The Keys to Success in K-6 NGSS Implementation II:
C
Crosscutting
tti Concepts
C
t and
d CCSS Ali
Alignmentt
A California State University,
y, WestEd,, and
CSU East Bay Collaboration
February 20
20, 2015
1
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5
Introductions
• Joan Bissell
- Director, Teacher Education & Public School
Programs, California State University
Chancellor’s Office
6
Today’s Panelist Presenters
• Bev Marcum
-
Professor
P
f
off Biological
Bi l i l S
Sciences,
i
F
Faculty
lt E
Expertt iin S
Science
i
Education (Biology), CSU Chico
• Mara Brady
-
Assistant Professor of Earth and Environmental Studies,
Faculty Expert in Science Education (Earth and
Environmental Studies), CSU Fresno
• Fred Nelson
-
Assistant Professor of Education, Faculty Expert in Science
Ed
Education
ti (Physics),
(Ph i ) CSU F
Fresno
• Judi Kusnick
-
Professor of Geology, Faculty Expert in K-12 Professional
Development in NGSS, CSU Sacramento
7
Today’s Reflectors
• Danika LeDuc
- Associate Director, Institute of STEM Education and
p
of Chemistry
y&
Associate Professor, Department
Biochemistry, California State University, East Bay
• James Postma
- Professor, Department of Chemistry, California State
University, Chico
8
Agenda
1. Overview (3 min.)
2. NGSS in pre-service teacher preparation and
professional development (13 min.)
3 Crosscutting
3.
C
tti concepts:
t environmental
i
t l science
i
(13 min.)
i )
4. Using ranking tasks to examine student learning of
crosscutting
tti concepts
t (13 min.)
i )
5. What does an NGSS-aligned classroom look and sound
like? (13 min
min.))
6. Wrap-up (2 min.)
E h section
Each
ti ffollowed
ll
db
by R
Reflection
fl ti & Di
Discussion
i (3 min.)
i )
9
Overview
Crosscutting Concepts and CCSS Alignment
in Preparing K-6 Teachers for the NGSS
Central dimensions and connections within NGSS and with CCSS
Three integrated dimensions: (1) scientific and engineering
practices, (2) crosscutting concepts, (3) core disciplinary ideas
Crosscutting Concepts: 7 key concepts that connect knowledge
across the scientific and engineering disciplines
The 7 concepts: patterns; cause and effect; scale, proportion, and
quantity; systems; energy and matter; structure and function;
stability and change
A central feature: NGSS/CCSS alignment via common practices
A
Are you familiar with the 7 concepts?
10
Section 1
NGSS in pre-service
teacher preparation and
professional
development
Bev Marcum
11
A New Educational Environment
New standards promote integration and critical thinking.
1 California Next Generation Science Standards (NGSS)
2 California Common Core State Standards ((CCSS –
ELA) for English Language Arts and Literacy in
History/Social Studies, Science, and the Technical
Subjects.
Subjects
3 California Common Core State Standards Mathematics
(CCSS – Math)
How will science courses for future teachers meet this
need?
12
Disciplinary Core Ideas in NGSS:
a core idea
id is
i a scientific
i tifi idea
id that
th t
• Has broad importance across multiple science or
engineering disciplines or is a key organizing
concept of a single discipline
• Provides a key tool for understanding or
investigating more complex ideas and solving
problems
• Relates to the interests and life experiences of
students or can be connected to societal or personal
concerns that require scientific or technical
knowledge
• Is teachable and learnable over multiple grades at
increasing levels of depth and sophistication
13
Scientific & Engineering
14
Crosscutting Concepts
1.
Patterns
2
2.
Cause and effect: mechanism and explanation
3.
Scale, proportion and quantity
4.
Systems and system models
5.
Energy and matter: flows, cycles and conservation
6.
Structure and function
7.
Stability and change
15
Quickwrite
What do you perceive to be the biggest
challenge(s) to introducing crosscutting
concepts into instruction?
