K-12 Alliance A Tool for Implementing the Next Generation Science Standards.
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Transcript of K-12 Alliance A Tool for Implementing the Next Generation Science Standards.
K-12 Allia
nce
A Tool for Implementingthe
Next Generation Science Standards
Session Outcomes
Experience a tool to align unit development and instruction with NGSS
Understand the value of this tool as a guide for: planning instruction, determining assessment points and evaluating instructional materials
Next Generation Science Standards: 3D Learning
Science and engineering
Core ideas in the discipline
Concepts across disciplines
How People Learn
• Prior Knowledge
• Conceptual Frameworks
• Metacognition(Bransford et al., 2000)
HPL and The tool
Key finding #2
Conceptual Frameworks
THE TOOLA.Conceptual
FlowB.Phenomena,
Questions , Practice
C.Cross Cutting Concepts
transla
te
s
into
Tool A: Conceptual Flow
· Details the important concepts for instruction
· 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)
Conceptual Flow
Conceptual Flow Developed by the K-12 Alliance/WestEd
Individual Pre-thinkAnswer 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
Quick Write Prompt
What should an exiting (middle school) student understand about
(interactions in an ecosystem)?
Conceptual Flow Developed by the K-12 Alliance/WestEd
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
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” the medium sized ideas, again tucking similar ideas under each other.
Last “play” the 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
Example of a Preliminary Collaborative Conceptual Flow
Conceptual Flow Developed by the K-12 Alliance/WestEd
Content Check Read the essential question in the K-12 Science
Framework associated with the strand/topic
Jigsaw the reading Everyone read LS2 #1 read LS2A; #2 read LS2B; #3 read LS2C
read opening paragraph scan grade levels read by the end of 8th grade
Discuss the reading
Conceptual Flow Developed by the K-12 Alliance/WestEd
Content Check After Reading
Are there any ideas on your conceptual flow which should be deleted? Delete them.
Are there other content ideas that should be added to your conceptual flow? Add them on an appropriate size yellow sticky-note and put on the CF
Conceptual Flow Developed by the K-12 Alliance/WestEd
Aligning DCIS with the Conceptual Flow
Read the DCIs for the topic.
Where are the DCIs on your conceptual flow? Write the DCI on a orange sticky note and post on the flow where you find a match.
Are there DCIs that are not in your flow? Should they be? Add if appropriate.
Remember to check DCIs in other content areas
Conceptual Flow Developed by the K-12 Alliance/WestEd
Example of a Conceptual Flow with DCI Matches
Conceptual Flow Developed by the K-12 Alliance/WestEd
CF Edit
Conceptual Flow Developed by the K-12 Alliance/WestEd
Review Your Conceptual FlowAre there concepts/facts for which there are no
matching DCIs?
If so, should you:Delete them? Find other content or grades where they might
be addressed?Keep them? What is your rationale?
Assessment Check• Review your conceptual flow
• Identify where you would put formative and summative assessments
• Place a flag sticky note at point where you think you would need to know what students understand before moving on in their study
Conceptual Flow Developed by the K-12 Alliance/WestEd
Example of CF with Pre-think Assessment Points
Conceptual Flow Developed by the K-12 Alliance/WestEd
Aligning PES With a Conceptual Flow
Review the PEs.
If they appear on your conceptual flow, write the PE number on a sticky note and add it to the CF
If the PEs are not on your flow, discuss why they are missing and if they should be added.
Where would you add them?
Conceptual Flow Developed by the K-12 Alliance/WestEd
Example of CF with PE Matches
Conceptual Flow Developed by the K-12 Alliance/WestEd
Where is LS2-5?
Exit QuickwriteList at least 2 things you are sure about
in the conceptual flow process
What is something you are wondering about in the conceptual flow process?
The Tool ContinuedWelcome Back
Share Exit Comments
Onto PART 2
Tool B: Identifying Practices
Phenomena Questions Practices Developed by theSacramento Area Science Project
Performance Expectation
DCI Natural Phenomena
Driving Questions Practices
Enter Selected DCI AND PE from Conceptual Flow
Phenomena Questions Practices Developed by theSacramento Area Science Project
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
Brainstorm Phenomena
Related to the specific DCI
Related to student background/interest/prior knowledge
Related 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 feasible
Phenomena Questions Practices Developed by theSacramento Area Science Project
Example: (Natural) Phenomena
Phenomena Questions Practices Developed by theSacramento Area Science Project
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
Develop Driving QuestionsThe Question:
Links 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
Example: Driving Questions
Phenomena Questions Practices Developed by theSacramento Area Science Project
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?
Practices to Support LearningStart 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 “blue practice flags” to the DCIs on the Conceptual Flow
Example: Practices
Phenomena Questions Practices Developed by theSacramento Area Science Project
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
Example of CF with Practices Aligned to DCIs and PEs
Conceptual Flow Developed by the K-12 Alliance/WestEd
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?
Using Cross Cutting Concepts
Life Earth Physical
Photosynthesis Earthquakes Electricity
ENERGY
Life Science
Cells Organ Systems Ecosystems
Scale
Across Disciplines
Within a Discipline
Cross Cutting Concepts Column
Phenomena Questions Practices Developed by theSacramento Area Science Project
Performance Expectation
DCI Natural Phenomena
Driving Questions
Practices Cross Cutting Concepts
OTHER UNITS
Adding Cross Cutting Concepts
Identify cross cutting concepts in the PQP Chart and “flag” your flow
Which CCCs are predominate in your flow? How might they be used to connect to another unit?
Keep the CCC in mind as you create a conceptual flow and PQP chart for another unit
Example of Completed CF with DCIs, SEPs and CCCs
Conceptual Flow Developed by the K-12 Alliance/WestEd
Taking it Home• How might you use The Tool in your
context?
• What structures do you have in place that would enable you to use the Tool?
• What structures do you need? How will you get them?
• What assistance do you need from your local providers (e.g., county offices, CSP, K-12 Alliance, CSTA) to help you in implementing this Tool?