kirk brown science and stem integration/innovation san joaquin county office of education
TRANSCRIPT
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NGSS Awareness Transition
Kirk BrownScience and STEM Integration/InnovationSan Joaquin County Office of Education
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Building Orientation
• Safety Equipment• Evacuation• Intruder• Health Emergency
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Day One Agenda
Place DCIs on the Flow maps
Place PE and other Assessments on maps
Use PQP Chart to identify practices that connect
Add Practices and CCC to maps
1
2
5
3
4
6 Look at PE’s across the grade bands
Develop a Conceptual Flow Map
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Day Two Agenda
Select a New Core Idea or Continue
Work on Next Conceptual Flow
Work Time
Think about Next Steps
1
2
5
3
4
6 Review Next Steps at Sites
Review Day One Progress
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Format of NGSS
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The NGSS3 Dimensions
PracticesCrosscutting ConceptsDisciplinary Core Ideas (Content)
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NGSS Science and Engineering Practices
1. Asking questions (science) and defining problems
(engineering)2. Developing and using
models3. Planning and carrying out
investigations4. Analyzing and interpreting
data
5. Using mathematics and computational thinking
6. Constructing explanations (science) and designing solutions (engineering)
7. Engaging in argument from evidence
8. Obtaining, evaluating, and communicating information
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1. Asking questions (science) and defining problems
(engineering)2. Developing and using
models3. Planning and carrying out
investigations4. Analyzing and interpreting
data
5. Using mathematics and computational thinking
6. Constructing explanations (science) and designing solutions (engineering)
7. Engaging in argument from evidence
8. Obtaining, evaluating, and communicating information
NGSS Science and Engineering Practices
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Patterns, similarity, and diversityCause and effectScale, proportion, and quantitySystems and system modelsEnergy and matterStructure and functionStability and change
Dimension 2: Crosscutting Concepts
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Core/Component Ideas
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Structure of the NGSS
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Structure of the NGSS- Engineering
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The tool
THE TOOLA. Conceptual FlowB. Phenomena,
Questions , Practice
C. Cross Cutting Concepts
translates into
http://workshops.sjcoe.org/Workshop/Print/51
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Conceptual Flow
· Details the important concepts
· Identifies an instructional sequence
· Identifies important concepts for assessment of student understanding
· Serves as a tool for evaluation of instructional materials
(DiRanna, Osmundson, Topps, Gerhardt, Barakos, Cerwin, Carnahan, Strang, 2008)
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Conceptual Flow Diagram
S m alle r Id e as
S u pp orting Ide as
B IG G E S T ID E A /C O N C E P T
Conceptual Flow Developed by the K-12 Alliance/WestEd
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Individual Pre-think
• Answer the prompt in a paragraph using complete sentences
• Write about the content ( “what” students should understand, not how they will show they understand it)
• Transfer ideas to appropriate size sticky-notes
Conceptual Flow Developed by the K-12 Alliance/WestEd
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Transfer to Sticky Notes
• Transfer your ideas to different size sticky notes– Large concepts on Large– Medium Size Concepts on medium – Facts and smallest concept on small
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Dimension 3: Disciplinary Core Ideas (Science Content)
Core/Component Ideas
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Quick Write Prompt
What should an exiting (Subject) student know about
(NGSS Larger Concept)?
Conceptual Flow Developed by the K-12 Alliance/WestEd
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Facts or definitions are pieces of information. The focus is on verifiable and discrete details.
In teaching facts are often presented without making connections to the big ideas in science.
Concepts are over-arching ideas that clearly show the relationships between facts. They are frequently abstract.
In teaching, concepts are often presented with connections to the real world and to the big ideas of science.
FACTS AND CONCEPTS
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Transfer to Sticky Notes
• Transfer your ideas to different size sticky notes– Large concepts on Large– Medium Size Concepts on medium – Facts and smallest concept on small
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Collaborative Pre-think: Negotiate your ideas
• One person “plays” their biggest idea. 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.
• Next “play” your medium sized ideas, again tucking similar ideas under
each other.
• Last “play” your smallest ideas. • Review your “story” reading left to right and top to bottom. Move the
stickies so that the instructional order makes the most sense.Conceptual Flow Developed by the K-12
Alliance/WestEd
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Example of a Conceptual Flow
Conceptual Flow Developed by the K-12 Alliance/WestEd
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Conceptual Flow with DCI Matches
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Content Check
• Read the essential question in the K-12 Science Framework associated with the strand/topic (ecosystems: interactions, energy and dynamics)
• Are there any ideas on your conceptual flow which should be deleted?
• Are there other content ideas that should be added to your conceptual flow?
