LIVE INTERACTIVE LEARNING @ YOUR DESKTOP
NGSS Crosscutting Concepts:
Scale, Proportion, and Quantity
Presented by: Amy Taylor and Kelly Riedinger
March 19, 2013
6:30 p.m. – 8:00 p.m. Eastern time
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Introducing today’s presenters…
Ted Willard
National Science Teachers Association
Amy Taylor
University of North Carolina Wilmington
Kelly Riedinger
University of North Carolina Wilmington
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Developing the Standards
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Developing the Standards
Assessments
Curricula
Instruction
Teacher
Development
July 2011
2011-2013
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Developing the Standards
July 2011
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A Framework for K-12 Science Education
Three-Dimensions:
„
View free PDF form The
National Academies Press
at www.nap.edu
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Scientific and
Engineering Practices
„
Crosscutting Concepts
„
Disciplinary Core Ideas
Secure your own copy from
www.nsta.org/store
Scientific and Engineering Practices
1. Asking questions (for science)
and defining problems (for engineering)
2. Developing and using models
3. Planning and carrying out investigations
4. Analyzing and interpreting data
5. Using mathematics and computational thinking
6. Constructing explanations (for science)
and designing solutions (for engineering)
7. Engaging in argument from evidence
8. Obtaining, evaluating, and communicating information
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Crosscutting Concepts
1. Patterns
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
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Disciplinary Core Ideas
Life Science
Physical Science
LS1: From Molecules to Organisms:
Structures and Processes
PS1: Matter and Its Interactions
LS2: Ecosystems: Interactions, Energy, and
Dynamics
LS3: Heredity: Inheritance and Variation of
Traits
PS2: Motion and Stability: Forces and
Interactions
PS3: Energy
PS4: Waves and Their Applications in
Technologies for Information Transfer
LS4: Biological Evolution: Unity and Diversity
Earth & Space Science
Engineering & Technology
ESS1: Earth’s Place in the Universe
ETS1: Engineering Design
ESS2: Earth’s Systems
ETS2: Links Among Engineering,
Technology, Science, and Society
ESS3: Earth and Human Activity
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Life Science
LS1: From Molecules to Organisms:
Structures and Processes
LS1.A: Structure and Function
LS1.B: Growth and Development of Organisms
LS1.C: Organization for Matter and Energy Flow in Organisms
LS1.D: Information Processing
LS2: Ecosystems: Interactions, Energy, and Dynamics
LS2.A: Interdependent Relationships in Ecosystems
LS2.B: Cycles of Matter and Energy Transfer in Ecosystems
LS2.C: Ecosystem Dynamics, Functioning, and Resilience
LS2.D: Social Interactions and Group Behavior
LS3: Heredity: Inheritance and Variation of Traits
LS3.A: Inheritance of Traits
LS3.B: Variation of Traits
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LS4: Biological Evolution: Unity and Diversity
LS4.A: Evidence of Common Ancestry and Diversity
LS4.B: Natural Selection
LS4.C: Adaptation
LS4.D: Biodiversity and Humans
Earth & Space Science
ESS1: Earth’s Place in the Universe
ESS1.A: The Universe and Its Stars
ESS1.B: Earth and the Solar System
ESS1.C: The History of Planet Earth
ESS2: Earth’s Systems
ESS2.A: Earth Materials and Systems
ESS2.B: Plate Tectonics and Large‐Scale System Interactions
ESS2.C: The Roles of Water in Earth’s Surface Processes
ESS2.D: Weather and Climate
ESS2.E: Biogeology
ESS3: Earth and Human Activity
ESS3.A: Natural Resources
ESS3.B: Natural Hazards
ESS3.C: Human Impacts on Earth Systems
ESS3.D: Global Climate Change
Physical Science
Engineering &
Technology
PS1: Matter and Its Interactions
PS1.A: Structure and Properties of Matter
PS1.B: Chemical Reactions
PS1.C: Nuclear Processes
ETS1: Engineering Design
ETS1.A: Defining and Delimiting an Engineering Problem
ETS1.B: Developing Possible Solutions
ETS1.C: Optimizing the Design Solution
PS2: Motion and Stability: Forces and Interactions
PS2.A: Forces and Motion
PS2.B: Types of Interactions
PS2.C: Stability and Instability in Physical Systems
ETS2: Links Among Engineering, Technology, Science, and Society
ETS2.A: Interdependence of Science, Engineering, and Technology
