H1
3 dimensional
student learning
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H2
Learning Sequence Debrief Prompts
Phenomenon
 What was the anchor phenomenon?
 The investigative phenomenon?
 What were students trying to figure out?
Formative Assessment
 What examples of formative assessments were embedded
in the lesson?
Questioning
 What types of questions were asked?
 Who was doing the asking?
 How were the responses used?
 How did students’ questions inform teaching and learning?
 How did the questions asked help the students clarify their
thinking?
Use of Notebooks
 Where did you reveal you prior knowledge about the phases
of the moon?
 Where did you gather data (observations) about the Earthmoon-sun system?
 Where in the notebook did you make sense of these data?
 What evidence is there of metacognition?
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H3a
Earth Moon Sun System Assessment
Use your model that you constructed in your notebook or the group model at the conclusion of the
learning sequence. If you don’t have that model drawn, ask the facilitator to give you H3b.
1.
Using the Conceptual Model - Develop an Individual Storyboard
You have been hired by NASA to write a comic strip for their new curriculum on lunar phases. This
comic strip will be used to teach modeling to students, it will need to include pictures and text. Use
one box for each lunar phase starting with New Moon.
STORYBOARD REQUIREMENTS:
Your storyboard must:
 Represent the Earth-Moon-Sun System indicating the relationship of the earth, moon and sun
for each moon phase.
 Include the 8 Phases: New Moon, First Quarter Moon, Full Moon, Third Quarter Moon,
Waxing/Waning Crescent, Waxing/Waning Gibbous
 Include the moon phase and indicate the location of the Earth and sun for this phase
 Include observable and unobservable features and text to support your thinking.
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H3b
Storyboard
1
2
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3
4
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Storyboard Continued
5
6
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7
8
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H3c
5
H3d
2.
Applying a Model
Scientists can predict each phase of the moon in advance with 100%
accuracy. How can they make these predictions? Use your model to
answer this question.
Your friend claims that he can predict the phase of the Moon
December 26, 2017. He said, the Moon will be full on this day. Today,
is October 19th, 2017 and there is a New Moon in the sky. Is his claim
accurate? Why or why not? Use your model and understanding of the
Earth-Sun-Moon system as evidence to support your thinking.
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Earth-Sun-Moon System Assessment
H3e
Use if participants do not have the model drawn in their notebook
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H4
ASSESSMENT AND THE 5 Es
Stage
Learning
Activity
Assessment Purpose
Engage
Elicit prior knowledge
Explore
Building understanding
Explain
Tentative explanation
Elaborate
Application of understanding
Evaluate
Generalization (explanation with
application
CA NGSS Roll Out #4: Classroom Assessment 6-8 Discipline Specific
Strategies or Tools to serve
assessment purpose
8
H5
Evidence Statement Example
MS-ESS1-1
Earth's Place in the Universe
Students who demonstrate understanding can:
MS-ESS1-1.
Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar
phases, eclipses of the sun and moon, and seasons. [Clarification Statement: Examples of
models can be physical, graphical, or conceptual.]
The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education:
Science and Engineering Practices
Developing and Using Models
Modeling in 6–8 builds on K–5 experiences and
progresses to developing, using, and revising
models to describe, test, and predict more
abstract phenomena and design systems.
 Develop and use a model to describe
phenomena.
Disciplinary Core Ideas
ESS1.A: The Universe and Its Stars
Patterns of the apparent
motion of the sun, the moon,
and stars in the sky can be
observed, described, predicted,
and explained with models.
ESS1.B: Earth and the Solar System
 This model of the solar system
can explain eclipses of the sun
and the moon. Earth’s spin axis
is fixed in direction over the
short-term but tilted relative to
its orbit around the sun. The
seasons are a result of that tilt
and are caused by the
differential intensity of sunlight
on different areas of Earth
across the year.

Crosscutting Concepts
Patterns
 Patterns can be used to identify
cause-and-effect relationships.
--------------------------Connections to Nature of Science
Scientific Knowledge Assumes an
Order and Consistency in Natural
Systems
 Science assumes that objects and
events in natural systems occur in
consistent patterns that are
understandable through
measurement and observation.
