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Grade K Cohort Professional Development Achieving Scientific Literacy through NGSS Educational Service Center North Saturday, January 17, 2015 Heinrich Sartin Elementary Science Specialist, ESC North heinrich.sartin@lausd.net 1 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 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 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 6 Agenda Examining a Science Lesson for Depth and Complexity 7 8 Agenda Examining a Science Lesson for Depth and Complexity Timeline and Rationale for Implementing the NGSS Life Science Lesson – First Impressions 9 • 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 Webb’s Depth of Knowledge (DOK). 10 Agenda Examining a Science Lesson for Depth and Complexity Timeline and Rationale for Implementing the NGSS Comparing the Current CA Standards with NGSS 11 Agenda Examining a Science Lesson for Depth and Complexity Breaking Down the NGSS – Three Dimensions Timeline and Rationale for Implementing the NGSS Comparing the Current CA Standards with NGSS 12 Agenda Examining a Science Lesson for Depth and Complexity Timeline and Rationale for Implementing the NGSS Breaking Down the NGSS – Three Dimensions Depth of Knowledge (DOK) in Science Instruction Comparing the Current CA Standards with NGSS 13 Agenda Examining a Science Lesson for Depth and Complexity Timeline and Rationale for Implementing the NGSS Comparing the Current CA Standards with NGSS Breaking Down the NGSS – Three Dimensions Depth of Knowledge (DOK) in Science Instruction Planning for Teaching NGSS in Our Classrooms 14 Agenda Examining a Science Lesson for Depth and Complexity Timeline and Rationale for Implementing the NGSS Comparing the Current CA Standards with NGSS Breaking Down the NGSS – Three Dimensions Depth of Knowledge and Science Instruction Planning for Teaching NGSS in Our Classrooms 15 Agenda Examining a Science Lesson for Depth and Complexity Timeline and Rationale for Implementing the NGSS Comparing the Current CA Standards with NGSS Breaking Down the NGSS – Three Dimensions Depth of Knowledge and Science Instruction Planning for Teaching NGSS in Our Classrooms Timeline for NGSS Implementation 2014-15 2015-16 16 2016-17 • 2014-2015 – 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. • 2015-2016 - Formal instructional shifts will begin to prepare for full implementation with anticipated adoption of new instructional materials. • 2016-2017 – First year of NGSS full implementation using new science materials. Possible field testing of new science assessments 17 Stages to Full Implementation Stage 1 Stage 2 Stage 3 Stage 4 1. Initial Exposure 2. Deepening Understanding of NGSS 3. Planning Instruction around NGSS 4. Full Alignment of Instruction to NGSS Why New Standards? 18 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? 19 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 20 Agenda Examining a Science Lesson for Depth and Complexity Timeline and Rationale for Implementing the NGSS Comparing the Current CA Standards with NGSS 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 Current CA Science Standards Know • Students know how to identify major structures of common plants and animals Do • Observe common objects by using the five senses 21 NGSS Performance Expectations Know & Do Construct an argument supported by evidence for how plants and animals (including humans) can change the environment to meet their needs. Grade K Earth Science Performance Expectation Scientific & Engineering Practices Disciplinary Core Ideas Crosscutting Concepts Connections to CCSS How to read the standards » Printer­friendly version K­ESS2­1 Earth's Systems Students who demonstrate understanding can: K­ESS2­1. Use and share observations of local weather conditions to describe patterns over time. [Clarification Statement: Examples of qualitative observations could include descriptions of the weather (such as sunny, cloudy, rainy, and warm); examples of quantitative observations could include numbers of sunny, windy, and rainy days in a month. Examples of patterns could include that it is usually cooler in the morning than in the afternoon and the number of sunny days versus cloudy days in different months.] [Assessment Boundary: Assessment of quantitative observations limited to whole numbers and relative measures such as warmer/cooler.] The performance expectation above was developed using the following elements from the NRC document A Framework for K­12 Science Education: Science and Engineering Practices Analyzing and Interpreting Data Analyzing data in K–2 builds on prior experiences and progresses to collecting, recording, and sharing observations. Use observations (firsthand or from media) to describe patterns in the natural world in order to answer scientific questions. ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ Connections to Nature of Science Science Knowledge is Based on Empirical Evidence Scientists look for patterns and order when making observations about the world. Disciplinary Core Ideas ESS2.D: Weather and Climate Weather is the combination of sunlight, wind, snow or rain, and temperature in a particular region at a particular time. People measure these conditions to describe and record the weather and to notice patterns over time. Crosscutting Concepts Patterns Patterns in the natural world can be observed, used to describe phenomena, and used as evidence. Connections to other DCIs in kindergarten: N/A Articulation of DCIs across grade­levels: 2.ESS2.A ; 3.ESS2.D ; 4.ESS2.A Common Core State Standards Connections: ELA/Literacy ­ Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). (K­ESS2­1) W.K.7 Mathematics ­ Reason abstractly and quantitatively. (K­ESS2­1) MP.2 Model with mathematics. (K­ESS2­1) MP.4 Know number names and the count sequence. (K­ESS2­1) K.CC.A Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. (K­ESS2­1) K.MD.A.1 Classify objects into given categories; count the number of objects in each category and sort the categories by count. (K­ESS2­1) K.MD.B.3 * 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 22 Dimension 2 Dimension 1 Disciplinary Core Ideas Scientific and Engineering Practices 23 Dimension 3 Crosscutting Concepts Performance Expectations 24 Agenda Examining a Science Lesson for Depth and Complexity Timeline and Rationale for Implementing the NGSS Comparing the Current CA Standards with NGSS Breaking Down the NGSS – Three Dimensions Depth of Knowledge and Science Instruction Planning for Teaching NGSS in Our Classrooms Select the Correct Dimension 25 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 Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts • Use the following list of definitions to help guide your work NGSS - Three Dimensions Dimension 1 - Scientific and Engineering Practices The 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. 26 NGSS - Three Dimensions 27 Dimension 2 – 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. • 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 28 Dimension 3 – Crosscutting Concepts 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 29 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 30 NGSS - Three Dimensions 31 Checking Your Work Use your grade-level 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? 32 33 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 34 NGSS Dimension 2 – Disciplinary Core Ideas • Physical Sciences: PS1, PS2, PS3, & PS4 • Life Sciences: LS1, LS2, LS2, & LS4 • Earth & Space Sciences: ESS1, ESS2, & ESS2 35 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 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 3 4 5 36 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 3 4 5 37 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 3 4 5 38 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 3 4 5 39 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 3 4 5 40 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 3 4 5 41 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 3 4 5 42 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 3 4 5 43 44 Agenda Examining a Science Lesson for Depth and Complexity Timeline and Rationale for Implementing the NGSS Comparing the Current CA Standards with NGSS Breaking Down the NGSS – Three Dimensions Depth of Knowledge and Science Instruction Planning for Teaching NGSS in Our Classrooms Depth of Knowledge (DOK) Bloom’s (1990 Version) What type of thinking is needed to complete a task? 45 Webb’s Depth of Knowledge (DOK How deeply do you have to understand the content to successfully interact with it? Depth of Knowledge (DOK) 46 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 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 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 47 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 48 Think – Ink – Pair – Share 49 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 Let’s examine a science reading and the four tasks that go along with it, each at a different level of DOK. 50 Reading for DOK Tasks 51 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. 52 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. 53 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. 54 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. 55 56 Agenda Examining a Science Lesson for Depth and Complexity Timeline and Rationale for Implementing the NGSS Comparing the Current CA Standards with NGSS 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 57 58 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 59 Thank you! Heinrich Sartin Elementary Science Specialist ESC North Office Email: heinrich.sartin@lausd.net Phone: (818) 654-3717