ETS2.B: Influence of Engineering, Technology, and Science on Society and the Natural World
PS3: Energy
PS3.A: Definitions of Energy
PS3.B: Conservation of Energy and Energy Transfer
PS3.C: Relationship Between Energy and Forces
PS3.D:Energy in Chemical Processes and Everyday Life
PS4: Waves and Their Applications in Technologies for Information Transfer
PS4.A: Wave Properties
PS4.B: Electromagnetic Radiation
PS4.C: Information Technologies and Instrumentation
Note: In NGSS, the core
ideas for Engineering,
Technology, and the
Application of Science are
integrated with the Life
Science, Earth & Space
Science, and Physical Science
core ideas
Developing the Standards
Assessments
Curricula
Instruction
Teacher
Development
July 2011
2011-2013
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Developing the Standards
2011-2013
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Closer Look at a Performance Expectation
MS-PS1 Matter and Its Interactions
Students who demonstrate understanding can:
MS-PS1-d. Develop molecular models of reactants and products to support the explanation that atoms,
and therefore mass, are conserved in a chemical reaction. [Clarification Statement: Models can include physical
models and drawings that represent atoms rather than symbols. The focus is on law of conservation of matter.] [Assessment Boundary: The
use of atomic masses is not required. Balancing symbolic equations (e.g. N2 + H2 -> NH3) is not required.]
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 and progresses to
developing, using and revising models to support
explanations, describe, test, and predict more abstract
phenomena and design systems.
• Use and/or develop models to predict, describe,
support explanation, and/or collect data to test ideas
about phenomena in natural or designed systems,
including those representing inputs and outputs, and
those at unobservable scales. (MS-PS1-a),
(MS-PS1-c), (MS-PS1-d)
PS1.B: Chemical Reactions
• Substances react chemically in
characteristic ways. In a chemical
process, the atoms that make up the
original substances are regrouped into
different molecules, and these new
substances have different properties
from those of the reactants.
(MS-PS1-d), ( MS-PS1-e), (MS-PS1-f)
• The total number of each type of atom
is conserved, and thus the mass does
not change. (MS-PS1-d)
Energy and Matter
• Matter is conserved because
atoms are conserved in physical
and chemical processes.
(MS-PS1-d)
--------------------------------------------Connections to Nature of Science
Science Models, Laws, Mechanisms, and Theories
Explain Natural Phenomena
•
Laws are regularities or mathematical descriptions
of natural phenomena. (MS-PS1-d)
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Note: Performance expectations
combine practices, core ideas, and
crosscutting concepts into a single
statement of what is to be assessed.
They are not instructional strategies or
objectives for a lesson.
Closer Look at a Performance Expectation
MS-PS1 Matter and Its Interactions
Students who demonstrate understanding can:
MS-PS1-d. Develop molecular models of reactants and products to support the explanation that atoms,
and therefore mass, are conserved in a chemical reaction. [Clarification Statement: Models can include physical
models and drawings that represent atoms rather than symbols. The focus is on law of conservation of matter.] [Assessment Boundary: The
use of atomic masses is not required. Balancing symbolic equations (e.g. N2 + H2 -> NH3) is not required.]
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 and progresses to
developing, using and revising models to support
explanations, describe, test, and predict more abstract
phenomena and design systems.
• Use and/or develop models to predict, describe,
support explanation, and/or collect data to test ideas
about phenomena in natural or designed systems,
including those representing inputs and outputs, and
those at unobservable scales. (MS-PS1-a),
(MS-PS1-c), (MS-PS1-d)
PS1.B: Chemical Reactions
• Substances react chemically in
characteristic ways. In a chemical
process, the atoms that make up the
original substances are regrouped into
different molecules, and these new
substances have different properties
from those of the reactants.
(MS-PS1-d), ( MS-PS1-e), (MS-PS1-f)
• The total number of each type of atom
is conserved, and thus the mass does
not change. (MS-PS1-d)
Energy and Matter
• Matter is conserved because
atoms are conserved in physical
and chemical processes.
