

The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education:

Science and Engineering Practices

Developing and Using Models

Modeling in 6–8 builds on K–5 experiences and progresses to developing, using, and revising models to describe, test, and predict more abstract phenomena and design systems. Develop a model to describe

phenomena. (MS-LS2-3)Analyzing and Interpreting DataAnalyzing data in 6–8 builds on K–5 experiences and progresses to extending quantitative analysis to investigations, distinguishing between correlation and causation, and basic statistical techniques of data and error analysis. Analyze and interpret data to provide

evidence for phenomena. (MS-LS2-1)Constructing Explanations and Designing SolutionsConstructing explanations and designing solutions in 6–8 builds on K–5 experiences and progresses to include constructing explanations and designing solutions supported by multiple sources of evidence consistent with scientific ideas, principles, and theories. Construct an explanation that includes

qualitative or quantitative relationships between variables that predict phenomena. (MS-LS2-2)

Engaging in Argument from EvidenceEngaging in argument from evidence in 6–8 builds on K–5 experiences and progresses to constructing a convincing argument that supports or refutes claims for either explanations or solutions about the natural and designed world(s). Construct an oral and written argument

supported by empirical evidence and scientific reasoning to support or refute an explanation or a model for a phenomenon or a solution to a problem. (MS-LS2-4)

Evaluate competing design solutions

Disciplinary Core IdeasLS2.A: Interdependent Relationships in Ecosystems

Organisms, and populations of organisms, are dependent on their environmental interactions both with other living things and with nonliving factors. (MS-LS2-1)

In any ecosystem, organisms and populations with similar requirements for food, water, oxygen, or other resources may compete with each other for limited resources, access to which consequently constrains their growth and reproduction. (MS-LS2-1)

Growth of organisms and population increases are limited by access to resources. (MS-LS2-1)

Similarly, predatory interactions may reduce the number of organisms or eliminate whole populations of organisms. Mutually beneficial interactions, in contrast, may become so interdependent that each organism requires the other for survival. Although the species involved in these competitive, predatory, and mutually beneficial interactions vary across ecosystems, the patterns of interactions of organisms with their environments, both living and nonliving, are shared. (MS-LS2-2)

LS2.B: Cycle of Matter and Energy Transfer in Ecosystems Food webs are models that demonstrate

how matter and energy is transferred between producers, consumers, and decomposers as the three groups interact within an ecosystem. Transfers of matter into and out of the physical environment occur at every level. Decomposers recycle nutrients from dead plant or animal matter back to the soil in terrestrial environments or to the water in aquatic environments. The atoms that make up the organisms in an

Crosscutting ConceptsPatterns

Patterns can be used to identify cause and effect relationships. (MS-LS2-2)

Cause and Effect Cause and effect relationships may be

used to predict phenomena in natural or designed systems. (MS-LS2-1)

Energy and Matter The transfer of energy can be tracked as

energy flows through a natural system. (MS-LS2-3)

Stability and Change Small changes in one part of a system

might cause large changes in another part. (MS-LS2-4),(MS-LS2-5)

--------------------------------------------------

Connections to Engineering, Technology,

and Applications of Science

Influence of Science, Engineering, and Technology on Society and the Natural World The use of technologies and any

limitations on their use are driven by individual or societal needs, desires, and values; by the findings of scientific research; and by differences in such factors as climate, natural resources, and economic conditions. Thus technology use varies from region to region and over time. (MS-LS2-5)

------------------------------------------------Connections to Nature of Science

Scientific Knowledge Assumes an Order and Consistency in Natural Systems Science assumes that objects and events

in natural systems occur in consistent patterns that are understandable through measurement and observation. (MS-LS2-3)


based on jointly developed and agreed-upon design criteria. (MS-LS2-5)

----------------------------------------------Connections to Nature of Science

Scientific Knowledge is Based on Empirical Evidence Science disciplines share common rules

of obtaining and evaluating empirical evidence. (MS-LS2-4)

ecosystem are cycled repeatedly between the living and nonliving parts of the ecosystem. (MS-LS2-3)

