NGSS Crosscutting Concepts: Patterns
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NGSS Crosscutting Concepts: Patterns
February 19, 2013, 6:30 p.m. Eastern time
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Participants in the web seminar will explore
• the key elements of understanding the role that patterns play in science,
• how student understanding of patterns might develop over the course of K12 education,
• how learning about patterns can take place during the learning of disciplinary
core ideas by engaging in scientific and engineering practices, and
• what studying patterns really looks like in the classroom.
Presenter: Kristin Gunckel
Underwritten by the Carnegie Corporation of New York
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NGSS Crosscutting Concepts: Patterns
Presented by: Kristin Gunckel
February 19, 2013
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LIVE INTERACTIVE LEARNING @ YOUR DESKTOP
NGSS Crosscutting Concepts: Patterns
Presented by: Kristin Gunckel
February 19, 2013
6:30 p.m. – 8:00 p.m. Eastern time
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Introducing today’s presenters…
Ted Willard
National Science Teachers Association
Kristin Gunckel
University of Arizona
22
Developing the Standards
23
Developing the Standards
Assessments
Curricula
Instruction
Teacher
Development
July 2011
2011-2013
24
Developing the Standards
July 2011
25
A Framework for K-12 Science Education
Three-Dimensions:

View free PDF form The
National Academies Press
at www.nap.edu
26
Scientific and
Engineering Practices

