NGSS Tool: Planning for 3-Dimensional Learning
(DCIs, SEPs, CCCs)
Objective:
To provide a tool for developing a unit of instruction that creates
a conceptual flow for building student understanding and
identifies Performance Expectations, Disciplinary Core Ideas,
Science and Engineering Practices and Cross Cutting Concepts
that support that understanding
Time:
5 hours
Day 1
Part I
Part II
Part III
Part IV
Day 2
Part V
Part VI
Part VII
Materials:
Slides
S1
S2
S3
S4
S5
S6
S7
S8
S9
S10
S11
S12
S13
S14
S15
S16
S17
S18
S19
S20
S21
S22
S23
3 Hours
Session Overview/Background for Tools
Building a Conceptual Flow: Pre Think
Match to DCI
Identify Assessment Points and Match
To Performance Expectations
2 hours
PQP Chart: Phenomena, Questions
and Practice
Identifying Cross Cutting Concepts
Application in Your Context
30 minutes
45 minutes
60 minutes
45 minutes
90 minutes
15 minutes
15 minutes
Title
Session Outcomes
Next Generation Science Standards: 3D Learning
How People Learn
HPL and The Tool
Tool A: Conceptual Flow
Conceptual Flow
Individual Pre-Think
Quick Write Prompt
Fact and Concepts
Collaborative Pre Think: Negotiate Your Ideas
Example of a Preliminary Collaborative CF
Content Check
Content After Reading
Aligning DCIs with CF
Example of CF with DCIs Matches
CF Edit
Review Your Conceptual Flow
Assessment Check
Example of CF with Pre-Think Assessment Points
Aligning PEs with a CF
Example of CF with PE Matches
Exit QuickWrite
Ca NGSS Roll Out #1: The Tool
1
S24
S25
S26
S27
S28
S29
S30
S31
S32
S33
S34
S35
S36
S37
S38
S39
S40
The Tool Continues
Tool B: Identifying Practices
Enter DCIs from the CF
Phenomena Carp Video
Brainstorm Phenomena
Example: Natural Phenomena
Develop Driving Questions
Example: Driving Questions
Practices to Support Learning
Example: Practices
Example of CF with Practices Aligned to DCIs and PEs
Practices are Built on Practices
Using Cross Cutting Concepts
Cross Cutting Concept Column
Adding Cross Cutting Concepts
Example Flow with PE, DCI, SEP and CCC?
Taking it Home
Handouts
H1
How People Learn Key Findings
H2
Steps for Tool A: Conceptual Flow
H3
Example: Collaborative Pre-Think CF
H4
Essential Question from Framework: Ecosystems:
Interactions, energy and dynamics
H5
PE MS-LS2
H6
Example: DCI Alignment
H7
Example: CF Edit
H8
Example: Assessment Flags and PE
H9
Steps for Tool B: PQP
H10 PQP Chart
H11 Science and Engineering Practices
H12 Example: CF with Practices
H13 Completed PQP Chart
H14 Cross Cutting Concepts
H15 Steps for Tool C: Cross Cutting Concepts
H16 Example: Completed CF
Trainer Note: H3, H6, H7, H8, H12, H16 are in a separate file. All other handouts
are part of this file.
Resources
A Framework for K-12 Science Education
NGSS Volume 1
Other
Chart paper
Markers
Tape (masking tape and scotch tape)
Ca NGSS Roll Out #1: The Tool
2
Sticky Notes:
Yellow: Lots(!) Large, medium and small
Orange: small
Blue: flags
Purple: small
Grey/White: medium
Fine Sharpies
Advance
Preparation:
1. Duplicate all handouts.
2. Review the example changes in the Conceptual Flow and how
practices and cross cutting concepts are added through the
PQP chart.
Trainer Note: The tool session is designed for participants to learn a process so
that they can: a) experience it together with one example; b) apply it to their own
content when they return home; c) teach others how to do it using the generic
process. If you have never done this tool before, facilitate it as written, using this
rationale if participants question working in a content that is not theirs.
If you are familiar with the process, and there is resistance from the participants to
working in content that is not theirs, see the optional guide at the end of this guide.
The slides and handouts are the same.
Procedure:
Part I
Session Overview and Background for the Tools
30 minutes
1.
Display S1 (Title) as participants arrive.
2.
Welcome participants to the session. Display S2 (Session Outcomes).
Explain that this session is designed to introduce the participants to a tool for
developing a unit of instruction that creates a conceptual flow for building
student understanding. The tool consists of 3 parts that will help identify
Performance Expectations, Disciplinary Core Ideas, Science and Engineering
Practices and Cross Cutting Concepts that support student conceptual
understanding.
3.
Display S3 (Next Generation Science Standards: 3D Learning). With a
partner, ask participants to discuss why the logo is a mobius strip. Have a
couple of partners share out, making the point that NGSS is asking for 3
dimensional learning where each of these (DCI, SEP and CCC) are interrelated in the student learning. There is no beginning and no end—and they
are all on the same surface as is a mobius strip.
4.
Display S4 (How People Learn) and distribute H1 (How People Learn
Key Findings). Explain that while the standards set the expectations for
Ca NGSS Roll Out #1: The Tool
3
learning, they don’t detail the sequence or strategies for learning. In other
words, the standards have to be translated for use in the classroom. A
guiding piece of work in that translation is what we know cognitively about
learning. How People Learn, edited by the National Research Council
summarizes the research and identifies 3 key finding about how people learn.
Briefly explain each:
a. Prior knowledge: what students bring to the new learning—their past
experiences, knowledge, ideas, conceptions, misconceptions etc. In
classrooms, we often elicit prior knowledge…and then go right on and
teach what we planned! The goal instead would be to build on student
prior knowledge as we facilitate bringing them to the scientific explanation
of phenomena.
b. Conceptual Frameworks: This is the idea that experts have a schema or
way of thinking about a topic that is not focused on just the details or
facts. Instead, experts have a broader view on which they can hang
information. For example, an expert chess player sees several plays
ahead; a chef can create meals from a variety of foods without using a
recipe; a seasoned traveler know how to navigate cancelled planes. In
school we often focus on the bits and pieces. NGSS expects student to
engage in big ideas—core ideas, practices and cross cutting concepts.
c. Metacognition: The importance of understanding how you come to know
something. What did you think when you started? What ideas made you
think differently? Why? What are you questioning now.
d. How People Learn presents these findings as major considerations for
educators to embrace and implement in their classrooms.
11.
Part II
Display S5 (HPL and The Tool). Explain that the tools they will learn in
this session are built on the principals of How People Learn. Key Finding #2
supports the foundation of the tools to translate the 3 dimensions of NGSS
into classroom instruction.
Building a Conceptual Flow: Pre Think
45 minutes
Trainer Note: The Conceptual Flow was developed by the K-12 Alliance/WestEd.
The flow forms the “backbone” of the NGSS tool and has been modified to layer on
the DCIs, PEs, SEPs, and CCCs.
12.
Display S6 (Tool A: Conceptual Flow). State that the conceptual flow is
the first part of The Tool. The conceptual flow is a type of conceptual
framework. The Flow is both a tool and a process that helps grade levels or
departments think about the things listed on the slide.
13.
Display S7 (Conceptual Flow) and distribute H2 (Steps for Tool A:
Conceptual Flow). Explain that building a conceptual flow has multiple
Ca NGSS Roll Out #1: The Tool
4
steps. In the end, it represents science concepts presented as a visual in
which ideas are nested, linked and presented in an instructional order as
seen on this slide. To this “backbone” of instruction, NGSS disciplinary core
ideas, science and engineering practices, cross cutting concepts and
performance expectations will be identified and placed on the conceptual
flow. When participants are done with building a conceptual flow they will
have a schema/framework for a unit of instruction. Explain that participants
might want to keep H2 handy as they go through the steps to create the
flow.
