Grade 4 Cohort Professional Development
Educational Service Center North
Saturday, March 7, 2015
Heinrich Sartin
Elementary Science Specialist, ESC North heinrich.sartin@lausd.net
1

•
Close Reading
•
Text-Dependent Questions
•
Complex Text

Learning Objectives 5
After completing today’s training, teachers will be able to:
• Incorporate the NGSS Science and Engineering Practices and
Crosscutting Concepts into science lessons
• Make connections with students between NGSS and CCSS
• Use Depth of Knowledge (DOK) to plan lessons that meet the needs of diverse learners


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
6

Agenda
Examining a
Science Lesson for Depth and
Complexity
7

Agenda
Examining a
Science Lesson for Depth and
Complexity
Timeline and
Rationale for
Implementing the
NGSS
8

Agenda
Examining a
Science Lesson for Depth and
Complexity
Timeline and
Rationale for
Implementing the
NGSS
Comparing the
Current CA
Standards with
NGSS
9

Agenda
Examining a
Science Lesson for Depth and
Complexity
Timeline and
Rationale for
Implementing the
NGSS
Comparing the
Current CA
Standards with
NGSS
10
Breaking Down the NGSS – Three
Dimensions

Agenda
Examining a
Science Lesson for Depth and
Complexity
Timeline and
Rationale for
Implementing the
NGSS
Comparing the
Current CA
Standards with
NGSS
11
Breaking Down the NGSS – Three
Dimensions
Depth of
Knowledge (DOK) in Science
Instruction

Agenda
Examining a
Science Lesson for Depth and
Complexity
Timeline and
Rationale for
Implementing the
NGSS
Comparing the
Current CA
Standards with
NGSS
12
Breaking Down the NGSS – Three
Dimensions
Depth of
Knowledge (DOK) in Science
Instruction
Planning for
Teaching NGSS in
Our Classrooms

Agenda
Examining a
Science Lesson for Depth and
Complexity
Timeline and
Rationale for
Implementing the
NGSS
Comparing the
Current CA
Standards with
NGSS
13
Breaking Down the NGSS – Three
Dimensions
Depth of
Knowledge (DOK) in Science
Instruction
Planning for
Teaching NGSS in
Our Classrooms

14
• 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 modify and/or add 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 Webb’s Depth of Knowledge (DOK).

Agenda
Examining a
Science Lesson for Depth and
Complexity
Timeline and
Rationale for
Implementing the
NGSS
Comparing the
Current CA
Standards with
NGSS
15
Breaking Down the NGSS – Three
Dimensions
Depth of
Knowledge and
Science
Instruction
Planning for
Teaching NGSS in
Our Classrooms

16
Why New Standards?
SOURCE: NATIONAL RESEARCH COUNCIL, 2010

Why New Standards?
17
SOURCE: NEW YORK TIMES, 2013

NGSS Conceptual Shifts 18
1. K ‐ 12 Science education should reflect the interconnected nature of science as it is practiced and experienced in the real world.
2. The Next Generation Science Standards are student performance expectations – NOT curriculum.
3. The science concepts in the NGSS build coherently from K ‐ 12.
4. The NGSS focus on deeper understanding of content as well as application of content.
5. Science and Engineering are Integrated in the NGSS from K–12.
6. The NGSS are designed to prepare students for college, career, and citizenship.
7. The NGSS and Common Core State Standards (Mathematics and
English Language Arts) are aligned.

Timeline for NGSS Implementation
19
Stage 1
2014-15
Stage 2
2015-16
Stage 3
2016-17
Stage 4
2017-18
.
2014-2015 - Initial Exposure to NGSS
2015-2016 - Deepening Understanding of NGSS
2016-2017 - Planning Instruction around NGSS
2017-2018 - Full Alignment of Instruction to NGSS

Timeline for NGSS Implementation
Stage 1
2014-15
20
Stage 1 – “Initial Exposure” - 2014-2015
• Teachers are beginning to learn and become familiar with the conceptual shifts (innovations), the three dimensions of learning, and the performance expectations of the NGSS.
• Teachers will continue to use the current California science standards, but are encouraged to implement the NGSS scientific and engineering practices and the NGSS Crosscutting Concepts.
• The CST will continue to be administered in grades 5, 8, and 10.