Crosscutting Concepts

Disciplinary Core Ideas
Secure your own copy from
www.nsta.org/store
Scientific and Engineering Practices
1. Asking questions (for science)
and defining problems (for engineering)
2. Developing and using models
3. Planning and carrying out investigations
4. Analyzing and interpreting data
5. Using mathematics and computational thinking
6. Constructing explanations (for science)
and designing solutions (for engineering)
7. Engaging in argument from evidence
8. Obtaining, evaluating, and communicating information
27
Crosscutting Concepts
1. Patterns
2. Cause and effect: Mechanism and explanation
3. Scale, proportion, and quantity
4. Systems and system models
5. Energy and matter: Flows, cycles, and conservation
6. Structure and function
7. Stability and change
28
Disciplinary Core Ideas
Life Science
Physical Science
LS1: From Molecules to Organisms:
Structures and Processes
PS1: Matter and Its Interactions
LS2: Ecosystems: Interactions, Energy, and
Dynamics
LS3: Heredity: Inheritance and Variation of
Traits
PS2: Motion and Stability: Forces and
Interactions
PS3: Energy
PS4: Waves and Their Applications in
Technologies for Information Transfer
LS4: Biological Evolution: Unity and Diversity
Earth & Space Science
Engineering & Technology
ESS1: Earth’s Place in the Universe
ETS1: Engineering Design
ESS2: Earth’s Systems
ETS2: Links Among Engineering,
Technology, Science, and Society
ESS3: Earth and Human Activity
29
Life Science
LS1: From Molecules to Organisms:
Structures and Processes
LS1.A: Structure and Function
LS1.B: Growth and Development of
Organisms
LS1.C: Organization for Matter and
Energy Flow in Organisms
LS1.D: Information Processing
LS2: Ecosystems: Interactions, Energy,
and Dynamics
LS2.A: Interdependent Relationships
in Ecosystems
LS2.B: Cycles of Matter and Energy
Transfer in Ecosystems
LS2.C: Ecosystem Dynamics,
Functioning, and Resilience
LS2.D: Social Interactions and Group
Behavior
LS3: Heredity: Inheritance and
Variation of Traits
LS3.A: Inheritance of Traits
LS3.B: Variation of Traits
LS4: Biological Evolution: Unity
and Diversity
LS4.A: Evidence of Common Ancestry
and Diversity
LS4.B: Natural Selection
LS4.C: Adaptation
LS4.D: Biodiversity and Humans
30
Earth & Space Science
ESS1: Earth’s Place in the Universe
ESS1.A:
The Universe and Its
Stars
ESS1.B:
Earth and the Solar
System
ESS1.C:
The History of Planet
Earth
ESS2: Earth’s Systems
ESS2.A:
Earth Materials and
Systems
ESS2.B:
Plate Tectonics and
Large-Scale System Interactions
ESS2.C:
The Roles of Water in
Earth’s Surface Processes
ESS2.D:
Weather and Climate
ESS2.E:
Biogeology
Physical Science
PS1: Matter and Its Interactions
PS1.A: Structure and Properties of
Matter
PS1.B: Chemical Reactions
PS1.C: Nuclear Processes
PS2: Motion and Stability: Forces
and Interactions
PS2.A: Forces and Motion
PS2.B: Types of Interactions
PS2.C: Stability and Instability in
Physical Systems
PS3: Energy
PS3.A: Definitions of Energy
PS3.B: Conservation of Energy and
Energy Transfer
PS3.C: Relationship Between Energy
and Forces
PS3.D:Energy in Chemical Processes
and Everyday Life
ESS3: Earth and Human Activity
ESS3.A:
Natural Resources
ESS3.B:
Natural Hazards
ESS3.C:
Human Impacts on
PS4: Waves and Their Applications in
Earth Systems
Technologies for Information
ESS3.D:
Global Climate Change
Transfer
PS4.A: Wave Properties
PS4.B: Electromagnetic Radiation
PS4.C: Information Technologies
and Instrumentation
Engineering &
Technology
ETS1: Engineering Design
ETS1.A:
Defining and
Delimiting an Engineering
Problem
ETS1.B:
Developing Possible
Solutions
ETS1.C:
Optimizing the Design
Solution
ETS2: Links Among Engineering,
Technology, Science, and Society
ETS2.A:
Interdependence of
Science, Engineering, and
Technology
ETS2.B:
Influence of
Engineering, Technology, and
Science on Society and the
Natural World
Note: In NGSS, the core
ideas for Engineering,
Technology, and the
Application of Science are
integrated with the Life
Science, Earth & Space
Science, and Physical Science
core ideas
Developing the Standards
Assessments
Curricula
Instruction
Teacher
Development
July 2011
2011-2013
31
Developing the Standards
2011-2013
32
Closer Look at a Performance Expectation
MS-PS1 Matter and Its Interactions
Students who demonstrate understanding can:
MS-PS1-d. Develop molecular models of reactants and products to support the explanation that atoms,
and therefore mass, are conserved in a chemical reaction. [Clarification Statement: Models can include physical
models and drawings that represent atoms rather than symbols. The focus is on law of conservation of matter.] [Assessment Boundary: The
use of atomic masses is not required. Balancing symbolic equations (e.g. N2 + H2 -> NH3) is not required.]
The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education:
Science and Engineering Practices
Disciplinary Core Ideas
Crosscutting Concepts
Developing and Using Models
Modeling in 6–8 builds on K–5 and progresses to
developing, using and revising models to support
explanations, describe, test, and predict more abstract
phenomena and design systems.
 Use and/or develop models to predict, describe,
support explanation, and/or collect data to test ideas
about phenomena in natural or designed systems,
including those representing inputs and outputs, and
those at unobservable scales. (MS-PS1-a),
(MS-PS1-c), (MS-PS1-d)
PS1.B: Chemical Reactions
 Substances react chemically in
characteristic ways. In a chemical
process, the atoms that make up the
original substances are regrouped into
different molecules, and these new
substances have different properties
from those of the reactants.
(MS-PS1-d), ( MS-PS1-e), (MS-PS1-f)
 The total number of each type of atom
is conserved, and thus the mass does
not change. (MS-PS1-d)
Energy and Matter
 Matter is conserved because
atoms are conserved in physical
and chemical processes.
(MS-PS1-d)
--------------------------------------------Connections to Nature of Science
Science Models, Laws, Mechanisms, and Theories
Explain Natural Phenomena