16
Required science courses for Liberal
St di att CSU,
Studies
CSU Chico:
Chi
all
ll lab-based
l bb
d
Lower Division
1. Concepts of Physical
Science
- Physical Science of Everyday
Thinking
Upper Division
3. Campus-based Internship in
Science Teaching –
Hands on SMART Lab
interdisciplinary
(1 semester unit)
4. Concepts of Earth Science
2. Concepts of Life Science
- Life Science of Everyday
Thinking
(Each is 3 semester units and
crosscutting
tti concepts
t are linked)
li k d)
(3 semester units and
crosscutting concepts are linked)
5. Concepts of Environmental
Science - interdisciplinary
( 3 semester units)
17
Crosscutting Concepts and CCSS
Ali
Alignment
t with
ith Content
C t tC
Coursework
k
• Crosscutting Concept coordination was made
possible by S. D. Bechtel, Jr. Foundation funding.
• Energy
E
and
d matter:
tt flows,
fl
cycles
l and
d
conservation crosscutting concept was integrated
into the Physical Science
Science, Life Science
Science, and Earth
Science courses.
18
Crosscutting Concepts and CCSS
Ali
Alignment
t with
ith Content
C t tC
Coursework
k
Instructors in all three courses designed laboratory
exercises and portfolio studies around three specific
approaches to the topic of energy but kept vocabulary
consistent and explicitly referenced the crosscutting
concept of Energy and Matter Flow, Cycles, and
Conservation.
Conservation
p
involving
g energy
gy transfers:
Examples
Physical Science – Combustion
Life Science – Cellular Respiration
E th Science
Earth
S i
– Lava
L
L
Lamp
19
Communicating Energy Transfers
i Concepts
in
C
t off Life
Lif Science
S i
Developing
p g deep
p conceptual
p
thinking
g involves
collaborative conversations.
20
Reference and contacts for integrating separate
di i li
disciplinary
content
t t courses:
Advantages and Challenges of Using Physics
Curricula as a Model for Reforming an Undergraduate
Biology
gy Course. (2013).
(
) Biology.
gy Paper
p 8.
Donovan, Deborah A.; Atkins, L. J.; Salter, I.Y.;
Gallagher, D.J.; Kratz, R.F.; Rousseau, J.V.; and
N l
Nelson,
G
G.D.
D http://cedar.wwu.edu/biology_facpubs/8
htt // d
d /bi l
f
b /8
Leslie Atkins
ljatkins@csuchico edu
ljatkins@csuchico.edu
Julie Monet
jjmonet@csuchico.edu
@
21
Crosscutting Concepts and CCSS
Alignment in a
Practicum
Hands on Lab Course
Campus-based
Internship in Science Teaching - undergraduates
Hands on SMART Lab
(Science Model Academy for
Reflective Teaching)
Classroom teachers and their students attend
Interdisciplinary
Aligned with NGSS and CCSS through
collaboration with professional development
outreach
22
Internship in the Hands on Lab
 U
Undergraduates
d
d
ffacilitate
ili
H
Hands
d on L
Lab
b science
i
llessons ffor
elementary and middle school students who visit campus.
1. small numbers of K-8 students per UG intern
2. small amount of content or practice per station
3. short periods of time – repeated 15 minute intervals
 Supervisor/instructor provides assistance to
undergraduates to:
1 experiment with teaching strategies
1.
2. obtain practical experience managing science materials
3. learn to ask strategic questions
4. assess for
f understanding
23
Quickwrite
What do you imagine are the benefits to
interns of the hands-on lab?
24
Working
g with small numbers of children
at any one time increases confidence
and allows undergraduates to begin to
assess understanding in a meaningful way.
25
Hands On Lab
CSU Chico
CSU Chico
FROM:
“Science is scary.”
“There’s no time
m for
f science.”
“I don’t know how.”
“It is too hard.”
TO:
“I can do that.”
“I want to teach science.”
“Children need science.”
26
Undergraduate Journal Entries
ill t t diff
illustrate
differences b
between
t
th
the beginning
b i i
and the end of a semester in the
H d on L
Hands
Lab.
b
Before teaching in the Hands on Lab, the first
week:
k
“I am feeling very nervous. I am going to be
uncomfortable with teaching these children.
It feels very strange to know that I am
jumping right into it. I have no idea what to
expect I am freaking out because it is very
expect.
scary and new.”
