Grade 2 Cohort Professional Development
Achieving Scientific Literacy
through NGSS – Day 1
Educational Service Center North
Wednesday, September 10, 2014
Heinrich Sartin
Elementary Science Specialist, ESC North
heinrich.sartin@lausd.net
1
1 + 1 Day Science Cohort PD Model
One-day PD &
Planning
2
• Selected grade 2 teachers attend NGSS
professional development and begin to plan an
NGSS lesson on Wednesday, September 10.
Support &
Implementation
One-day
Follow-up
• Teachers receive lesson-planning
support and implement lesson
during September-October.
• Teachers share experiences from
lessons, student work, and plan next
steps on Monday, October 13.
Common Core 2013-14 Goals
Plan
Strategic
Planning
Cycle
Revise
Deliver
Reflect
Common Core 2013-14 Goals
•
Close Reading
•
Text-Dependent Questions
•
Complex Text
Common Core 2013-14 Goals
Technology
Integration
Learning Objectives
6
After completing today’s training, teachers will be able to:
• Plan rigorous science lessons that align with the three
dimensions of the Next Generation Science Standards (NGSS)
• Make connections with students between NGSS and CCSS
• Use Depth of Knowledge (DOK) and Understanding by Design
(UbD) to plan lessons that meet the needs of diverse learners
• Use Google Docs for interactive lesson planning
7
Agenda
Intro to the Next
Generation
Science
Standards
NGSS Grade 2
Physical Science
Lesson
Lesson Debrief
with NGSS, CCSS,
and Diverse
Learner Lenses
Planning Lessons
Using DOK and
UbD
Using Google
Docs Template for
Interactive Lesson
Planning
Teacher Lesson
Planning
Professional Learning Community Norms