(MS-PS1-d)
--------------------------------------------Connections to Nature of Science
Science Models, Laws, Mechanisms, and Theories
Explain Natural Phenomena
•
Laws are regularities or mathematical descriptions
of natural phenomena. (MS-PS1-d)
16
Note: Performance expectations
combine practices, core ideas, and
crosscutting concepts into a single
statement of what is to be assessed.
They are not instructional strategies or
objectives for a lesson.
Closer Look at a Performance Expectation
MS-PS1 Matter and Its Interactions
Students who demonstrate understanding can:
MS-PS1-d. Develop molecular models of reactants and products to support the explanation that atoms,
and therefore mass, are conserved in a chemical reaction. [Clarification Statement: Models can include physical
models and drawings that represent atoms rather than symbols. The focus is on law of conservation of matter.] [Assessment Boundary: The
use of atomic masses is not required. Balancing symbolic equations (e.g. N2 + H2 -> NH3) is not required.]
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 and progresses to
developing, using and revising models to support
explanations, describe, test, and predict more abstract
phenomena and design systems.
• Use and/or develop models to predict, describe,
support explanation, and/or collect data to test ideas
about phenomena in natural or designed systems,
including those representing inputs and outputs, and
those at unobservable scales. (MS-PS1-a),
(MS-PS1-c), (MS-PS1-d)
PS1.B: Chemical Reactions
• Substances react chemically in
characteristic ways. In a chemical
process, the atoms that make up the
original substances are regrouped into
different molecules, and these new
substances have different properties
from those of the reactants.
(MS-PS1-d), ( MS-PS1-e), (MS-PS1-f)
• The total number of each type of atom
is conserved, and thus the mass does
not change. (MS-PS1-d)
Energy and Matter
• Matter is conserved because
atoms are conserved in physical
and chemical processes.
(MS-PS1-d)
--------------------------------------------Connections to Nature of Science
Science Models, Laws, Mechanisms, and Theories
Explain Natural Phenomena
•
Laws are regularities or mathematical descriptions
of natural phenomena. (MS-PS1-d)
17
Note: Performance expectations
combine practices, core ideas, and
crosscutting concepts into a single
statement of what is to be assessed.
They are not instructional strategies or
objectives for a lesson.
Closer Look at a Performance Expectation
MS-PS1 Matter and Its Interactions
Students who demonstrate understanding can:
MS-PS1-d. Develop molecular models of reactants and products to support the explanation that atoms,
and therefore mass, are conserved in a chemical reaction. [Clarification Statement: Models can include physical
models and drawings that represent atoms rather than symbols. The focus is on law of conservation of matter.] [Assessment Boundary: The
use of atomic masses is not required. Balancing symbolic equations (e.g. N2 + H2 -> NH3) is not required.]
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 and progresses to
developing, using and revising models to support
explanations, describe, test, and predict more abstract
phenomena and design systems.
• Use and/or develop models to predict, describe,
support explanation, and/or collect data to test ideas
about phenomena in natural or designed systems,
including those representing inputs and outputs, and
those at unobservable scales. (MS-PS1-a),
(MS-PS1-c), (MS-PS1-d)
PS1.B: Chemical Reactions
• Substances react chemically in
characteristic ways. In a chemical
process, the atoms that make up the
original substances are regrouped into
different molecules, and these new
substances have different properties
from those of the reactants.
(MS-PS1-d), ( MS-PS1-e), (MS-PS1-f)
• The total number of each type of atom
is conserved, and thus the mass does
not change. (MS-PS1-d)
Energy and Matter
• Matter is conserved because
atoms are conserved in physical
and chemical processes.
(MS-PS1-d)
--------------------------------------------Connections to Nature of Science
Science Models, Laws, Mechanisms, and Theories
Explain Natural Phenomena
•
Laws are regularities or mathematical descriptions
of natural phenomena. (MS-PS1-d)
18
Note: Performance expectations
combine practices, core ideas, and
crosscutting concepts into a single
statement of what is to be assessed.
They are not instructional strategies or
objectives for a lesson.
Scale, Proportion, and Quantity:
A Crosscutting Concept
Amy Taylor
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Kelly Riedinger
Who are we?