Laws are regularities or mathematical descriptions
of natural phenomena. (MS-PS1-d)
33
Note: Performance expectations
combine practices, core ideas, and
crosscutting concepts into a single
statement of what is to be assessed.
They are not instructional strategies or
objectives for a lesson.
Closer Look at a Performance Expectation
MS-PS1 Matter and Its Interactions
Students who demonstrate understanding can:
MS-PS1-d. Develop molecular models of reactants and products to support the explanation that atoms,
and therefore mass, are conserved in a chemical reaction. [Clarification Statement: Models can include physical
models and drawings that represent atoms rather than symbols. The focus is on law of conservation of matter.] [Assessment Boundary: The
use of atomic masses is not required. Balancing symbolic equations (e.g. N2 + H2 -> NH3) is not required.]
The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education:
Science and Engineering Practices
Disciplinary Core Ideas
Crosscutting Concepts
Developing and Using Models
Modeling in 6–8 builds on K–5 and progresses to
developing, using and revising models to support
explanations, describe, test, and predict more abstract
phenomena and design systems.
 Use and/or develop models to predict, describe,
support explanation, and/or collect data to test ideas
about phenomena in natural or designed systems,
including those representing inputs and outputs, and
those at unobservable scales. (MS-PS1-a),
(MS-PS1-c), (MS-PS1-d)
PS1.B: Chemical Reactions
 Substances react chemically in
characteristic ways. In a chemical
process, the atoms that make up the
original substances are regrouped into
different molecules, and these new
substances have different properties
from those of the reactants.
(MS-PS1-d), ( MS-PS1-e), (MS-PS1-f)
 The total number of each type of atom
is conserved, and thus the mass does
not change. (MS-PS1-d)
Energy and Matter
 Matter is conserved because
atoms are conserved in physical
and chemical processes.
(MS-PS1-d)
--------------------------------------------Connections to Nature of Science
Science Models, Laws, Mechanisms, and Theories
Explain Natural Phenomena

Laws are regularities or mathematical descriptions
of natural phenomena. (MS-PS1-d)
34
Note: Performance expectations
combine practices, core ideas, and
crosscutting concepts into a single
statement of what is to be assessed.
They are not instructional strategies or
objectives for a lesson.
Closer Look at a Performance Expectation
MS-PS1 Matter and Its Interactions
Students who demonstrate understanding can:
MS-PS1-d. Develop molecular models of reactants and products to support the explanation that atoms,
and therefore mass, are conserved in a chemical reaction. [Clarification Statement: Models can include physical
models and drawings that represent atoms rather than symbols. The focus is on law of conservation of matter.] [Assessment Boundary: The
use of atomic masses is not required. Balancing symbolic equations (e.g. N2 + H2 -> NH3) is not required.]
The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education:
Science and Engineering Practices
Disciplinary Core Ideas
Crosscutting Concepts
Developing and Using Models
Modeling in 6–8 builds on K–5 and progresses to
developing, using and revising models to support
explanations, describe, test, and predict more abstract
phenomena and design systems.
 Use and/or develop models to predict, describe,
support explanation, and/or collect data to test ideas
about phenomena in natural or designed systems,
including those representing inputs and outputs, and
those at unobservable scales. (MS-PS1-a),
(MS-PS1-c), (MS-PS1-d)
PS1.B: Chemical Reactions
 Substances react chemically in
characteristic ways. In a chemical
process, the atoms that make up the
original substances are regrouped into
different molecules, and these new
substances have different properties
from those of the reactants.
(MS-PS1-d), ( MS-PS1-e), (MS-PS1-f)
 The total number of each type of atom
is conserved, and thus the mass does
not change. (MS-PS1-d)
Energy and Matter
 Matter is conserved because
atoms are conserved in physical
and chemical processes.
(MS-PS1-d)
--------------------------------------------Connections to Nature of Science
Science Models, Laws, Mechanisms, and Theories
Explain Natural Phenomena