Be present

Start and end on time

Silence cell phones

Value each other’s input

Listen to understand

Focus on what the data
tells us

Ask the hard questions

Think outside of the box

What is learned here leaves
here

Be open to sharing and
collaborating
8
9
Agenda
Intro to the Next
Generation
Science
Standards
NGSS Grade 2
Physical Science
Lesson
Lesson Debrief
with NGSS, CCSS,
and Diverse
Learner Lenses
Planning Lessons
Using DOK and
UbD
Use of Google
Docs Template for
Interactive Lesson
Planning
Teacher Lesson
Planning
Life Science Lesson – First Impressions
10
• Take a few minutes to examine the provided “Make an
Ant” lesson.
• Discuss the lesson with your table team and chart a list
of things that you would recommend adding to the
lesson to improve it.
• Table teams will share their recommendations with
whole group.
• We will revisit this lesson and your recommendations
later through the lens of the NGSS EQuIP rubric.
Timeline for NGSS Implementation
2014-15
2015-16
2016-17
11
2017-18
• 2014-2016 – NGSS awareness training for teachers. Teachers
will continue to use the current California science standards,
but are encouraged to implement the NGSS scientific and
engineering practices and try a few NGSS lessons.
• 2016-2017 - Formal instructional shifts will begin to prepare for
full implementation.
• 2017-2018 – First year of full implementation with anticipated
adoption of new instructional materials.
Why New Standards?
12
The U.S. ranks 27th out of 29 developed
nations in the proportion of college students
receiving undergraduate degrees in science
and engineering.
SOURCE: NATIONAL RESEARCH COUNCIL
Why New Standards?
13
Nearly 90 percent of high school graduates
say they’re not interested in a career or a
college major involving science, technology,
engineering or math, known collectively as
STEM, according to a survey of more than a
million students who take the ACT test.
SOURCE: NEW YORK TIMES
Comparing CA Standards with NGSS Performance Expectations
Current CA Science
Standards
Know
Do
• Students know objects
fall to the ground unless
something holds them
up.
• Students will write or draw
descriptions of a
sequence of steps,
events, and observations.
14
NGSS Performance
Expectations
Know
&
Do
Analyze data obtained
from testing different
materials to determine
which materials have the
properties that are best
suited for an intended
purpose.
Dimension 2
Dimension 1
Disciplinary
Core Ideas
Scientific
and
Engineering
Practices
15
Dimension 3
Crosscutting
Concepts
Performance
Expectations
Grade 2
Physical
Science
Performance
Expectation
Scientific &
Engineering
Practices
Disciplinary
Core Ideas
Crosscutting
Concepts
Connections
to CCSS
16
Select the Correct Dimension
17
Task:
• Work in teams of two
• Use the template to sort the statements in your
envelope into the following three categories:
Dimension 1
Dimension 2
Dimension 3
Scientific
and
Engineering
Practices
Disciplinary
Core Ideas
Crosscutting
Concepts
• Use the following list of definitions to help guide your work
NGSS - Three Dimensions
18
Dimension 1 - Scientific and Engineering Practices
The practices describe behaviors that scientists
engage in as they investigate and build models
and theories about the natural world and the key
set of engineering practices that engineers use as
they design and build models and systems.
NGSS - Three Dimensions
19
Dimension 2 – Disciplinary Core Ideas
(Should meet at least two of the following four criteria.)
• Have broad importance across multiple sciences or
engineering disciplines;
• Provide a key tool for understanding or investigating more
complex ideas and solving problems;
• Relate to the interests and life experiences of students or
are connected to societal or personal concerns that
require scientific or technological knowledge;
• Are teachable and learnable over multiple grades at
increasing levels of depth and sophistication.
NGSS - Three Dimensions
20
Dimension 3 – Crosscutting Concepts
Crosscutting concepts provide students with
connections and intellectual tools that are related
across the differing areas of disciplinary content and
can enrich their application of practices and their
understanding of the core ideas.
NGSS - Three Dimensions
21
Checking Your Work
Use the answer key to see how well you did in sorting
out the Three Dimensions of NGSS.
Select the Correct Domain