Timeline for NGSS Implementation
21
Stage 1
2014-15
Stage 2
2015-16
Stage 2 – “Deepening Understanding” - 2015-2016
• Teachers engage in on-going research and the building of personal understanding of the conceptual shifts (innovations), the three dimensions of learning, and the performance expectations of the NGSS.
• Teachers will continue to use the current California science standards, but are encouraged to implement the NGSS scientific and engineering practices and the NGSS Crosscutting Concepts.
• The CST will continue to be administered in grades 5, 8, and 10.

Timeline for NGSS Implementation
22
Stage 1
2014-15
Stage 2
2015-16
Stage 3
2016-17
Stage 3 – “Planning Instruction” - 2016-2017
• Teachers begin planning lessons and units aligned to the three dimensions and performance expectations of the NGSS, returning to the previous stage as needed to ensure coherence with the conceptual shifts (innovations) of the NGSS.
• Formal instructional shifts will begin to prepare for full implementation with anticipated adoption of new science instructional materials.
• If there is no new NGSS-aligned assessment in place, then the CST will continue to be administered in grades 5, 8, and 10.

Timeline for NGSS Implementation
23
Stage 1
2014-15
Stage 2
2015-16
Stage 3
2016-17
Stage 4
2017-18
Stage 4 – “Full Alignment” - 2017-2018
• Teachers design and plan instruction aligned to NGSS curriculum and assessment.
• Teachers use newly-adopted science materials.
• Students take NGSS-aligned science assessment.

Agenda
Examining a
Science Lesson for Depth and
Complexity
Timeline and
Rationale for
Implementing the
NGSS
Comparing the
Current CA
Standards with
NGSS
24
Breaking Down the NGSS – Three
Dimensions
Depth of
Knowledge and
Science
Instruction
Planning for
Teaching NGSS in
Our Classrooms

Comparing CA Standards with NGSS Performance Expectations 25
Current CA Science
Standard (Gr. 4)
Know
Do
• Students know electrical energy can be converted to heat, light, and motion.
• Conduct multiple trials to test a prediction and draw conclusions about the relationships between predictions and results.
Know
&
Do
NGSS Performance
Expectation (Gr. 4)
Use evidence to construct an explanation relating the speed of an object to the energy of that object.

Performance
Expectation
Scientific &
Engineering
Practice
Disciplinary
Core Idea
Crosscutting
Concept
Connections to CCSS
26
4-PS3 Energy
Students who demonstrate understanding can:
4-PS3-1. Use evidence to construct an explanation relating the speed of an object to the energy of that object.
[Clarification Statement: Examples of evidence relating speed and energy could include change of shape on impact or other results of collisions.] [Assessment Boundary: Assessment does not include quantitative measures of changes in the speed of an object or on any precise or quantitative definition of energy.]
Science and Engineering Practices
Constructing Explanations and
Designing Solutions
Constructing explanations and designing solutions in 3
–5 builds on K–2 experiences and progresses to the use of evidence in
§
Disciplinary Core Ideas
PS3.A: Definitions of Energy
The faster a given object is moving, the more energy it possesses.
Crosscutting Concepts
Energy and Matter
§
Energy can be transferred in various ways and between objects. constructing explanations that specify variables that describe and predict phenomena and in designing multiple solutions to design problems.
§
Use evidence (e.g., measurements, observations, patterns) to construct an explanation.
Connections to other DCIs in fourth grade: N/A
Articulation of DCIs across grade-bands: MS.PS3.A
Common Core State Standards Connections:
RI.4.1
Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from
RI.4.3 the text.
Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and
RI.4.9
W.4.2
W.4.9 why, based on specific information in the text.
Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.
Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
Draw evidence from literary or informational texts to support analysis, reflection, and research.

