Wendy DeMers / New Orleans
[email protected]
LSSSMulti-Dimensional!
Performance Expectation ultimately, what students must
be able to do to show what they have learned
Clarification Statement provides details,
recommendations, and may include areas of emphasis or
de-emphasis
Science and Engineering Practices what scientists and
engineers engage in to understand the world or to solve
problems
Crosscutting Concepts the “Big Ideas”
Disciplinary Core Ideas foundational concepts
Louisiana Student Science Standards
(Screen Shot of 5th Grade Standard)
Science and Engineering
Practices (SEP)
1) Asking questions and defining problems
2) Developing and using models
3) Planning and carrying out investigations
4) Analyzing and interpreting data
5) Using math and computational thinking
6) Constructing explanations and designing solutions
7) Engaging in argument from evidence
8) Obtaining, evaluating, and communicating information
Crosscutting Concepts (CC)
1) patterns
2) cause and effect: mechanism and prediction
3) scale, proportion, and quantity
4) systems and system models
5) energy and matter: flow, cycles, and conservation
6) structure and function
7) stability and change
Performance Expectation
2nd
Develop a simple model that mimics the function of a
Grade
Standard
2
OSYSTEMS: INTERACTIONS, ENERGY, AND DYNAMICS
Clarification Stat ement
Students could use the model to describe: (1) How th
Structure-function relationships in the natural world
(components)
2- LS2-2
Science & Engineering
Disciplinary
Core
Ideas
that mimics the
function
of an animal
Performance
ExpectationPractices Develop a simple model
1. Asking questions and defining pr oblems
INTERDEPENDENT RELATIONSHIPS IN ECOSYSTE
Plants may depend on animals for pollination or to m
2. Developing and using models: Modeling in K–2 Students
could
usearound.
the model
to describe: (1) How the structu
their
seeds
(LE.LS2A.b)
Clarification
Stat ement
builds
on prior experiences
and progresses to include
Structure-function relationships in the natural world that allow
using and developing models (e.g., diagram, drawing,
physical
replica, diorama,
n animal
in dispersing
seedsdramatization,
or pollinating storyboard)
plants.
that represent concrete events or design solutions.
&simple
Engineering
Practices
Disciplinary Core Ideas
• Science
Develop a
model based
on evidence to
represent
proposed object
or tool.
eking
structure
of athe
rise
to its function.INTERDEPENDENT
(2)
questions
and model
defininggives
pr oblems
RELATIONSHIPS IN ECOSYSTEMS ST
3.
Planning
and
carrying
out
investigations
hat allow some animals to disperse seeds or pollinate
Plants plants.
may depend on animals for pollination or to move The
eveloping and using models: Modeling in K–2
des
4. on
Analyzing
and interpreting
data
ilds
prior experiences
and progresses
to include their seeds around. (LE.LS2A.b)
ing
developing
models
diagram, drawing,
5. and
Using
mathematics
and(e.g.,
computational
thinking
ysical replica, diorama, dramatization, storyboar d)
Constructing
explanations
designing
solutions
Crosscutting
Concepts
at6.represent
concrete
events or and
design
solutions.
7. Engaging
argument
evidenceto
evelop
a simpleinmodel
basedfrom
on evidence
MS STRUCTURE AND FUNCTION
ove The shape and stability of structures of natural and
anningdesigned
and carrying
out investigations
objects
are related to their function(s).
present
a proposed
object or
tool.
8. Obtaining,
evaluating,
and
communicating inf ormation
nalyzing and interpreting data
Disciplinary Core Ideas (DCI)
*Plants depend on animals for
pollination or to move their seeds
around
What animals move pollen from
plant to plant?
Grade 2 PERFORMANCE EXPECTATION:
Develop a simple model that mimics the function of an
animal in dispersing seeds or pollinating plants.*
What animals carry seeds on or
inside their body to deposit
somewhere else?
“Models and designs can be
sketches, drawings, or physical
models to communicate an idea to
others”*
Multiple Dimensions of
Science
CODE
Performance Expectation
2-ESS2-2
Develop a model to represent the shapes and kinds of
land and bodies of water in an area.
3-LS4-3
Construct an argument with evidence that in a particular
habitat some organisms can survive well, some survive
less well, and some cannot survive at all.
MS-PS2-2
Plan an investigation to provide evidence that the change
in an object’s motion depends on the sum of the forces on
an object and the mass of the object.
science and engineering practices
disciplinary core ideas
crosscutting concepts
Skill Progression Builds
Year to Year
K-2  plant and animal parts and uses are spotlighted
3-5  internal and external structures in plants and
animals serve various functions for growth, survival,
behavior, and reproduction
6-8  cells, reproduction, structure and function of
subsystems, and specialized systems
9-12  the details: hierarchal systems of multicellular
organisms, feedback systems, and more
So, How Do YOU Begin?
Where are the Louisiana State Science Standards ?
http://www.louisianabelieves.com/resources/library/acad
emic-standards
Then…
Review the Performance Expectations and the
clarification statements. What must students be able to
do to demonstrate understanding/mastery?
What is the Crosscutting Concept that will be the
underlying theme or big idea for your unit of study?
What do the Disciplinary Core Ideas indicate your
students must know or be able to do to accomplish the
PE?
How will you plan for your units of study?