27
Undergraduate Journal Entries
ill t t diff
illustrate
differences b
between
t
th
the beginning
b i i
and the end of a semester in the
H d on L
Hands
Lab.
b
After teaching in the Hands on Lab, end of
semester:
“It
It has made science relevant to me; it
showed me how I could teach science to
students. Science teaching is what scares
me the most in teaching
teaching. This put concepts
into a teachable and learnable way. I felt like
the labs not only helped the students, but
also
l h
helped
l d tto reinforce
i f
concepts
t and
db
break
k
misconceptions.”
28
Crosscutting Concepts and CCSS
Alignment in the
Practicum Hands on Lab Course
Crosscutting Concept coordination in the Science
Model Academy for Reflective Mini Lessons with
Crosscutting Concepts:
• Energy – energy flow, cycles, and conservation
• Matter – matter flow,, cycles,
y
, and conservation
• Water – energy and matter flow, cycles, and conservation;
cause and effect
• Landforms – cause and effect
• Weather – patterns
• Adaptations – structure and function
One Science and Engineering Practice per mini lesson.
29
Quickwrite
What do you imagine are the benefits to
the K-8 students of the hands-on lab?
30
Bite-size investigations:
the starting line for
scientific &
engineering
practices T-Ball for Science
31
K 12 and IHE Collaboration
K-12
Practicing teachers
participating in professional
development outreach projects contribute to
the course via lesson study.
NGSS and CCSS aligned redesigns of the
laboratory teaching exercises in the Hands
on Lab is ongoing and coordinated as work
with teachers progresses
progresses.
32
References and contacts for Hands on Lab
1. Early Science Teaching Experiences for Undergraduates in an On-Campus,
Hands on Laboratory, Sarah Tanya Heaston and Bev Marcum. (2014).
In: Research Based Undergraduate Science Teaching
Edited by Dennis W. Sunal, et al. A volume in Research in Science Education
IAP - Information Age Publishing, Charlotte, NC.
2. Enhancing Self-Efficacy in Elementary Science Teaching With Professional
Learning Communities. Joel J. Mintzes, Bev Marcum, Christl Messerschmidt-Yates,
and Andrew Mark. (2013).
In: Journal of Science Teacher Education. Vol. 24:1201–1218.
Bev Marcum bmarcum@csuchico.edu
Tanya Heaston sheaston@csuchico.edu
33
Faculty involved in Science
Ed
Education
i at CSU,
CSU Chi
Chico
•
•
•
•
•
•
•
Leslie Atkins
Teresa Lloro-Bidart
Lloro Bidart
Julie Monet
Anne Stephens
Tanya Heaston
Rachel Teasdale
David Kagan
•
•
•
•
Kim Jaxon
Al Sh
Shademan
d
Michael Kotar
Ch i l
Christl
Messerschmidt-Yates
B M
Marcum
• Bev
34
Reflections: Section 1
Participants, please share your own reflections, comments &
questions about what resonates for you in your role.
35
Section 2
Crosscutting concepts:
environmental science
Mara Brady
36
CONTEXT: Introductory undergraduate g
geoscience courses, required for Liberal , q
Studies major (enrollment ~50)
EES 9: Introduction to Earth Science,
Science
emphasizing K-6 teacher preparation.
• Lower division GE (Physical Science)
• 2 lecture hours + 2 lab hours
NSCI 115: Environmental Earth & Life Science.
• Upper
U
di i i GE (i
division
(integrated
t
t d Ph
Physical
i l & Lif
Life
Sciences)
• 3 lecture hour meetings per week
37
CONCEPTUAL SHIFTS: 3 Dimensions as an explicit
3 Dimensions as an explicit organizing framework
student
engagement
with each other,
instructor,, and
authentic
science
experiences
Earth’s systems,
ecosystems,
interactions and
interactions,
human impact
emphasized
promote connections
between and
application of
knowledge to new
information or
38
situations
CROSSCUTTING CONCEPTS: Systems Models Flows & Cycles
Systems Models, Flows & Cycles
SEP: Develop & Use Models / CCSS: Model with Math, Use Structure
PROMPT:
Create
a visual stock
and flow
diagram of a
natural cycle:
carbon, water,
nitrogen
39
CROSSCUTTING CONCEPTS (CC’s): Systems Models, Flows & Cycles
SEP: Develop & Use Models / CCSS: Model with Math, Use Structure
Quickwrite:
Can you think of an an
extension to this activity
that could involve
Modeling with
Mathematics?