14.
Display S8 (Individual Pre-think) and refer participants to Step 1 on H2
(Steps for Tool A: Conceptual Flow). Explain that building a conceptual
flow begins with an individual pre think in which participants share their prior
knowledge about what they consider important concepts for students to
know.
Trainer Note: The conceptual flow is grounded in How People Learn and uses the
key finding about accessing prior knowledge and then connecting that knowledge to
new learning. In the individual and collaborative pre-think phases participants will
detail their thinking about what content students should know and in what
conceptual order it should be taught. Through the steps in building a conceptual
flow they will modify or even radically change their flow as they add new
understanding about the PE, DCIs, SEP and CCC.
Before going to slide S9, remind participants that they will be building a conceptual
flow together, as an common example for discussion as they learn the process.
When they return to their sites they can develop a flow for the exact content they
teach (See Trainer Note at the beginning of the guide).
The common flow uses ecosystems because adults can contribute some content
knowledge about that topic.
15.
Display S9 (Quick Write Prompt). Have participants respond to the quickwrite prompt: “What should an exiting middle school student know about
interactions in an ecosystem?” Have participants write a paragraph in
complete sentences. Allow 5 minutes to complete the quick-write.
16.
Display S10 (Facts and Concepts). Ask participants to use these
definitions to identify each statement in their quick write. Direct participants
to label the concepts with a “C” and facts with an “F.” Have participants
share their “a-has”.
Trainer Note: The participants may find more concepts in their quick-writes because
they wrote in a complete sentence format
17.
Explain that participants will now make a “nested” conceptual story from
their quickwrite. Use different size post-its to demonstrate what their story
will look like: place a large sticky at the top of a piece of chart paper; place
Ca NGSS Roll Out #1: The Tool
5
3-4 medium size post-its horizontally in one row under the large sticky; then
place several small stickies under each medium size stickie note.
18.
Distribute sharpies and the 3 sizes of yellow sticky notes to each person. Ask
participants to write in a complete sentence their biggest idea from their prewrite on the largest sticky note. Then use the next size sticky notes to
record the next level of concepts (one/stickie) that support the big idea.
Lastly use the small stickies to capture the smallest ideas (one /stickie) on
their quick write.
19.
Divide participants into groups if they are not already in groups. Display S11
(Collaborative Pre Think) and refer participants to the Collaborative
Prethink on H2 (Tool A: Steps in a Conceptual Flow). Ask participants in
groups to share their sticky notes and try to synthesize their collective
“nested” story.
a. Have one person “play” their biggest idea by placing it at the top of the
paper. 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.
b. Ask participants to next “play” their medium sized ideas, again tucking
similar ideas under each other.
c. Next ask participants to “play their smallest ideas.
d. Finally, ask participants to review their “story”, reading left to right and
top to bottom. Encourage them to move the stickies so that the
instructional order makes the most sense.
Trainer Note: Asking participants to share their stories with each other helps to
level the content knowledge of the group.
Remind participants that as they create their flow, they can “fold” big ideas to make
them smaller, or put a small sticky on a large sticky to make it bigger.
20.
Display S12 (Example of a Collaborative CF) and distribute H3
(Example: Collaborative Pre-Think CF) to table groups. Explain that this
conceptual flow was done by another group of teachers like the participants.
Ask participants to briefly compare their flow to this example. Explain that
as a way to track the conceptual flow process, participants will continue to
compare their work as they go through the steps to what this group of
teachers did as they went through the steps of using the tool.
Part III: Match to DCI
21.
60 minutes
Explain that their current flow will now be modified, added to or deleted from
based on what NGSS says about the content. Point to steps 3-5 on H2
(Steps for Tool A: Conceptual Flow).
Ca NGSS Roll Out #1: The Tool
6
22.
Display S13 (Content Check) and distribute H4 (Essential Question from
Framework: Ecosystems: Interactions, energy and dynamics) to
partners. Ask participants, in groups of 3, to follow the prompts on the slide
to jigsaw read the Framework.
23.
Display S14 (Content After Reading) and have groups follow the prompts.
Are there ideas that need to be deleted or added to the flow? If ideas need
to be deleted, have participants take the yellow stickie off the conceptual
flow; if they need to be added, have participants write them on the
appropriate size yellow stickie and add it to the conceptual flow.
24.
Display S15 (Aligning DCIs with the CF) and distribute H5 (MS-LS2) to
partners. Ask participants to follow the prompts on the slide and add the
DCIs on ORANGE stickies to the flow as appropriate.
Trainer Note: Because most DCIs are several sentences, ask participants to write
the DCI number and identify which bullet. If participants want to write the words
for the DCI encourage them to select only key words for the sticky note—otherwise
it is too time consuming to write the full sentence!
If time is short, have participants locate 2-3 DCIs as an example rather than trying
to complete the entire flow.
25.
Display S16 (Example of Aligned DCIs) and distribute H6 (Example:
DCI Alignment) to table groups.
a.
Ask table groups to compare their conceptual flow with the one on the
slide. Have several people share what they notice on the slide. Make
sure they note that there are DCI’s from 2 areas, life and earth science
and that there are yellow stickies that don’t have DCIs.
b.
The question is what to when the DCIs don’t align with the original
conceptual flow.
c.
Display S17 (CF Edit) and distribute H7 to table groups. Give
participants a few minutes to review the example, and then debrief
what they notice making these points:
-
the section on adaptation is not part of the middle school DCIs (it is
part of the elementary) and so they crossed it off of their
conceptual flow
-
the circled stickies are not in the DCI, yet the group thinks that
students should be able to apply their knowledge to various
ecosystems, so for now they leave this concept in their flow;
(Alternatively, they could also decide to delete this since it is not in
the DCI)
Ca NGSS Roll Out #1: The Tool
7
-
26.
the question mark denotes a detail that is not part of a DCI. The
question mark is a reminder that they need to revisit this piece of
content and decide whether or not to keep it once the lessons to
the unit are written
Display S18 (Review Your CF) and ask table groups to use the “edited CF”
as an example, and follow the prompts on the slide to modify their
conceptual flow. Ask several groups to share what they modified and their
aha’s.
Trainer Note: Participants should notice where their original CF aligns with DCIs
and where they had ideas that are no longer appropriate (e.g., they may have had
lots of facts—now they have to consider which facts are most important to build
conceptual understanding). They might also notice that some of what is on their
flow now belongs to another grade level (this might be particularly true in
elementary and middle school since there is a shift in topics from the old CA
standards and the NGSS). Lastly, they might still have yellow stickies that they
think are important for student learning even if they don’t directly align to a DCI.
They should use their professional judgment and knowledge of their students to
decide if these ideas stay in the conceptual flow.
In the early stages of implementation, teachers in higher grades may need to keep
several concepts from the lower grades on their conceptual flows until the grade
below are implementing and students have had the opportunity to learn their grade
level appropriate standards.
27.
Ask participants to take a final look at the flow of their concepts on their
edited conceptual flow. Are the ideas in the best order (reading left to right
and top to bottom) for instruction? If not, ask participants to move the
sticky notes into an order they like.
Trainer Note: One way to help participants make this decision is for them to only
read the largest stickie and the supporting medium size stickies—if these were the
headlines of the story, do they tell a complete and compelling story.
