Welcome!
We’ll start with introductions, please share your
name, position and top 1 or 2 goals for your
students’ learning in your science classes.
Kevin Anderson, Ph.D.
@CESA2STEM
www.cesa2.org/programs/stem
wisconsinstem.blogspot.com
1
NGSS Development
• The federal government was not involved in this effort
and did not fund it.
• It was state-led, and states will decide whether or not
to adopt the standards.
• The work undertaken by the NRC and Achieve is
being supported by the Carnegie Corporation of New
York.
• Professional organizations (like ASEE, NSTA),
teachers, scientists, engineers, etc. were heavily
involved in development.
2
Overview of NGSS structure
• Observe an NGSS standards page with a
partner
• What’s different from past standards?
• What questions do you have?
3
Performance Expectations
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Foundation Boxes – 3 Dimensions
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Science and Engineering Practices

Asking questions and defining problems
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Developing and using models
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Planning and carrying out investigations
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Analyzing and interpreting data

Using mathematics and computational thinking

Constructing explanations and designing solutions

Engaging in argument from evidence
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Obtaining, evaluating, and communicating information
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Science and Engineering Practices
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Disciplinary Core Ideas (DCIs)
Life Science
Physical Science
LS1: From Molecules to Organisms:
Structures
& Processes
LS2: Ecosystems: Interactions, Energy, &
Dynamics
LS3: Heredity: Inheritance & Variation of
Traits
LS4: Biological Evolution: Unity & Diversity
of
Life
PS1: Matter & Its Interactions
PS2: Motion & Stability: Forces &
Interactions
PS3: Energy
PS4: Waves & Their Applications in
Technologies for Information Transfer
Earth & Space Science
Engineering & Technology
ESS1: Earth’s Place in the Universe
ESS2: Earth’s Systems
ESS3: Earth & Human Activity
ETS1: Engineering Design
ETS2: Links Among Engineering,
Technology &
Society
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Disciplinary Core Ideas (DCIs)
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Crosscutting Concepts (CCCs)