LS2.C: Ecosystem Dynamics, Functioning, and Resilience Ecosystems are dynamic in nature; their

characteristics can vary over time. Disruptions to any physical or biological component of an ecosystem can lead to shifts in all its populations. (MS-LS2-4)

Biodiversity describes the variety of species found in Earth’s terrestrial and oceanic ecosystems. The completeness or integrity of an ecosystem’s biodiversity is often used as a measure of its health. (MS-LS2-5)

LS4.D: Biodiversity and Humans Changes in biodiversity can influence

humans’ resources, such as food, energy, and medicines, as well as ecosystem services that humans rely on—for example, water purification and recycling. (secondary to MS-LS2-5)

ETS1.B: Developing Possible Solutions There are systematic processes for

evaluating solutions with respect to how well they meet the criteria and constraints of a problem. (secondary to MS-LS2-5)

Science Addresses Questions About the Natural and Material World Science knowledge can describe

consequences of actions but does not make the decisions that society takes. (MS-LS2-5)

Connections to other DCIs in this grade-band: MS.PS1.B (MS-LS2-3); MS.LS1.B (MS-LS2-2); MS.LS4.C (MS-LS2-4); MS.LS4.D (MS-LS2-4); MS.ESS2.A (MS-LS2-3),(MS-LS2-4); MS.ESS3.A (MS-LS2-1),(MS-LS2-4); MS.ESS3.C (MS-LS2-1),(MS-LS2-4),(MS-LS2-5)Articulation across grade-bands: 1.LS1.B (MS-LS2-2); 3.LS2.C (MS-LS2-1),(MS-LS2-4); 3.LS4.D (MS-LS2-1),(MS-LS2-4); 5.LS2.A (MS-LS2-1),(MS-LS2-3); 5.LS2.B (MS-LS2-3); HS.PS3.B (MS-LS2-3); HS.LS1.C (MS-LS2-3); HS.LS2.A (MS-LS2-1),(MS-LS2-2),(MS-LS2-5); HS.LS2.B (MS-LS2-2),(MS-LS2-3); HS.LS2.C (MS-LS2-4),(MS-LS2-5); HS.LS2.D (MS-LS2-2); HS.LS4.C (MS-LS2-1),(MS-LS2-4); HS.LS4.D (MS-LS2-1),(MS-LS2-4),(MS-LS2-5); HS.ESS2.A (MS-LS2-3); HS.ESS2.E (MS-LS2-4); HS.ESS3.A (MS-LS2-1),(MS-LS2-5); HS.ESS3.B (MS-LS2-4); HS.ESS3.C (MS-LS2-4),(MS-LS2-5); HS.ESS3.D (MS-LS2-5)Common Core State Standards Connections: ELA/Literacy – RST.6-8.1 Cite specific textual evidence to support analysis of science and technical texts. (MS-LS2-1),(MS-LS2-2),(MS-LS2-4)RST.6-8.7 Integrate quantitative or technical information expressed in words in a text with a version of that information expressed

visually (e.g., in a flowchart, diagram, model, graph, or table). (MS-LS2-1)RST.6-8.8 Distinguish among facts, reasoned judgment based on research findings, and speculation in a text. (MS-LS2-5)RI.8.8 Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the

evidence is relevant and sufficient to support the claims. (MS-LS-4),(MS-LS2-5)WHST.6-8.1 Write arguments to support claims with clear reasons and relevant evidence. (MS-LS2-4)WHST.6-8.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the

selection, organization, and analysis of relevant content. (MS-LS2-2)WHST.6-8.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. (MS-LS-2),(MS-LS2-4)SL.8.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse

partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly. (MS-LS2-2)SL.8.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound

valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation. (MS-LS2-2)

SL.8.5 Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points. (MS-LS2-3)

Mathematics – MP.4 Model with mathematics. (MS-LS2-5)6.RP.A.3 Use ratio and rate reasoning to solve real-world and mathematical problems. (MS-LS2-5)6.EE.C.9 Use variables to represent two quantities in a real-world problem that change in relationship to one another; write an

equation to express one quantity, thought of as the dependent variable, in terms of the other quantity, thought of as the independent variable. Analyze the relationship between the dependent and independent variables using graphs and tables, and relate these to the equation. (MS-LS2-3)

6.SP.B.5 Summarize numerical data sets in relation to their context. (MS-LS2-2)


H9

Steps for Tool B: PQP

1. Select one DCI from your flow.

2. Enter the DCI and the PE on the PQP Chart,

3. Brainstorm phenomena (natural or man made) that address the DCI and enter on chart.

4. Brainstorm driving questions for each phenomenon and enter on chart.

5. Select phenomenon and question, and brainstorm different practices that students could use to investigate the phenomenon. Enter on chart.