Punchline: Conceptual flows help identify important ideas and arrange
them in a sequence that makes sense for instruction. Not all sequences
are the same; however conceptual flows for a big idea often have very
similar mid-size ideas.
Part IV
28.
Identify assessment points and match to PEs
45 minutes
Return to the sticky note graphic from Step 17 (blank sticky notes). Fold the
paper so that only the “fact” stickies are showing. Explain that this is what
was often assessed in prior assessments. Now fold the paper so that the
only big and mid size sticky notes show and explain that assessments for
Ca NGSS Roll Out #1: The Tool
8
NGSS will be more at this grain size. This represents a shift toward more
conceptual understanding.
29.
Display S19 (Assessment Check) and point to Step 6 on H2 (Steps for
Tool A: Conceptual Flow). Ask participants to consider this idea as they
review their flow. Where would they want to assess student understanding?
At which idea would they need to know what students know before they
could continue instruction? Distribute small purple sticky notes and ask
participants to flag their conceptual flow for where they think formative and
summative assessments should be.
30.
Display S20 (Example of CF with Pre think Assessment Points) as an
example of what a flow might look like at this point. Remind participants that
the flow now indicates places where they think assessments should be.
31.
Display S21 (Aligning PEs with a Conceptual Flow) and point to the last
Step on H2 (Steps for Tool A: Conceptual Flow). Distribute white/grey
sticky notes to groups. Have participants follow the prompts.
32.
Display S22 (Example of CF with PE Matches) and distribute H8
(Example: Assessment Flags and PE). Ask participants to briefly
compare their flow with this example. What do they notice? What would they
do for the assessment flags where there is no PE match? Where there is a
match? Finally ask participants about LS2-5. It is not on this conceptual
flow. Should it be added? Where? If not here, where else might it fit in a
unit of instruction? Remind participants that it has to go somewhere!
Trainer Note: The flagged assessments help participants understand assessment as
a system. There should be pre and post assessments that measure what students
know before beginning a lesson and what they know at the end of instruction.
There should also be “juncture” assessments throughout the unit. These
assessments help teachers know what students are understanding and where they
are struggling. Pre-think flags that match PEs help participants understand that
their think matches where a “chunk” of learning is assessed. Participants should
consider the flags with no PEs and determine whether or not to keep them. Often
these flags represent smaller assessment that scaffold for student learning that will
be demonstrated on a PE.
33.
Display S23 (Exit Quickwrite) and ask participants to take a moment to
reflect on this portion of the tool. Remind participants that they will continue
the tool tomorrow where they will continue to add to their flow—including the
science and engineering practices and the cross cutting concepts.
34.
Collect the Exit Quickwrite as participants leave the room.
Trainer Note: if conducting this professional learning in a 1-day session, have
participants do the quickwrite and then take a break. Review the comments at
break time and adjust as needed when returning to the next section of the tool.
Ca NGSS Roll Out #1: The Tool
9
DAY TWO
Part V
PQP Chart: Phenomena, Questions and Practices
90 minutes
Trainer Note: The Sacramento Area Science Project developed the PQO chart.
Their chart was modified for the NGSS Tool to include all practices and the cross
cutting concepts.
35.
Display S24 (The Tool Continues). Comment on the reflections from the
exit quickwrite. Answer questions as is appropriate. Remind participants that
they left off building a conceptual flow that included the DCIs and the
Performance Expectations. They now will consider how to add science and
engineering practices and cross cutting concepts.
36.
Display S25 (Tool B: Identifying Practices) and distribute H9 (Steps for
Tool B: PQP). Introduce the new part of The Tool. Explain that the PQP
(phenomena, question, practice) chart focuses thinking about how students
can use phenomena to learn DCIs through the science and engineering Train
Trainer Note: Help participants understand that the PQP chart enriches the
conceptual flow by addressing the practices in which content might be taught.
Therefore continuing with the ecosystem example helps them to make these
connections. However, if participants want to complete the chart in their content
area, ask them to select a PE at their grade level, find an appropriate DCI and use
that for the chart.
Remind participants that the chart is still at a “unit” level. When completed,
participants will have an idea of practices that can be used to develop a learning
sequence, but not an individual lesson.
37.
Display S26 (Enter DCIs from the CF), point to appropriate Steps on H9
(Steps for Tool B: PQP), and distribute H10 (PQP Chart) to each person.
a. Explain that the process of using the chart will help participants answer
this question: How will they facilitate student understanding of the DCI while engaging students in the practices and crosscutting concepts - so
that students will both understand the DCI and be able to demonstrate
their understanding by achieving the performance expectation?
b. Ask participants to enter their DCI on H10 and to enter the corresponding
PE that goes with that DCI.
c. Explain that eventually they would construct a chart for each DCI and PE
on their flow; for today they will work with one.
38.
Ask participants what they think the word “phenomena” means. Have
several people share their ideas. Make the point that a phenomenon is some
that one observes and causes one to wonder or ask questions. Phenomena
Ca NGSS Roll Out #1: The Tool
10
can be spectacular (northern lights), or they can be simple (a patch of brown
grass surrounded by green grass).
39.
Display S27 (Phenomena) and play the video clip, asking participants to
view the phenomenon and generate questions. Use this experience to help
participants understand the power of a rich phenomena to guide instruction
because of the questions that it generates. This is what they are aiming for
as they complete the PQP chart.
40.
Use S28 (Brainstorm Phenomena) and S29 [Example: (Natural)
Phenomena] with each other. Show S28 first and give participants time to
brainstorm then, show S29 as an example.
Trainer Note: Phenomena can be natural or the result of human activity. The point
is that the phenomenon has to be something on which students can gather data—
either originally, or through research, or data sets etc.
41.
Display S30 (Developing Questions), point to the appropriate step on H9
(Steps for Tool B: PQP), and review the characteristics of good driving
questions. Ask participants to generate a list of such questions for their
selected DCI.
42.
Display S31 (Example Driving Questions) and have participants briefly
compare the structure of these questions to the ones they wrote. Do they
elicit higher order thinking from students? Are they engaging for students?
Do they allow for “rich” instruction?
Trainer Note: The questions they wrote will depend on which DCI they selected.
Therefore the comparison is on the types of questions, not the direct questions.
Consider using S30 and S31 in combination, then giving participants time to
brainstorm the driving questions.
43.
Display S32 (Practices to Support Learning), distribute H11 (Science
and Engineering Practices) to each person and point to the appropriate
step on H9 (Steps for Tool B: PQP). Ask them to follow the prompts on
the slide to enter possible practices that students could engage in to learn
the science.
44.
Display S33 (Example: Practices) and use this as an example of how to
fill out the chart.
Trainer Note: Consider using S32 and S33 in combination, then giving participants
time to brainstorm the practices.
45.
When participants have generated the practices associated with their DCI,
distribute blue sticky flags. Ask them to write the practice on the flag (they
will need to abbreviate the practice).
Ca NGSS Roll Out #1: The Tool
11
46.
Display S34 (Example of CF with Practices Aligned to DCIs and PEs).
Distribute H12 (Example: CF with Practices) to the table groups and
distribute H13 (Completed PQP Chart) to each participant. Use this an as
example for how participants should place their blue practice flags on their
conceptual flow.
47.
Display S35 (Practices are Built on Practices) to debrief this part of the
process. It is important for participants to understand that while the PE has
one practice associated with it, the instruction to get students to that point
should have many practices associated with the DCIs.