What other CC’s
CC s are
relevant to this prompt?
40
CROSSCUTTING CONCEPTS: S t
Systems Models, Flows & Cycles
M d l Fl
&C l
SEP: Develop & Use Models / CCSS: Model with Math, Use Structure
PROMPT:
Other than
directly
consuming
natural resources
resources,
explain how
humans impact
ecosystem
services.
41
CROSSCUTTING CONCEPTS: S t
Systems Models, Flows & Cycles
M d l Fl
&C l
SEP: Develop & Use Models / CCSS: Model with Math, Use Structure
Quickwrite: Does
this
s sstudent
ude
response make
connections to the
CC’s above?
Why or why not?
42
Science & Engineering Practices: A
Argue by evidence, b
id
Construct an explanation
CCSS Math Practices:
Construct viable arguments
g
and critique
q the
reasoning of others
CCSS College & Career Ready Students in ELA:
They
y value evidence
They comprehend as well as critique
43
Students engage with authentic science e pe ie ces a d eac ot e .
experiences and each other.
CCSS Math Practices + College & Career Ready in ELA
INSTRUCTOR PROMPTS during i-clicker
i clicker
participation (Ed Prather, pers. comm.):
1. Read question silently and respond [tally
responses].
responses]
2. Turn to your partner and convince them
you know the correct answer.
answer
3. Even if you have the same answer, you
have to be able to explain your choice.
choice
44
Students engage with authentic science experiences and each other
experiences and each other.
CCSS Math Practices + College & Career Ready in ELA
PROMPT: Give a specific example of how YOU engaged
in a science and engineering practice in class:
(1) “I think this
[discussing with
partner] is very
helpful because it
does reassure
someone if they had
the right answer or it
gives another
view…and they might
change their answer
and agree on
something together.”
(2) “W
“We were asked
k d tto
pick and answer to an
iclicker question and
then turn to our
partners and explain
why we chose the
answer that we did…I
had to explain to my
partner about why I
chose my answer
g the evidence
using
from the textbook.”
(3) “This practice is in
non-stop constant
motion during class
lecture and in lab
lab…The
The
communication of
information is not only
shared from professor to
student, but as well as
among student to
student.”
45
Quickwrite: Student Responses
Quickwrite: Student Responses
What are common themes you observed in the student responses?
What are examples of NGSS-CCSS alignment you can identify from the
student responses?
(1) “II think this
[discussing with
partner] is very
helpful because it
does reassure
someone if they had
the right answer or it
gives another
view…and they might
change their answer
and agree on
something
thi ttogether.”
th ”
( ) “We
(2)
e were
e e as
asked
ed to
o
pick and answer to an
iclicker question and
then turn to our
partners and explain
why we chose the
answer that we did…I
had to explain
p
to my
y
partner about why I
chose my answer
using the evidence
from the textbook.
textbook ”
(3) “This
This practice is in
non-stop constant
motion during class
lecture and in lab…The
communication of
information is not only
shared from professor to
student but as well as
student,
among student to
student.”
46
Quick Pause
Quick review of the chat area
47
Section 3
Using
g ranking
g tasks to
examine student
learning
g of crosscutting
g
concepts
Fred Nelson
48
Mass of a Penny
The individual masses
off 100 pennies
i were
measured. This graph
shows the distribution
off their
th i masses.
Quickwrite: Which NGSS Crosscutting Concept would be
most useful for learners in constructing understanding of this
phenomenon?
1.
1
2.
3.
4
4.
Patterns
Cause and effect
Scale, proportion, and quantity
Systems and system models
5. Energy and matter
5
6. Structure and function
7. Stability and change
49
What are Ranking Tasks?
