Post on 16-Aug-2020
LIVE INTERACTIVE LEARNING @ YOUR DESKTOP
1
Start recording—title slide—1 of 3
June 6, 2013
6:30 p.m. – 8:00 p.m. Eastern time
NGSS Crosscutting Concepts:
Structure and Function
Presented by: Cindy Hmelo-Silver and Rebecca Jordan
http://learningcenter.nsta.org 2
NSTA Learning Center—2 of 3
3
About the NSTA Learning Center—3 of 3
• 10,800+ resources
– 3,700+ free!
– Add to “My Library” to access
at your convenience
• Community forums
• Online advisors to assist you
• Tools to plan and document your learning
• http://learningcenter.nsta.org
NSTA Learning Center
4
Developing the Standards
Instruction
Curricula
Assessments
Teacher Development
5
2011-2013
July 2011
Developing the Standards
6
July 2011
Developing the Standards
7
A Framework for K-12 Science Education
Three-Dimensions:
• Scientific and Engineering Practices
• Crosscutting Concepts
• Disciplinary Core Ideas
View free PDF from The National Academies Press at www.nap.edu
Secure your own copy from
www.nsta.org/store
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
8
9
Crosscutting Concepts
1. 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
Life Science Physical Science LS1: 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 & Technology
ESS1: 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
10
11
Life Science Earth & Space Science Physical Science Engineering & Technology
LS1: From Molecules to Organisms:
Structures and Processes
LS1.A: Structure and Function
LS1.B: Growth and Development of
Organisms
LS1.C: Organization for Matter and
Energy Flow in Organisms
LS1.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 Traits
LS3.B: Variation of Traits
LS4: Biological Evolution: Unity
and Diversity
LS4.A: Evidence of Common Ancestry
and Diversity
LS4.B: Natural Selection
LS4.C: Adaptation
LS4.D: Biodiversity and Humans
ESS1: Earth’s Place in the Universe
ESS1.A: The Universe and Its Stars
ESS1.B: Earth and the Solar System
ESS1.C: The History of Planet Earth
ESS2: Earth’s Systems
ESS2.A: Earth Materials and Systems
ESS2.B: Plate Tectonics and Large-Scale
System Interactions
ESS2.C: The Roles of Water in Earth’s
Surface Processes
ESS2.D: Weather and Climate
ESS2.E: Biogeology
ESS3: Earth and Human Activity
ESS3.A: Natural Resources
ESS3.B: Natural Hazards
ESS3.C: Human Impacts on Earth
Systems
ESS3.D: Global Climate Change
PS1: Matter and Its Interactions
PS1.A: Structure and Properties of
Matter
PS1.B: Chemical Reactions
PS1.C: Nuclear Processes
PS2: Motion and Stability: Forces
and Interactions
PS2.A: Forces and Motion
PS2.B: Types of Interactions
PS2.C: Stability and Instability in
Physical Systems
PS3: Energy
PS3.A: Definitions of Energy
PS3.B: Conservation of Energy and
Energy Transfer
PS3.C: Relationship Between Energy
and Forces
PS3.D: Energy in Chemical Processes
and Everyday Life
PS4: Waves and Their Applications in
Technologies for Information
Transfer
PS4.A: Wave Properties
PS4.B: Electromagnetic Radiation
PS4.C: Information Technologies
and Instrumentation
ETS1: Engineering Design
ETS1.A: Defining and Delimiting an
Engineering Problem
ETS1.B: Developing Possible Solutions
ETS1.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
Instruction
Curricula
Assessments
Teacher Development
2011-2013
July 2011
12
Developing the Standards
2011-2013
13
Developing the Standards
14
Closer Look at a Performance Expectation
MS-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.
15
MS-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)
Closer Look at a Performance Expectation
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.
16
MS-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)
Closer Look at a Performance Expectation
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.
17
MS-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)
Closer Look at a Performance Expectation
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.