Amy Taylor
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•
•
Associate Professor of science education in the Elementary, Middle Level, Literacy Department at University of North Carolina Wilmington Prior work includes high school teaching in biology and environmental science, graduate research with teachers’ and students’ understanding of scale and nanotechnology Current work (past 5 years) supporting teachers and students in scientific practices Kelly Riedinger
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•
•
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Assistant Professor of science education in the Elementary, Middle Level, Literacy Department at University of North Carolina Wilmington
Prior work includes middle and high school teaching oceanography, physical science, and earth science as well as teaching in informal science settings (PreK‐8)
Current work (past 2 years) includes learning in informal science education settings and preservice teacher preparation
Caveats We are not authors of the framework so we have no special insight into the decisions made by the committee. We can use our expertise having worked with teachers and students to help you think about types of scale and how you can engage your students in scaling, proportions, and quantity.
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Why we find scale interesting
• Experiences as a former high school science teacher
• New emerging technologies have enabled scientists to observe the extreme scales from the atomic and cosmic sciences
• Scale is common in both science and everyday life and impacts all disciplines of science
• When we asked scientists to indicate how important scale was to their work, responses included: –
–
–
–
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‘‘I can’t operate without a sense of scale.’’ ‘‘Scale is an integral part of what I do.’’ Scale is ‘‘extremely important.’’ ‘‘I think it would be impossible for me to practice without the concept of scale.’’ Overview
• What is scale? • Scale, Proportion, and Quantity as a crosscutting concept
• Why scale is important?
• Approaches to teaching?
– Vignettes to illustrate and highlight essential features
• Resources
• Discussion
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POLL: What do you first think of when you hear the word scale?
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POLL: How comfortable are you with the topic of scale and teaching this concept to K‐12 students?
Novice
Limited Adequate Expert
I have no understanding of this concept.
I need to learn more about scale before I can teach this topic to students.
I have some understanding of scale and I’m ready to try teaching the concept, but I’d like more information and ideas for learning activities.
I have an in‐depth understanding of scale and I’m ready to implement learning activities with students.
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Scale, Proportion, and Quantity
The word scale has multiple definitions:
Scale can be a device to weigh objects Can cover a fish or a butterfly
We scale a wall by climbing Refer to measurement scales such as pH, temperature, or Richter – In science, when we talk about scale we are referring to the properties of an object that can change as size is increased or decreased, and behavior that changes as a result. –
–
–
–
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Scale, Proportion, and Quantity
• Scale is described in terms of range & magnitude.
• Three commonly used types of scales in science:
Ordinal Interval Logarithmic Enhanced Fujita Scale Saffir‐Simpson scale 27
Kelvin Celsius Richter pH
Other Types of Scales
Mass
Brightness
Nano
Current
Parsecs
Architectural
Microscopic
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Geologic Time
Decibel scales
Light years
Voltage
Mercali
Map scales
Temperature
Crosscutting Concepts In NGSS
Crosscutting concepts bridge boundaries across the various sub‐disciplines of science and engineering.
The crosscutting concepts provide students with an organizational framework for making sense of and connecting knowledge across the various science disciplines.
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Crosscutting Concept:
Scale, Proportion, and Quantity
The concept of scale, proportion, and quantity spans disciplines in science and engineering. It concerns the sizes of things and the mathematical relationships between elements. Related to this concept, it is important for students to understand what is relevant at different measures and to recognize how changes in scale, proportion, or quantity affect a system’s structure and function.
