NGSS EQuIP RUBRIC SMD EPO PD Part 4: Supporting 3D Learning April 15, 1:00-2:00 pm ET Hilarie B Davis, Ed.D. Bradford Davey, Ed.D. TLC Inc.

NGSS EQuIP RUBRICSMD EPO PD

Part 4: Supporting 3D Learning

April 15, 1:00-2:00 pm ET

Hilarie B Davis, Ed.D.

Bradford Davey, Ed.D.

TLC Inc.

Objectives for our time together

1) Use the EQuIP tool to analyze a lesson

2) Reflect on how you will use it in the future

How well does a unit support 3D learning?

The Goal of NGSS

If implemented properly,• the NGSS will lead to coherent, rigorous instruction that

will result in• students being able to acquire and apply scientific

knowledge• to unique situations and • to think and reason scientifically

NGSS Three Dimensional Learning

Food

PE: Construct and argue for an explanation of why animals breathe out less oxygen than they air they breathe in.DCI: LS1.C: Organization for Matter and Energy Flow in Organisms• Within individual organisms, food moves

through a series of chemical reactions in which it is broken down and rearranged to form new molecules, to support growth or to release energy

• In most animals and plants, oxygen reacts with carbon-containing molecules (sugars) to provide energy and produce carbon dioxide; anaerobic bacteria achieve their energy needs in other chemical processes that do not need oxygen

Cross-cutting concepts: Energy and MatterScience and engineering practices: Constructing explanations and designing solutions; Engaging in Argument form Evidence

Performance Task: Solve the mystery: Inspector Bio wants to know what you have figured out about the oxygen that is missing from the air you exhale. Explain to her where the oxygen goes, what uses it, and why.

Teacher asks, “What happens inside the body that lets humans do the things they do?”

Students do investigations on cell growth, what cells need to survive, identifying what materials can get into and out of a cell, how food is broken down, how nutrients are transported through the body to the cells, where a chemical reaction occurs using oxygen and glucose to release energyStudents work on their explanation and model as they do the investigations

Core idea

Construct an argument about missing oxygen

Food provides living things with building materials and energy LS1.C grade 5

How the idea is used in the argument

Something must be going on in the bodythat uses food, and somehow gets thematter to be used in growth, and theenergy to be used for all body functions.

All matter is made of particles; matter cannot be created or destroyed. PS1.A.grade 5

The increased mass in growth must comefrom somewhere, so it must be from thefood input to the body..

Energy can be transferred from one part of a system to another, and converted from one form to another. PS3.B (grade 8)

The only way for the body to get energyis to get it from somewhere else, eithertransfer or conversion of energy..

Core idea

Construct an argument cont.

Chemical reactions can rearrange matter into different combinations, changing its properties PS3.B (grade 8)

How the idea is used in the argument

To use the mass in food, a chemicalreaction must be taking place to rearrangethe substances.

Chemical reaction can convert energy from stored energy to other forms of energy. PS1.B, PS3.A (grade 8)

There must be a chemical reaction goingon to get the stored energy in the foodinto a form usable by the body.

One type of chemical reaction that can convert stored energy to other forms is when some substances combine withoxygen in burning. PS3.D (grade 8)

The oxygen that is shipped around the body along with the broken-down food must be being used in a chemical reaction to convert the stored energy in the food molecules.

• Performance Task: Solve the mystery: Inspector Bio wants to know what you have figured out about the oxygen that is missing from the air you exhale. Explain to her where the oxygen goes, what uses it, and why.

• Write a scientific explanation with a claim, sufficient evidence, and reasoning.

• Students develop explanations throughout the unit

• Final explanation is scored with a rubric

Level 0: Missing or only generic reasons for survival (to breathe, for livingLevel 1: Oxygen used to get energy or used with food for energy; no physical science mechanisms presented to get energyLevel 2: Oxygen used in a chemical reaction (or “burning”) to get energy, but an incomplete description of matter and energy physical science (e.g., “burned the oxygen” without mentioning food or glucose or “react with glucose” but no account of energy)Level 3: Full account, using physical science ideas including both the matter and energy accounts – oxygen is combined in a chemical reaction with food or glucose that includes a conversion of the stored energy in food to forms usable by the cells.

