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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

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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

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From the NSTA Bookstore

Available Now Available Now

Available Now Available this summer

Preorder Now

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Future Conferences

Charlotte, NC November 7–9

National Conference

Boston – April 3-6, 2014

Portland, OR October 24–26

Denver, CO December 12–14

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Thanks to today’s presenters!

Introducing today’s presenters

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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

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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

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