2/12/2015 3-PS2-1 Motion and Stability: Forces and Interactions | Next Generation Science Standards
3 ­PS2­1 Motion and Stability: Forces and Interactions
How  to read the standards »
Printer ­friendly version
3
­PS2­1   Motion and Stability: Forces and Interactions
Decoding the Numbers and Letters of  an object.  [Clarification  Statement: Examples could include an unbalanced force on one side of a ball can make it start moving ; and, balanced forces pushing on a box from both sides will not produce any motion at all.] [ Assessment  Boundary:
Assessment  is limited to one variable at a time: number, size, or direction of forces. Assessment does not include quantitative force  size, only qualitative and relative. Assessment is limited to gravity being addressed as a force that pulls objects down.
]
The
performance expectation above was developed using  the
following elements from the NRC document
A
Framework for K­12 Science Education
:
Science  and Engineering Practices Disciplinary  Core Ideas Crosscutting  Concepts
Planning  and Carrying Out Investigations
Planning  and carrying out investigations to answer questions  or test solutions to problems in 3–5 builds on
K–2 experiences and progresses to include investigations
that control variables and provide evidence
to support explanations or design solutions.
Plan  and conduct an investigation collaboratively to  produce data to serve as the basis for evidence,  using fair tests in which variables are controlled  and the number of trials considered.
­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­
Connections to Nature of Science
PS2.A:  Forces and Motion
Each  force acts on one particular object and has both  strength and a direction. An object at rest typically
has multiple forces acting on it, but they add
to give zero net force on the object. Forces that
do not sum to zero can cause changes in the object ’s speed or direction of motion. (Boundary:
Qualitative  and conceptual, but not quantitative addition  of forces are used at this level.)
PS2.B:  Types of Interactions
Objects  in contact exert forces on each other.
Cause  and Effect
Cause  and effect relationships are routinely identified.
4-PS3-1
Scientific
Science
Grade tools,  and techniques.
Connections
Level
Content Focus Content
Sub Idea
Performance
Expectation
Articulation  of DCIs across grade­levels:
K.PS2.A
;  K.PS2.B
;  K.PS3.C
;  5.PS2.B
;  MS.PS2.A
;  MS.ESS1.B
;  MS.ESS2.C
Common  Core State Standards Connections:
ELA/Literacy  ­
RI.3.1
Ask  and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.  (3 ­PS2­1)
W.3.7
Conduct
short research projects that build knowledge about a topic. (3­PS2­1)
W.3.8
MP.5
Recall  information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.
(3­PS2­1)
Mathematics  ­
MP.2
Reason  abstractly and quantitatively.  (3 ­PS2­1)
Use  appropriate tools strategically.  (3 ­PS2­1)
3.MD.A.2
Measure  and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l). Add, subtract, multiply, or divide to  solve one­step word problems involving masses or volumes that are given in the same units, e.g., by using drawings (such as a beaker with a measurement  scale) to represent the problem.  (3 ­PS2­1)
*  The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
The  section entitled “Disciplinary Core Ideas” is reproduced verbatim from  A  Framework for K­12 Science Education: Practices, Cross­Cutting Concepts, and Core Ideas .
Integrated and reprinted  with permission from the National Academy of Sciences.
27
© 2011, 2012, 2013, 2014, 2015 Achieve, Inc.
All  rights reserved.
NEXT  GENERATION SCIENCE STANDARDS and the associated  logo are registered trademarks of Achieve,
Inc.
http://www.nextgenscience.org/3-ps2-1-motion-and-stability-forces-and-interactions 1/1

NGSS Performance Expectations
Performance
Expectations
Science and
Engineering
Practices
Dimension 1
Disciplinary
Core Ideas
Dimension 2
Crosscutting
Concepts
Dimension 3
28

