Practices and Crosscutting Concepts in Middle School FOSS and STC Kits Vickei Hrdina Science Coordinator ESD112 FOSS and STC Kits Vickei Hrdina Science.

Practices and Crosscutting Concepts in Middle School

FOSS and STC Kits

Vickei Hrdina

Science Coordinator

ESD112

Logistical Information…We will begin in 5 mins

There is a Science & Engineering Probe at your table. Please complete on your own.

Are you?

Where are you from?

What grade(s) do you teach?

What made you decide to take this course?

Which educator are you on the Science and Engineering Practices prompt?

HOOOO!

Today’s Takeaways

Learn to identify the Science and Engineering Practices and Crosscutting Concepts in your existing science instruction. Deepen your understanding of the intent of NGSS and 3-Dimensional Learning. Leave with a tool to begin adapting existing instruction for alignment with NGSS.

1. Examine Science and Engineering Practices & Crosscutting Concepts for Middle School.

2. Apply key middle school SEPs/CCCs through model lessons and activities.

3. Locate SEPs/CCCs in your current curriculum & brainstorm ways to make more intentional integration of dimensions.

Agenda

Morning

Engineering as a Practice & a Core Idea

Overview of NGSS

Connecting the Practices/Crosscutting to Current Work Lunch – on your own

Afternoon

Samples of NGSS-like instruction with Key SEPs/CCCs for MS

Identifying the Practices/CCC in MS Kits

How can doctors restore blood flow to a heart?

Da Vinci can do it! (sensitivity warning) – pay attention to size of incision, equipment, process - more info...by Mr Hrdina!!

How can the artery be cleared?

How big would the bypass need to be?

Why do surgeons use a stent?

What determines success?

In teams of 3, brainstorm a solution for clearing the clogged artery. (10 minutes)

Build your consensus solution (25 minutes)

Test for flow rate (15 minutes)

Clean up & Discuss successes

Define

Develop

Solutions

Optimize

What is the problem we are trying to solve? What criteria do we need to meet? Do we have any constraints?

• Brainstorming. • Initial ideas and

modeling (sketches, diagrams).

• Collecting data on models for refinement and modification.

• Multiple solutions compared to criteria and constraints.

• Making trade-offs.

• Modifying designs.

Curriculum Connection – Human Body Systems, after lesson 16 (The Heart Meets Resistance)

The NGSS call for a deeper connection to engineering as a process connected to our understanding of science that is applied to make life easier or solve problems.

Prerequisite understanding of the function of the circulatory and respiratory systems.

Technology-assisted dissection: Explore the Heart in 3D (free on iTunes)

Science and Engineering Practice - #6 Constructing Explanations and Designing Solutions What other practices were engaged here? How did you actually complete your procedure?

Crosscutting Concept - #7 Systems and Systems Models

DCI focus – LS1.A “In multicellular organisms, the body is a system of multiple interacting subsystems…” & ETS1.B Develop possible solutions

What do you need to implement WSSLS?

• On sticky notes, write down any questions you have about the Next Generation Science Standards. (Use 1 sticky per question…write as many you need to!)

Whew! …Time for a Break!

Key Shifts in NGSS

Focus: The NGSS are Focused on deeper understanding and application of science content reflecting real-world interconnectedness

Coherence: Science and engineering Build Coherently across K–12.

Integration: Science and Engineering are Integrated across K–12 in the NGSS.

Any questions? Clarifying or otherwise?

Fact or Myth?

NGSS is the Common Core for Science.

NGSS is aligned to CCSS (Math and ELA)

NGSS will require all districts to adopt new materials.

NGSS will be assessed at 8th grade, just like MSP.

NGSS provide grade-level standards for Middle School

Myth

Fact

Myth

Unknown!

Myth

THE STANDARD

IS THEWHOLE PAGE

FOUNDATIONBOXES

PERFORMANCE

EXPECTATIONS

CONNECTIONBOXES

NGSS Architecture

SCIENCE AND ENGINEERING

PRACTICES (SEP’s)

CROSSCUTTING

CONCEPTS (CC’s)

DISCIPLINARY CORE

IDEAS (DCI’s)

Washington State Transition Plan

Assessment Transition

Fall 2013

• NGSS Adopted

• Phase 1 Transition

Begins

School Year

2014 - 2015

• NGSS Transition

and

Implementation

continues

• NGSS Assessment

development

begins

• 5th/8th grade MSP

& Bio EOC continue

School Year

2015 - 2016

• NGSS

Implementation

continues

• NGSS Assessment

development

continues

• th/8th grade MSP 5

& Bio EOC continue

School Year

2016 - 2017

• NGSS

Implementation

continues

• Possible NGSS

Assessments in

spring OR

• 5th/8th grade MSP

& Bio EOC continue

School Year

2017 - 2018

• NGSS Fully

Implemented

• NGSS Assessments

in spring

Sorting

Sort your remaining questions into:

1. Open versus Closed Questions

2. Policy (big picture) vs. Architecture

3. Classroom Implications

4. Other

Ask Away!!

Lunchtime!! We will resume at 1:00

Think-Pair-Share

Step 1:Think on your own: Do you agree with the following statements? Why or why not?

1 – Presenting clear descriptions of scientific ideas is enough for students to learn science.

2 – Completing applicable hands-on activities is enough for students to learn science.

Step 2:Pair with someone sitting near you; try to find someone you do not already know.

Step 3:Share your ideas with your partner, and the entire group.

Scientific Ideas and Activities are Not Enough!

