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February 19, 20136:30 p.m. – 8:00 p.m. Eastern time

NGSS Crosscutting Concepts: Patterns

Presented by: Kristin Gunckel

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Introducing today’s presenters…

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Kristin GunckelUniversity of Arizona

Ted WillardNational Science Teachers Association

Developing the Standards

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Instruction

Curricula

Assessments

Teacher Development


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2011-2013

July 2011


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July 2011

A Framework for K-12 Science Education

Three-Dimensions:

Scientific and Engineering Practices

Crosscutting Concepts

Disciplinary Core Ideas

View free PDF form The National Academies Press at www.nap.edu

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1. Asking questions (for science) and defining problems (for engineering)

2. Developing and using models

3. Planning and carrying out investigations

4. Analyzing and interpreting data

5. Using mathematics and computational thinking

6. Constructing explanations (for science) and designing solutions (for engineering)

7. Engaging in argument from evidence

8. Obtaining, evaluating, and communicating information

Scientific and Engineering Practices

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Crosscutting Concepts1. Patterns

2. Cause and effect: Mechanism and explanation

3. Scale, proportion, and quantity

4. Systems and system models

5. Energy and matter: Flows, cycles, and conservation

6. Structure and function

7. Stability and change

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Life Science Physical ScienceLS1: From Molecules to Organisms:

Structures and Processes

LS2: Ecosystems: Interactions, Energy, and Dynamics

LS3: Heredity: Inheritance and Variation of Traits

LS4: Biological Evolution: Unity and Diversity

PS1: Matter and Its Interactions

PS2: Motion and Stability: Forces and Interactions

PS3: Energy

PS4: Waves and Their Applications in Technologies for Information Transfer

Earth & Space Science Engineering & TechnologyESS1: Earth’s Place in the Universe

ESS2: Earth’s Systems

ESS3: Earth and Human Activity

ETS1: Engineering Design

ETS2: Links Among Engineering, Technology, Science, and Society

Disciplinary Core Ideas

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Life Science Earth & Space Science Physical ScienceEngineering &

TechnologyLS1: From Molecules to Organisms:

Structures and ProcessesLS1.A: Structure and FunctionLS1.B: Growth and Development of

OrganismsLS1.C: Organization for Matter and

Energy Flow in OrganismsLS1.D: Information Processing

LS2: Ecosystems: Interactions, Energy, and Dynamics

LS2.A: Interdependent Relationships in Ecosystems

LS2.B: Cycles of Matter and Energy Transfer in Ecosystems

LS2.C: Ecosystem Dynamics, Functioning, and Resilience

LS2.D: Social Interactions and Group Behavior

LS3: Heredity: Inheritance and Variation of Traits

LS3.A: Inheritance of TraitsLS3.B: Variation of Traits

LS4: Biological Evolution: Unity and Diversity

LS4.A: Evidence of Common Ancestry and Diversity

LS4.B: Natural SelectionLS4.C: AdaptationLS4.D: Biodiversity and Humans

ESS1: Earth’s Place in the UniverseESS1.A: The Universe and Its StarsESS1.B: Earth and the Solar SystemESS1.C: The History of Planet Earth

ESS2: Earth’s SystemsESS2.A: Earth Materials and SystemsESS2.B: Plate Tectonics and Large‐Scale

System InteractionsESS2.C: The Roles of Water in Earth’s

Surface ProcessesESS2.D: Weather and ClimateESS2.E: Biogeology

ESS3: Earth and Human ActivityESS3.A: Natural ResourcesESS3.B: Natural HazardsESS3.C: Human Impacts on Earth

SystemsESS3.D: Global Climate Change

PS1: Matter and Its InteractionsPS1.A:Structure and Properties of

MatterPS1.B: Chemical ReactionsPS1.C: Nuclear Processes

PS2: Motion and Stability: Forces and Interactions

PS2.A:Forces and MotionPS2.B: Types of InteractionsPS2.C: Stability and Instability in