Agenda
Examining a
Science Lesson for Depth and
Complexity
Timeline and
Rationale for
Implementing the
NGSS
Comparing the
Current CA
Standards with
NGSS
29
Breaking Down the NGSS – Three
Dimensions
Depth of
Knowledge and
Science
Instruction
Planning for
Teaching NGSS in
Our Classrooms

Task:
• Work in teams of two
• Use the template to sort the statements in your envelope into the 3 Dimensions of NGSS:
30
Science and
Engineering
Practices
Disciplinary
Core Ideas
Crosscutting
Concepts
Dimension 1 Dimension 2 Dimension 3
• Use the following list of definitions to help guide your work

NGSS - Three Dimensions
Science and
Engineering
Practices
Dimension 1
The Science and Engineering Practices describe behaviors that scientists engage in as they investigate and develop theories about the natural world and the key set of engineering practices that engineers use as they design and build models and systems.
31

NGSS - Three Dimensions 32
Disciplinary
Core Ideas
Dimension 2
The Disciplinary Core Ideas are the important concepts in each of four domains: physical sciences, life sciences, Earth and space sciences, and engineering, technology, and applications of science. They relate to the interests and life experiences of students or are connected to societal or personal concerns that require scientific or technological knowledge, and are teachable and learnable over multiple grades at increasing levels of depth and sophistication.

NGSS - Three Dimensions 33
Crosscutting
Concepts
Dimension 3
The Crosscutting Concepts provide students with connections and intellectual tools that are related across the differing areas of science and engineering content and can enrich their understanding of both of these disciplines.

NGSS - Three Dimensions
Checking Your Work
Use the answer key to see how well you did in sorting out the Three Dimensions of NGSS.
34

NGSS - Three Dimensions
Bundling DCIs
With your partner, arrange the strips of
Disciplinary Core Ideas into groups (bundles) that might form units of instruction.
35

NGSS - Three Dimensions
Forming Performance Expectations
With your partner, arrange one each of a
• Science and Engineering Practice
• Disciplinary Core Idea
• Crosscutting Concept to form your own Performance Expectation.
36

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
37

NGSS - Three Dimensions
Checking Your Work
Use your grade-level Performance
Expectations to see how well you did in sorting out the Four Domains of NGSS.
38

 Think –  Ink –  Pair –  Share
How will the organization of the new NGSS impact my teaching and students’ learning in the future?
39

Let’s Review the 3 Dimensions of NGSS
Science and
Engineering
Practices
Dimension 1
Disciplinary
Core Ideas
Dimension 2
Crosscutting
Concepts
Dimension 3
40

NGSS - Three Dimensions
Science and
Engineering
Practices
Dimension 1
41
1. Asking questions and defining problems
2. Developing and using models
3. Planning and carrying out investigations
4. Analyzing and interpreting data
5. Using mathematics and computational thinking
6. Developing explanations and designing solutions
7. Engaging in argument
8. Obtaining, evaluating, and communicating information

NGSS - Three Dimensions
Disciplinary
Core Ideas
Dimension 2
• Physical Sciences: PS1, PS2, PS3, & PS4
• Life Sciences: LS1, LS2, LS2, & LS4
• Earth & Space Sciences: ESS1, ESS2, & ESS2
• Engineering & Technical Subjects: ETS1, ETS2, &
ETS3
42

NGSS - Three Dimensions
Crosscutting
Concepts
Dimension 3
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
43