Task:
• Work in teams of two
• Use the other side of the template to sort the
Disciplinary Core Ideas into the domains of:
• Life science
• Earth science
• Physical science
• Engineering
22
NGSS - Three Dimensions
23
Checking Your Work
Use the grade 2 NGSS Performance Expectations to
see how well you did in sorting out the Four Domains
of NGSS.
 Think –  Ink –  Pair –  Share
How will the organization
of the new NGSS impact
my teaching and students’
learning in the future?
24
25
NGSS Dimension 1 - Scientific and Engineering Practices
1. Asking questions and defining
problems
5. Using mathematics and
computational thinking
2. Developing and using models
6. Developing explanations and
designing solutions
3. Planning and carrying out
investigations
4. Analyzing and interpreting
data
7. Engaging in argument
8. Obtaining, evaluating, and
communicating information
26
NGSS Dimension 2 – Disciplinary Core Ideas
•
Physical Sciences: PS1, PS2, PS3, & PS4
•
Life Sciences: LS1, LS2, LS2, & LS4
•
Earth & Space Sciences: ESS1, ESS2, & ESS2
27
NGSS Dimension 3 – Crosscutting Concepts
1. Patterns
2. Cause and effect
3. Scale, proportion and quantity
4. Systems and system models
5. Energy and matter
6. Structure and function
7. Stability and change
28
Introducing… The EQuIP Rubric
• Read silently through the three parts of the
“EQuIP Rubric for Lessons & Units: Science.”
• Discuss the rubric with your table team and
create a poster that summarizes each of the
three sections of the rubric.
• Table teams will share their findings with the
whole group.
Reading: How to Select and Design
Materials that Align to the NGSS
Use the “Say Something” protocol to discuss the
reading with a table partner, as follows:
• After reading up to each of the bolded headings
(Getting Started, Instructional Supports, etc.), say
something about the reading to your partner.
• He/she will say something in return.
• Repeat this process until you have finished the
reading.
29
NGSS Disciplinary Core Ideas by Grade Level
PS1
PS2
PS3
PS4
LS1
LS2
LS3
LS4
ESS1
ESS2
ESS3
Matter and
its
Interactions
Motion and
Stability:
Forces and
Interactions
Energy
Waves and
Their
Applications
in
Technologies
for
Information
Transfer
From
Molecules
to
Organisms:
Structures
and
Processes
Ecosystems:
Interactions,
Energy, and
Dynamics
Heredity:
Inheritance
and
Variation of
Traits
Biological
Evolution:
Unity and
Diversity
Earth’s
Place in
the
Universe
Earth’s
Systems
Earth
and
Human
Activity
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NGSS Disciplinary Core Ideas by Grade Level
PS1
PS2
PS3
PS4
LS1
LS2
LS3
LS4
ESS1
ESS2
ESS3
Matter and
its
Interactions
Motion and
Stability:
Forces and
Interactions
Energy
Waves and
Their
Applications
in
Technologies
for
Information
Transfer
From
Molecules
to
Organisms:
Structures
and
Processes
Ecosystems:
Interactions,
Energy, and
Dynamics
Heredity:
Inheritance
and
Variation of
Traits
Biological
Evolution:
Unity and
Diversity
Earth’s
Place in
the
Universe
Earth’s
Systems
Earth
and
Human
Activity
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K
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2
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NGSS Disciplinary Core Ideas by Grade Level
PS1
PS2
PS3
PS4
LS1
LS2
LS3
LS4
ESS1
ESS2
ESS3
Matter and
its
Interactions
Motion and
Stability:
Forces and
Interactions
Energy
Waves and
Their
Applications
in
Technologies
for
Information
Transfer
From
Molecules
to
Organisms:
Structures
and
Processes
Ecosystems:
Interactions,
Energy, and
Dynamics
Heredity:
Inheritance
and
Variation of
Traits
Biological
Evolution:
Unity and
Diversity
Earth’s
Place in
the
Universe
Earth’s
Systems
Earth
and
Human
Activity
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K
1
2
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5
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NGSS Disciplinary Core Ideas by Grade Level
PS1
PS2
PS3
PS4
LS1
LS2
LS3
LS4
ESS1
ESS2
ESS3
Matter and
its
Interactions
Motion and
Stability:
Forces and
Interactions
Energy
Waves and
Their
Applications
in
Technologies
for
Information
Transfer
From
Molecules
to
Organisms:
Structures
and
Processes
Ecosystems:
Interactions,
Energy, and
Dynamics
Heredity:
Inheritance
and
Variation of
Traits
Biological
Evolution:
Unity and
Diversity
Earth’s
Place in
the
Universe
Earth’s
Systems
Earth
and
Human
Activity