Patterns

Cause and effect: Mechanism and explanation

Scale, proportion, and quantity

Systems and system models

Energy and matter: Flows, cycles, and conservation

Structure and function

Stability and change
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Crosscutting Concepts
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Back to any questions about the
NGSS structure…
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Designing lessons example start with a phenomena
What’s going on in the world around us now that
could frame your unit? Or, what’s interesting?
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•
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Life Science: wolf hunt, cryptosporidium, cloning,
trans fat, diabetes epidemic, mental health
Physical Science: water monitoring data (over time),
element 118 (and 117), nuclear energy safety (CNN),
football helmets, wind turbines, cell phones and
cancer
Earth/Space: NEOs, geothermal/alternative energy,
climate change, typhoon/severe weather, mining or 13
fracking, fossil fuels, Curiosity mission to Mars
Build from the standards
• Let’s say I teach 8th or 9th grade physical
science w/ some integrated earth and space
science. I think the students would be
especially interested in near earth objects.
• Does it work with my standards?
• I would start by looking at the DCI’s
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What DCI’s could it connect to?
• Where would you look? Dig in briefly…
• I found multiple DCI’s in MS and HS:
• PS2.A
• PS3.A, B, C
• LS2.C
• ESS1.B, C
• ESS2.A
• ESS3.B,C
• ETS1: A, B, C
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What PE’s could this unit build toward?
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MS-PS2-1: solve problem of colliding objects
HS-PS2-1: analyze Newton’s 2nd law data
MS-PS2-2: investigating unbalanced forces and mass
HS-PS2-3: design device minimizing collision force
MS-PS3-1: interpret data on kinetic energy, mass & speed
HS-PS3-2: model energy transformations
MS-PS3-5: kinetic energy change = transfer of energy
HS-LS2-8: group behavior and survival
MS-LS2-4: physical ecosystem changes affect populations
MS-ESS1-3: interpret data on scale properties of objects in the
solar system
MS-ESS2-2: geoscience processes change earth surface
HS-ESS2-2: change to earth’s surface impacts other systems
MS-ESS3-2: analyze data on and mitigate catastrophic events 16
HS-ESS3-1: natural hazards influence human activity
MS and HS ETS: define problem, design, analyze, redesign
Connect to background knowledge
• What are meteors and asteroids?
• http://www.youtube.com/watch?v=VNtsVP42b
OE - What questions come to mind?
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Doing scientific modeling
• Asteroid impact – what would happen if a
large asteroid struck the earth? Model it!
• Modeling is an
• Iterative process
• Includes both seen and unseen
• Before, during, and after
• We’re going to develop the model in groups
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Individual, group or class modeling?
• Could also do modeling as a class
• Or, individually
• What would be the advantages or
disadvantages of each method?
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Interim class learning happens…
Varying based on grade level
• Day 1 – Background knowledge, modeling,
some introductory reading/notebooking
• Day 2 – Lab and reading on friction, intro
research topics (begin project in ELA)
• Day 3 – Lab on collisions, learning on
Newton’s laws
• Day 4-7 – Investigation of impact craters,
NASA resources, impact crater lab; quiz
• Day 8 – Planetarium/observatory trip
• Day 9 – Permian extinction and connections
to climate change
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Interim class learning happens…
• Day 10 – Gravity/acceleration lab w/ stop
motion photography
• Day 11 – Engineering introduction, begin
shelter or asteroid deflection project
• Day 12 – Local astronomer or engineer
visits class, helps w/ projects
• Day 13-14 – Engineering continues, links to
geological processes (caves, asteroids)
• Day 15 – Present engineering solutions
• Day 16 – Final modeling of impact, assess
(present research in ELA)
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How could we physically model a
meteorite impact?
• Another example of modeling – physical or
experimental
• How much freedom would you give students
to design their own models and determine
their own methods?
• Your task: plan and conduct an experiment
to figure out which variables determine
how much damage an asteroid impact
causes (notebook it w/ images)
22
Scientific Writing/Notebooking
• Explanation = Claim + Evidence + Reasoning
• A claim that answers the question
• Evidence from students' data
• Reasoning that involves a "rule" or scientific
principle that describes why the
evidence supports the claim
23
Scientific Explanations & Notebooks
• Example - Claim, Evidence, Reasoning
•
http://www.youtube.com/ watch?v=WQTsue0lKBk
24
Scientific Explanation Example
Q: Is air matter?
Air is matter (claim). We found that the weight of
the ball increases each time we pumped more
air into it (evidence). This shows that air has
weight, one of the characteristics of matter
(reasoning).
•
http://www.edutopia.org/blog/science-inquiry-claimevidence-reasoning-eric-brunsell
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Scientific Explanation
Your turn • Fill out the claim, evidence, reasoning form
with your group based on meteorite data
• How do you decide what variables mattered?
• That criteria should factor into reasoning
portion.
• What scientific understanding are you
building upon?
26
Evaluating the physical model
• How true to life was our experiment?
• With a neighbor - answer the questions on the
“Reviewing your scientific model” worksheet
• …why this worksheet?
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Engineering a solution
Multiple possibilities here:
1) Design a structure to survive an asteroid
impact
2) Or, repurpose a cavern
3) Design and defend a method to stop the
impact of an asteroid
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More authentic engineering…
• Extensive research and brainstorming first
• Budgets and time – each item has cost,
project has a budget/time limit w/ points for
less cost/time
• Student designed prototypes
• Regulations or client requirements – laws
might be relevant, how will it impact the public
• Math infused
• Iterate – use group findings to try again (and
29
again)
• Present – defend your ideas
Return to your group impact model
• Look back at your original model of how an
impact affects earth’s systems
• Using what you have learned – draw the
model again.
• Would have students do this… why?
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How would you assess student