Physical Systems

PS3: EnergyPS3.A:Definitions of EnergyPS3.B: Conservation of Energy and

Energy TransferPS3.C: Relationship Between Energy

and ForcesPS3.D:Energy in Chemical Processes

and Everyday Life

PS4: Waves and Their Applications in Technologies for Information Transfer

PS4.A:Wave PropertiesPS4.B: Electromagnetic RadiationPS4.C: Information Technologies

and Instrumentation

ETS1: Engineering DesignETS1.A: Defining and Delimiting an

Engineering ProblemETS1.B: Developing Possible SolutionsETS1.C: Optimizing the Design Solution

ETS2: Links Among Engineering, Technology, Science, and Society

ETS2.A: Interdependence of Science, Engineering, and Technology

ETS2.B: Influence of Engineering, Technology, and Science on Society and the Natural World

Note: In NGSS, the core ideas for Engineering, Technology, and the Application of Science are integrated with the Life Science, Earth & Space Science, and Physical Science core ideas

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Instruction

Curricula

Assessments

Teacher Development


2011-2013

July 2011

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2011-2013

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Closer Look at a Performance ExpectationMS-PS1 Matter and Its Interactions Students who demonstrate understanding can: MS-PS1-d. Develop molecular models of reactants and products to support the explanation that atoms,

and therefore mass, are conserved in a chemical reaction. [Clarification Statement: Models can include physical models and drawings that represent atoms rather than symbols. The focus is on law of conservation of matter.] [Assessment Boundary: The use of atomic masses is not required. Balancing symbolic equations (e.g. N2 + H2 -> NH3) is not required.]

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 Disciplinary Core Ideas Crosscutting Concepts

Developing and Using Models Modeling in 6–8 builds on K–5 and progresses to developing, using and revising models to support explanations, describe, test, and predict more abstract phenomena and design systems. • Use and/or develop models to predict, describe,

support explanation, and/or collect data to test ideas about phenomena in natural or designed systems, including those representing inputs and outputs, and those at unobservable scales. (MS-PS1-a), (MS-PS1-c), (MS-PS1-d)

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

Science Models, Laws, Mechanisms, and Theories Explain Natural Phenomena • Laws are regularities or mathematical descriptions

of natural phenomena. (MS-PS1-d)

PS1.B: Chemical Reactions • Substances react chemically in

characteristic ways. In a chemical process, the atoms that make up the original substances are regrouped into different molecules, and these new substances have different properties from those of the reactants. (MS-PS1-d), ( MS-PS1-e), (MS-PS1-f)

• The total number of each type of atom is conserved, and thus the mass does not change. (MS-PS1-d)

Energy and Matter • Matter is conserved because

atoms are conserved in physical and chemical processes. (MS-PS1-d)

Note: Performance expectations combine practices, core ideas, and crosscutting concepts into a single statement of what is to be assessed. They are not instructional strategies or objectives for a lesson.

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NGSS Crosscutting Concepts: Patterns

Kristin L. GunckelUniversity of Arizona

Experiences

Patterns

Explanations

My Background• Assistant professor of science education at the University of

Arizona• Teach science methods course for elementary preservice

teachers and graduate courses in science education• Earned my PhD in science education from Michigan State

University• Research in science teacher education and supporting

teachers to teach science• Former middle school science teacher and former

environmental educator• Background in geology and Earth science

Qualifications

• Much of what I will talk about today I have learned from other people.

• I use what I have learned about patterns in science to support teachers in teaching “scientists’ science.”

What’s Ahead

• What do patterns have to do with science?• Why learn about patterns in school science?• What does learning about patterns look like in the NGSS?

• What does learning about patterns look like in the classroom?

Rate Your Comfort Level with Patterns

Still Unsure: I still need to learn some more before I’m ready to try teaching the patterns crosscutting concepts.

Ready to Try:I am ready to try teaching the patterns crosscutting concepts but would also like some more support in thinking about patterns.

Prepared:I understand the patterns crosscutting concepts pretty well and feel confident I can incorporate them into my teaching.

What do you hope to learn?

1.

2.

3.

4.

What do patterns have to do with science?