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

K
1
2
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3
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5
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NGSS Disciplinary Core Ideas by Grade Level
PS1
PS2
PS3
PS4
LS1
LS2
LS3
LS4
ESS1
ESS2
ESS3
Matter and
its
Interactions
Motion and
Stability:
Forces and
Interactions
Energy
Waves and
Their
Applications
in
Technologies
for
Information
Transfer
From
Molecules
to
Organisms:
Structures
and
Processes
Ecosystems:
Interactions,
Energy, and
Dynamics
Heredity:
Inheritance
and
Variation of
Traits
Biological
Evolution:
Unity and
Diversity
Earth’s
Place in
the
Universe
Earth’s
Systems
Earth
and
Human
Activity




K
1
2
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3
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5
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NGSS Disciplinary Core Ideas by Grade Level
PS1
PS2
PS3
PS4
LS1
LS2
LS3
LS4
ESS1
ESS2
ESS3
Matter and
its
Interactions
Motion and
Stability:
Forces and
Interactions
Energy
Waves and
Their
Applications
in
Technologies
for
Information
Transfer
From
Molecules
to
Organisms:
Structures
and
Processes
Ecosystems:
Interactions,
Energy, and
Dynamics
Heredity:
Inheritance
and
Variation of
Traits
Biological
Evolution:
Unity and
Diversity
Earth’s
Place in
the
Universe
Earth’s
Systems
Earth
and
Human
Activity




K
1
2
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3
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5
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NGSS Disciplinary Core Ideas by Grade Level
PS1
PS2
PS3
PS4
LS1
LS2
LS3
LS4
ESS1
ESS2
ESS3
Matter and
its
Interactions
Motion and
Stability:
Forces and
Interactions
Energy
Waves and
Their
Applications
in
Technologies
for
Information
Transfer
From
Molecules
to
Organisms:
Structures
and
Processes
Ecosystems:
Interactions,
Energy, and
Dynamics
Heredity:
Inheritance
and
Variation of
Traits
Biological
Evolution:
Unity and
Diversity
Earth’s
Place in
the
Universe
Earth’s
Systems
Earth
and
Human
Activity