Introducing today’s presenters…
Introducing today’s presenters
18
Cindy Hmelo-Silver Rutgers University
Rebecca Jordan Rutgers University
+
Crosscutting Concept:
Structure and Function
Cindy Hmelo-Silver & Rebecca Jordan
Rutgers University
+ Introduction: Cindy Hmelo-Silver
+ Introduction: Cindy Hmelo-Silver
+ Introduction: Cindy Hmelo-Silver
+ Introduction: Cindy Hmelo-Silver
+ Introduction: Rebecca Jordan
+ Introduction: Rebecca Jordan
+ Introduction: Rebecca Jordan
+ Introduction: Rebecca Jordan
+ Tell Us About You
Stamp all that apply
Grade level
K-2
3-5
6-8
9-12
Other
+ Tell Us About You
Stamp all that apply
Discipline
Life Science
Physical
Science
Chemistry
Physics
Earth Science
Mathematics
Environmental
Science
Other
+
The NGSS state that “The shape and stability of structures of
natural and designed objects are related to their function(s).
The functioning of natural and built systems alike depends
on the shapes and relationships of certain key parts as well
as on the properties of the materials from which they are
made.”
+
The NGSS state that “The shape and stability of structures of
natural and designed objects are related to their function(s).
The functioning of natural and built systems alike depends
on the shapes and relationships of certain key parts as well
as on the properties of the materials from which they are
made.”
+
The NGSS state that “The shape and stability of structures of
natural and designed objects are related to their function(s).
The functioning of natural and built systems alike depends
on the shapes and relationships of certain key parts as well
as on the properties of the materials from which they are
made.”
+
The NGSS state that “The shape and stability of structures
of natural and designed objects are related to their
function(s). The functioning of natural and built systems
alike depends on the shapes and relationships of certain
key parts as well as on the properties of the materials from
which they are made.”
+ NGSS Progression
+ I. How does structure afford
function?
Sponge Function?
+ I. How does structure afford
function?
Sponge Function
+ II. Functions as
Patterns/Phenomena
+ II. Patterns/Phenomena
Driving questions:
+ Patterns/Phenomena
Driving questions:
+ Phenomenon:
Hurricane Sandy…Flood Pattern
+ Pattern: Distribution of stream flow.
+ Other examples?
+ Systems Theory:
Structure-Behavior-Function
(SBF) theory Structures: components of a system
Behavior: refer to system mechanisms
Function: role, outcome/phenomena
Can think of these Locally (Type 1): functions of particular
components
Globally (Type 2): larger system functions
What might be tradeoffs of local vs. global SBF thinking?
+ Question: Why have the fish died?
Phenomena: Dead fish.
.
+ What could have happened?
Dead Fish
+ What could have happened?
Dead Fish Possible mechanisms?
Starvation
Not enough oxygen
Too much carbon dioxide
Preyed upon
Disease
Pollution
Etc.
+ What could have happened?
Dead Fish Possible mechanisms?
Starvation
Not enough oxygen
Too much carbon dioxide
Preyed upon
Disease
Pollution
Etc.
What is plausible?
Structures/components?
Fish
Food? Predators?
Illnesses, Crowding (of
what kind?), Pollutants,
Rocks, etc.
+ What could have happened?
Dead Fish Possible mechanisms?
Starvation
Not enough oxygen
Too much carbon dioxide
Preyed upon
Disease
Pollution
Etc.
What is plausible?
Structures/components?
Fish
Food? Predators?
Illnesses, Crowding (of
what kind?), Pollutants,
Rocks, etc.
+ The SBF Model
Dead Fish Possible mechanisms?
Starvation
Not enough oxygen
Too much carbon dioxide
Preyed upon
Disease
Pollution
Etc.
What is plausible?
Structures/components?
Fish
Food? Predators?
Illnesses, Crowding (of
what kind?), Pollutants,
Rocks, etc.
Relations Between
Mechanism and
Structures
+ The SBF Model…Dead Fish
Possible mechanisms?