NGSS Disciplinary Core Ideas by Grade Level
44
3
4
5
K
1
2
PS1
Matter and its
Interactions
PS2
Motion and
Stability:
Forces and
Interactions
PS3
Energy
PS4
Waves and
Their
Applications in
Technologies for
Information
Transfer
LS1
From
Molecules to
Organisms:
Structures and
Processes
LS2
Ecosystems:
Interactions,
Energy, and
Dynamics
LS3
Heredity:
Inheritance and
Variation of
Traits
LS4
Biological
Evolution:
Unity and
Diversity
ESS1
Earth’s
Place in the
Universe
ESS2
Earth’s
Systems
ESS3
Earth and
Human
Activity
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NGSS Disciplinary Core Ideas by Grade Level
45
3
4
5
K
1
2
PS1
Matter and its
Interactions
PS2
Motion and
Stability:
Forces and
Interactions
PS3
Energy
PS4
Waves and
Their
Applications in
Technologies for
Information
Transfer
LS1
From
Molecules to
Organisms:
Structures and
Processes
LS2
Ecosystems:
Interactions,
Energy, and
Dynamics
LS3
Heredity:
Inheritance and
Variation of
Traits
LS4
Biological
Evolution:
Unity and
Diversity
ESS1
Earth’s
Place in the
Universe
ESS2
Earth’s
Systems
ESS3
Earth and
Human
Activity
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NGSS Disciplinary Core Ideas by Grade Level
46
3
4
5
K
1
2
PS1
Matter and its
Interactions
PS2
Motion and
Stability:
Forces and
Interactions
PS3
Energy
PS4
Waves and
Their
Applications in
Technologies for
Information
Transfer
LS1
From
Molecules to
Organisms:
Structures and
Processes
LS2
Ecosystems:
Interactions,
Energy, and
Dynamics
LS3
Heredity:
Inheritance and
Variation of
Traits
LS4
Biological
Evolution:
Unity and
Diversity
ESS1
Earth’s
Place in the
Universe
ESS2
Earth’s
Systems
ESS3
Earth and
Human
Activity
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NGSS Disciplinary Core Ideas by Grade Level
47
3
4
5
K
1
2
PS1
Matter and its
Interactions
PS2
Motion and
Stability:
Forces and
Interactions
PS3
Energy
PS4
Waves and
Their
Applications in
Technologies for
Information
Transfer
LS1
From
Molecules to
Organisms:
Structures and
Processes
LS2
Ecosystems:
Interactions,
Energy, and
Dynamics
LS3
Heredity:
Inheritance and
Variation of
Traits
LS4
Biological
Evolution:
Unity and
Diversity
ESS1
Earth’s
Place in the
Universe
ESS2
Earth’s
Systems
ESS3
Earth and
Human
Activity
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NGSS Disciplinary Core Ideas by Grade Level
48
3
4
5
K
1
2
PS1
Matter and its
Interactions
PS2
Motion and
Stability:
Forces and
Interactions
PS3
Energy
PS4
Waves and
Their
Applications in
Technologies for
Information
Transfer
LS1
From
Molecules to
Organisms:
Structures and
Processes
LS2
Ecosystems:
Interactions,
Energy, and
Dynamics
LS3
Heredity:
Inheritance and
Variation of
Traits
LS4
Biological
Evolution:
Unity and
Diversity
ESS1
Earth’s
Place in the
Universe
ESS2
Earth’s
Systems
ESS3
Earth and
Human
Activity
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NGSS Disciplinary Core Ideas by Grade Level
49
3
4
5
K
1
2
PS1
Matter and its
Interactions
PS2
Motion and
Stability:
Forces and
Interactions
PS3
Energy
PS4
Waves and
Their
Applications in
Technologies for
Information
Transfer
LS1
From
Molecules to
Organisms:
Structures and
Processes
LS2
Ecosystems:
Interactions,
Energy, and
Dynamics
LS3
Heredity:
Inheritance and
Variation of
Traits
LS4
Biological
Evolution:
Unity and
Diversity
ESS1
Earth’s
Place in the
Universe
ESS2
Earth’s
Systems
ESS3
Earth and
Human
Activity
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NGSS Disciplinary Core Ideas by Grade Level
50
3
4
5
K
1
2
PS1
Matter and its
Interactions
PS2
Motion and
Stability:
Forces and
Interactions
PS3
Energy
PS4
Waves and
Their
Applications in
Technologies for
Information
Transfer
LS1
From
Molecules to
Organisms:
Structures and
Processes
LS2
Ecosystems:
Interactions,
Energy, and
Dynamics
LS3
Heredity:
Inheritance and
Variation of
Traits
LS4
Biological
Evolution:
Unity and
Diversity
ESS1
Earth’s
Place in the
Universe
ESS2
Earth’s
Systems
ESS3
Earth and
Human
Activity
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Agenda
Examining a
Science Lesson for Depth and
Complexity
Timeline and
Rationale for
Implementing the
NGSS
Comparing the
Current CA
Standards with
NGSS
51
Breaking Down the NGSS – Three
Dimensions
Depth of
Knowledge and
Science
Instruction
Planning for
Teaching NGSS in
Our Classrooms