6. Record the practices on a small blue sticky flag and add to the conceptual flow.

7. Continue to build the PQP chart for each DCI on your conceptual flow.

State Roll Out: The Tool PQP Chart Developed by the Sacramento Area CSP 27

H10PQP Chart

Unit: Ecosystem Interactions and Dynamics

*PE (Match to DCI)

DCI Phenomena Driving Questions

Practice(s) Cross Cutting

Concept(s)

State Roll Out: The Tool PQP Chart Developed by the Sacramento Area CSP 28

H11

Science and Engineering Practices(Excerpted from Appendix F)

Practice 1 Asking Questions and Defining Problems Students at any grade level should be able to ask questions of each other about the texts they read, the features of the phenomena they observe, and the conclusions they draw from their models or scientific investigations. For engineering, they should ask questions to define the problem to be solved and to elicit ideas that lead to the constraints and specifications for its solution. (NRC Framework 2012, p. 56)

Scientific questions arise in a variety of ways. They can be driven by curiosity about the world, inspired by the predictions of a model, theory, or findings from previous investigations, or they can be stimulated by the need to solve a problem. Scientific questions are distinguished from other types of questions in that the answers lie in explanations supported by empirical evidence, including evidence gathered by others or through investigation.

While science begins with questions, engineering begins with defining a problem to solve. However, engineering may also involve asking questions to define a problem, such as: What is the need or desire that underlies the problem? What are the criteria for a successful solution? Other questions arise when generating ideas, or testing possible solutions, such as: What are the possible trade-offs? What evidence is necessary to determine which solution is best?

Asking questions and defining problems also involves asking questions about data, claims that are made, and proposed designs. It is important to realize that asking a question also leads to involvement in another practice. A student can ask a question about data that will lead to further analysis and interpretation. Or a student might ask a question that leads to planning and design, an investigation, or the refinement of a design.

Whether engaged in science or engineering, the ability to ask good questions and clearly define problems is essential for everyone.

Practice 2 Developing and Using Models Modeling can begin in the earliest grades, with students’ models progressing from concrete “pictures” and/or physical scale models (e.g., a toy car) to more abstract representations of relevant relationships in later grades, such as a diagram representing forces on a particular object in a system. (NRC Framework, 2012, p. 58)

State Roll Out: The Tool 29

Models include diagrams, physical replicas, mathematical representations, analogies, and computer simulations. Although models do not correspond exactly to the real world, they bring certain features into focus while obscuring others. All models contain approximations and assumptions that limit the range of validity and predictive power, so it is important for students to recognize their limitations.

In science, models are used to represent a system (or parts of a system) under study, to aid in the development of questions and explanations, to generate data that can be used to make predictions, and to communicate ideas to others. Students can be expected to evaluate and refine models through an iterative cycle of comparing their predictions with the real world and then adjusting them to gain insights into the phenomenon being modeled. As such, models are based upon evidence. When new evidence is uncovered that the models can’t explain, models are modified.

In engineering, models may be used to analyze a system to see where or under what conditions flaws might develop, or to test possible solutions to a problem. Models can also be used to visualize and refine a design, to communicate a design’s features to others, and as prototypes for testing design performance.

Practice 3 Planning and Carrying Out Investigations Students should have opportunities to plan and carry out several different kinds of investigations during their K-12 years. At all levels, they should engage in investigations that range from those structured by the teacher—in order to expose an issue or question that they would be unlikely to explore on their own (e.g., measuring specific properties of materials)—to those that emerge from students’ own questions. (NRC Framework, 2012, p. 61)

Scientific investigations may be undertaken to describe a phenomenon, or to test a theory or model for how the world works. The purpose of engineering investigations might be to find out how to fix or improve the functioning of a technological system or to compare different solutions to see which best solves a problem. Whether students are doing science or engineering, it is always important for them to state the goal of an investigation, predict outcomes, and plan a course of action that will provide the best evidence to support their conclusions. Students should design investigations that generate data to provide evidence to support claims they make about phenomena. Data aren’t evidence until used in the process of supporting a claim. Students should use reasoning and scientific ideas, principles, and theories to show why data can be considered evidence.