Starvation
Not enough oxygen
Too much carbon
dioxide
Preyed upon
Disease
Pollution
Etc.
What is plausible?
Structures/components?
Fish
Food? Predators?
Illnesses, Crowding (of
what kind?), Pollutants,
Rocks, etc.
Fish
+ The SBF Model…Dead Fish
Possible mechanisms?
Starvation
Not enough oxygen
Too much carbon
dioxide
Preyed upon
Disease
Pollution
Etc.
What is plausible?
Structures/components?
Fish
Food? Predators?
Illnesses, Crowding (of
what kind?), Pollutants,
Rocks, etc.
Fish
Dead
+ The SBF Model…Dead Fish
Possible mechanisms?
Starvation
Not enough oxygen
Too much carbon
dioxide
Preyed upon
Disease
Pollution
Etc.
What is plausible?
Structures/components?
Fish
Food? Predators?
Illnesses, Crowding (of
what kind?), Pollutants,
Rocks, etc.
Fish
Dead
Water
+ The SBF Model…Dead Fish
Possible mechanisms?
Starvation
Not enough oxygen
Too much carbon
dioxide
Preyed upon
Disease
Pollution
Etc.
What is plausible?
Structures/components?
Fish
Food? Predators?
Illnesses, Crowding (of
what kind?), Pollutants,
Rocks, etc.
Fish
Dead
Many
Water
+ The SBF Model…Dead Fish
Possible mechanisms?
Starvation
Not enough oxygen
Too much carbon
dioxide
Preyed upon
Disease
Pollution
Etc.
What is plausible?
Structures/components?
Fish
Food? Predators?
Illnesses, Crowding (of
what kind?), Pollutants,
Rocks, etc.
Fish
Dead
Many
Bad Odor
Water
+ What are our structures and what
are properties of those structures?
Possible mechanisms?
Starvation
Not enough oxygen
Too much carbon
dioxide
Preyed upon
Disease
Pollution
Etc.
What is plausible?
Structures/components?
Fish
Food? Predators?
Illnesses, Crowding (of
what kind?), Pollutants,
Rocks, etc.
Fish
Dead
Many
Bad Odor
Water
+ Properties Related to the
Phenomenon = Dead Fish
Possible mechanisms?
Starvation
Not enough oxygen
Too much carbon
dioxide
Preyed upon
Disease
Pollution
Etc.
What is plausible?
Structures/components?
Fish
Food? Predators?
Illnesses, Crowding (of
what kind?), Pollutants,
Rocks, etc.
Fish
Dead
Many
Bad Odor
Water
+ Properties Related to the
Phenomenon = Dead Fish
Possible mechanisms?
Starvation
Not enough oxygen
Too much carbon
dioxide
Preyed upon
Disease
Pollution
Etc.
What is plausible?
Structures/components?
Fish
Food? Predators?
Illnesses, Crowding (of
what kind?), Pollutants,
Rocks, etc.
Fish Many
Dead
Odor
Bad
Water
Bad odor
+ Properties Related to the
Phenomenon = Dead Fish
Possible mechanisms?
Starvation
Not enough oxygen
Too much carbon
dioxide
Preyed upon
Disease
Pollution
Etc.
What is plausible?
Structures/components?
Fish
Food? Predators?
Illnesses, Crowding (of
what kind?), Pollutants,
Rocks, etc.
Fish Many
Dead
Odor
Bad
Water
Bad odor
+ Structures Related to the
Phenomenon = Dead Fish
Possible mechanisms?
Starvation
Not enough oxygen
Too much carbon
dioxide
Preyed upon
Disease
Pollution
Etc.
What is plausible?
Structures/components?
Fish
Food? Predators?
Illnesses, Crowding (of
what kind?), Pollutants,
Rocks, etc.
Fish Many
Dead
Odor
Bad
Water
Hot
Trees
Oxygen Too High?