Depth of Knowledge (DOK)
52
Bloom’s (1990 Version)

What type of thinking is needed to complete a task?
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.

Hess’ Cognitive Rigor Matrix & Curricular Examples: Applying Webb’s Depth-of-Knowledge Levels to Bloom’s Cognitive Process Dimensions – Math/Science
Revised Bloom’s
Taxonomy
Remember
Retrieve knowledge from long-term memory, recognize, recall, locate, identify
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
Webb’s DOK Level 1
Recall & Reproduction o Recall, observe, & recognize facts, principles, properties o Recall/ identify conversions among representations or numbers (e.g., customary and metric measures) o Evaluate an expression o Locate points on a grid or number on number line o Solve a one-step problem o Represent math relationships in words, pictures, or symbols o Read, write, compare decimals in scientific notation
Webb’s DOK Level 2
Skills & Concepts o Specify and explain relationships
(e.g., non-examples/examples; cause-effect) o Make and record observations o Explain steps followed o Summarize results or concepts o Make basic inferences or logical predictions from data/observations o Use models /diagrams to represent or explain mathematical concepts o Make and explain estimates
Webb’s DOK Level 3
Strategic Thinking/ Reasoning 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
Webb’s DOK Level 4
Extended Thinking 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
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
Evaluate
Make judgments based on criteria, check, detect inconsistencies or fallacies, judge, critique o Follow simple procedures
(recipe-type directions) o Calculate, measure, apply a rule
(e.g., rounding) o Apply algorithm or formula (e.g., area, perimeter) o Solve linear equations o Make conversions among representations or numbers, or within and between customary and metric measures o Retrieve information from a table or graph to answer a question o Identify whether specific information is contained in graphic representations (e.g., table, graph, T-chart, diagram) o Identify a pattern/trend 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 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 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 Cite evidence and develop a logical argument for concepts or solutions o Describe, compare, and contrast solution methods o Verify reasonableness of results 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 Analyze multiple sources of evidence o analyze complex/abstract themes o Gather, analyze, and evaluate information o Gather, analyze, & evaluate information to draw conclusions o Apply understanding in a novel way, provide argument or justification for the application
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 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
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Hess’ Cognitive Rigor Matrix & Curricular Examples: Applying Webb’s Depth-of-Knowledge Levels to Bloom’s Cognitive Process Dimensions – Math/Science
Revised Bloom’s
Taxonomy
Remember
Retrieve knowledge from long-term memory, recognize, recall, locate, identify
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
Webb’s DOK Level 1
Recall & Reproduction o Recall, observe, & recognize facts, principles, properties o Recall/ identify conversions among representations or numbers (e.g., customary and metric measures) o Evaluate an expression o Locate points on a grid or number on number line o Solve a one-step problem o Represent math relationships in words, pictures, or symbols o Read, write, compare decimals in scientific notation
Webb’s DOK Level 2
Skills & Concepts o Specify and explain relationships
(e.g., non-examples/examples; cause-effect) o Make and record observations o Explain steps followed o Summarize results or concepts o Make basic inferences or logical predictions from data/observations o Use models /diagrams to represent or explain mathematical concepts o Make and explain estimates
Webb’s DOK Level 3
Strategic Thinking/ Reasoning 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
Webb’s DOK Level 4
Extended Thinking 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
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
Evaluate
Make judgments based on criteria, check, detect inconsistencies or fallacies, judge, critique o Follow simple procedures
(recipe-type directions) o Calculate, measure, apply a rule
(e.g., rounding) o Apply algorithm or formula (e.g., area, perimeter) o Solve linear equations o Make conversions among representations or numbers, or within and between customary and metric measures o Retrieve information from a table or graph to answer a question o Identify whether specific information is contained in graphic representations (e.g., table, graph, T-chart, diagram) o Identify a pattern/trend 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 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 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 Cite evidence and develop a logical argument for concepts or solutions o Describe, compare, and contrast solution methods o Verify reasonableness of results 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 Analyze multiple sources of evidence o analyze complex/abstract themes o Gather, analyze, and evaluate information o Gather, analyze, & evaluate information to draw conclusions o Apply understanding in a novel way, provide argument or justification for the application
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 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
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 Think –  Ink –  Pair –  Share
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Depth of Knowledge (DOK)
Remember the science lesson that we examined for depth and complexity?
At what level(s) of DOK would you rate the tasks of this lesson? (Please cite evidence for your rating.)