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Examples in Physical Science
• Atomic Scale
• Energy Transfer at different scales
• The structure of matter at the atomic and sub‐atomic scales helps to explain a system’s larger scale structures, properties, Scale, and functions
Proportion, • Radioactive decay, proportions of isotopes
and Quantity • Relationship among different types of quantities can be represented by proportions and ratios (e.g., velocity as a ratio of distance traveled versus time)
• Multiple phenomena (e.g., motion, light, sound, electrical and magnetic fields) occur at the macroscopic scale
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Examples in Life Science
Scale, Proportion, and Quantity
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• Living things are made of cells that can be observed at different scales • Surface area and cell transfer
• Living organisms vary in size and scale (e.g., cells whales)
• Lifespans vary
• Life processes occur at different time scales
Examples in Earth Science
• The geologic time scale depicts the relative times of events in Earth’s history
• Scale models are used to represent phenomena too large or small to observe (e.g., Earth‐Sun‐Moon models)
Scale, • Analyses of rock strata and the fossil record provide only relative Proportion, dates, not an absolute scale
• Geologists use relative positions to estimate dates and Quantity • Relative distances of the sun and other stars from one other
• Relationship between distance of stars and their apparent brightness
• Topographic maps use scale to represent relief and surface features
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Scale, Proportion, and Quantity in the Next Generation Science Standards
Physical Science
Elementary School
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Relative scales allow objects to be compared and described (e.g., bigger and smaller; hotter and colder; faster and slower). 2‐PS1‐d
Standard units are used to measure and describe physical quantities such as weight, time, temperature, and volume. 5‐PS1‐c
Earth Science
Natural objects and observable phenomena exist from the very small to the immensely large. 5‐
ESS1‐a
Scale, Proportion, and Quantity in the Next Generation Science Standards
Middle School
Physical Science
Life Science
Earth Science
Proportional relationships (e.g. speed as the ratio of distance traveled to time taken) among different types of quantities provide information about the magnitude of properties and processes. MS‐PS2‐b
Phenomena that can be observed at one scale may not be observable at another scale. MS‐LS1‐a
Time, space, and energy phenomena can be observed at various scales using models to study systems that are too large or too small. MS‐ESS1‐c, MS‐ESS1‐e, MS‐ESS1‐f, MS‐ESS1‐g
Scientific relationships can be represented through the use of algebraic expressions and equations. MS‐PS2‐b
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Time, space, and energy phenomena can be observed at various scales using models to study systems that are too large or too small. MS‐LS2‐g
Scale, Proportion, and Quantity in the Next Generation Science Standards
High
School
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Life Science
Earth Science
The significance of a phenomenon is dependent on the scale, proportion, and quantity at which it occurs. HS‐LS2‐a
Patterns observable at one scale may not be observable or exist at other scales. HS‐ESS1‐a, HS‐ESS1‐I
Using the concept of orders of magnitude allows one to understand how a model at one scale relates to a model at another scale. HS‐LS2‐b
Algebraic thinking is used to examine scientific data and predict the effect of a change in one variable on another (e.g. linear growth vs. exponential growth). HS‐ESS1‐g
Algebraic thinking is used to examine scientific data and predict the effect of a change in one variable on another (e.g., linear growth vs. exponential growth). HS‐LS3‐d
The significance of a phenomenon is dependent on the scale, proportion, and quantity at which it occurs. HS‐ESS2‐a
Using the concept of orders of magnitude allows one to understand how a model at one scale relates to a model at another scale. HS‐ESS2‐f
Scale, Proportion, and Quantity: Progression
K‐2: Measurement; Counting, compare quantities, order quantities; Use of scale models, diagrams, and maps 3‐5: Measurement with standard units; Understanding that with natural objects scales range from very small to immensely large; Construct and interpret data models and graphs
MS: Estimation; Powers of 10 scales; Use algebraic thinking and equations; Recognize the function of a system may change with scale and that phenomena observable at one scale may not be observable at another scale
HS: Move back and forth between models at various scales; Understand that the significance of a phenomenon is dependent on the scale at which it occurs; Use more complex algebraic thinking and statistical relationships
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The Next Generation Science Standards and Scale
The Framework Identifies 8 Science & Engineering Practices
Asking questions and defining Using mathematics and problems
computational thinking
Developing and using models Developing explanations and designing solutions
Planning and carrying out Engaging in argument from investigations
evidence
Analyzing and interpreting data
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Obtaining, evaluating, and communicating information
The Next Generation Science Standards and Scale
The Framework Identifies 8 Science & Engineering Practices
Asking questions and defining Using mathematics and problems
computational thinking
Developing and using models Developing explanations and designing solutions
Planning and carrying out Engaging in argument from investigations
evidence
Analyzing and interpreting data
39
Obtaining, evaluating, and communicating information
The Next Generation Science Standards and Scale
The Framework Identifies 8 Science & Engineering Practices
Asking questions and defining Using mathematics and problems
computational thinking
Developing and using models Developing explanations and designing solutions
Planning and carrying out Engaging in argument from investigations
evidence
Analyzing and interpreting data
40
Obtaining, evaluating, and communicating information
The Next Generation Science Standards and Scale
The Framework Identifies 8 Science & Engineering Practices
Asking questions and defining Using mathematics and problems
computational thinking
Developing and using models Developing explanations and designing solutions
Planning and carrying out Engaging in argument from investigations
evidence
Analyzing and interpreting data
41
Obtaining, evaluating, and communicating information
The Next Generation Science Standards and Scale
The Framework Identifies 8 Science & Engineering Practices
Asking questions and defining Using mathematics and problems
computational thinking
Developing and using models Developing explanations and designing solutions
Planning and carrying out Engaging in argument from investigations
evidence
Analyzing and interpreting data
42
Obtaining, evaluating, and communicating information
Quick Write Prompts
• What are some examples of ways you have used scale, proportion, and quantity in your classroom? [Type your responses in the Chat.]