Science is about explaining observed patterns

Millions of EXPERIENCES with phenomena

Dozens of PATTERNS in experience (laws, generalizations,

graphs, charts)

A few models, theories,

EXPLANATIONS

Scientists’ Science

Example from Science: Developing the Theory of Plate Tectonics

Fit of continental shelvesImage from public domain

Noticing Patterns in Data

Matching mountain ranges across continentsImage credit: http://www.scienceforsoutherncolorado.com/module1/p1p1.asp


Matching fossil records across continentsImage credit: http://pubs.usgs.gov/gip/dynamic/dynamic.pdf


Image Credit: http://academic.brooklyn.cuny.edu/geology/grocha/plates/platetec4.htm

Matching glacial striations (and climates)

Possible Explanation: Continental Drift

• Alfred Wegner proposed the idea of continental drift

• Peers rejected his idea because there was no mechanism

Pangaea

Image credit: http://geology.csupomona.edu/drjessey/class/Gsc101/Plate.html

More Patterns

Global earthquake and volcano distributionsImage credit: http://vulcan.wr.usgs.gov/Glossary/PlateTectonics/Maps/map_quakes_world_990707_flat.html

More Patterns

Age of the sea floor and magnetic stripes on sea floor

Image credit: http://eqseis.geosc.psu.edu/~cammon/HTML/Classes/IntroQuakes/Notes/plate_tect01.html

More Patterns

Polar Wander

Image credit: http://www.tulane.edu/~sanelson/eens1110/pltect.htm

New Explanation: Plate Tectonics

Image Credit: http://pubs.usgs.gov/gip/dynamic/Vigil.html

Explanations Fit PatternsExperiences Patterns Explanations

Millions of observations made by thousands of people over 50 years.

1. Fit of continental edges2. Matching mountain ranges3. Matching fossils4. Matching glacial striations5. Earthquake and volcano

distribution6. Sea floor stripes7. Polar wander

Plate tectonictheory

Scientific Inquiry

E

EP

Explanations Account for New Patterns

Experiences Patterns Explanations

Millions of observations made by thousands of people over 50 years.

1. Volcano types and locations

2. Mountain range age and formation

3. Mineral deposits

Plate tectonic theory

Application

E

EP

Patterns as a Crosscutting Concept

Types of Patterns• Classification• Distributions• Relationships among

variables• Changes and rates of

change

Tools for Finding Patterns• Graphs• Charts• Maps• Statistics

Classification

http://imagine.gsfc.nasa.gov/docs/teachers/galaxies/imagine/characteristics.html

Elements

Galaxieshttp://en.wikipedia.org/wiki/Periodic_table

Organisms

http://en.wikipedia.org/wiki/Order_%28biology%29

Distributions

http://www.hpc.ncep.noaa.gov/noaa/noaa.gif

http://en.wikipedia.org/wiki/Normal_distribution

Relationships

http://www.ats.ucla.edu/stat/stata/modules/graph8/intro/graph8.htm

Change

Image Credit: http://www.esrl.noaa.gov/gmd/webdata/ccgg/trends/co2_data_mlo.png

Reflection

• What are some examples of patterns you use in your teaching?

• What are other types of patterns you can think of?

• What questions do you have about patterns in science?

How do you use patterns?

A. My students are used to looking for patterns in data or experiences.

B. My students understand how patterns function in science.

C. My students are used to sharing their ideas about patterns in science.

D. Patterns are often invisible to my students.

Why do we want students to learn about patterns in science?

• To develop an understanding of the nature of science and the development of scientific explanations, models, and theories.

• To engage in scientific practices, including inquiry and application (Scientists’ Science).

• To understand and be able to use scientific explanations, models, and theories.

• (Aesthetic appreciation of science.)

Patterns in the NGSS

• Patterns are incorporated with scientific practices and disciplinary core content.

• Pattern concepts for a grade band are represented across disciplinary strands.

• There is a progression of ideas about patterns across grade bands.

Pattern Concept

Middle SchoolPatterns in rates of change and other numerical relationships can provide information about natural and human designed systems.