Over time, students are expected to become more systematic and careful in their methods. In laboratory experiments, students are expected to decide which variables should be treated as results or outputs, which should be treated as inputs and intentionally varied from trial to trial, and which should be controlled, or kept the same across trials. In the case of field observations, planning involves deciding how to collect different samples of data under different conditions, even though not all conditions are under the direct control of the investigator. Planning and carrying out investigations may include elements of all of the other practices.


Practice 4 Analyzing and Interpreting Data Once collected, data must be presented in a form that can reveal any patterns and relationships and that allows results to be communicated to others. Because raw data as such have little meaning, a major practice of scientists is to organize and interpret data through tabulating, graphing, or statistical analysis. Such analysis can bring out the meaning of data—and their relevance—so that they may be used as evidence.

Engineers, too, make decisions based on evidence that a given design will work; they rarely rely on trial and error. Engineers often analyze a design by creating a model or prototype and collecting extensive data on how it performs, including under extreme conditions. Analysis of this kind of data not only informs design decisions and enables the prediction or assessment of performance but also helps define or clarify problems, determine economic feasibility, evaluate alternatives, and investigate failures. (NRC Framework, 2012, p. 61-62)

As students mature, they are expected to expand their capabilities to use a range of tools for tabulation, graphical representation, visualization, and statistical analysis. Students are also expected to improve their abilities to interpret data by identifying significant features and patterns, use mathematics to represent relationships between variables, and take into account sources of error. When possible and feasible, students should use digital tools to analyze and interpret data. Whether analyzing data for the purpose of science or engineering, it is important students present data as evidence to support their conclusions.

Practice 5 Using Mathematics and Computational Thinking

Although there are differences in how mathematics and computational thinking are applied in science and in engineering, mathematics often brings these two fields together by enabling engineers to apply the mathematical form of scientific theories and by enabling scientists to use powerful information technologies designed by engineers. Both kinds of professionals can thereby accomplish investigations and analyses and build complex models, which might otherwise be out of the question. (NRC Framework, 2012, p. 65)

Students are expected to use mathematics to represent physical variables and their relationships, and to make quantitative predictions. Other applications of mathematics in science and engineering include logic, geometry, and at the highest levels, calculus. Computers and digital tools can enhance the power of mathematics by automating calculations, approximating solutions to problems that cannot be calculated precisely, and analyzing large data sets available to identify meaningful patterns. Students are expected to use laboratory tools connected to computers for observing, measuring, recording, and processing data. Students are also expected to engage in computational thinking, which involves strategies for organizing and searching data, creating sequences of steps called algorithms, and using and developing new simulations of natural and designed systems. Mathematics is a tool that is key to understanding science. As such, classroom instruction must include critical skills of mathematics. The NGSS displays many of those skills through the performance expectations, but classroom instruction should enhance all of science through the use of quality mathematical and computational thinking.


Practice 6 Constructing Explanations and Designing Solutions

“The goal of science is the construction of theories that provide explanatory accounts of the world. A theory becomes accepted when it has multiple lines of empirical evidence and greater explanatory power of phenomena than previous theories.”(NRC Framework, 2012, p. 52)

In engineering, the goal is a design rather than an explanation. The process of developing a design is iterative and systematic, as is the process of developing an explanation or a theory in science. Engineers’ activities, however, have elements that are distinct from those of scientists. These elements include specifying constraints and criteria for desired qualities of the solution, developing a design plan, producing and testing models or prototypes, selecting among alternative design features to optimize the achievement of design criteria, and refining design ideas based on the performance of a prototype or simulation. (NRC Framework, 2012, p. 68-69)

The goal of science is to construct explanations for the causes of phenomena. Students are expected to construct their own explanations, as well as apply standard explanations they learn about from their teachers or reading.