Observable features of the student performance by the end of the course:
1
2
Components of the model
a
To make sense of a given phenomenon involving, students develop a model (e.g., physical, conceptual,
graphical) of the Earth-moon-sun system in which they identify the relevant
components, including:
i.
Earth, including the tilt of its axis of rotation.
ii.
Sun.
iii.
Moon.
iv.
Solar energy.
b
Students indicate the accuracy of size and distance (scale) relationships within the model, including
any scale limitations within the model.
Relationships
a
In their model, students describe* the relationships between components, including:
i.
Earth rotates on its tilted axis once an Earth day.
ii.
The moon rotates on its axis approximately once a month.
iii.
Relationships between Earth and the moon:
1. The moon orbits Earth approximately once a month.
2. The moon rotates on its axis at the same rate at which it orbits Earth so that the side of the
moon that faces Earth remains the same as it orbits.
3. The moon’s orbital plane is tilted with respect to the plane of the Earth’s orbit around the
sun.
iv.
Relationships between the Earth-moon system and the sun:
1. Earth-moon system orbits the sun once an Earth year.
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2. Solar energy travels in a straight line from the sun to Earth and the moon so that the side of
Earth or the moon that faces the sun is illuminated.
3. Solar energy reflects off of the side of the moon that faces the sun and can travel to
Earth.
4. The distance between Earth and the sun stays relatively constant throughout the Earth’s
orbit.
5. Solar energy travels in a straight line from the sun and hits different parts of the curved Earth at
different angles — more directly at the equator and less directly at the poles.
6. The Earth’s rotation axis is tilted with respect to its orbital plane around the sun. Earth maintains
the same relative orientation in space, with its North Pole pointed toward the
North Star throughout its orbit.
3
Connections
a
Students use patterns observed from their model to provide causal accounts for events, including:
i.
Moon phases:
1. Solar energy coming from the sun bounces off of the moon and is viewed on Earth as the bright
part of the moon.
2. The visible proportion of the illuminated part of the moon (as viewed from Earth)
changes over the course of a month as the location of the moon relative to Earth and the sun
changes.
3. The moon appears to become more fully illuminated until “full” and then less fully
illuminated until dark, or “new,” in a pattern of change that corresponds to what
proportion of the illuminated part of the moon is visible from Earth.
ii.
Eclipses:
1. Solar energy is prevented from reaching the Earth during a solar eclipse because the moon is
located between the sun and Earth.
2. Solar energy is prevented from reaching the moon (and thus reflecting off of the moon
to Earth) during a lunar eclipse because Earth is located between the sun and moon.
3. Because the moon’s orbital plane is tilted with respect to the plane of the Earth’s orbit around the
sun, for a majority of time during an Earth month, the moon is not in a position to block solar
energy from reaching Earth, and Earth is not in a position to block
solar energy from reaching the moon.
iii.
Seasons:
1. Because the Earth’s axis is tilted, the most direct and intense solar energy occurs over the
summer months, and the least direct and intense solar energy occurs over the winter months.
b
2. The change in season at a given place on Earth is directly related to the orientation of the tilted
Earth and the position of Earth in its orbit around the sun because of the change in the
directness and intensity of the solar energy at that place over the course
of the year.
a. Summer occurs in the Northern Hemisphere at times in the Earth’s orbit when the northern
axis of Earth is tilted toward the sun. Summer occurs in the Southern Hemisphere at times
in the Earth’s orbit when the southern axis of Earth is tilted
toward the sun.
b. Winter occurs in the Northern Hemisphere at times in the Earth’s orbit when the northern
axis of Earth is tilted away from the sun. Summer occurs in the Southern Hemisphere at
times in the Earth’s orbit when the southern axis of Earth is tilted
away from the sun.
Students use their model to predict:
i.
The phase of the moon when given the relative locations of the Earth, sun, and moon.
ii.
The relative positions of the Earth, sun, and moon when given a moon phase.
iii.
Whether an eclipse will occur, given the relative locations of the Earth, sun, and moon and a position
on Earth from which the moon or sun can be viewed (depending on the type of eclipse).
iv.
The relative positions of the Earth, sun, and moon, given a type of eclipse and a position on
Earth from which the moon/sun can be viewed.