Scoring Rubric for Performance Task

Data

PE: Gather and use data to explain that young animals and plants grow and change and the variation among them. LS1.B Growth and development of organisms (grades 3-5): Organismshave unique and diverse life cycles.

Cross-cutting concepts: Patterns

Science and engineering practices:• Using Mathematics• Constructing explanations• Engaging in argument from

evidence• Communicating information

3rd grade

Performance Task: Inventionand revision of representations and models of ecosystem functioning, variability,and growth at organismic and population levels; Reasoning about data representations

Teacher asks, “Is there is pattern in how silkworms grow?”

Students do investigations on silkworm growth, generating data displays of their findings

Students construct an explanation and argue from evidence about the growth patterns of the silkworms.

Learning progression for reasoning about data representations

1.Create displays or interpret data without reference to goals of data creation. We had a lot of data2. Interpret and/or produce data displays as collections of individual cases. This number is the biggest. We graphed the data going from low to high3. Notice or construct groups of similar values. These should be grouped.4. Recognize or apply scale properties to the data. The data can be grouped in equal clumps. Changing the clump size changes the distribution5. Consider the data in aggregate when interpreting or creating displays. The display shows more about the whole group than you can tell from the individual cases6. Integrate the case and aggregate perspective. The general patterns or trends are either exemplified or missing from subsets of cases

• Performance Task: Gather and use data to explain that young animals and plants grow and change and the variation among them

• Write a scientific explanation with a claim, sufficient evidence, and reasoning for each data representation – collect these over time – ask students to reflect on the changes in their understanding from the beginning of the project

• Students develop explanations throughout the unit

• Final explanation is scored with a rubric

Summary1) Analyze the lesson materials noting for evidence of:• Alignment (core ideas, instructional practices, cross-

cutting concepts)• Instructional support elements (essential questions,

learning progressions, performance expectations• Monitoring student progress (ongoing - self, peer,

formative and summative assessment)

2) Discuss with others and make recommendations for improvement• Discussion develops a common understanding of the

framework• Reviewing lessons builds a repertoire of viable options

Dr. Hilarie B. [email protected]

Dr. Bradford T. [email protected]

Contact Info

Please complete evaluation

http://apr15equip.questionpro.com

For more information

NGSS Framework (2012)

http://www.nap.edu/catalog/13165/a-framework-for-k-12-science-education-practices-crosscutting-concepts

Developing Assessments for the Next Generation Science (2014) http://www.nap.edu/catalog/18409/developing-assessments-for-the-next-generation-science-standards

Learning Progressions in Science: An Evidence-Based Approach to Reform (Corcoran et al, 2009)

http://www.cpre.org/learning-progressions-science-evidence-based-approach-reform

Chat from April 15from Brian Kruse to All: (04/15/15 01:04 PM)• I could not find the power points from sessions 2 and 3.

from Lindsay Bartolone to All: (04/15/15 01:05 PM)• I will look to see where they are for you Brian

from Cassie Soeffing to All: (04/15/15 01:05 PM)• Thanks Lindsay

from Lindsay Bartolone to All: (04/15/15 01:09 PM)• here is a link http://smdepo.org/post/7773 to the “calendar event” which has

links to lots of related materials. As far as I have found so far: March 4 : NGSS EQuIP Rubric PD 1.pptx, March 18: ?, April 1 Davis.Davey.Assessment.pptx, April 15: Davis.Davey.session4.pptx

from Brian Kruse to All: (04/15/15 01:13 PM)• Thanks, the link in the notifications for the session points to node 7774 for

resources

from Cassie Soeffing to All: (04/15/15 01:13 PM)• The April 1 webinar resources are in /post/7773 from Brad

from Andi Nelson to All: (04/15/15 01:16 PM)• It appears to be an if-then relationship

from Patricia Reiff to All: (04/15/15 01:18 PM)• uses energy from the sun• we eat plants• and they get energy from sun

from Andi Nelson to All: (04/15/15 01:19 PM)• VItamin D manufacturing, not C

from Patricia Reiff to All: (04/15/15 01:20 PM)• carbon from fuel to carbon dioxiide