Trainer Note: Regarding the nuances in the practice itself, it is important for
participants to note that the practice in the PE is specific. If necessary, refer
participants to Appendix F and have them review the practices for their grade level
DCI. For example, in grade 6-8, there are many ways in which model is used (to
describe, to explain, to predict, etc.). How might these different uses deepen
learning? How might they support the practice in the PE?
Part VI
48.
Identifying Cross Cutting Concepts
15 minutes
Display S36 (Using Cross Cutting Concepts). Remind participants that
this is the 3rd dimension of the 3-D learning.
a. Ask participants to turn to a neighbor and discuss how they make sense
of what is on the slide.
b. Allow a few minutes for discussion, then, call on several people to share
their ideas.
c. Conduct a brief discussion about the fact that cross cutting concepts can
definitely link disciplines together, but that they can also be big ideas that
link within a discipline. The Frameworks suggest that cross cutting
concepts can be used to sum the learning from several disciplines, and
they can be used to connect DCIs and PE. For example, remember the
patterns in life cycles? What types of patterns do we observe in the rock
cycle?
49.
Distribute H14 (Cross Cutting Concepts)
a.
b.
Ask participants to scan the list of cross cutting concepts. What do
they notice? What examples can they think of that would connect or
link earth, life physical science together; tie the 3 disciplines of science
and engineering together? How might cross cutting concepts be used
within a discipline?
What questions do they have?
Ca NGSS Roll Out #1: The Tool
12
50.
Display S37 (Cross Cutting Concept Column) to show where the cross
cutting concepts will be added to the PQP chart.
51.
Display S38 (Adding Cross Cutting Concepts) and distribute H15 (Steps
for Tool C: Cross Cutting Concepts).
a. Ask participants to identify the cross cutting concepts and flag them (with
green dots or sticky notes) on their flow.
b. Ask participants to brainstorm possible cross cutting concepts that they
think will tie this conceptual flow to another conceptual flow. What ideas
are embedded in this flow that can easily be used to connect to another
discipline of science? To another life science conceptual flow?
52.
Ask several groups to report their thinking.
53.
Display S39 (Example Flow with PE, DCI, SEP and CCC) and distribute
H16 (Example of a completed CF) to table groups.
54.
Remind participants that: a) this is their first draft of thinking in this way; b)
their thinking represents a unit of instruction that blends the 3D learning; c)
this all stills needs to be translated to the actual sequence of lessons that will
make learning come alive for students and d) the conceptual flow should be a
living document, altered as participants get better in thinking in 3D and as
they experience the actual lessons that come from this framework.
Part VII
55.
Application in Your Context
15 minutes
Display S40 (Taking it Home). Ask participants to complete the prompts.
If there is time, have a few participants share.
OPTIONAL GUIDE
Trainer Note: If you are familiar with the process, and there is resistance from the
participants to working in content that is not theirs, use this guide. The slides and
handouts are the same as in the first guide.
Time
5 hours
Day 1
Part I
Part II
Part III
Part IV
3 Hours
Session Overview/Background for Tools
Building a Conceptual Flow: Pre Think
Follow the Process
Work In Content Specific Groups
Day 2
2 hours
Ca NGSS Roll Out #1: The Tool
20
40
30
90
minutes
minutes
minutes
minutes
13
(same as original guide except that they will work in the content
that they used for their flow)
Trainer Note: all the materials are the same as in the original guide, with one
exception. You will need extra copies for Frameworks for the reading that is
applicable to their content.
Procedure
Part I
1.
Session Overview/Background for Tools
20 minutes
Follow the original guide, but complete this section in 20 minutes rather than
30 minutes.
Part II
Building a Conceptual Flow: Pre-Think
40 minutes
2.
Explain that participants will engage together in the process of developing a
conceptual flow so that they have a common experience from which they can
build a conceptual flow in their content.
3.
Follow the original guide, using the ecosystem prompt, through step 24.
Part III
Follow the Process
30 minutes
Trainer Note: the next steps can be done somewhat quickly (like a cooking show!)
to give participants a sense of how the flow changes as DCIs and PEs are added to
the chart.
4.
Display S15 (Aligning DCIs with the CF) and explain how the match is
made. Then Display S16 (Example of Aligned DCIs) and distribute H6
(Example: DCI Alignment) to table groups.
a. Make sure they note that there are DCI’s from 2 areas, life and earth
science and that there are yellow stickies that don’t have DCIs.
b. The question is what to when the DCIs don’t align with the original
conceptual flow.
c. Display S17 (CF Edit) and distribute H7 to table groups. Give
participants a few minutes to review the example, and then debrief what
they notice making these points:
-
the section on adaptation is not part of the middle school DCIs (it is
part of the elementary) and so they crossed it off of their
conceptual flow
Ca NGSS Roll Out #1: The Tool
14
5.
-
the circled stickies are not in the DCI, yet the group thinks that
students should be able to apply their knowledge to various
ecosystems, so for now they leave this concept in their flow;
(Alternatively, they could also decide to delete this since it is not in
the DCI)
-
the question mark denotes a detail that is not part of a DCI. The
question mark is a reminder that they need to revisit this piece of
content and decide whether or not to keep it once the lessons to
the unit are written
Explain that after editing the flow, the group woud take a final look at the
flow of their concepts on their edited conceptual flow. Are the ideas in the
best order (reading left to right and top to bottom) for instruction? If not,
ask participants to move the sticky notes into an order they like.
Trainer Note: One way to help participants make this decision is for them to only
read the largest stickie and the supporting medium size stickies—if these were the
headlines of the story, do they tell a complete and compelling story.
6.
Return to the sticky note graphic from Step 17 (blank sticky notes). Fold the
paper so that only the “fact” stickies are showing. Explain that this is what
was often assessed in prior assessments. Now fold the paper so that the
only big and mid size sticky notes show and explain that assessments for
NGSS will be more at this grain size. This represents a shift toward more
conceptual understanding.
7.
Display S19 (Assessment Check) and point to Step 6 on H2 (Steps for
Tool A: Conceptual Flow). At this point, they would identify points where
they want to assess student understanding. Then display S20 (Example of
CF with Pre think Assessment Points) as an example of what a flow
might look like at this point.
8.
Display S21 (Aligning PEs with a Conceptual Flow) and point to the last
Step on H2 (Steps for Tool A: Conceptual Flow). Explain that at this
point, they would identify where the PE are found on their flow.
9.
Display S22 (Example of CF with PE Matches) and distribute H8
(Example: Assessment Flags and PE). What do they notice? What would
they do for the assessment flags where there is no PE match? Where there
is a match? Finally ask participants about LS2-5. It is not on this conceptual
flow. Should it be added? Where? If not here, where else might it fit in a
unit of instruction? Remind participants that it has to go somewhere!
Part IV
10.
Work In Content Specific Groups
85 minutes
Divide participant in into content alike groups. Remind them to use H2
(Steps for Tool A: Conceptual Flow) as a guide to build their flow.
Ca NGSS Roll Out #1: The Tool
15
Trainer Note: Tables will work at different speeds; monitor where they are and
assist with prompts to help them take the next step.
When it is time for them to read from the Framework, make sure they are using
appropriate pages for their content.
11.
When there is about 5-10 minutes left, stop the groups and ask them to tape
down their flows so that they can be saved for the next day.
12.
Display S23 (Exit Quickwrite) and ask participants to take a moment to
reflect on this portion of the tool. Remind participants that they will continue
the tool tomorrow where they will continue to add to their flow—including the
science and engineering practices and the cross cutting concepts.
13.