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v.
vi.
The season on Earth, given the relative positions of Earth and the sun (including the
orientation of the Earth’s axis) and a position on Earth.
The relative positions of Earth and the sun when given a season and a relative position (e.g. far
north, far south, equatorial) on Earth.
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Appendix
H6a
The NGSS are composed of three dimensions: science and engineering practices, disciplinary core
ideas (DCIs), and crosscutting concepts (CCCs). All three dimensions are equally important in a
student’s science education and are detailed extensively in the NRC Framework and in the NGSS
appendices. In the structure of each NGSS student performance expectation (PE), the practice
dimension provides the means by which students outwardly demonstrate the performance
expectations and therefore demonstrate their understanding of the content and concepts.
Therefore when developing the NGSS Evidence Statements, the writers built on the work of Mayer
and Krajcik (2015 – in press) and used the practices to create an organizing structure for each set of
statements.
The general organizing structure created by each practice is listed in this appendix, describing
observable features of student performance of decontextualized practices by the end of 12th grade.
However, when the practices are contextualized in individual PEs and when different “practice elements” (bullets from Appendix F of the NGSS) are used in each PE, the specific words and categories used to structure the evidence statements often change. Therefore the specifics of
individual practice elements, as well as different levels of practices for different grade bands, can be
found within each individual set of evidence statements. In addition, when the K–8 evidence
statements are released, this appendix may be updated or accompanied by similar template
structures for the practices at the different grade bands.
Although the DCIs and CCCs are not included in this appendix, Appendix G of the NGSS describes
details of CCC expectations for students in each grade band, and Appendix E of the NGSS describes
summaries of DCI progressions across the grade bands. The full text of the DCIs in every grade band
can be found in the NRC Framework.
General observable features of the practices by the end of 12th grade.
Asking Questions and Defining Problems
I.
Asking questions
1. Addressing phenomena or scientific theories
a. Students formulate specific questions based on examining models, phenomena,
or theories.
b. Students’ questions could generate answers that would clarify the relationships
between components in a system.
2. Empirical testability
a. Students’ questions are empirically testable by scientists.
II.
Evaluating questions
1. Addressing phenomena or scientific theories
a. Students evaluate questions in terms of whether or not answers to the questions
would provide relevant information about the targeted phenomenon in a given
context.
2. Evaluating empirical testability
a. Students’ evaluations of the questions include a description of whether or not
answers to the questions would be empirically testable by scientists.
III.
Defining problems
1. Identifying the problem to be solved
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H6b
a. Students’
n a alysesn i clude:
i.
A description of the challenge with a rationale for why it is a major global
challenge;
ii.
A qualitative and quantitative description of the extent and depth of the
problem and its major consequences to society and/or the natural world
on both global and local scales if it remains unsolved; and
iii.
Documented background research on the problem from two or more
sources, including research journals.
2. Defining the process or system boundaries, and the components of the process or
system
a. Students’
n a alysesn i clude identification of the physical system in which the
problem is embedded, including the major elements and relationships in the
system and boundaries so as to clarify what is and is not part of the problem.
b. Students’
n a alysesn i clude a description of societal needs and wants that are
relative to the problem (e.g., for controlling CO2 emissions, societal needs
include the need for cheap energy).
3. Defining the criteria and constraints
a. Students specify the qualitative and quantitative criteria and constraints for
acceptable solutions to the problem.
Developing and Using Models
I.
Using either a developed or given model to do the following:
1. Components of the model
a. Students define and clearly label all of the essential variables or factors
(components) within the system being modeled.
b. When appropriate, students describe the boundaries and limitations of the
model.
2. Relationships
a. Students describe the relationships among the components of the model.
3. Connections
a. Students connect the model to causal phenomena or scientific theories that
students then describe or predict, using logical reasoning.
II.
Developing a Model: Students develop a model with all of the attributes above
Planning and Carrying Out Investigations
1. Identifying the phenomenon to be investigated
a. Students describe the phenomenon under investigation, question to be
answered, or design solution to be tested.