Too Low?
+ Relations Related to the
Phenomenon = Dead Fish
Possible mechanisms?
Starvation
Not enough oxygen
Too much carbon
dioxide
Preyed upon
Disease
Pollution
Etc.
What is plausible?
Structures/components?
Fish
Food? Predators?
Illnesses, Crowding (of
what kind?), Pollutants,
Rocks, etc.
Fish Many
Dead
Odor
Bad
Water
Hot
Trees
Oxygen Too High?
Too Low?
+ Explanations Related
Dead Fish
Possible mechanisms?
Starvation
Not enough oxygen
Too much carbon
dioxide
Preyed upon
Disease
Pollution
Etc.
What is plausible?
Structures/components?
Fish
Food? Predators?
Illnesses, Crowding (of
what kind?), Pollutants,
Rocks, etc.
Notes:
Fish->Oxygen
Lots of fish will use up the oxygen
Fish need oxygen to live
+ Evidence Related to the
Dead Fish
Possible mechanisms?
Starvation
Not enough oxygen
Too much carbon
dioxide
Preyed upon
Disease
Pollution
Etc.
What is plausible?
Structures/components?
Fish
Food? Predators?
Illnesses, Crowding (of
what kind?), Pollutants,
Rocks, etc.
Notes:
Explanations
Fish->Oxygen
Lots of fish will use up the oxygen
Fish need oxygen to live
Notes:
Evidence
Fish->Oxygen
Mechanisms: Respiration
Data: fish tank death correlated with
decreased oxygen levels
+ Etc…
Possible mechanisms?
Starvation
Not enough oxygen
Too much carbon
dioxide
Preyed upon
Disease
Pollution
Etc.
What is plausible?
Structures/components?
Fish
Food? Predators?
Illnesses, Crowding (of
what kind?), Pollutants,
Rocks, etc.
Notes:
Explanations
Fish->Oxygen
Lots of fish will use up the oxygen
Fish need oxygen to live
Notes:
Evidence
Fish->Oxygen
Mechanisms: Respiration
Data: fish tank death correlated with
decreased oxygen levels
+
Model that accounts for evidence
and is a plausible explanation
& Could be a platform to test
subsequent ideas
+ Give it a try!
Grab a piece of paper
Draw a model of how to lower an individual’s blood pressure
Remember to focus on Structure-Function relations (perhaps with
some mechanisms in the middle)
Discuss in your group
+ Let’s Draw it Together
+ Teaching Structure and Function
as a Conceptual Representation
+ Why?
Teach a conceptual representation
SBF type reasoning
Other crosscutting concepts are deeply
interrelated
Systems
Cause and effect
Patterns
Scale and proportion
Stability and change
Practices
Models and representations
Outcomes related to standards
+ Conceptual Representations
Tool for thinking
Provides students with language
SBF thinking helps provide a schema for thinking
about systems and other natural and designed
phenomena
Can you think of units where it might be useful
to have students think in terms of SBF?