• Write additional content on appropriate size yellow sticky-note and put on the CF
Conceptual Flow Developed by the K-12 Alliance/WestEd
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Editing Flow
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Place Dots where you might Assess
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PE Matches
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Tool B: Identifying Practices
Performance Expectation
DCI Natural Phenomena
Driving Questions Practices
Phenomena Questions Practices Developed by theSacramento Area Science Project
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Enter Selected DCI AND PE from Conceptual Flow
PE: Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem
DCI Natural Phenomena
Driving Questions Practices
LS2.AOrganisms dependent on interaction of LT and NLT…
Similar needs, competition..
Growth limited by resources..
Phenomena Questions Practices Developed by theSacramento Area Science Project
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Brainstorm Phenomena
• Related to the specific DCI• Related to student background/interest/prior
knowledgeRelated to your context—natural phenomena
possible to observe in your immediate surroundings.
Or for which you can obtain data (though classroom experiences, the internet, textbook, etc.)
Use California examples where feasiblePhenomena Questions Practices Developed by the
Sacramento Area Science Project
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Example: (Natural) Phenomena
PE: Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem
DCI Natural Phenomena Driving Questions Practices
LS2.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 all over the south
• starlings• changing meadow
or pasture to star thistle
• Housing tracks• Concrete river beds
Phenomena Questions Practices Developed by theSacramento Area Science Project
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Develop driving Questions
The Question:• “Marries” DCI with an interesting phenomenon;
they are often “why” questions• Guides student investigation/experiment/activity,
often over multiple days of instruction Leads to depth of student understanding (higher
order thinking)
Phenomena Questions Practices Developed by theSacramento Area Science Project
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Example: Driving Questions
PE: Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem
DCI Natural Phenomena Driving Questions Practices
LS2.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 all over the south
• starlings• changing meadow or
pasture to star thistle• Housing tracks• Concrete river beds
• Why do zebra mussels proliferate and push out other species?
• Why are there so many zebra mussels ?
• Where did they come from?
• Why have they survived so well where others haven't?
• What do zebra mussels eat?
• What pH levels are optimal for zebra mussels?
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Practices to support learning
• Start with the practice delineated in the PE• Think about how students would answer the driving
questions.• Determine the other practices needed to help support
student learning.• Don’t forget that the practices are highly connected—
think of practices that naturally fit together• Enter the practices on the PQP Chart• Add “practice flags” to the DCIs on the Conceptual Flow
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Example: Practices
PE: Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem
DCI Natural Phenomena Driving Questions Practices
LS2.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 all over the south
• starlings• changing meadow or
pasture to star thistle• Housing tracks• Concrete river beds
• Why do zebra mussels proliferate and push out other species?
• Why are there so many zebra mussels ?
• Where did they come from?
• Why have they survived so well where others haven't?
• What do zebra mussels eat?
• What pH levels are optimal for zebra mussels?
•Analyze and interpret data
• Conduct research to find out about zebra mussels (link to CCSS)
• Plan and conduct an investigation about different aspects of an ecosystem
• Argue from evidence• Construct and refine
a model to explain the phenomenon
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37
Completing Your Own
Paste in the PE
Paste in the DCIs
Paste in the SEPs
Paste in the CCCs
Brainstorm Phenomena
Brainstorm Questions Students Might Have
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Align Practices on Map
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Practices Are Built on Practices
• What are the nuances in a practice? How can those be used to deepen learning?
• How does using a variety of practices scaffold learning?
• How does using a variety of practices deepen learning?
• How does using a variety of practices strengthen the PE?
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Cross Cutting Concepts Column
Performance Expectation
DCI Natural Phenomena
Driving Questions
Practices Cross Cutting Concepts
Phenomena Questions Practices Developed by theSacramento Area Science Project
OTHER UNITS
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Using Cross Cutting Concepts
Life Earth PhysicalPhotosynthesis Earthquakes Electricity
ENERGY
Life ScienceCells Organ Systems Ecosystems
Scale
Across Disciplines
Within a Discipline
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Link CCC to Maps
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PE Analysis
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Conceptual Flow Analysis?
• Do you have all of your concepts on the model?• Did you review the NRC Framework and add any concepts
that you might think are missing?• Did you link all of your DCIs?• Did you link the suggested practices?• Did you link the PEs?• Did you use a PQP chart for each DCI?• Did you Connect the Cross Cutting Concepts• Did you look at PE’s across grade levels?
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Sharing Work Completed
• Place Conceptual Flows Completed on your Table.• Using the table label holder, provide a label for the
maps Grade Level Subject Core Idea
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30 Min Walk Around
• Take notes on what you see.• Make notes of ones to take pictures of, questions to ask
etc…
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Time to ask Questions
• Ask any questions relevant to the entire group?• Group by Subject/Grade Level• Dive deeper and share lessons learned
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Work Time
• If you have completed Conceptual Flow Did you complete PQP chart for each DCI