Collect the Exit Quickwrite as participants leave the room.
Continue with Day 2 as in the original guide, except groups will be working on their
content. Use the slides for Day 2 as an example of what completed work looks like.
Ca NGSS Roll Out #1: The Tool
16
H1
In How People Learn (National Research Council, 2000), the authors summarize three
key ideas about learning based on an exhaustive study of the research (p.14-19). These
three findings about student learning have parallel implications for classroom instruction
(p. 19-21), which then suggest a translation of those implications into curriculum
materials. As the authors state, these three findings imply the following for students and
teachers:
FIRST KEY FINDING
Prior Knowledge
Students come to the classroom with preconceptions about how the world works. If their
initial knowledge is not engaged, they may fail to grasp the new concepts and
information that are taught, or they may learn them for purposes of a test but never to
their preconceptions outside the classroom.
SECOND KEY FINDING
Conceptual Frameworks
To develop competence in an area of a science discipline, students must, (a) have a
deep foundation of usable knowledge, (b) understand facts and ideas in the context of a
conceptual framework, and (c) be able to organize that knowledge in ways that facilitate
retrieval and application.
THIRD KEY FINDING
Metacognition
Students must be taught explicitly to take control of their own learning by defining goals
and monitoring their progress in achieving them.
Adapted from How People Learn (NRC, 2000).
Washington, D. C.: National Academy Press.
Ca NGSS Roll Out #1: The Tool
17
H2
Steps for Tool A: Conceptual Flow
1. Individual PreThink: What should an exiting _______grader
understand about ____? Write in complete sentences and transfer
ideas to appropriate size sticky notes.
2. Collaborative Pre-Think: share sticky notes and create one
instructional flow.
3. Read the Framework: add or delete sticky notes based on your
reading.
4. Read all DCIs for Standards Page: where do you match? Add DCIs
to the flow. Read other DCIs from other disciplines: do you need
these DCIs? Add them.
5. Edit the Flow: what do you no longer need? What is your rationale if
you choose to keep something on the flow? Rethink the flow for
instruction—modify if need be.
6. Collaborative Assessment PreThink: where do you need to know
what students know
7. Identify PEs on your flow: where are they? Have you addressed
them all?
Ca NGSS Roll Out #1: The Tool
Conceptual Flow Developed by the K-12 Alliance
18
H4a
Ca NGSS Roll Out #1: The Tool
19
H4b
Ca NGSS Roll Out #1: The Tool
20
H4c
Ca NGSS Roll Out #1: The Tool
21
H4d
Ca NGSS Roll Out #1: The Tool
22
H4e
Ca NGSS Roll Out #1: The Tool
23
H4f
Ca NGSS Roll Out #1: The Tool
24
H4g
Ca NGSS Roll Out #1: The Tool
25
H5
MS-LS2 Ecosystems: Interactions, Energy, and Dynamics
Students who demonstrate understanding can:
MS-LS2-1. Analyze and interpret data to provide evidence for the effects of resource availability on
organisms and populations of organisms in an ecosystem. [Clarification Statement: Emphasis is on cause and
effect relationships between resources and growth of individual organisms and the numbers of organisms in ecosystems during periods of
abundant and scarce resources.]
MS-LS2-2. Construct an explanation that predicts patterns of interactions among organisms across multiple
ecosystems. [Clarification Statement: Emphasis is on predicting consistent patterns of interactions in different ecosystems in terms of
the relationships among and between organisms and abiotic components of ecosystems. Examples of types of interactions could include
competitive, predatory, and mutually beneficial.]
MS-LS2-3. Develop a model to describe the cycling of matter and flow of energy among living and nonliving
parts of an ecosystem. [Clarification Statement: Emphasis is on describing the conservation of matter and flow of energy into and
out of various ecosystems, and on defining the boundaries of the system.] [Assessment Boundary: Assessment does not include the use of
chemical reactions to describe the processes.]
MS-LS2-4. Construct an argument supported by empirical evidence that changes to physical or biological
components of an ecosystem affect populations. [Clarification Statement: Emphasis is on recognizing patterns in data
and making warranted inferences about changes in populations, and on evaluating empirical evidence supporting arguments about changes
to ecosystems.]
MS-LS2-5. Evaluate competing design solutions for maintaining biodiversity and ecosystem services.*
[Clarification Statement: Examples of ecosystem services could include water purification, nutrient recycling, and prevention of soil erosion.
Examples of design solution constraints could include scientific, economic, and social considerations.]
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 experiences and
progresses to developing, using, and revising
models to describe, test, and predict more abstract
phenomena and design systems.
 Develop a model to describe phenomena. (MSLS2-3)
Analyzing and Interpreting Data
Analyzing data in 6–8 builds on K–5 experiences
and progresses to extending quantitative analysis
to investigations, distinguishing between
correlation and causation, and basic statistical
techniques of data and error analysis.
 Analyze and interpret data to provide evidence
for phenomena. (MS-LS2-1)
Constructing Explanations and Designing
Solutions
Constructing explanations and designing solutions
in 6–8 builds on K–5 experiences and progresses
to include constructing explanations and designing
solutions supported by multiple sources of
evidence consistent with scientific ideas, principles,
and theories.
 Construct an explanation that includes
qualitative or quantitative relationships
between variables that predict phenomena.
(MS-LS2-2)
Engaging in Argument from Evidence
Engaging in argument from evidence in 6–8 builds
on K–5 experiences and progresses to constructing
a convincing argument that supports or refutes
claims for either explanations or solutions about
the natural and designed world(s).
 Construct an oral and written argument
supported by empirical evidence and scientific
reasoning to support or refute an explanation
or a model for a phenomenon or a solution to
a problem. (MS-LS2-4)
 Evaluate competing design solutions based on
jointly developed and agreed-upon design
criteria. (MS-LS2-5)
LS2.A: Interdependent Relationships in
Ecosystems
 Organisms, and populations of organisms, are
dependent on their environmental interactions
both with other living things and with nonliving
factors. (MS-LS2-1)
 In 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. (MS-LS2-1)
 Growth of organisms and population increases
are limited by access to resources. (MS-LS2-1)
 Similarly, predatory interactions may reduce
the number of organisms or eliminate whole
populations of organisms. Mutually beneficial
interactions, in contrast, may become so
interdependent that each organism requires
the other for survival. Although the species
involved in these competitive, predatory, and
mutually beneficial interactions vary across
ecosystems, the patterns of interactions of
organisms with their environments, both living
and nonliving, are shared. (MS-LS2-2)
LS2.B: Cycle of Matter and Energy Transfer
in Ecosystems
 Food webs are models that demonstrate how
matter and energy is transferred between
producers, consumers, and decomposers as
the three groups interact within an ecosystem.
Transfers of matter into and out of the
physical environment occur at every level.
Decomposers recycle nutrients from dead plant
or animal matter back to the soil in terrestrial
environments or to the water in aquatic
environments. The atoms that make up the
organisms in an ecosystem are cycled
repeatedly between the living and nonliving
parts of the ecosystem. (MS-LS2-3)
LS2.C: Ecosystem Dynamics, Functioning,
and Resilience
 Ecosystems are dynamic in nature; their
characteristics can vary over time. Disruptions
to any physical or biological component of an
ecosystem can lead to shifts in all its
populations. (MS-LS2-4)
Patterns
 Patterns can be used to identify cause and
effect relationships. (MS-LS2-2)
Cause and Effect
 Cause and effect relationships may be used to
predict phenomena in natural or designed
systems. (MS-LS2-1)
Energy and Matter
 The transfer of energy can be tracked as
energy flows through a natural system. (MSLS2-3)
Stability and Change
 Small changes in one part of a system might
cause large changes in another part. (MS-LS24),(MS-LS2-5)
----------------------------------------------
Connections to Nature of Science
Scientific Knowledge is Based on Empirical
Evidence
Ca NGSS Roll Out #1: The Tool
--------------------------------------------------
Connections to Engineering, Technology,
and Applications of Science
Influence of Science, Engineering, and
Technology on Society and the Natural
World
 The use of technologies and any limitations on
their use are driven by individual or societal
needs, desires, and values; by the findings of
scientific research; and by differences in such
factors as climate, natural resources, and
economic conditions. Thus technology use
varies from region to region and over time.