An explanation includes a claim that relates how a variable or variables relate to another variable or a set of variables. A claim is often made in response to a question and in the process of answering the question, scientists often design investigations to generate data.

The goal of engineering is to solve problems. Designing solutions to problems is a systematic process that involves defining the problem, then generating, testing, and improving solutions.

Practice 7 Engaging in Argument from Evidence

The study of science and engineering should produce a sense of the process of argument necessary for advancing and defending a new idea or an explanation of a phenomenon and the norms for conducting such arguments. In that spirit, students should argue for the explanations they construct, defend their interpretations of the associated data, and advocate for the designs they propose. (NRC Framework, 2012, p. 73)

Argumentation is a process for reaching agreements about explanations and design solutions. In science, reasoning and argument based on evidence are essential in identifying the best explanation for a natural phenomenon. In engineering, reasoning and argument are needed to identify the best solution to a design problem. Student engagement in scientific argumentation is critical if students are to understand the culture in which scientists live, and how to apply science and engineering for the benefit of society. As such, argument is a process based on evidence and reasoning that leads to explanations acceptable by the scientific community and design solutions acceptable by the engineering community. Argument in science goes beyond reaching agreements in explanations and design solutions. Whether investigating a phenomenon, testing a design, or constructing a model to provide a mechanism for an explanation, students are expected to use argumentation to listen to, compare, and evaluate competing ideas and methods based


on their merits. Scientists and engineers engage in argumentation when investigating a phenomenon, testing a design solution, resolving questions about measurements, building data models, and using evidence to evaluate claims.

Practice 8 Obtaining, Evaluating, and Communicating Information

Any education in science and engineering needs to develop students’ ability to read and produce domain-specific text. As such, every science or engineering lesson is in part a language lesson, particularly reading and producing the genres of texts that are intrinsic to science and engineering. (NRC Framework, 2012, p. 76)

Being able to read, interpret, and produce scientific and technical text are fundamental practices of science and engineering, as is the ability to communicate clearly and persuasively. Being a critical consumer of information about science and engineering requires the ability to read or view reports of scientific or technological advances or applications (whether found in the press, the Internet, or in a town meeting) and to recognize the salient ideas, identify sources of error and methodological flaws, distinguish observations from inferences, arguments from explanations, and claims from evidence. Scientists and engineers employ multiple sources to obtain information used to evaluate the merit and validity of claims, methods, and designs. Communicating information, evidence, and ideas can be done in multiple ways: using tables, diagrams, graphs, models, interactive displays, and equations as well as orally, in writing, and through extended discussions.


H13PQP Chart

Unit: Ecosystem Interactions and DynamicsCompleted for one DCI

PE: MS-LS2-1. Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem.

DCI Phenomena Driving Questions Practice Cross Cutting

ConceptsLS2.A bullet 2In any ecosystem, organisms and populations with similar requirements for food, water, oxygen, or other resources may compete with each other for limited resources, access to which consequently constrains their growth and reproduction.

•Zebra mussels taking over CA lakes (and Great Lakes)•Kudzu growing rampantly in the south•Starlings displacing native birds•Transition of meadow or pasture to star thistle

•Why do some species flourish at the expense of other species?•Why do zebra mussels proliferate and push out other species?•Why are there so many zebra mussels in the great lakes? •Why have survived so well where other species haven't?

•Analyze & interpret data•Conduct research to find data about the zebra mussels (CCSS) •Plan and conduct investigation about different aspects of ecosystems•Argue from evidence•Construct and refine model to explain phenomenon

Possible connectionsSystemsEnergy flow and matter cycles

PQP Chart Developed by the Sacramento Area Science Project


H14

Cross Cutting ConceptsExcerpted from Appendix G

The Framework identifies seven crosscutting concepts that bridge disciplinary boundaries, uniting core ideas throughout the fields of science and engineering. Their purpose is to help students deepen their understanding of the disciplinary core ideas (pp. 2 and 8), and develop a coherent and scientifically based view of the world (p. 83.)

The seven crosscutting concepts are as follows:

1. Patterns. Observed patterns of forms and events guide organization and classification, and they prompt questions about relationships and the factors that influence them.