K
1
2
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3
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4
5
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NGSS Disciplinary Core Ideas by Grade Level
PS1
PS2
PS3
PS4
LS1
LS2
LS3
LS4
ESS1
ESS2
ESS3
Matter and
its
Interactions
Motion and
Stability:
Forces and
Interactions
Energy
Waves and
Their
Applications
in
Technologies
for
Information
Transfer
From
Molecules
to
Organisms:
Structures
and
Processes
Ecosystems:
Interactions,
Energy, and
Dynamics
Heredity:
Inheritance
and
Variation of
Traits
Biological
Evolution:
Unity and
Diversity
Earth’s
Place in
the
Universe
Earth’s
Systems
Earth
and
Human
Activity




K
1
2
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3
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4
5
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Performance Expectations
Grade 2 Physical Sciences PS1 – “Matter and Its Interactions”
PS1-1
Plan and conduct an
investigation to
describe and classify
different kinds of
materials by their
observable properties.
PS1-2
Analyze data obtained
from testing different
materials to determine
which materials have
the properties that are
best suited for an
intended purpose.
PS1-3
Make observations to
construct an
evidence-based
account of how an
object made of small
sets of pieces can be
dissembled and made
into a new object.
38
PS1-4
Construct an argument
with evidence that
some changes caused
by heating or cooling
can be reversed and
some cannot.
39
Agenda
Intro to the Next
Generation
Science Standards
NGSS Grade 2
Physical Science
Lesson
Planning Lessons
Using DOK and
UbD
Use of Google
Docs Template for
Interactive Lesson
Planning
Lesson Debrief
with NGSS, CCSS,
and Diverse
Learner Lenses
Teacher Lesson
Planning
40
Let’s take a look at a lesson from a
grade 2 NGSS unit titled, “Structures
and Properties of Matter.”
•
•
The unit has 17 lessons, which cover
performance expectations PS1-1, PS12, PS1-3, and PS1-4
You will be engaged as learners for
lesson 4
Performance Expectations
Grade 2 Physical Sciences PS1 – “Matter and Its Interactions”
PS1-1
Plan and conduct an
investigation to
describe and classify
different kinds of
materials by their
observable properties.
PS1-2
Analyze data obtained
from testing different
materials to determine
which materials have
the properties that are
best suited for an
intended purpose.
PS1-3
Make observations to
construct an
evidence-based
account of how an
object made of small
sets of pieces can be
dissembled and made
into a new object.
41
PS1-4
Construct an argument
with evidence that
some changes caused
by heating or cooling
can be reversed and
some cannot.
Performance Expectations
Grade 2 Physical Sciences PS1 – “Matter and Its Interactions”
PS1-1
Plan and conduct an
investigation to
describe and classify
different kinds of
materials by their
observable properties.
Lessons
1, 2, 3
PS1-2
PS1-3
Analyze data obtained
from testing different
materials to determine
which materials have
the properties that are
best suited for an
intended purpose.
Make observations to
construct an
evidence-based
account of how an
object made of small
sets of pieces can be
dissembled and made
into a new object.
Lessons
Lessons
4, 5, 6, 7
8, 9
42
PS1-4
Construct an argument
with evidence that
some changes caused
by heating or cooling
can be reversed and
some cannot.
Lessons
10, 11, 12, 13, 14,
15, 16, 17
Performance Expectations
Grade 2 Physical Sciences PS1 – “Matter and Its Interactions”
PS1-1
Plan and conduct an
investigation to
describe and classify
different kinds of
materials by their
observable properties.
PS1-2
Analyze data obtained
from testing different
materials to determine
which materials have
the properties that are
best suited for an
intended purpose.
PS1-3
Make observations to
construct an
evidence-based
account of how an
object made of small
sets of pieces can be
dissembled and made
into a new object.
43
PS1-4
Construct an argument
with evidence that
some changes caused
by heating or cooling
can be reversed and
some cannot.
Grade 2 Physical Science
Performance Expectation PS1-3
Analyze data obtained from testing
different materials to determine
which materials have the properties
that are best suited for an intended
purpose.
44
45
Lesson 1 Overview
•The unit is launched with a song titled
“States of Matter”
•Students are introduced to “matter” as a
concept
•Students record their ideas about matter
•Students go on a scavenger hunt to find
solids, liquids, and gases in the classroom
and/or around the school
46
Lesson 2 Overview
•Students are given various objects (pipe
cleaner, marble, feather, sandpaper,
cotton ball, rock, etc.) and asked to
record each object’s color, texture,
and shape
•The word “properties” is introduced
•Students record the color, texture, and
shape of the objects
47
Lesson 3 Overview
•Students are given a marble and a
cotton ball and complete a Venn
diagram to compare and contrast the
properties of a cotton ball and a
marble
•Using the Venn diagram, students write
an observation using scientific
language
48
Lesson 4 - Absorbency
49
Agenda
Intro to the Next
Generation
Science Standards
NGSS Grade 2
Physical Science
Lesson
Planning Lessons
Using DOK and
UbD
Use of Google
Docs Template for
Interactive Lesson
Planning
Lesson Debrief
with NGSS, CCSS,
and Diverse
Learner Lenses
Teacher Lesson
Planning
 Think –  Ink –  Pair –  Share
50
Debriefing the Lesson
• How would you rate this lesson using the EQuIP rubric
• Which CCSS ELA writing and math standards did the
lesson address?
• What strategies from the lesson would support
understanding for our diverse learners?
• What additional strategies could be added to support
the learning for students in our schools?
51
Agenda
Intro to the Next
Generation
Science Standards
NGSS Grade 2
Physical Science
Lesson
Planning Lessons
Using DOK and
UbD
Use of Google
Docs Template for
Interactive Lesson
Planning
Lesson Debrief
with NGSS, CCSS,
and Diverse
Learner Lenses
Teacher Lesson
Planning
Depth of Knowledge (DOK)
Bloom’s (1990 Version)