(MS-LS2-5)
------------------------------------------------
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. (MS-LS2-3)
Science Addresses Questions About the
Natural and Material World
 Science knowledge can describe consequences
of actions but does not make the decisions
that society takes. (MS-LS2-5)
26
 Science disciplines share common rules of
obtaining and evaluating empirical evidence.
(MS-LS2-4)
 Biodiversity describes the variety of species
found in Earth’s terrestrial and oceanic
ecosystems. The completeness or integrity of
an ecosystem’s biodiversity is often used as a
measure of its health. (MS-LS2-5)
LS4.D: Biodiversity and Humans
 Changes in biodiversity can influence humans’
resources, such as food, energy, and
medicines, as well as ecosystem services that
humans rely on—for example, water
purification and recycling. (secondary to MSLS2-5)
ETS1.B: Developing Possible Solutions
 There are systematic processes for evaluating
solutions with respect to how well they meet
the criteria and constraints of a problem.
(secondary to MS-LS2-5)
Connections to other DCIs in this grade-band: MS.PS1.B (MS-LS2-3); MS.LS1.B (MS-LS2-2); MS.LS4.C (MS-LS2-4); MS.LS4.D (MS-LS2-4); MS.ESS2.A
(MS-LS2-3),(MS-LS2-4); MS.ESS3.A (MS-LS2-1),(MS-LS2-4); MS.ESS3.C (MS-LS2-1),(MS-LS2-4),(MS-LS2-5)
Articulation across grade-bands: 1.LS1.B (MS-LS2-2); 3.LS2.C (MS-LS2-1),(MS-LS2-4); 3.LS4.D (MS-LS2-1),(MS-LS2-4); 5.LS2.A (MS-LS2-1),(MS-LS2-3);
5.LS2.B (MS-LS2-3); HS.PS3.B (MS-LS2-3); HS.LS1.C (MS-LS2-3); HS.LS2.A (MS-LS2-1),(MS-LS2-2),(MS-LS2-5); HS.LS2.B (MS-LS2-2),(MS-LS2-3);
HS.LS2.C (MS-LS2-4),(MS-LS2-5); HS.LS2.D (MS-LS2-2); HS.LS4.C (MS-LS2-1),(MS-LS2-4); HS.LS4.D (MS-LS2-1),(MS-LS2-4),(MS-LS2-5); HS.ESS2.A (MSLS2-3); HS.ESS2.E (MS-LS2-4); HS.ESS3.A (MS-LS2-1),(MS-LS2-5); HS.ESS3.B (MS-LS2-4); HS.ESS3.C (MS-LS2-4),(MS-LS2-5); HS.ESS3.D (MS-LS2-5)
Common Core State Standards Connections:
ELA/Literacy –
RST.6-8.1
RST.6-8.7
RST.6-8.8
RI.8.8
WHST.6-8.1
WHST.6-8.2
WHST.6-8.9
SL.8.1
SL.8.4
SL.8.5
Cite specific textual evidence to support analysis of science and technical texts. (MS-LS2-1),(MS-LS2-2),(MS-LS2-4)
Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in
a flowchart, diagram, model, graph, or table). (MS-LS2-1)
Distinguish among facts, reasoned judgment based on research findings, and speculation in a text. (MS-LS2-5)
Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant
and sufficient to support the claims. (MS-LS-4),(MS-LS2-5)
Write arguments to support claims with clear reasons and relevant evidence. (MS-LS2-4)
Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization,
and analysis of relevant content. (MS-LS2-2)
Draw evidence from literary or informational texts to support analysis, reflection, and research. (MS-LS-2),(MS-LS2-4)
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8
topics, texts, and issues, building on others’ ideas and expressing their own clearly. (MS-LS2-2)
Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and
well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation. (MS-LS2-2)
Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points. (MS-LS2-
3)
Mathematics –
MP.4
6.RP.A.3
6.EE.C.9
6.SP.B.5
Model with mathematics. (MS-LS2-5)
Use ratio and rate reasoning to solve real-world and mathematical problems. (MS-LS2-5)
Use variables to represent two quantities in a real-world problem that change in relationship to one another; write an equation to express
one quantity, thought of as the dependent variable, in terms of the other quantity, thought of as the independent variable. Analyze the
relationship between the dependent and independent variables using graphs and tables, and relate these to the equation. (MS-LS2-3)
Summarize numerical data sets in relation to their context. (MS-LS2-2)
Ca NGSS Roll Out #1: The Tool
27
H9
Steps for Tool B: PQP
1. Select one DCI from your flow.
2. Enter the DCI and the PE on the PQP Chart,
3. Brainstorm phenomena (natural or man made) that address the DCI and
enter on chart.
4. Brainstorm driving questions for each phenomenon and enter on chart.
5. Select phenomenon and question, and brainstorm different practices
that students could use to investigate the phenomenon. Enter on chart.
6. Record the practices on a small blue sticky flag and add to the
conceptual flow.
7. Continue to build the PQP chart for each DCI on your conceptual flow.
State Roll Out: The Tool
PQP Chart Developed by the Sacramento Area CSP
28
H10
PQP Chart
Unit: Ecosystem Interactions and Dynamics
*PE (Match to DCI)
DCI
State Roll Out: The Tool
Phenomena
Driving
Questions
PQP Chart Developed by the Sacramento Area CSP
Practice(s)
Cross
Cutting
Concept(s)
29
H11
Science and Engineering Practices
(Excerpted from Appendix F)
Practice 1 Asking Questions and Defining Problems
Students at any grade level should be able to ask questions of each other about the
texts they read, the features of the phenomena they observe, and the conclusions they
draw from their models or scientific investigations. For engineering, they should ask
questions to define the problem to be solved and to elicit ideas that lead to the
constraints and specifications for its solution. (NRC Framework 2012, p. 56)
Scientific questions arise in a variety of ways. They can be driven by curiosity about the
world, inspired by the predictions of a model, theory, or findings from previous
investigations, or they can be stimulated by the need to solve a problem. Scientific
questions are distinguished from other types of questions in that the answers lie in
explanations supported by empirical evidence, including evidence gathered by others or
through investigation.
While science begins with questions, engineering begins with defining a problem to
solve. However, engineering may also involve asking questions to define a problem,
such as: What is the need or desire that underlies the problem? What are the criteria for
a successful solution? Other questions arise when generating ideas, or testing possible
solutions, such as: What are the possible trade-offs? What evidence is necessary to
determine which solution is best?
Asking questions and defining problems also involves asking questions about data,
claims that are made, and proposed designs. It is important to realize that asking a
question also leads to involvement in another practice. A student can ask a question
about data that will lead to further analysis and interpretation. Or a student might ask a
question that leads to planning and design, an investigation, or the refinement of a
design.
Whether engaged in science or engineering, the ability to ask good questions and
clearly define problems is essential for everyone.