2. Identifying the evidence to answer this question
a. Students develop a plan for the investigation that includes a description of the
evidence to be collected.
b. Students describe how the evidence will be relevant to determining the answer.
3. Planning for the investigation
a. Students include in the investigation plan a means to indicate, collect, or
measure the data, including the variables to be tested or controlled.
b. Students indicate whether the investigation will be conducted individually or
collaboratively.
4. Collecting the data
a. Students perform the investigation, collecting and recording data systematically.
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H6c
5. Refining the design
a. Students evaluate the accuracy and precision of the data collected.
b. Students evaluate the ability of the data to be used to answer the question.
c. If necessary, students refine the investigation plan to produce more accurate
and precise data.
Analyzing and Interpreting Data
1. Organizing data
a. Students organize data to represent phenomena.
b. Students clearly describe what each data set represents.
2. Identifying relationships
a. Students analyze data using appropriate tools, technologies, and/or models and
describe observations that show a relationship between quantities in the data.
3. Interpreting data
a. Students interpret patterns in the data and use them to describe and/or predict
phenomena.
b. Students include a statement regarding how variation or uncertainty in the data
(e.g., limitations; accuracy; any bias in the data resulting from choice of sample,
scale, instrumentation, etc.) may affect the interpretation of the data.
Using Mathematical and Computational Thinking
I.
Using Given Mathematical or Computational Representations: Using either developed or
given mathematical or computational representations to do the following:
1. Representation
a. Students clearly define the system that is represented mathematically.
b. Students clearly define each object or quantity in the system that is represented
mathematically, using appropriate units.
c. Students identify the mathematical claim.
2. Mathematical or computational modeling
a. Students use mathematical or computational representations (e.g., equations,
graphs, spreadsheets, computer simulations) to depict and describe the
relationships between system components.
3. Analysis
a. Students analyze the mathematical representations, use them to support claims,
and connect them to phenomena or use them to predict phenomena.
II.
Developing Mathematical or Computational Representations: Students develop
mathematical or computational representations with all of the attributes above
Constructing Explanations and Designing Solutions
I.
Constructing explanations
1. Articulating the explanation of phenomena
a. Students clearly articulate the explanation of a phenomenon, including a gradeappropriate level of the mechanism involved.
2. Evidence
a. Students cite evidence to support the explanation. The evidence can come from
observations, reading material, or archived data. The evidence needs to be both
appropriate and sufficient to support the explanation.
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H6d
Reasoning
a. Students describe the reasoning that connects the evidence to phenomena, tying
in scientific background knowledge, scientific theories, or models.
4. Revising the explanation (as necessary)
a. Given new evidence or context, students construct a revised or expanded
explanation.
Designing solutions
1. Using scientific knowledge to generate the design solution
a. Students restate the original complex problem into a set of two or more subproblems.
b. For at least one of the sub-problems, students propose two or more solutions.
c. Students describe the scientific rationale for each solution, including choice of
materials and structure of the device where appropriate.
d. If the students propose solutions for more than one sub-problem, they describe
how the solutions to the sub-problems are interconnected to solve all or part of
the larger problem.
2. Describing criteria and constraints, including quantification when appropriate
a. Students describe criteria and constraints for the selected sub-problem(s).
b. Students describe the rationale for which criteria should be given highest
priority if tradeoffs must be made.
3. Evaluating potential solutions
a. Students evaluate the solution(s) to a complex real-world problem
systematically, including:
i. Analysis (quantitative where appropriate) of the strengths and weaknesses
of the solution with respect to each criterion and constraint, as well as social
and cultural acceptability, and environmental impacts;
ii. Consideration of possible barriers to implementing each solution, such as
cultural, economic, or other sources of resistance to potential solutions; and
iii. An evidence-based decision of which solution is optimum, based on
prioritized criteria, analysis of the strengths and weaknesses (costs and
benefits) of each solution, and barriers to be overcome.
4. Refining and/or optimizing the design solution
a. Students refine or optimize the solution(s) based on the results from the
evaluation.
3.
II.
Engaging in Argument from Evidence
I.
Constructing arguments and evaluating given claims or design solutions
1. Identifying the given claims or design solutions
a. Students identify the given claims, explanations, or design solutions to be evaluated,
supported, or refuted with argumentation.