More Practice with DOK
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Reading for DOK Tasks
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An insect is a tiny animal. It has six legs. It has a body. An insect’s body has three parts. Most insects have wings. Insects do not have a backbone.
There are more than one million kinds of insects. They are found all over. Insects can live in hot places. They can live in cold places. There are many kinds of insects. Insects do not look alike.
They come in many colors. They also come in many shapes.
Insects have a life cycle. Each insect starts life as an egg. The egg hatches. It becomes a larva. A larva looks like a worm. It has a mouth. But it does not have eyes. A larva likes to eat. It eats and eats. The larva sheds its skin. Later, the larva spins a cocoon. It lives in the cocoon. Now it is called a pupa. After a while, the pupa leaves its cocoon. Then, it is an adult insect.

DOK 1 Task
Recall the four stages of an insect’s life cycle and label them in the correct sequence using a Flow Map.
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DOK 2 Task
Observe two different insects over a period of a week and create a Double Bubble
Map of their similarities and differences, including behavior, eating habits, physical traits, etc. Orally compare the data.
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DOK 3 Task
After listening to the teacher read Eric
Carle’s The Very Quiet Cricket, The Grouchy
Ladybug, The Very Lonely Firefly, The Very
Clumsy Click Beetle, and The Very Hungry
Caterpillar over time, use the information from these books, the passage above, and other non- fiction material to create an informational poster about one insect.
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DOK 4 Task
At the culmination of the insect unit, assume the perspective of an insect. Create a journal entry in which you survive a 24-hour period in our classroom. Create a second journal entry in which you survive a 24-hour period on our playground. In a third journal entry, prove which habitat is best suited for your survival.
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Agenda
Examining a
Science Lesson for Depth and
Complexity
Timeline and
Rationale for
Implementing the
NGSS
Comparing the
Current CA
Standards with
NGSS
63
Breaking Down the NGSS – Three
Dimensions
Depth of
Knowledge and
Science
Instruction
Planning for
Teaching NGSS in
Our Classrooms

Planning Time
• Work with the teachers at your table
• Select an NGSS Performance Expectation
• Use chart paper to plan the following:
• A culminating task that could measure your students’ abilities in meeting the performance expectation
• A sequence of activities that would lead your students towards mastery of the performance expectation
64

•
•
•
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
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Heinrich Sartin
Elementary Science Specialist
ESC North Office
Email: heinrich.sartin@lausd.net
Phone: (818) 654-3717
66