What type of thinking
is needed to
complete a task?
52
Webb’s Depth of Knowledge (DOK

How deeply do you have to
understand the content to
successfully interact with it?
Depth of Knowledge (DOK)
53
Originally created by Norman Webb, DOK
can best be described as a tool used to
measure the cognitive demand of
instructional objectives and assessment
items. Webb first introduced it for the
purpose of aligning assessment to standards
in the area of cognitive rigor.
Depth of Knowledge (DOK)
DOK 1
List the
ingredients of a
peanut butter
and jelly
sandwich.
DOK 2
Collect the
ingredients for a
peanut butter
and jelly
sandwich and
write the recipe.
54
DOK 3
DOK 4
Investigate how
many people are
coming to dinner
and formulate the
appropriate
amounts of
ingredients for 8
people.
Design a plan to
feed the entire
class using the
following
information: one
jar of peanut
butter makes 10
sandwiches, one
jar of jelly serves 8,
and one loaf of
bread contains 18
slices.
Hess’ Cognitive Rigor Matrix & Curricular Examples: Applying Webb’s Depth-of-Knowledge Levels to Bloom’s Cognitive Process Dimensions – Math/Science
Revised Bloom’s
Webb’s DOK Level 1
Webb’s DOK Level 2
Webb’s DOK Level 3
Webb’s DOK Level 4
Strategic Thinking/ Reasoning
Taxonomy
Recall & Reproduction
Skills & Concepts
Extended Thinking
o Recall, observe, & recognize
Remember
Retrieve knowledge from
long-term memory,
recognize, recall, locate,
identify
What Type of Thinking
Understand
Construct meaning, clarify,
paraphrase, represent,
translate, illustrate, give
examples, classify,
categorize, summarize,
generalize, infer a logical
conclusion (such as from
examples given), predict,
compare/contrast, match like
ideas, explain, construct
models
Apply
Carry out or use a procedure
in a given situation; carry out
(apply to a familiar task), or
use (apply) to an unfamiliar
task
Analyze
Break into constituent parts,
determine how parts relate,
differentiate between
relevant-irrelevant,
distinguish, focus, select,
organize, outline, find
coherence, deconstruct
o
o
o
o
o
o
facts, principles, properties
Recall/ identify conversions
among representations or
numbers (e.g., customary and
metric measures)
Evaluate an expression
Locate points on a grid or
number on number line
Solve a one-step problem
Represent math relationships in
words, pictures, or symbols
Read, write, compare decimals
in scientific notation
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
Follow simple procedures
(recipe-type directions)
Calculate, measure, apply a rule
(e.g., rounding)
Apply algorithm or formula (e.g.,
area, perimeter)
Solve linear equations
Make conversions among
representations or numbers, or
within and between customary
and metric measures
Retrieve information from a table
or graph to answer a question
Identify whether specific
information is contained in
graphic representations (e.g.,
table, graph, T-chart, diagram)
Identify a pattern/trend
Specify and explain relationships
(e.g., non-examples/examples;
cause-effect)
Make and record observations
Explain steps followed
Summarize results or concepts
Make basic inferences or logical
predictions from data/observations
Use models /diagrams to represent
or explain mathematical concepts
Make and explain estimates
o Select a procedure according to
criteria and perform it
o Solve routine problem applying
multiple concepts or decision points
o Retrieve information from a table,
graph, or figure and use it solve a
problem requiring multiple steps
o Translate between tables, graphs,
words, and symbolic notations (e.g.,
graph data from a table)
o Construct models given criteria
o Categorize, classify materials, data,
figures based on characteristics
o Organize or order data
o Compare/ contrast figures or data
o Select appropriate graph and
organize & display data
o Interpret data from a simple graph
o Extend a pattern
Evaluate
Make judgments based on
criteria, check, detect
inconsistencies or fallacies,
judge, critique
Create
Reorganize elements into
new patterns/structures,
generate, hypothesize,
design, plan, construct,
produce
o
Brainstorm ideas, concepts, or
perspectives related to a topic
o Generate conjectures or hypotheses
based on observations or prior
knowledge and experience
o Use concepts to solve non-routine
problems
o Explain, generalize, or connect ideas
using supporting evidence
o Make and justify conjectures
o Explain thinking when more than
one response is possible
o Explain phenomena in terms of
concepts
o Relate mathematical or
scientific concepts to other
content areas, other domains,
or other concepts
o Develop generalizations of the
results obtained and the
strategies used (from
investigation or readings) and
apply them to new problem
situations
o Design investigation for a specific
purpose or research question
o Conduct a designed investigation
o Use concepts to solve non-routine
problems
o Use & show reasoning, planning,
and evidence
o Translate between problem &
symbolic notation when not a direct
translation
o Select or devise approach
among many alternatives to
solve a problem
o Conduct a project that specifies
a problem, identifies solution
paths, solves the problem, and
reports results
o Compare information within or
across data sets or texts
o Analyze and draw conclusions from
data, citing evidence
o Generalize a pattern
o Interpret data from complex graph
o Analyze similarities/differences
between procedures or solutions
o Analyze multiple sources of
evidence
o analyze complex/abstract