2. Identifying scientific evidence
a. Students identify multiple lines of scientific evidence that is relevant to a particular
scientific question or engineering design problem.
3. Evaluating and critiquing evidence: identification of the strength of the evidence used to
support an argument for or against a claim or a particular design solution
a. Students assess the validity, reliability, strengths, and weaknesses of the chosen
evidence along with its ability to support logical and reasonable arguments about
the claims, explanations, or design solutions.
4. Reasoning/synthesis: synthesizing the evidence logically and connecting to phenomena
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II.
H6e
a. Students synthesize the evidence logically and make explicit connections to known
scientific theories or models.
b. Students develop an argument that explicitly supports or refutes the given claim,
explanation, or design solution using the evidence and known scientific information.
Evaluating given evidence and/or reasoning
1. Identifying the given claims and associated evidence and/or reasoning
a. Students clearly identify the given claims or explanations.
b. Students clearly identify the given evidence that supports or refutes the given claims
or explanations.
c. Student clearly identify the given reasoning that supports or refutes the given
claims or explanations.
2. Identifying any potential additional evidence that is relevant to the evaluation
a. Students identify additional evidence, scientific theories, or models that were not
given to the student.
3. Evaluating and critiquing
a. Students use the additional (not given) evidence to assess the validity and reliability
of the given evidence along with the ability of the given evidence to support or
refute the claims or explanations.
b. Students evaluate the logic of the given reasoning.
Obtaining, Evaluating, and Communicating Information
I.
Obtaining information
1. Students obtain information from published material appropriate to the grade level.
2. Students compare and coordinate information presented in various modes (e.g., graphs,
diagrams, photographs, text, mathematical, verbal).
II.
Evaluating information
1. Students analyze the validity and reliability of each source of information, comparing
and contrasting the information from various sources.
2. Students analyze the information to determine its meaning and relevance to
phenomena.
III.
Communicating information
1. Communication style and format
a. Students communicate information using at least two different formats (e.g., oral,
graphical, textual, mathematical).
b. Students use communication that is clear and effective with the intended
audience(s).
2. Connecting the Disciplinary Core Ideas (DCIs) and the Crosscutting Concepts (CCC)
a. Students’
o c mmunication includes clear connections between the targeted DCIs and
the targeted CCCs in the context of a specific question, phenomenon, problem, or
solution.
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H7
Developing and using models
In the early grades, models are typically more tangible representations
such as physical models or pictorial models/diagrams. By high school,
these models can be more abstract conceptual models represented by
concept maps, mathematical models, or even computer codes. In almost
all cases, these are models of systems [CCC-4]. The NGSS Evidence
Statements (Achieve 2015) define three key elements that are a part of
every model: components, relationships, and connections. Systems have
components that interact with one another (these interactions are called
‘Relationships’ in the NGSS Evidence Statements). Models can be applied
to understanding phenomena and predicting the behavior of the overall
system (these applications are called ‘connections’ in the NGSS Evidence
Statements). One way to assess whether or not students have developed
models of systems is to provide mediums for them to illustrate the mental
models that are inside their heads. These mediums can be materials to
make physical models or abstract representations such as pictorial
models.
Assessment Snapshot: System Models in Middle and High
School
Ms. P assigns her middle school students a task to draw a
model [SEP-2] that illustrates the flow of energy [CCC-5] in an
ecosystem (MS-LS2-3). Ms. P used to have students draw their
models on a piece of paper, but she found that students really didn’t
understand what a model was or how to represent it. She decided to
use a computer tool to help scaffold the process, in this case the free
MySystem tool (part of WISE)1. Students select different illustrations
of objects that will act as components in the system [CCC-4] and
drag them onto the workspace. Then, they make connections between
the objects to represent interactions between the components. The
tool requires that students describe
1
these relationships with
http://wise.berkeley.edu
labels. Ms. P is able to distinguish between
CA different
NGSS Rolllevels
Out #4:
Classroom Assessment
Discipline
Specific
of understanding
by just 6-8
glancing
at the
system
diagrams (6). Ms. P also finds that the labels of the relationships
17
student mastery of DCIs. For example, a student that has built up a strong knowledge
of DCIs labels a relationship “the captured energy is made to food in the chloroplast”
while another says simply “flow.”