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Time to Chat
• Any other questions?
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Science Teaching Examples: Measurement
• Tools of measurement – Physical properties (e.g., meter stick, graduated cylinder, balance, electronic scale)
– Weather data tools (e.g., barometer, thermometer, rain gauge, wind vane)
– Oceanography tools (e.g., current cross, secchi disk, salinometer, pH water test kit)
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Science Teaching Examples: Scale
• Types of scales (e.g., Geologic time scale, Fujita tornado scale, pH scale)
• Relative scales (e.g., bigger vs. smaller, colder vs. warmer)
• Scaled maps, models, diagrams
– Topographic maps
– Earth‐Sun‐Moon models
– Dinosaur models
– Ocean floor topography
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Science Teaching Examples: Quantity
• Counting quantities (e.g., bacteria, leaves on a branch, number of flowering buds) • Comparisons of counting • Ordering quantities
• Creating, analyzing and interpreting graphs
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POLL
Which item would be in the “middle” if you were to arrange them from smallest to largest? A. Width of football field
B. School bus
C. Thickness of a penny
D. Diameter of a human hair
E. Length of an adult’s shoe
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POLL
Which item would be in the “middle” if you were to arrange them from smallest to largest? A. Distance from Earth to International Space Station
B. Diameter of Earth
C. Distance you could walk in 10 minutes
D. Distance from Earth to Sun
E. Distance from Earth to Moon
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POLL
Which item would be in the “middle” if you were to arrange them from smallest to largest? 1. Diameter of DNA strand
2. Diameter of a proton
3. Size of a hydrogen atom
4. Diameter of typical cell
5. Size of a typical small molecule
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POLL
Can you assign the actual size to the item?
Size of a typical small molecule:
A. 10 ‐12
B. 10 ‐5
C. 10 ‐15
D. 10 ‐10
E. 10 ‐9
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Why is it important?
• Fascination with the size and scale of things
• What research says…
– How people understand scale in terms of:
• Learning of scale
• Powers of Ten
• Measurement and estimation
• Use of scale in work/school
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Students’ Thinking…
A little girl was riding in an airplane and while the plane was taking off she turned around to her parents and said:
“When do we get small?”
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As teachers…do we care if students are off by a factor of…
– 10?
– 100?
– 1000?
– 1,000,000?