Practice 2 Developing and Using Models
Modeling can begin in the earliest grades, with students’ models progressing from concrete
“pictures” and/or physical scale models (e.g., a toy car) to more abstract representations of
relevant relationships in later grades, such as a diagram representing forces on a particular object
in a system. (NRC Framework, 2012, p. 58)
State Roll Out: The Tool
30
Models include diagrams, physical replicas, mathematical representations, analogies,
and computer simulations. Although models do not correspond exactly to the real world,
they bring certain features into focus while obscuring others. All models contain
approximations and assumptions that limit the range of validity and predictive power, so
it is important for students to recognize their limitations.
In science, models are used to represent a system (or parts of a system) under study, to
aid in the development of questions and explanations, to generate data that can be
used to make predictions, and to communicate ideas to others. Students can be
expected to evaluate and refine models through an iterative cycle of comparing their
predictions with the real world and then adjusting them to gain insights into the
phenomenon being modeled. As such, models are based upon evidence. When new
evidence is uncovered that the models can’t explain, models are modified.
In engineering, models may be used to analyze a system to see where or under what
conditions flaws might develop, or to test possible solutions to a problem. Models can
also be used to visualize and refine a design, to communicate a design’s features to
others, and as prototypes for testing design performance.
Practice 3 Planning and Carrying Out Investigations
Students should have opportunities to plan and carry out several different kinds of investigations
during their K-12 years. At all levels, they should engage in investigations that range from those
structured by the teacher—in order to expose an issue or question that they would be unlikely to
explore on their own (e.g., measuring specific properties of materials)—to those that emerge from
students’ own questions. (NRC Framework, 2012, p. 61)
Scientific investigations may be undertaken to describe a phenomenon, or to test a
theory or model for how the world works. The purpose of engineering investigations
might be to find out how to fix or improve the functioning of a technological system or to
compare different solutions to see which best solves a problem. Whether students are
doing science or engineering, it is always important for them to state the goal of an
investigation, predict outcomes, and plan a course of action that will provide the best
evidence to support their conclusions. Students should design investigations that
generate data to provide evidence to support claims they make about phenomena. Data
aren’t evidence until used in the process of supporting a claim. Students should use
reasoning and scientific ideas, principles, and theories to show why data can be
considered evidence.
Over time, students are expected to become more systematic and careful in their
methods. In laboratory experiments, students are expected to decide which variables
should be treated as results or outputs, which should be treated as inputs and
intentionally varied from trial to trial, and which should be controlled, or kept the same
across trials. In the case of field observations, planning involves deciding how to collect
different samples of data under different conditions, even though not all conditions are
under the direct control of the investigator. Planning and carrying out investigations may
include elements of all of the other practices.
State Roll Out: The Tool
31
Practice 4 Analyzing and Interpreting Data
Once collected, data must be presented in a form that can reveal any patterns and
relationships and that allows results to be communicated to others. Because raw data as
such have little meaning, a major practice of scientists is to organize and interpret data
through tabulating, graphing, or statistical analysis. Such analysis can bring out the
meaning of data—and their relevance—so that they may be used as evidence.
Engineers, too, make decisions based on evidence that a given design will work; they
rarely rely on trial and error. Engineers often analyze a design by creating a model or
prototype and collecting extensive data on how it performs, including under extreme
conditions. Analysis of this kind of data not only informs design decisions and enables the
prediction or assessment of performance but also helps define or clarify problems,
determine economic feasibility, evaluate alternatives, and investigate failures. (NRC
Framework, 2012, p. 61-62)
As students mature, they are expected to expand their capabilities to use a range of
tools for tabulation, graphical representation, visualization, and statistical analysis.
Students are also expected to improve their abilities to interpret data by identifying
significant features and patterns, use mathematics to represent relationships between
variables, and take into account sources of error. When possible and feasible, students
should use digital tools to analyze and interpret data. Whether analyzing data for the
purpose of science or engineering, it is important students present data as evidence to
support their conclusions.
Practice 5 Using Mathematics and Computational Thinking
Although there are differences in how mathematics and computational thinking are applied in
science and in engineering, mathematics often brings these two fields together by enabling
engineers to apply the mathematical form of scientific theories and by enabling scientists to use
powerful information technologies designed by engineers. Both kinds of professionals can
thereby accomplish investigations and analyses and build complex models, which might
otherwise be out of the question. (NRC Framework, 2012, p. 65)
Students are expected to use mathematics to represent physical variables and their
relationships, and to make quantitative predictions. Other applications of mathematics in
science and engineering include logic, geometry, and at the highest levels, calculus.
Computers and digital tools can enhance the power of mathematics by automating
calculations, approximating solutions to problems that cannot be calculated precisely,
and analyzing large data sets available to identify meaningful patterns. Students are
expected to use laboratory tools connected to computers for observing, measuring,
recording, and processing data. Students are also expected to engage in computational
thinking, which involves strategies for organizing and searching data, creating
sequences of steps called algorithms, and using and developing new simulations of
natural and designed systems. Mathematics is a tool that is key to understanding
science. As such, classroom instruction must include critical skills of mathematics. The
NGSS displays many of those skills through the performance expectations, but
classroom instruction should enhance all of science through the use of quality
mathematical and computational thinking.
State Roll Out: The Tool
32
Practice 6 Constructing Explanations and Designing Solutions
“The goal of science is the construction of theories that provide explanatory accounts of the
world. A theory becomes accepted when it has multiple lines of empirical evidence and greater
explanatory power of phenomena than previous theories.”(NRC Framework, 2012, p. 52)
In engineering, the goal is a design rather than an explanation. The process of developing a
design is iterative and systematic, as is the process of developing an explanation or a theory in
science. Engineers’ activities, however, have elements that are distinct from those of scientists.
These elements include specifying constraints and criteria for desired qualities of the solution,
developing a design plan, producing and testing models or prototypes, selecting among
alternative design features to optimize the achievement of design criteria, and refining design
ideas based on the performance of a prototype or simulation. (NRC Framework, 2012, p. 68-69)
The goal of science is to construct explanations for the causes of phenomena. Students
are expected to construct their own explanations, as well as apply standard
explanations they learn about from their teachers or reading.
An explanation includes a claim that relates how a variable or variables relate to another
variable or a set of variables. A claim is often made in response to a question and in the
process of answering the question, scientists often design investigations to generate
data.
The goal of engineering is to solve problems. Designing solutions to problems is a
systematic process that involves defining the problem, then generating, testing, and
improving solutions.
Practice 7 Engaging in Argument from Evidence
The study of science and engineering should produce a sense of the process of argument
necessary for advancing and defending a new idea or an explanation of a phenomenon and the
norms for conducting such arguments. In that spirit, students should argue for the explanations
they construct, defend their interpretations of the associated data, and advocate for the designs
they propose. (NRC Framework, 2012, p. 73)
Argumentation is a process for reaching agreements about explanations and design
solutions. In science, reasoning and argument based on evidence are essential in
identifying the best explanation for a natural phenomenon. In engineering, reasoning
and argument are needed to identify the best solution to a design problem. Student
engagement in scientific argumentation is critical if students are to understand the
culture in which scientists live, and how to apply science and engineering for the benefit
of society. As such, argument is a process based on evidence and reasoning that leads
to explanations acceptable by the scientific community and design solutions acceptable
by the engineering community.
