NGSS:
Implications for Learning Sequences
Session Goals
 Link a PE (from the Tool) to a learning sequence
 Experience an example of “shifting” a learning
sequence to be more NGSS aligned
 Experience and understand why engineering is
part of NGSS
 Recognize the relationships between science and
engineering in the practices
 Experience how engineering practices can be used
to deepen student understanding of science and
engineering
Quick Write
 What would a typical science extended
lesson/learning sequence look like in
your classroom?
Shifting the Frame
From Current Practice to NGSS
NGSS
 Talk to your “elbow partner” about what
you think a typical NGSS science
learning sequence might include.
Linking the Tool
with this Learning Sequence
 Design the Instructional Unit using the Tool (CF, PQP
Chart and CCC)
 Select a PE (e.g., 2-PS1-1; 2-PS1-2; 5-PS1-3; MS-PS1-3; HS-PS1-1; HS-PS2-6; K-5
) and corresponding DCIs (e.g., PS1.A)
ETS1 1-3; MS and HS ETS1 1-4
from the CF.
 Use the PQP chart to identify SEPs
 Design learning experiences (e.g., observe various
phenomena, ask questions, conduct research, analyze
data, incorporate CCSS) and arrange in teaching
sequence.
Observe the Phenomena
 Observe the phenomena
 Sketch what you observed and describe
what you think is happening.
 Brainstorm questions about the
phenomena
Share Your Thinking
 What observations did you make?
 What did you sketch? What did you
describe?
 What questions were generated?
 What questions do you have about
how the color spreads?
Independent Research
Read the text about chromatography.
 Star passages that define chromatography
 Underline passages that explain how
chromatography works.
 Place a question mark next to passages you
did not understand.
Connecting Text to the
Exploration
With your partner :
 Answer the text dependent question: What is
chromatography? Write in your notebook.
 Discuss the text dependent question: How does
chromatography work?
 Return to your sketch/description and discuss
how the text would help to refine what you
described about the color drop?
 Discuss how chromatography is used. Write in
your notebook.
Lunch Break
Grade Span Grouping
Please sit in grade level span group:
 K-2 Teachers
 3-5 Teachers
 6-12 Teachers
Problem,
Criteria and Constraints
Find the best method for separating pigments
using the design criteria:
 Deep Color Intensity
 Complete Separation of pigments.
 Cost Effective (grades 3-12).
Constraints:
• Use only the materials provided
• You have 30 minutes
Engaging in the Problem
 Read the scenario for your grade level and
discuss it with your team.
 Read the Procedure on the handout.
 As a group, determine your procedure and
develop your protocol or plan to solve your
problem.
 Test your design
 Be prepared to share and support your results
Claims and Evidence
 Prepare a chart/poster that demonstrates
your solution/findings.
 What did you do, and what did you discover?
 Present your claims with supporting
evidence.
• What is the best method for separating
these pigments and why?
Debrief #1: SEPs
With your table groups, discuss which
science and engineering practices you
used?
Science and Engineering Practices
1. Asking questions and
defining problems
5. Using mathematics and
2. Developing and using
models
6. Developing
explanations and
designing solutions
3. Planning and carrying
out investigations
7. Engaging in argument
from evidence
4. Analyzing and
interpreting data
8. Obtaining, evaluating,
and communicating
information
computational thinking
Debrief #2:
The Nexus of Science and Engineering
With a partner, scan H5 and discuss:
• What do you notice as you look across
the physical science standards?
• What do you notice as you look across
the engineering standards?
• What do you notice about the standards
within a grade span?
• What do you notice about all of the
standards K-12?
Based on the Experience and the
Scan of the Standards…
 How did the science support the
engineering challenge?
 How did the engineering challenge
extend the science
 What did you gain by doing both?
Shifting Frames
 How did this experience compare to what
you thought an NGSS lesson might look
like?
 How is NGSS different? What implications
does this have on science instruction?
 How can connecting to CCSS deepen
learning?
Taking it Home - Reflection
Think about teaching and learning in
your classroom.
 Based on your learning today, what
strategies can you incorporate in
your teaching practice as you begin
shifting to the NGSS?