2. Cause and effect: Mechanism and explanation. Events have causes, sometimes simple, sometimes multifaceted. A major activity of science is investigating and explaining causal relationships and the mechanisms by which they are mediated. Such mechanisms can then be tested across given contexts and used to predict and explain events in new contexts.

3. Scale, proportion, and quantity. In considering phenomena, it is critical to recognize what is relevant at different measures of size, time, and energy and to recognize how changes in scale, proportion, or quantity affect a system’s structure or performance.

4. Systems and system models. Defining the system under study—specifying its boundaries and making explicit a model of that system—provides tools for understanding and testing ideas that are applicable throughout science and engineering.

5. Energy and matter: Flows, cycles, and conservation. Tracking fluxes of energy and matter into, out of, and within systems helps one understand the systems’ possibilities and limitations.

6. Structure and function. The way in which an object or living thing is shaped and its substructure determine many of its properties and functions.

7. Stability and change. For natural and built systems alike, conditions of stability and determinants of rates of change or evolution of a system are critical

State Roll Out: The Tool CCC Chart Developed by K-12 Alliance and CSP 35

elements of study.

Guiding PrinciplesThe Framework recommended crosscutting concepts be embedded in the science curriculum beginning in the earliest years of schooling and suggested a number of guiding principles for how they should be used:

Crosscutting concepts can help students better understand core ideas in science and engineering. When students encounter new phenomena they need mental tools to help engage in and come to understand the phenomena from a scientific point of view. Familiarity with crosscutting concepts can provide that perspective.

Crosscutting concepts can help students better understand science and engineering practices.Because the crosscutting concepts address the fundamental aspects of nature, they also inform the way humans attempt to understand it. Different crosscutting concepts align with different practices, and when students carry out these practices, they are often addressing one of these crosscutting concepts. For example, when students analyze and interpret data, they are often looking for patterns in observations, mathematical or visual.

Repetition in different contexts will be necessary to build familiarity. Crosscutting concepts are repeated within grades at the elementary level and grade-bands at the middle and high school levels so these concepts “become common and familiar touchstones across the disciplines and grade levels.” (p. 83)

Crosscutting concepts should grow in complexity and sophistication across the As students grow in their understanding of the science disciplines, depth of understanding crosscutting concepts should grow as well.

Crosscutting concepts can provide a common vocabulary for science and engineering. The practices, disciplinary core ideas, and crosscutting concepts are the same in science and engineering. What is different is how and why they are used—to explain natural phenomena in science, and to solve a problem or accomplish a goal in engineering. development.

Crosscutting concepts should not be assessed separately from practices or core ideas. Students should not be assessed on their ability to define “pattern,” “system,” or any other crosscutting concepts as a separate vocabulary word. To capture the vision in the Framework, students should be assessed on the extent to which they have achieved a coherent scientific worldview by recognizing similarities among core ideas in science or engineering that may at first seem very different, but are united through crosscutting concepts.


Performance expectations focus on some but not all capabilities associated with a crosscutting concept. As core ideas grow in complexity and sophistication across the grades it becomes more and more difficult to express them fully in performance expectations. Consequently, most performance expectations reflect only some aspects of a crosscutting concept.

Crosscutting concepts are for all students. Crosscutting concepts raise the bar for students who have not achieved at high levels in academic subjects and often assigned to classes that emphasize “the basics,” which in science may be taken to provide primarily factual information and lower order thinking skills. It is essential that all students engage in using crosscutting concepts, which could result in leveling the playing field and promoting deeper understanding for all students.


H15Steps for Tool C: Cross Cutting Concepts

1. Use the PQP chart to identify possible cross cutting concepts for each DCI.

2. Review all possible cross cutting concepts for the conceptual flow and select 1-2 that seem plausible for connecting with other disciplines.

3. Create another conceptual flow and PQP chart for another unit of instruction.

4. Select a cross cutting concept from the first unit and determine if you can link it to the second unit. What if anything on the flows needs to be modified to highlight the cross cutting concept?

5. Continue with other units of instruction until you have created the flows for a year of instruction. Use cross cutting concepts to link units.


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