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A Sense of Scale
Understanding Scale
Teachers
Students
• Most accurate in their • More difficulty with sizes knowledge of human scale outside the human scale
• Being able to directly • Found small scales more experience objects and difficult to conceptualize than distances influenced by large scales
concepts of size and scale
• Aware of very small and large • Teachers hold more accurate objects but lacked accurate concepts of large scale than knowledge of the exact sizes, as small scale
well as their relative sizes
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Body Rulers
• Study examined the impact of teaching students to use their bodies as rough measurement tools • Results showed that teaching students to use body rulers for estimation had a significant •
influence on their estimation accuracy
• Proportional reasoning was significantly correlated with students’ measurements
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Hopefully giving them a lifelong tool that they could use to make linear measurements and estimations
Powers of Ten
• Study that examined the impact of the film Powers of Ten on middle school students’ understanding of ‘‘size and scale’’
• Students’ proportional reasoning ability was found to be positively correlated with their accuracy of ordering objects and assigning them with correct size labels 58
(Eames Office, 2009)
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(Eames Office, 2009)
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(Eames Office, 2009)
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(Eames Office, 2009)
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(Eames Office, 2009)
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(Eames Office, 2009)
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(Eames Office, 2009)
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(Eames Office, 2009)
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(Eames Office, 2009)
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(Eames Office, 2009)
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(Eames Office, 2009)
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(Eames Office, 2009)
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(Eames Office, 2009)
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(Eames Office, 2009)
Over 50 Scientists & Community Professionals
Used scale to…
– Design buildings
– Discover ancient cultures
– Track hurricanes
– Design equipment
– Create sculpture
– Build a home
– Survey a stream
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• Repeatedly these individuals said, ‘scale is my job’, ‘scale is in everything I do’, ‘it is essential to my job’, and ‘scale is critical.’
• Across disciplines, understanding the sizes of things and scale is essential to understanding phenomena and processes. • To be effective in their job, they needed to be able to move from small‐scale to large‐scale flexibly. Time to Chat
• What questions do you have?
• How has the content presented so far influenced your thinking about teaching scale to students?
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Implications For Teaching
Examples of lessons using scale
Grade
Life Science
Earth Science
3‐5
Cartesian Diver Lab
6‐8
9‐12
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Physical Science
Topographic Maps Sea Floor Mapping
Cell Size
Sea Floor Mapping
Sample Activity: Elementary School
Cartesian Diver
• Demonstrate ratios of density and pressure
• How it works:
– Squeezing the bottle increases the pressure and compresses the air in the diver (represented through dropper, ketchup packet, etc.).
– This increases the density of the diver, thus changing the buoyancy and causing it to sink.
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Sample Activity: Middle School
Creating Topographic Maps
• Use Play‐doh® to create a landscape.
• Measure and mark off 2cm sections from the base of the landscape to the top.
• Use fishing line to cut a layer for each of the marked sections. Place each section on paper and trace around. Repeat with remaining marks.
USGS Activity
• Have students note and compare the landforms to their created maps. Help http://vulcan.wr.usgs.gov/Outreach
them to make connections between this /Publications/GIP19/chapter_three
activity and topographic maps. _play‐dough_topo.pdf
• As an extension, use real topographic maps and have students create the landforms using their Play‐doh®. 76
Sample Activity: Middle/High School
Mapping the Ocean Floor
NOAA Activity
http://csc.noaa.gov/psc/seamedia/
Lessons/G5U4L3%20Seafloor%20Pr
ofiling.pdf
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Atomic Force Microscope
Similar technique of “determining topography” at the nanoscale!
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Sample Activity: High School
Cell Size and Surface Area
Extreme Science Activity
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• Obtain three agar/potato cubes:
– 1 cm3, 2 cm3, 3 cm3
• Place the cubes in the beaker and pour in enough diffusion medium to cover them and soak for 20 minutes. • Cut the cubes in half and examine and compare their inside appearance. • Measure the depth of the colored zones for each cube in mm and record data.
Effects of Scale
Parameters
Case I
Case III
Case V
Case VII
Case IX
Length
1
3
5
7
9
Face area
1
9
25
49
81
Surface area
6
54
150
294
486
Volume
1
27
125
343
729
Area/Volume ratio
6
2
1.2
0.86
0.67
Volume: Length x Width x Height
Surface Area: Length x Width x 6 (# of faces of cube)
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Examples of the impact of increasing surface area include:
• Why we chew food before swallowing (more surface area leads to faster digestion in the stomach)
• Villi in intestines and alveoli lungs
• Why elephant ears are so large (more surface area leads to faster cooling rates)
• Decreasing surface area helps an animal retain body heat, such as when a dog curls up outside on a cold day
• Volume of single‐celled organisms is restricted by the need for metabolites to reach interior of the cell solely by diffusion
As scales change, surface area to volume relationships have significant influences on physical, chemical, geological, and biological processes and phenomena.
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POLL: How comfortable are you with the topic of scale and teaching this concept to K‐12 students?