Argument in science goes beyond reaching agreements in explanations and design
solutions. Whether investigating a phenomenon, testing a design, or constructing a
model to provide a mechanism for an explanation, students are expected to use
argumentation to listen to, compare, and evaluate competing ideas and methods based
State Roll Out: The Tool
33
on their merits. Scientists and engineers engage in argumentation when investigating a
phenomenon, testing a design solution, resolving questions about measurements,
building data models, and using evidence to evaluate claims.
Practice 8 Obtaining, Evaluating, and Communicating Information
Any education in science and engineering needs to develop students’ ability to read and produce
domain-specific text. As such, every science or engineering lesson is in part a language lesson,
particularly reading and producing the genres of texts that are intrinsic to science and
engineering. (NRC Framework, 2012, p. 76)
Being able to read, interpret, and produce scientific and technical text are fundamental
practices of science and engineering, as is the ability to communicate clearly and
persuasively. Being a critical consumer of information about science and engineering
requires the ability to read or view reports of scientific or technological advances or
applications (whether found in the press, the Internet, or in a town meeting) and to
recognize the salient ideas, identify sources of error and methodological flaws,
distinguish observations from inferences, arguments from explanations, and claims from
evidence. Scientists and engineers employ multiple sources to obtain information used
to evaluate the merit and validity of claims, methods, and designs. Communicating
information, evidence, and ideas can be done in multiple ways: using tables, diagrams,
graphs, models, interactive displays, and equations as well as orally, in writing, and
through extended discussions.
State Roll Out: The Tool
34
H13
PQP Chart
Unit: Ecosystem Interactions and Dynamics
Completed for one DCI
PE: MS-LS2-1. Analyze and interpret data to provide evidence for the effects of resource
availability on organisms and populations of organisms in an ecosystem.
DCI
LS2.A bullet 2
In 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.
Phenomena
•Zebra mussels
taking over CA lakes
(and Great Lakes)
•Kudzu growing
rampantly in the
south
•Starlings displacing
native birds
•Transition of
meadow or pasture
to star thistle
Driving Questions
Practice
•Why do some
species flourish at
the expense of other
species?
•Why do zebra
mussels proliferate
and push out other
species?
•Why are there so
many zebra mussels
in the great lakes?
•Why have
survived so well
where other species
haven't?
•Analyze & interpret
data
•Conduct research to
find data about the
zebra mussels
(CCSS)
•Plan and conduct
investigation about
different aspects of
ecosystems
•Argue from
evidence
•Construct and refine
model to explain
phenomenon
Cross
Cutting
Concepts
Possible
connections
Systems
Energy flow
and matter
cycles
PQP Chart Developed by the Sacramento Area Science Project
State Roll Out: The Tool
35
H14
Cross Cutting Concepts
Excerpted from Appendix G
The Framework identifies seven crosscutting concepts that bridge disciplinary
boundaries, uniting core ideas throughout the fields of science and engineering. Their
purpose is to help students deepen their understanding of the disciplinary core ideas
(pp. 2 and 8), and develop a coherent and scientifically based view of the world (p. 83.)
The seven crosscutting concepts are as follows:
1.
Patterns. Observed patterns of forms and events guide organization and
classification, and they prompt questions about relationships and the factors that
influence them.
2.
Cause and effect: Mechanism and explanation. Events have causes,
sometimes simple, sometimes multifaceted. A major activity of science is
investigating and explaining causal relationships and the mechanisms by which
they are mediated. Such mechanisms can then be tested across given contexts
and used to predict and explain events in new contexts.
3.
Scale, proportion, and quantity. In considering phenomena, it is critical to
recognize what is relevant at different measures of size, time, and energy and to
recognize how changes in scale, proportion, or quantity affect a system’s
structure or performance.
4.
Systems and system models. Defining the system under study—specifying its
boundaries and making explicit a model of that system—provides tools for
understanding and testing ideas that are applicable throughout science and
engineering.
5.
Energy and matter: Flows, cycles, and conservation. Tracking fluxes of
energy and matter into, out of, and within systems helps one understand the
systems’ possibilities and limitations.
6.
Structure and function. The way in which an object or living thing is shaped and
its substructure determine many of its properties and functions.
7.
Stability and change. For natural and built systems alike, conditions of stability
and determinants of rates of change or evolution of a system are critical
State Roll Out: The Tool
CCC Chart Developed by K-12 Alliance and CSP
36
elements of study.
Guiding Principles
The Framework recommended crosscutting concepts be embedded in the science
curriculum beginning in the earliest years of schooling and suggested a number of
guiding principles for how they should be used:
Crosscutting concepts can help students better understand core ideas in science
and engineering.
When students encounter new phenomena they need mental tools to help engage in
and come to understand the phenomena from a scientific point of view. Familiarity with
crosscutting concepts can provide that perspective.
Crosscutting concepts can help students better understand science and
engineering practices.
Because the crosscutting concepts address the fundamental aspects of nature, they
also inform the way humans attempt to understand it. Different crosscutting concepts
align with different practices, and when students carry out these practices, they are
often addressing one of these crosscutting concepts. For example, when students
analyze and interpret data, they are often looking for patterns in observations,
mathematical or visual.
Repetition in different contexts will be necessary to build familiarity.
Crosscutting concepts are repeated within grades at the elementary level and gradebands at the middle and high school levels so these concepts “become common and
familiar touchstones across the disciplines and grade levels.” (p. 83)
Crosscutting concepts should grow in complexity and sophistication across the
As students grow in their understanding of the science disciplines, depth of
understanding crosscutting concepts should grow as well.
Crosscutting concepts can provide a common vocabulary for science and
engineering. The practices, disciplinary core ideas, and crosscutting concepts are the
same in science and engineering. What is different is how and why they are used—to
explain natural phenomena in science, and to solve a problem or accomplish a goal in
engineering. development.
Crosscutting concepts should not be assessed separately from practices or core
ideas. Students should not be assessed on their ability to define “pattern,” “system,” or
any other crosscutting concepts as a separate vocabulary word. To capture the vision in
the Framework, students should be assessed on the extent to which they have
achieved a coherent scientific worldview by recognizing similarities among core ideas in
science or engineering that may at first seem very different, but are united through
crosscutting concepts.
State Roll Out: The Tool
CCC Chart Developed by K-12 Alliance and CSP
37
Performance expectations focus on some but not all capabilities associated with
a crosscutting concept. As core ideas grow in complexity and sophistication across
the grades it becomes more and more difficult to express them fully in performance
expectations. Consequently, most performance expectations reflect only some aspects
of a crosscutting concept.
Crosscutting concepts are for all students. Crosscutting concepts raise the bar for
students who have not achieved at high levels in academic subjects and often assigned
to classes that emphasize “the basics,” which in science may be taken to provide
primarily factual information and lower order thinking skills. It is essential that all
students engage in using crosscutting concepts, which could result in leveling the
playing field and promoting deeper understanding for all students.
State Roll Out: The Tool
CCC Chart Developed by K-12 Alliance and CSP
38
H15
Steps for Tool C: Cross Cutting Concepts
1. Use the PQP chart to identify possible cross cutting concepts for each
DCI.
2. Review all possible cross cutting concepts for the conceptual flow and
select 1-2 that seem plausible for connecting with other disciplines.
3. Create another conceptual flow and PQP chart for another unit of
instruction.
4. Select a cross cutting concept from the first unit and determine if you
can link it to the second unit. What if anything on the flows needs to be
modified to highlight the cross cutting concept?
5. Continue with other units of instruction until you have created the flows
for a year of instruction. Use cross cutting concepts to link units.
State Roll Out: The Tool
CCC Chart Developed by K-12 Alliance and CSP
39