Figure Error! No text of specified style in document.-6. Example student
models of energy flow in an ecosystem
SOURCE: WISE 2015 http://wise4.org/wise-overview.pdf
Ms. P is trying to decide which rubric to use to score the models and is
deciding between a simple holistic rubric (Figure Error! No text of specified style in
document.-) and a criterion-based rubric (Figure Error! No text of specified style in
document.-). Neither rubric makes a distinction between the SEP and the DCIs or CCCs
being assessed since successful completion of the item requires combined application
of the three. While she likes the simplicity of the holistic rubric, she is worried that she
will be inconsistent in its application.
Figure Error! No text of specified style in document.-7. Holistic knowledge
integration rubric
6
Systemic: Students have a systemic understanding of science concepts.
5
4
3
Complex: Students understand how more than two science concepts
interact in a given context.
Basic: Students understand how two scientific concepts interact in a given
context.
Partial: Students recognize potential connections between concepts but cannot
elaborate the nature of the connections specific to a given context.
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2
1
Isolated: Students have relevant ideas but do not connect them in a given
context.
Irrelevant: Students have irrelevant ideas in a given context.
Source: TELS 2011.
She opts for the criterion-based rubric because it provides her students more
specific feedback about where they can improve. Because it is more detailed, she
decides to spend time introducing the rubric to her class and having them learn to score
their peers’ system models. While she finds that they are not able to reliably score one
another (they have a hard time judging accuracy), she does feel that the exercise helps
them focus on the key elements of a successful model. She has the students revise their
models after their peer scoring and many make critical improvements.
Figure Error! No text of specified style in document.-8. Sample criterion-based rubric
for system models
3
2
1
Components
All essential
components of the
system are
included. The model
does not include
irrelevant
components.
Major components
of the situation are
present, but smaller
details are missing.
--OR Extra
components are
included that are
not appropriate to
explain the
phenomenon.
Omits one or more
major components.
Relationships
(arrows)
All components
that interact are
connected.
Major flaws exist
in the way the
components are
connected in the
diagram.
Relationships
(labels)
Relationships are
labeled with a
clear description
of the physical
Some essential
relationships are
missing. -- OR
Some
components are
incorrectly
connected.
Some of the labels
are unclear or
inaccurate.
Some labels are
vague or missing.
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process that
connects them.
Source: M. d’Alessio
In elementary grades, models might be simpler but should still
emphasize the relationships between components. 9 shows two
student responses to the prompt, “Draw a model of a volcano
formation at a hot spot using arrow to show movement in your model.
Be sure to label all of the parts of your model.” Both models include
labels of the components, but neither one effectively illustrates how
the components relate to one another.
Figure Error! No text of specified style in document.-9. Example
Student Models at the Elementary Level
SOURCE: NRC 2014.
At the high school level, students still struggle identifying
interactions between components. Figure Error! No text of specified
style in document.-10 shows how an abstract system model can be
used as a quick formative assessment to build this way of thinking.
Figure Error! No text of specified style in document.-10. Quick
Formative Assessment of Systems in High School
Below are six different components of a simplified system. Draw
arrows showing which components are related and add detailed
labels
ofOut
the#4:
relationships.
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Prompts with 4 to 6 components make easy warm up exercises and can be
done individually or collaboratively.
Language is one avenue for formatively assessing student models
because they must make their thinking public. A teacher might ask a
student, “Can you explain your model to me?”, turning an internal mental
model into a conceptual model. This everyday usage of the word ‘explain’
is not the same as the NGSS practice of constructing an explanation
[SEP-6] where students use language to describe how their model
explains specific features of a phenomena or to explain how they derived
a certain prediction by applying their model. Both meanings of ‘explain’
(to describe a model and to apply a model to a phenomena) are useful
formative assessments of students’ models, but students must be able to
apply their models to meet PEs that include the practice of modeling
[SEP-2]. In the NGSS Evidence Statements (Achieve 2014), PEs with
SEP-2 include a ‘Connections’ section that articulates possible applications
of the model that can be assessed.
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