themes
o Gather, analyze, and evaluate
information
o Cite evidence and develop a logical
argument for concepts or solutions
o Describe, compare, and contrast
solution methods
o Verify reasonableness of results
o Gather, analyze, & evaluate
information to draw conclusions
o Apply understanding in a novel
way, provide argument or
justification for the application
o Synthesize information within one
data set, source, or text
o Formulate an original problem given
a situation
o Develop a scientific/mathematical
model for a complex situation
o Synthesize information across
multiple sources or texts
o Design a mathematical model
to inform and solve a practical
or abstract situation
How Deep is the Understanding
55
Depth of Knowledge (DOK)
Let’s examine a science reading and
the four tasks that go along with it,
each at a different level of DOK
56
 Think –  Ink –  Pair –  Share
• At what level of DOK
was the grade 2
lesson?
• What scaffolds might
be needed to move
your students to this
DOK level of critical
thinking?
57
DOK 1
• Recall and Reproduction
DOK 2
• Skills and Concepts/Basic
Reasoning
DOK 3
• Strategic Thinking and
Complex Reasoning
DOK 4
• Extended Thinking
 Think –  Ink –  Pair –  Share
How might DOK
inform lesson
planning?
58
DOK 1
• Recall and Reproduction
DOK 2
• Skills and Concepts/Basic
Reasoning
DOK 3
• Strategic Thinking and
Complex Reasoning
DOK 4
• Extended Thinking
59
Understanding by Design (UbD)
UbD Stage 1:
Identify Desired
Results
UbD Stage 2:
Determine
Acceptable
Evidence
UbD Stage 3:
Plan Learning
Experiences &
Instruction
60
Understanding by Design (UbD)
UbD Stage 1:
Identify Desired
Results
UbD Stage 2:
Determine
Acceptable
Evidence
UbD Stage 3:
Plan Learning
Experiences &
Instruction
UbD Stage 1: Identify Desired Results
(unwrap the standards)
61
(ELA example)
Instructions:
• Circle
the skills that
students need to be
able to do (verbs).
• Underline the concepts
that students need to
know.
W.4.2
Write informative/
explanatory text to
examine a topic and
convey ideas and
information clearly.
UbD Stage 1: Identify Desired Results
(unwrap the standards)
62
Now, work with a partner to identify the skills (circle) and concepts
(underline) for our grade 2 NGSS performance expectation.
Skills
Concepts
Analyze data obtained from testing
different materials to determine
which materials have the properties
that are best suited for an intended
purpose.
UbD Stage 1: Identify Desired Results
(unwrap the standards)
63
Analyze data obtained from testing different materials
to determine which materials have the properties that
are best suited for an intended purpose.
Skills
(Able to Do)
• Analyzing
• Testing
• Determining
Concepts
•
•
•
•
Data
Materials
Properties
Best fit for purpose
Bloom’s/DOK
?
64
Understanding by Design (UbD)
UbD Stage 1:
Identify Desired
Results
UbD Stage 2:
Determine
Acceptable
Evidence
UbD Stage 3:
Plan Learning
Experiences &
Instruction
UbD Stage 2: Determine Acceptable Evidence
65
 Think –  Ink –  Pair –  Share
•
Are the products from the grade 2 science lesson
“acceptable evidence?”
•
Why or why not?
•
What might be other forms of acceptable evidence?
UbD Stage 2: Determine Acceptable Evidence
 Think –  Ink –  Pair –  Share
•
In order to make a stronger connection with
CCSS in ELA, what additional writing task(s)
could be added to this lesson?
66
67
Understanding by Design (UbD)
UbD Stage 1:
Identify Desired
Results
UbD Stage 2:
Determine
Acceptable
Evidence
UbD Stage
Stage 3:
3:
UbD
Plan Learning
Experiences &
Experiences
Instruction
68
Agenda
Intro to the Next
Generation
Science Standards
NGSS Grade 2
Physical Science
Lesson
Deconstructing
Lesson with TGDC
Template, DOK,
and UbD
The 5E Lesson Plan
Format
Lesson Debrief
with NGSS, CCSS,
DOK, and ELD
Lenses
Teacher Lesson
Planning
69
5E Instructional Model
•
Engage
•
Explore
•
Explain
•
Elaborate
•
Evaluate
70
1. Engage
Students’ prior knowledge is accessed and
interest engaged in the phenomenon.
71
2. Explore
Students participate in an activity that
facilitates conceptual change.
72
3. Explain
Students generate an explanation of the
phenomenon.
73
4. Elaborate
Students’ understanding of the phenomenon
is challenged and deepened through new
experiences.
74
5. Evaluate
Students assess their understanding of the
phenomenon.
 Think –  Ink –  Pair –  Share
Backward Design and the 5E Model
Read the selection titled, “Use Backward
Design,” (front and back).
Focus Question
What are important considerations for each of
the three stages of Backward Design?
75
76
Agenda
Intro to the Next
Generation
Science Standards
NGSS Grade 2
Physical Science
Lesson
Deconstructing
Lesson with TGDC
Template, DOK,
and UbD
Use of Google
Docs Template for
Interactive Lesson
Planning
Lesson Debrief
with NGSS, CCSS,
and ELD Lenses
Teacher Lesson
Planning
77
Interactive Lesson Planning Using Google Docs
•
See your agenda for the link to the Science Lesson
Planning Templates
•
You will begin planning your lesson in the afternoon and
continue to plan back at school before implementing your
lesson
78
Resources for Further Research and Learning
•
The Next Generation Science Standards:
http://www.nextgenscience.org
•
A Framework for K-12 Science Education
http://www.nap.edu/openbook.php?record_id=13165
•
NGSS Videos from Paul Anderson (Bozeman
Science)http://www.youtube.com/watch?v=o9SrSBGDNfU
79
Thank you!
Heinrich Sartin
Elementary Science Specialist
ESC North Office
Email: heinrich.sartin@lausd.net
Phone: (818) 654-3717