Novice
Limited Adequate Expert
I have no understanding of this concept.
I need to learn more about scale before I can teach this topic to students.
I have some understanding of scale and I’m ready to try teaching the concept, but I’d like more information and ideas for learning activities.
I have an in‐depth understanding of scale and I’m ready to implement learning activities with students.
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Suggestions for Teaching Scale
Take time to emphasize sizes and scales
Verbalize reasoning across scales
Teach students to estimate (body rulers and pacing)
Teach measurement and various units
The Powers of Ten video works!
Teach them benchmark sizes and how to reason with benchmarks
• Encourage curiosity and scale thinking across disciplines
• Awareness of emerging field of nanotechnology
•
•
•
•
•
•
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Other Scale Resources
Eames Office Website. Powers of Ten Film at http://www.powersof10.com/film
Jones, M.G., Taylor A., & Falvo, M. (2009). Extreme Science. Arlington VA: NSTA Press, 356 pages.
Jones, M.G., Falvo, M., Taylor, A., & Broadwell, B. (2007). Nanoscale Science. Arlington VA: NSTA Press, 155 pages.
Nanoscale Science Education: http://www.ncsu.edu/project/scienceEd/
Taylor, A., Jones, M.G., & Pearl, T.P. (2008). Bumpy, sticky, and shaky: Nanoscale science and the curriculum. Science Scope, 31(7), 28‐35. 84
ACKNOWLEDGEMENT
This material is based upon work supported by the NSF under Grants No. 0411656, and 0507151
All research based on collaboration with M. Gail Jones, Professor of Science Education from North Carolina State University
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Contact Information
Amy Taylor
taylorar@uncw.edu
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Kelly Riedinger
riedinger@uncw.edu
NSTA Resources on NGSS
www.nsta.org
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NSTA Resources on NGSS
www.nsta.org/ngss
88
Community Forums
89
NSTA Print Resources
NSTA Reader’s Guide
to the Framework
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NSTA Journal Articles
about the Framework
and the Standards
NSTA National
Conference
The place to be to learn about
San Antonio, Texas
April 11-14
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Web Seminars
on Crosscutting Concepts
Feb. 19: Patterns
March 5: Cause and effect: Mechanism and explanation
March 19: Scale, proportion, and quantity
April 16: Systems and system models
April 30: Energy and matter: Flows, cycles, and conservation
May 14: Structure and function
May 28: Stability and change
All sessions will take place from 6:30-8:00 p.m. Eastern time
on Tuesdays
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Web Seminars
on NGSS
Archives of past programs
„ Fall 2012
„ Scientific and Engineering Practices (series of 8)
„ Winter/Spring 2013
„
„
„
„
„
Second Draft of NGSS
Engineering in NGSS
NGSS in the Elementary Grades
Connecting NGSS with Common Core Math and ELA
Crosscutting Concepts series
http://learningcenter.nsta.org/products/symposia_seminars/
NGSS/webseminar.aspx
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on NGSS
Moving Toward NGSS: Using Formative Assessment to
Link Instruction and Learning
Members: $179; Non-members $199
Live web seminars on April 18, 25, May 2
Presenter: Page Keeley
Moving Toward NGSS: Visualizing K-8 Engineering
Education
Members: $179; Non-members $199
Live web seminars on May 16, 23, 30
Presenters: Christine Cunningham and Martha Davis
Register at: learningcenter.nsta.org/ngss
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Thanks to today’s presenters!
Ted Willard
National Science Teachers Association
Amy Taylor
University of North Carolina Wilmington
Kelly Riedinger
University of North Carolina Wilmington
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Thank you to the sponsor of today’s
web seminar:
This web seminar contains information about programs, products, and services
offered by third parties, as well as links to third-party websites. The presence of
a listing or such information does not constitute an endorsement by NSTA of a
particular company or organization, or its programs, products, or services.
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National Science Teachers Association
David Evans, Ph.D., Executive Director
Zipporah Miller, Associate Executive Director,
Conferences and Programs
NSTA Web Seminar Team
Al Byers, Ph.D., Assistant Executive Director,
e-Learning and Government Partnerships
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Short Courses, and Symposia
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Seminars, SciGuides, and Help Desk
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