Physical ScienceDevelop molecular‐level models of a variety of substances, comparing those with simple molecules to those with extended structures. (MS‐PS1‐a)

Pattern Concept


Life Science ScienceConstruct explanations for common patterns of interactions within different ecosystems. (MS‐LS2‐d).

Pattern Concept


Earth ScienceAnalyze maps or other graphical displays of data sets to assess the likelihood and possible location of future severe weather events. (MS‐ESS3‐h)

Progression Across Grade Bands

Grades K‐2 Grades 3‐5 Grades 6‐8 Grades 9‐12

• Pattern recognition

• Classification• Rates of change

• Microscopic& atomic scales

• Identifying cause and effect relationships

• Using graphs and charts

• Observe and recognizepatterns at different scales

• Recognize differences in classification across scales

Reflection

• What is new here that you might not have thought much about before?

• How does the patterns crosscutting concept help you think about content cutting across disciplines (school topics) and grade levels?

• What questions do you have?

What does traditional school science look like?

•Emphasis on explanations

•Experiences provided to confirm or prove explanations

•Few experiences for each explanation

•Patterns are hidden

Experiences

Explanations

Traditional School Science

What does scientists’ science look like in instruction?

• Provide many experiences; preferably before explanations

• Make patterns visible• Show connections between patterns and explanations

• Incorporate practices to make patterns explicit

• Analyze data for patterns• Construct explanations to account for patterns

• Engage in arguments about patterns

Experiences

Patterns

Explanations

Scientists’ Science

Patterns in 5Es• Engage• Explore – Make patterns visible

– Provide many experiences• Plan and conduct investigations

– Identify patterns• Develop & use models• Engage in arguments about what patterns are present• Use mathematics and computational thinking

• Explain – Explain patterns

• Construct explanations for patterns• Develop & use models• Engage in arguments about explanations for patterns

• Elaborate– Provide experiences, identify patterns, explain patterns

• Evaluate

Inquiry‐Application Instructional Model

Elementary Example

Pattern Crosscutting Concept: Patterns in the natural and human designed world can be observed, used to describe phenomena and used as evidence.

Performance Expectation:1‐PS4‐a. Conduct an investigation to provide evidence that vibrating matter creates sound and that sound can cause matter to vibrate.

How do we hear sounds?Experiences Patterns Explanations

1. Objects that vibrate make sounds.

2. Sound can cause objects to vibrate.

Scientific Inquiry

E

EP


1. Rice drums2. Tuning forks in

water3. Tuning forks near

ping‐pong balls



Scientific Inquiry

E

EP


1. Rice drums2. Tuning forks in

water3. Tuning forks near

ping‐pong balls



We hear sounds because sounds are vibrations. When an object makes a sound, it can cause our eardrums to vibrate.

Scientific Inquiry

E

EP

Middle School ExamplePattern Crosscutting Concept: Patterns in rates of change and other numerical relationships can provide information about natural and human designed systems.

Performance Expectation:MS‐LS2‐d. Construct explanations for common patterns of interactions within different ecosystems.

http://www.dartmouth.edu/~chance/gif/wolves‐moose.gif

What has happened to the wolves?Experiences Patterns Explanations

1. Populations of moose and wolves cycle.

2. Cycle of wolves (predator) follow moose (prey).

3. Wolf population crashed after 1985 while moose populations increased.

Scientific Inquiry

E

EP


1. Graph wolf and moosepopulations over time. Each point on the graph is an observation.

2. Explore data about the introduction of parvo virus in 1985.




Scientific Inquiry

E

EP


1. Graph wolf and moosepopulations over time. Each point on the graph is an observation.

2. Explore data about the introduction of parvo virus in 1985.




Wolf and moose had a typical predator‐prey relationship until parvo virus was introduced to Isle Royale by people around 1985. The parasite killed many wolves (parasitism). Without predators, the moose population increased.

Scientific Inquiry

E

EP

High School Example

Pattern Crosscutting Concept: Empirical evidence is needed to identify patterns.