Understanding content is inextricably linked to engaging in practices. Simply “consuming” information leads to declarative, isolated ideas.

Science is both a body of knowledge and the process that develops and refines that body of knowledge. Understanding both the ideas and processes is essential for progress in science.

The learning of science is similar: students cannot learn one without the other.

Why ‘practices’?

How are Practices related to WA Standards 2009?

Using the placemat of Practices, sort the Grade 8 Item Spec cards according to how you see them fit.

How well are WA K-12 Science Standards aligned with K-12 Framework Science and Engineering practices?

What is different/new?

What stands out?

Obtaining, evaluating and communicating information!

Key SEPs & CCCs in Middle School

With your table group, brainstorm how/when/where you currently use the key practices and crosscutting concepts for middle school

Use Pages 17-33 in Appendix F and G with special attention to: SEP 2, 6 & 7

Crosscutting 2, 4 & 5

Write an operational definition of what 3-dimensional teaching (and learning) looks like in a classroom.

Is it Developing and Using Models?

Locate Practice #2 in Appendix F

Turn n Talk: Where does this practice occur in kit curriculum? How often are students developing

models? How often are they using models? What kinds of models are they using?

Bozeman Science on Modeling

How to adapt/make more explicit/use the model/predict…

Developing and Using Models

30

The Development of Modeling Practice

Populations and Ecosystems: Natural Selection Part 1 (Investigation 10)

What happens to the 0.01% of bacteria that survive a slathering of hand sanitizer (timely for flu season, isn’t it?)

For each group, gather a cup of materials and a paper plate. Place 8 marshmallows & 2 Skittles on the plate. All the food represents bacteria. Marshmallows are clones which reproduced asexually. The Skittles

have mutated resulting in 3 unique traits. The toothpick is our handsantizer

Create your data table and complete row 1

MS-LS4-4 Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals’ probability of surviving and reproducing in a specific environment. [Clarification Statement: Emphasis is on using simple probability statements and proportional reasoning to construct explanations.]

Practices? CCC? Evidence of 3D?

Crosscutting Concepts…the why I am doing this? part

The more you begin to work with the practices, the more you will start to notice the crosscutting concepts.

The beauty of the CCCs lies in the interdisciplinary connections.

Crosscutting concepts are a great way to begin adapting current materials. Determine the ‘theme’ of scientific understanding the drives the unit.

How do you use a systems approach in your curriculum?

System: A group of interrelated parts that work together to achieve a goal.

The four components of the Universal Systems Model are: Input – The resources that go into the system…

People

Capital

Time

Information

Tools & Machines

Energy

Matter

Output – The result of combining the input and process.

Process – All the activity that is required and take place to get the desired result.

Feedback – The reaction of the input, output and process of a system. Used to reinforce or alter the elements of a system

The Universal Systems Model

Catastrophic Events: Convection Currents

MS- ESS2-6: Develop and use a model to describe how uneven heating & rotation of the Earth cause patterns of atmospheric and oceanic circulation that determine regional climates. Models can be used to represent systems and their interactions – such as input, processes,

outputs – and energy, matter and information flows within systems.

How would you need to change instruction to make the crosscutting concept of SYSTEMS AND SYSTEMS MODELS more explicit or intentional?

Where else are convection currents studied in this unit?

Misconception: There is a single Scientific Method that all scientists follow.Correction: The Scientific Method is an oversimplified representation of what is really a rich, complex, and unpredictable process.

http://youtu.be/oc1iIRKZE9w

EXPLORATIONAND

DISCOVERY

COMMUNITYANALYSIS

ANDFEEDBACK

BENEFITSAND

OUTCOMES

TESTINGIDEAS

What is ‘explicit’ or ‘intentional’ instruction?

http://undsci.berkeley.edu/teaching/index.php - To Define

http://undsci.berkeley.edu/teaching/68_strategies.php - To Apply

Investigating the dimensions in FOSS

Move yourselves to the kit that you wish to work on. (If there’s more than 3 people, move on or use the online version.)

Using the template, indicate which lessons explicitly provide opportunities for students to attain understanding of the practice.

Think about which crosscutting concept is most clearly connected to that investigation/kit as a whole.

Brainstorm some CCSS connections/modifications to enhance the connection to practice/crosscutting

Do you need an engineering design project? Let me help you with that!

Planning and Carrying out Investigations

39

Turn & Talk

Question: Pick one core idea that you will teach in your class. What science and engineering practices will you help students develop as they learn the content? Why?

Turn and talk: Share your ideas, discuss them and firm up your thoughts based on the discussion.

Talk Out: Share thoughts and ideas with the entire group.

Continuing Our Work & Checking on Goals

Join the MS FOSS Forum on Wiggio Password: MSFOSS

Share your success!

As a result of today’s workshop, have you…

Examined Science and Engineering Practices & Crosscutting Concepts for Middle School.

Applied key middle school SEPs/CCCs through model lessons and activities.

Located SEPs/CCCs in your current curriculum & brainstormed ways to make more intentional integration of dimensions.

www. Tinyurl.com/MSkits

Title of Training – SELECT OTHER THEN ENTER:

Transitioning to NGSS: Practices in MS Science KitsCourse Number - 47771Training Date – December 11, 2014Number of Hours of Training - 6ESD providing training – ESD112

VA: D0500

Gravity Immersion – time pending

An Analogy between 3-Dimensional Learning and Cooking

Kitchen Tools & Techniques(Practices)

Basic Ingredients(Core Ideas)

Herbs, Spices, & Seasonings

(Crosscutting Concepts)

Preparing a Meal(Three dimensional Learning)