• Conceptual exercise
• Physics education research (Maloney, 1987;
O’Kuma, Maloney, & Heiggelke, 2000)
• Learners are presented with a series of options that
describe different variations to a situation.
• Learners are asked to make a comparative
judgment and identify the ranking of the options.
50
Participants
p
Intro. to Earth Science
n=21
21
General ed. requirement
Lower division E h i
Emphasizes K‐6 teacher preparation
K6
h
i
Emphasizes application of NGSS
Environmental Earth & Life
Science (& Sustainable Solutions)
n=29
29
General ed. requirement
Upper division
E li i integration of Crosscutting Explicit
i
i
fC
i
Concepts as an organizing framework for the course
51
Prompts
• For each of the scenarios described below, consider
which
hi h Crosscutting
C
i Concept
C
would
ld be
b most useful
f l
for learners in understanding of the phenomenon.
• Rank the Crosscutting Concepts according to their
usefulness in helping learners to develop
understanding.
g Please use the MOST USEFUL and
LEAST USEFUL rankings only once. Other rankings
may be used more than once.
• Carefully explain your reasoning for your choice of
the Crosscutting Concept you ranked as MOST
USEFUL.
52
A Scenario
A Scenario
• About 97 percent of Earth’s
Earth s water is in the
ocean, and most fresh water is contained
in glaciers or underground aquifers; only a
tiny fraction of Earth’s water is found in
streams lakes
streams,
lakes, and rivers
rivers. The relative
availability of water is a major factor in
distinguishing habitats for different living
organisms.
53
Student Responses
Please feel free to share in the chat any patterns you see
Please feel free to share in the chat any patterns you see.
54
Water: Responses by Course
Please feel free to share in the chat any patterns you see.
f f
yp
y
55
Key Concepts Identified by Students
Key Concepts Identified by Students
• Know the cycles: where water goes & the
paths.
• Crosscutting concept: energy and matter
• Additional crosscutting concept: stability
and
d change
h
• Use the examples to illustrate flow, cycle,
and conservation
56
Ice Skater: Responses by Course
Please feel free to share in the chat any patterns you see.
f f
yp
y
57
Naïve explanations
• “Stability
Stability and change due to the stability of the
ice skater and the change she made to spin”
• “I think energy and matter would be the most
useful
f l crosscutting
tti conceptt because
b
for
f an ice
i
skater to be able to spin that fast, they need to
gain energy to increase their speed”
58
Observations
•
•
•
•
Students in the upper division course, which has
an explicit interdisciplinary focus, were more likely to
select the more complex CCCs, such as Stability
and Change.
Respondents don
don’tt often identify Scale,
Scale
Proportion, and Quantity as most useful but are
able to come up with examples of the importance of
this concept.
concept
Some responses were outside of science, which
may reflect responders lack of comfort with this
concept (e
(e.g.
g “Don’t
Don t really know this concept yet”)
yet ).
Different concepts of “stability” among the
responses: e.g. feeling safe or stable, not running
out of an unlimited resource,
resource economic stability.
stability
59
Implications Implications
• Explicit integration of ‘systems thinking’
into instruction may be most useful for
developing an understanding of CCCs #3-7.
• The exercises may be useful for
id tif i
identifying
common misconceptions.
i
ti
Responders must explain their choice and
often reveal their level of understanding
g of
different concepts.
• Need to examine understanding after
m ltiple co
multiple
courses
rses in other disciplines
• Development of disciplinary literacy requires
explicit use of language from the CCCs.
60
Please help us pilot the ranking tasks
•http://goo.gl/1WdhPL
•Provide feedback to fnelson@csufresno.edu
61
Reflections: Sections 2 & 3
Participants, please share your own reflections, comments &
questions about what resonates for you in your role.
62
Section 4
What does an NGSSaligned classroom
look and sound like?
Judi Kusnick
63
Sacramento State
Center for Mathematics and Science
Education
What does
Wh
d
an NGSS-aligned
NGSS li
d
classroom look and sound like?
Experiences from Professional Development
with 6th grade teachers
Judi Kusnick & Barb Munn
Geology Dept.