Structure/Behavior/Function Framework
Function-oriented Hypermedia
Agent-based Macro Simulations
Agent-based Micro Simulations
Aquarium in the Classroom
Co
nce
ptu
al
Mo
de
ling
Allow learners to experience complex systems phenomena in real world context
Systems and Cycles SBF toolkit
Systemsandcycles.weebly.com
Structure/Behavior/Function Framework
Function-oriented Hypermedia
Agent-based Macro Simulations
Agent-based Micro Simulations
Aquarium in the Classroom
Co
nce
ptu
al
Mo
de
ling
Components are the parts within
the system…
Teaching about the use of models in science and SBF allows student to organize new knowledge
Systems and Cycles SBF toolkit
Systemsandcycles.weebly.com
Structure/Behavior/Function Framework
Function-oriented Hypermedia
Agent-based Macro Simulations
Agent-based Micro Simulations
Aquarium in the Classroom
Co
nce
ptu
al
Mo
de
ling
Allows students to navigate through new information about phenomena
Systems and Cycles SBF toolkit
Systemsandcycles.weebly.com
Structure/Behavior/Function Framework
Function-oriented Hypermedia
Agent-based Macro Simulations
Agent-based Micro Simulations
Aquarium in the Classroom
Co
nce
ptu
al
Mo
de
ling
Simulations and models help focus learners on function and behavior
Systems and Cycles SBF toolkit
Systemsandcycles.weebly.com
Structure/Behavior/Function Framework
Function-oriented Hypermedia
Agent-based Macro Simulations
Agent-based Micro Simulations
Aquarium in the Classroom
Co
nce
ptu
al
Mo
de
ling
Make invisible phenomena visible and open for inspection and how local interactions contribute to system outcomes
Systems and Cycles SBF toolkit
Systemsandcycles.weebly.com
Structure/Behavior/Function Framework
Function-oriented Hypermedia
Agent-based Macro Simulations
Agent-based Micro Simulations
Aquarium in the Classroom
Co
nce
ptu
al
Mo
de
ling
Modeling interface allows students to organize, record, and revise their ideas
Systems and Cycles SBF toolkit
Systemsandcycles.weebly.com
+ Classroom Experience
Conjecture:
Teaching ecosystem processes and mechanisms alongside the components will enable transfer of ideas when students encounter novel ecosystems. Vs. teaching components and then mechanism
+ SBF framing
Present phenomena
Activate initial ideas through modeling
Engage with evidence related to
phenomena
Refine model with focus on SBF
What is the problem (phenomena)?
What are the structures or components that drive
the functions in the problem?
What are the mechanisms (behaviors) that
connect structures and functions in the problem?
+ Fish Spawn:
Observing the Macro Level
+ Nitrification model: Observing the
Micro level
+ Combining Ecosystem Processes
+ Learning and Transfer
Can assess with simple
drawing tasks
+
Aquatic Ecosystem Pre
+
Aquatic Ecosystem Post
+
Novel Ecosystem Pre
+
Novel Ecosystem Post
+
Trajectories of
Change
+ Challenges in Teaching About
Structure and Function?
+ Challenges in Teaching About
Structure and Function
Natural vs. Designed system
Teleology
Common language
Connecting across levels
Macro-micro
Biotic-abiotic
Others?
+ Integrate…practice, concepts, &
cross-cutting ideas
+ Questions
On the Web
nextgenscience.org
nsta.org/ngss
92
Connect & Collaborate with Colleagues
Discussion forum on NGSS in the Learning center
NSTA Member-only
Listserv on NGSS
93
Web Seminars on Crosscutting Concepts
April 30: Energy and Matter: Flows, Cycles, and Conservation
May 28: Stability and Change
Thursday, June 6: Structure and Function
Tuesday, June 11: Systems and System Models
All sessions will take place from 6:30-8:00 eastern time
Also, archives of last fall’s web seminars about the Scientific and Engineering Practices are available
94
From the NSTA Bookstore
Available Now Available Now
Available Now Available this summer
Preorder Now
95
Future Conferences
Charlotte, NC November 7–9
National Conference
Boston – April 3-6, 2014
Portland, OR October 24–26
Denver, CO December 12–14
96
Thanks to today’s presenters!
Introducing today’s presenters
97
Cindy Hmelo-Silver Rutgers University
Rebecca Jordan Rutgers University
Thank you to the sponsor of today’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.
Thank you to the sponsor of tonight’s web seminar—1 of 6
98
Thank you to NSTA administration—2 of 6
National Science Teachers Association
David Evans, Ph.D., Executive Director
NSTA Web Seminar Team
Al Byers, Ph.D., Assistant Executive Director, e-Learning and Government Partnerships
Brynn Slate, Manager, Web Seminars, Online Short Courses, and Symposia
Jeff Layman, Technical Coordinator, Web Seminars, SciGuides, and Help Desk
99