Performance Expectation:Construct explanations, using the theory of plate tectonics, for patterns in the general trends of the ages of both continental and oceanic crust. (HS‐ESS1‐h)

Image credit: http://www.lithosphere.info/TC1‐2006.htmlArtemieva, I., M. (2006). Global 1X1 thermal model TC1 for the continental lithosphere: Implications for lithosphere secular evolution. Tectonophysics, 416, 245‐277.

How old are the continents?Experiences Patterns Explanations

Compare plate boundary maps and crust‐age maps.

1. Young crust is located along plate boundaries.

2. Older crust is located farther from plate boundaries.

New continental crust forms from volcanoes at plate boundaries.

Scientific Inquiry

E

EP

Summary of Main Points

• Patterns support the development of scientific explanations, theories, and models.

• To support students in understanding core concepts, patterns need to be visible and explicit.

• To engage students in scientists’ science, we need to engage students in using patterns as part of the scientific practices.

• Crosscutting concepts about patterns are built across grade bands and disciplinary core content.

Reflections

• In what ways might you use an EPE table to help you think about teaching the patterns crosscutting concept?

• How has thinking about patterns and the patterns crosscutting concept helped you think about your own teaching?

• What questions do you have?

Rate Your Learning Today

Still Unsure: I still need to learn some more before I’m ready to try teaching the patterns crosscutting concepts.

Ready to Try:I am ready to try teaching the patterns crosscutting concepts but would also like some more support in thinking about patterns.

Prepared:I understand the patterns crosscutting concepts pretty well and feel confident I can incorporate them into my teaching.

Thank You!

Contact Info:

Kristin L. [email protected]

NSTA Resources on NGSSwww.nsta.org

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NSTA Resources on NGSSwww.nsta.org/ngss

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Community Forums

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NSTA Print Resources

NSTA Reader’s Guide to the Framework

NSTA Journal Articles about the Framework and the Standards

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NSTA National Conference

San Antonio, TexasApril 11-14

The place to be to learn about

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Web Seminars on Crosscutting Concepts

Feb. 19: PatternsMarch 5: Cause and effect: Mechanism and explanationMarch 19: Scale, proportion, and quantityApril 16: Systems and system modelsApril 30: Energy and matter: Flows, cycles, and conservationMay 14: Structure and functionMay 28: Stability and change

All sessions will take place from 6:30-8:00 on Tuesdays

Also, archives of last fall’s web seminars about the Scientific and Engineering Practices are available

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Web Seminars on NGSS

Archives of past programs

Fall 2012Scientific and Engineering Practices (series of 8)

January 2013Second Draft of NGSSEngineering in NGSSNGSS in the Elementary Grades

February 2013Connecting NGSS with Common Core Math and ELA

http://learningcenter.nsta.org/products/symposia_seminars/NGSS/webseminar.aspx

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on NGSS

Moving Toward NGSS: Using Formative Assessment to Link Instruction and LearningMembers: $179; Non-members $199Live web seminars on April 18, 25, May 2Presenter: Page Keeley

Moving Toward NGSS: Visualizing K-8 Engineering Education Members: $179; Non-members $199Live web seminars on May 16, 23, 30Presenter: Christine Cunningham

Register at: learningcenter.nsta.org/products/online_courses/shortcourses.aspx94

Thanks to today’s presenters!

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Ted WillardNational Science Teachers Association

Kristin GunckelUniversity of Arizona

Thank you to the sponsor of tonight’s web seminar:

This web seminar contains information about programs, products, and services offered by third parties, as well as links to third-party websites. The presence of a listing or such information does not constitute an endorsement by NSTA of a

particular company or organization, or its programs, products, or services.96

National Science Teachers AssociationDr. David Evans, Executive Director

Zipporah Miller, Associate Executive Director, Conferences and Programs

Dr. Al Byers, Assistant Executive Director, e-Learning and Government Partnerships

Flavio Mendez, Senior Director, NSTA Learning Center

NSTA Web SeminarsBrynn Slate, Manager

Jeff Layman, Technical Coordinator97

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