Steps to Develop NGSS Lessons and UnitsIntegrating the three dimensions

From NGSS to Classroom Instruction

Read Chapter 4 from Translating the NGSS for Classroom Instruction by Rodger Bybee

Jigsaw – read your section and share with your team of three

Thinking Beyond a Lesson…(page 52-55)Distinguish Between Learning Outcomes…(page 55-58)Use Backward Design…(page 59-62)

From Standards to Instruction

PE’s are not Learning Targets; and they overlap with each other.

If you try to teach the PE’s as a list of skills, you will never finish them.

PE’s that aren’t taught in an integrated manner are like Lemony Snicket science: a series of unfortunate events.

Stephen L. Pruitt, Ph.D.Senior Vice President for Content, Research and DevelopmentAchieve

Why Bundle? Teaching, or attempting to teach, individual

performance expectations led to a disjointed and stunted view of science.

Developing instructional materials and instruction should be viewed as leading to understanding the larger core idea.

Coherent instructional materials and instruction should focus on a Disciplinary Core Idea (or set of them) rather than discrete pieces that are never tied together.

How Does One Bundle?

NGSS Concept BundlingNGSS Concept BundlingMatter and Its Interactions

The fact that matter is composed of atoms and molecules can be used to explain the properties of

substances, diversity of materials, states of matter, phase changes, and conservation of

matter.

Reacting substances rearrange to form different molecules, but the number of

atoms is conserved. Some reactions release energy and others absorb

energy.

MS-PS1-1. Develop models to describe the atomic composition of simple molecules and extended structures. MS-PS1-2. Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred.

MS-PS1-3. Gather and make sense of information to describe that synthetic materials come from natural resources and impact society.

MS-PS1-4. Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed.

MS-PS1-5. Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved.

MS-PS1-6. Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes.*

Within this DCI, 4 of the 8 Practices are highlighted. For instruction, additional practices would be used to build toward these understandings.

Bundling By PracticeGrade 8 – Conduct an investigation, ask questions about data and evaluate the experimental design

MS-PS2-3. Ask questions about data to determine the factors that affect the strength of electric and magnetic forces.

MS-PS2-5. Conduct an investigation and evaluate the experimental design to provide evidence that fields exist between objects exerting forces on each other even though the objects are not in contact.

Choose a topic you will be teachingEx: Changing of the Earth•What do you teach in this unit?•What PEs focus on this unit?

– MS-ESS2-2: Construct an explanation based on evidence for how geoscience processes have changed Earth’s surface at varying time and spatial scales

– MS-ESS2-3: Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions

•Brainstorm activities, lessons, instructional strategies, assessments

What are the essential questions?Framework – pages 169-199•How do people reconstruct and date events in Earth’s planetary history? How and why is Earth constantly changing?

– How do Earth’s major systems interact?– Why do the continents move, and what

causes earthquakes and volcanoes?– How do the properties and movements of

water shape Earth’s surface and affect its systems?

What do students need to know / do?

Framework – pages 169-199•Use the framework to find the Gradeband Endpoints for:•ESS1.C•ESS2.A•ESS2.B•ESS2.C

Additional considerations:

• How will you assess your students?• What misconceptions need to be

addressed?• What are key lessons / activities for

this topic?• What instructional strategies address

the Three Dimensions in this unit?• What time frame is needed?

Take a unit you are planning• What are the PEs that support this

topic?• What CCSS support this topic?• What do you want students to do / know

(Backwards planning)?• How will you assess student learning

– Formative– Summative

• How will you engage all students– Inquiry– Big idea