Bundling and Planning
Grade
Level/Code
3 - LS1-1
Crosscutting
Concept
Science and
Engineering
Practices
Performance
Expectation
Disciplinary
Core Ideas
Patterns
Developing
and using
models
Develop
Growth and
models to
development
describe that of organisms
organisms
have unique
and diverse
life cycles
but all have
in common
birth, growth,
reproduction
, and death
These Standards “Bundle” to
Support a Unit on…
Locate a “theme” that might support your standard
Think about how one standards can lead to other standards
Some standards might fit in more than one bundle
The level of engagement asked of the student should
increase in intellectual demand in content and practices
when ordering the standards addressed
Create a logical order through which these standards might
flow and identify what core information will students need
to know and what skills must they acquire to successfully
accomplish the performance expectation
Bundling is the beginning…
Use PEs and
consider
potential
“storylines”
What curricular
needs will be
addressed in
order to meet the
end-ofinstruction PEs?
Increase
cognitive
complexity
throughout
the year
Stick to the
storyline so
that students
make
connections
Look for
Natural
Connections
Note any
prerequisite
knowledge or
practices
students will
need
Consider what students
need to understand….
How will you stage a rich, authentic experience for your
students that will promote student generated questioning,
planning and carrying out of investigations, development of
models, & data analysis?
How will you develop the student’s awareness and
understanding of the Crosscutting Concept?
Tell a story, share images or photos, read a story, select a
video clip, recall a significant event at school or in the
community, use a “misconception” to prompt discourse,
enrich their exposure to places and organisms of interest, …
Next Steps…
How do we plan lessons that will entice our students to
ask relevant questions, to wonder about the world
around them, and to pay attention to the details?
What stories or images do you use to provoke thought?
One resource NGSS provides is the use of
“phenomena” to spark student interest
“Phenomena should drive units and keep students
working to “figure out” rather than “learn about.”
*http://www.project2061.org/publications/2061connections/2007/2007-05a.htm
“The new standards call for changes in
the science classroom”.
Content knowledge is critical and evident in the standards in the Disciplinary Core
Ideas, the key ideas in science that have broad importance within or across multiple
or engineering
disciplines.
However,
simplyscience
having content
knowledge is not
The new science
standards
call for
changes
in the
classroom.
enough. Students must investigate and apply content knowledge to scientific
Key shifts
called for by the Louisiana Student Standards for
phenomenon.
Apply content
knowledge
Science:
Investigate,
evaluate, and
reason
scientifically
Scientists do more than learn about science; they “do” science. Science instruction
must integrate the practices, or behaviors, of scientists and engineers as they
investigate real-world phenomenon and design solutions to problems.
Connect ideas
across disciplines
For students to develop a coherent and scientifically-based view of the world, they
must make connections across the domains of science (life science, physical science,
earth and space science, environmental science, and engineering, technology, and
applications of science). The crosscutting concepts have applications across all
domains.
Contact [email protected] with questions.
Louisiana Student Standards for Science
PHASE
TIMELINE
FOCUS
Phase 1
Spring – Summer
2017
• Framework and make-up of the standards
• Shifts in science instruction
• Progressions of learning
Phase 2
Fall 2017
• Educators begin implementation of the new
standards, practice implementing aligned
tasks, pilot 3-dimensional lessons
• LDOE releases scope and sequence
documents, revised instructional tasks,
sample EAGLE items
Phase 3
Spring –Summer
2018
• Quality curriculum piloted
• Suite of assessment items/item sets
released on EAGLE
• Field test in grades 3-8
Contact [email protected] with questions.
Louisiana Student Standards for
Science
Area
Support and Timeline
Professional
Development
Self-paced Learning
Live and recorded webinars on new standards
• Monday, June 19 @ 9:00 a.m. - LSS Science Series Part 1: Overview of the Louisiana Student
Standards for Science
• Monday, June 26 @ 9:00a.m. - LSS Science Series Part 2: Instructional Shifts
• Monday, July 10 @ 9:00 a.m. - LSS Science Series Part 3: Three-Dimensional Learning
• Monday, July 17 @ 9:00 a.m. - LSS Science Series Part 4: Learning Progressions
• Monday, July 24 @ 9:00 a.m. - LSS Science Series Part 5: Phenomenon-Based Instruction
Summer Opportunities
•
•
LouisianaStandards
@la.gov
Louisiana Tech will provide intensive four-day summer training institutes this
summer in both north and south Louisiana
LSU Cain Center will provide summer training in an intensive two-day workshop
to be held in June in Baton Rouge
Collaborations
• Sessions at 2017-2018 collaborations
A Process!
Remember to cultivate a Mindset of Growth!
Build a network of peers with whom to brainstorm
and share!
Find a partner, even if they are in a different grade or
at a different school!
Ask questions! Ask for help!
This is a process of change.
Thank You!
Wendy DeMers [email protected]
CSSS 2016 Workshop “Adapting Curriculum for 3
Dimensional Learning” (multiple files incl. lesson plan template)
http://learndbir.org/talks-and-papers/csss-2016-workshopadapting-curriculum-for-3-dimensional-learning
Bundling Standards to Better Guide Units of Instruction
https://www.nextgenscience.org/resources/bundling-ngss
Phenomena for NGSS
https://www.ngssphenomena.com/whyusephenomena/