from Andi Nelson to All: (04/15/15 01:21 PM)• Sugar and protein metabolism• Sugar would be most appropriate here

from Patricia Reiff to All: (04/15/15 01:21 PM)• water from rain too

from Andi Nelson to All: (04/15/15 01:22 PM)• Carbon cycle is a bit of a stretch for 5th grade

from Patricia Reiff to All: (04/15/15 01:22 PM)• rain for plants to use• water for us to drink

from Lindsay Bartolone to All: (04/15/15 01:22 PM)• https://www.learner.org/resources/series26.html Lessons from thin air

from Patricia Reiff to All: (04/15/15 01:23 PM)• food energy to muscle energy

from Andi Nelson to All: (04/15/15 01:24 PM)• Photosynthesis again

from Patricia Reiff to All: (04/15/15 01:25 PM)• we are effectively "burning" food with the oxygen we breather• metabolism

from Andi Nelson to All: (04/15/15 01:26 PM)• metabolizing• There isn’t any life science without physical science foundations

from Lindsay Bartolone to All: (04/15/15 01:29 PM)• That’s why I went into physical science;)

from Patricia Reiff to All: (04/15/15 01:31 PM)• yeah, in rockets, oxygen is NOT the fuel

from Andi Nelson to All: (04/15/15 01:36 PM)• The teachers are in for a treat if they are raising silkworms for this…they are

NOISY!

from Patricia Reiff to All: (04/15/15 01:39 PM)• love it!

from Brian Kruse to All: (04/15/15 01:39 PM)• Do they smell like an aquarium full of crickets do?

from Andi Nelson to All: (04/15/15 01:48 PM)• It is an interesting tool to have in your box, but it is not the only one i would

use. There are quicker starting points

from Patricia Reiff to All: (04/15/15 01:48 PM)• might use it to evaluate our Coursera course

from Andi Nelson to All: (04/15/15 01:49 PM)• It is probably best for using with a collaborative group tasked with evaluating

sets of resources. I don’t think that teachers will find it particularly useful at first

• Right, Brian!! The Bybee book provides a much better tool for them

from Andi Nelson to All: (04/15/15 01:49 PM)• If this is the tool that we try to promote with our teachers in PD, they will be

turned off

from Brian Kruse to All: (04/15/15 01:50 PM)• Agreed! The Bybee book in combination with the EQuIP tool makes a more

coherent experience for the teachers we work with.

from Andi Nelson to All: (04/15/15 01:50 PM)• Although, Bybee also has some great tools for evaluation and assessment

groups, as does the NRC publications.• Until they have scoring for the rubric, there is too much room for speculative

opinion

from Lindsay Bartolone to All: (04/15/15 01:51 PM)• I agree, with the scoring

from Brian Kruse to All: (04/15/15 01:51 PM)• The Bybee book is a much friendlier tool

from Brian Kruse to All: (04/15/15 01:55 PM)• Andi's point is a good argument for emphasizing Rodger's book as a tool for

adapting instruction. The EQuIP tool does not directly impact instruction with any immediacy

from Hilarie Davis to All: (04/15/15 01:57 PM)• Agreed - adapting is safer! Start putting students at the center of the

investigation process

from Brian Kruse to All: (04/15/15 01:58 PM)• Yes! Teacher's need to give up their part in the Explain part of 5E in favor of

student discussion and explanation of THEIR experience.

from Andi Nelson to All: (04/15/15 01:59 PM)• Right, Brian! Facilitating opportunity for them to form explanations and

connections, not have them given to them.

from Lindsay Bartolone to All: (04/15/15 01:58 PM)• and my gut reaction to the tool was that it was paralyzing …I couldn’t imagine

trying to write a lesson that included accommodations for all students…”Appropriate reading, writing, listening, and/or speaking alternatives (e.g., translations, picture support, graphic organizers) for students who are English language learners, have special needs, or read well below the grade level.”

from Hilarie Davis to All: (04/15/15 01:59 PM)• Curriculum developers are struggling with this for sure! I see them having lots

of “call-outs” I think it’s going have to be simplified, xtreamlined at the very least!