NGSS & Common Core Intersections
• Sense-making (using patterns, a cross-cutting
idea)
• Attending to the Practices (example: arguing
g informal writing)
g)
from evidence,, using
• Structuring productive student talk
65
Emphasis on Sense-Making
• Sense-making in science involves looking for
patterns and then constructing explanations
for those patterns.
• Models are built from these smaller
explanations and tested against new data.
66
Making Sense of Patterns in the Planets
• Students compare patterns of topography,
volcanic activity, and earthquakes from the
Moon, Mars and the Earth to determine
patterns.
• Later, students link these patterns to plate
g selected readings.
g
boundaries using
• Students use these patterns to evaluate the
likelihood of plate tectonics on Venus
Venus.
67
68
What makes it NGSS?
• Students determine the patterns.
• Students identify the critical parts of the
model.
• Students apply the model to new data.
• Or as we like to ask…
• Who did the thinking today? You or the
students?
69
Emphasis on Practices
• The NGSS practices are not always discrete –
science uses all of them in interconnecting
ways.
• We emphasize
p
using
g the p
practices in an
authentic context - using the practices in the
g new science.
service of learning
• I’ll focus on argumentation.
70
Tools for Arguing from Evidence
• Card Sorts
• Challenge statements
• Agree/Disagree
A
/Di
• Odd One Out
Are you familiar with any of these tools?
Are
you familiar with any of these tools?
If so, please feel free to share in the chat.
71
Challenge Statement
Kinds of Card Sorts
Agree/Disagree
Venn Diagrams
C t
Categorizing
i i
Linking Concepts
Agree/Disagree & Odd One Out
How can you find out?
72
Emphasis on Student Talk
Students need to talk to each other in
meaningful ways:
• Group
G
sense-making
ki off ttextt or experience
i
• Putting ideas on the table
• Evaluating
g ideas
73
Tools for Managing Student Talk
• Dialogue Protocols
• Norms
• Carefully structured
groups
• Accountability– a
product
Do you use any of these tools?
If so, please feel free to share in the chat.
74
THINK
PAIR
Your ideas g
go
here.
Listen to your partner
and record their ideas
here.
SHARE
Talk with your partner to come to some common
understanding, and write your joint ideas here.
Structured Think Pair Share
Talk Management Devices:
• Talking
g Sticks
• Paired Verbal Fluency
• Paraphrase Passport
75
Take-home lesson
• NGSS alignment should be integrated
th
throughout
h t the
th course, nott just
j t in
i a single
i l
activityy or lesson.
• Memo to yourself: Did you see any ideas here
that you could insert into your existing
course?
76
Reflections: Section 4
Participants, please share your own reflections, comments &
questions about what resonates for you in your role.
77
Quickwrite
Now that yyou have learned a bit about crosscutting
g
concepts and CCSS alignment in preparing K-6
t
teachers
h
ffor the
th NGSS,
NGSS share
h
in
i th
the chat
h th
how you
think it would be a valuable resource for preparing
new or future teachers for the NGSS.
78
Quickwrite: Final Reflection
What have yyou learned today
y that yyou are g
going
g
to act upon in the next week?
79
Webinars in this Series
Upcoming
Th Keys
The
K
to
t Success
S
in
i K-6
K 6 NGSS IImplementation
l
t ti
III
III:
Learning through Scientific and Engineering
Practices March 13
13, 2015
Register at http://teachingcommons.cdl.edu/ngss/index.html
Archived
The Keys to Success in K-6
K 6 NGSS Implementation I:
Well-Prepared Teachers, Excellent Programs
http://teachingcommons.cdl.edu/ngss/
80
Teaching
g Commons
http://teachingcommons.cdl.edu/ngss
http://teachingcommons.cdl.edu/ngss/csu_projects/in
dex.html
A place to
 Locate resources
 Share your own resources
Contact Danika LeDuc:
danika.leduc@csueastbay.edu
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Thank You
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Next Steps
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Survey Feedback
https://www surveymonkey com/s/csu-ngss-k6 webinar2
https://www.surveymonkey.com/s/csu-ngss-k6_webinar2
Webinar Archive & Resources
http://teachingcommons.cdl.edu/ngss/index.html
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www.calstate.edu
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