learning in this example?
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Report on research
Physical model review
Final model
CER worksheet (rubric on back)
Observations of lab and research methods
Performance assessment – find a volume
Notebooks
Given claim and evidence, write reasoning
Other ideas?
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Linking to NGSS dimensions
• Which NGSS practices did we use?
• Which crosscutting concepts relate to this
unit?
• Note: don’t force it! One or two done well are
better than six done at surface level
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Reviewing your lessons
With a small group or partner:
• Consider a current science unit/lesson that
you do with students
• What are some ways to better connect it to
the NGSS?
• How could you better include the practices
and cross cutting concepts?
• Go through the handout
33
Revising a unit/lesson, steps…
What would you do?
1)
2)
3)
4)
5)
6)
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Reviewing appendices
Each group will be assigned an appendix
Your task:
• Share a key quote (that sums it up)
• Generate ideas on how you might use it
to guide instruction, course planning,
collaboration, etc.
(Appendix K – ESS at HS question…)
35
Course mapping
What are the pros and cons of a disciplinary vs.
integrated model of instruction?
Integrated
Pros
Cons
Disciplinary
Pros
Cons
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Working on a unit, consider…
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Phenomena
Modeling
Claim + evidence + reasoning = explanation
Practices (appendix)
DCI’s
CCC’s (appendix)
PE’s
CCSS ELA and math connections
37
Understanding by Design Template
• Understandings - major goals for the year
• Essential questions - link to phenomena and
CCC’s
• Students will know – DCI’s, nitty gritty content
• Students will be able to – practices!
• Assessment – products, tests, PE’s
38
Essential Questions and CCC’s
1) Is there a pattern in which ponds, streams, and lakes make people sick
and which do not? What are the similar of different characteristics of each?
2) Will we get sick (effect) if we go swimming in that pond (cause)?
3) What percentage of people get sick? What are the physical
characteristics of the ponds and streams that people are getting sick in (in
terms of flow rates and size)? What is the scale of the organisms within the
water?
4) What are the important parts of this pond ecosystem and geological
system? How could we model this pond? What would be the limitations
and benefits of such a model?
5) Where does energy come from in this pond ecosystem and geological
system?
6) What are the characteristics of these organisms and people that lead to
them making us sick? Consider their relevant body structures and our
relevant body structures, along with the functions that they have.
7) How has this pond changed over time, such as from the spring to the39fall,
or in the past 40 years? Why do people sometimes get sick while
swimming in it, but sometimes they do not?
Yearly planning template…
• How do I map out the full year?
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What are the next steps?
With a partner/team
• Think through your next steps in implementation
• Prioritize what you need to do
• Consider my blog list
• What do you plan to do:
• In the next week?
• In the next 2-3 months?
• By the end of the year?
• What challenges do you expect?
• Share and question
41
Review what we did
What are your main takeaways from this
workshop? (T&T)
What questions do you still have?
Email me any time:
kevin.anderson@cesa2.org
http://www.cesa2.k12.wi.us/programs/stem/
@CESA2STEM
wisconsinstem.blogspot.com
43
Alternate HS example
Build from the standards
• Let’s say I teach high school biology and I
think the students would be especially
interested in the wolf hunt
• Does it work with my standards?
• I would start by looking at the DCI’s
44
What DCI’s could it connect to?
• Where would you look? Dig in briefly…
• I found:
• LS2.A - interdependent relationships in
ecosystems
• LS2.B - cycles and energy in ecosystems
• LS2.C - ecosystem dynamics
• LS2.D - group behavior
• ESS3.A - resource availability
• ESS3.B - natural hazards
• ESS3.C - human impacts on earth systems 45
• ETS1 – developing solutions
What PE’s could this unit build toward?
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HS-LS2-1: computational representations and carrying
capacity
HS-LS2-2: mathematical representations and factors
affecting biodiversity
HS-LS2-3: energy flow in ecosystems
HS-LS2-6: complex interactions in ecosystems maintain
relatively consistent #’s
HS-LS2-7: design a solution to reduce human impact on
the environment*
HS-LS2-8: group behavior and survival
HS-ESS3-1: natural hazards influence human activity
HS-ESS3-3: simulation of human populations and
biodiversity
HS-ESS3-4: solution to reduce human impacts
46
Connect to background knowledge
• What do you know about the wolf hunt in
Wisconsin?
• What questions do you have about it?
47
Doing scientific modeling
• The wolf hunt takes place– how does that
affect the ecosystem that wolves are part
of?
• Model it! (scaffolding - think energy flow,
food web, trophic levels, the environment)
• Modeling is an
• Iterative process
• Includes both seen and unseen
• Before and after
• We’re going to develop the model in groups
48
Individual, group or class modeling?
• Could also do modeling as a class
• Or individually
• What would be the advantages or
disadvantages of each method?
49
Interim class learning happens…
• More depth on ecosystems, energy and
human impact
• Books, articles – and looking for bias
•
http://www.jsonline.com/sports/outdoors/analyzing-datafrom-wisconsins-wolf-hunt-f585tou-184881311.html
• DNR visit or class visit from DNR scientist
• Work with simulations of ecosystems,
predators and prey
• Labs on energy in ecosystems
• Writing, blogging, use of social media:
•
https://www.facebook.com/WisconsinWolfHunting
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How could we investigate models of
an ecosystem? Simulations!
• How would you have students use them?
• My questions:
• Which simulation of predator and prey
relationships is the best and why?
• What are the most important variables to
consider in these dynamics?
• How could these simulations show human
impact?
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• CER – simulation can show human impact.
Possible ecosystem predator-prey
simulations:
• http://www.sims.scienceinstruction.org/predpr
ey/
• http://nortonbooks.com/college/biology/animat
ions/ch34a03.htm (and info at
http://www.biologycorner.com/worksheets/pre
d_prey.html#.UnwIwxD9yRN)
• http://www.phschool.com/atschool/phbio/activ
e_art/predator_prey_simulation/index.html 52