Laws are regularities or mathematical descriptions
of natural phenomena. (MS-PS1-d)
35
Note: Performance expectations
combine practices, core ideas, and
crosscutting concepts into a single
statement of what is to be assessed.
They are not instructional strategies or
objectives for a lesson.
Closer Look at a Performance Expectation
MS-PS1 Matter and Its Interactions
Students who demonstrate understanding can:
MS-PS1-d. Develop molecular models of reactants and products to support the explanation that atoms,
and therefore mass, are conserved in a chemical reaction. [Clarification Statement: Models can include physical
models and drawings that represent atoms rather than symbols. The focus is on law of conservation of matter.] [Assessment Boundary: The
use of atomic masses is not required. Balancing symbolic equations (e.g. N2 + H2 -> NH3) is not required.]
The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education:
Science and Engineering Practices
Disciplinary Core Ideas
Crosscutting Concepts
Developing and Using Models
Modeling in 6–8 builds on K–5 and progresses to
developing, using and revising models to support
explanations, describe, test, and predict more abstract
phenomena and design systems.
 Use and/or develop models to predict, describe,
support explanation, and/or collect data to test ideas
about phenomena in natural or designed systems,
including those representing inputs and outputs, and
those at unobservable scales. (MS-PS1-a),
(MS-PS1-c), (MS-PS1-d)
PS1.B: Chemical Reactions
 Substances react chemically in
characteristic ways. In a chemical
process, the atoms that make up the
original substances are regrouped into
different molecules, and these new
substances have different properties
from those of the reactants.
(MS-PS1-d), ( MS-PS1-e), (MS-PS1-f)
 The total number of each type of atom
is conserved, and thus the mass does
not change. (MS-PS1-d)
Energy and Matter
 Matter is conserved because
atoms are conserved in physical
and chemical processes.
(MS-PS1-d)
--------------------------------------------Connections to Nature of Science
Science Models, Laws, Mechanisms, and Theories
Explain Natural Phenomena

Laws are regularities or mathematical descriptions
of natural phenomena. (MS-PS1-d)
36
Note: Performance expectations
combine practices, core ideas, and
crosscutting concepts into a single
statement of what is to be assessed.
They are not instructional strategies or
objectives for a lesson.
NGSS Crosscutting Concepts:
Patterns
Explanations
Patterns
Experiences
Kristin L. Gunckel
University of Arizona
My Background
• Assistant professor of science education at the University of
Arizona
• Teach science methods course for elementary preservice
teachers and graduate courses in science education
• Earned my PhD in science education from Michigan State
University
• Research in science teacher education and supporting
teachers to teach science
• Former middle school science teacher and former
environmental educator
• Background in geology and Earth science
Qualifications
• Much of what I will talk about today I
have learned from other people.
• I use what I have learned about
patterns in science to support
teachers in teaching “scientists’
science.”
What’s Ahead
• What do patterns have to do with science?
• Why learn about patterns in school science?
• What does learning about patterns look like in
the NGSS?
• What does learning about patterns look like in
the classroom?
Rate Your Comfort Level with
Patterns
Still Unsure:
I still need to learn some
more before I’m ready to
try teaching the patterns
crosscutting concepts.
Ready to Try:
I am ready to try teaching
the patterns crosscutting
concepts but would also
like some more support in
thinking about patterns.
Prepared:
I understand the patterns
crosscutting concepts
pretty well and feel
confident I can incorporate
them into my teaching.
What do you hope to learn?
1.
2.
3.
4.
What do patterns have to do with
science?
Science is about explaining observed patterns
A few
models, theories,
EXPLANATIONS
Dozens of PATTERNS in
experience (laws, generalizations,
graphs, charts)
Millions of EXPERIENCES with
phenomena
Scientists’ Science
Example from Science: Developing
the Theory of Plate Tectonics
Fit of continental shelves
Image from public domain
Noticing Patterns in Data
Matching mountain ranges across continents
Image credit: http://www.scienceforsoutherncolorado.com/module1/p1p1.asp
Noticing Patterns in Data
Matching fossil records across continents
Image credit: http://pubs.usgs.gov/gip/dynamic/dynamic.pdf
Noticing Patterns in Data
Matching glacial striations (and climates)
Image Credit: http://academic.brooklyn.cuny.edu/geology/grocha/plates/platetec4.htm
Possible Explanation:
Continental Drift
• Alfred Wegner
proposed the idea
of continental
drift
• Peers rejected his
idea because
there was no
mechanism
Pangaea
Image credit: http://geology.csupomona.edu/drjessey/class/Gsc101/Plate.html
More Patterns
Global earthquake and volcano distributions
Image credit: http://vulcan.wr.usgs.gov/Glossary/PlateTectonics/Maps/map_quakes_world_990707_flat.html
More Patterns
Age of the sea floor and magnetic stripes on sea
floor
Image credit: http://eqseis.geosc.psu.edu/~cammon/HTML/Classes/IntroQuakes/Notes/plate_tect01.html
More Patterns
Polar Wander
Image credit: http://www.tulane.edu/~sanelson/eens1110/pltect.htm
New Explanation: Plate Tectonics
Image Credit: http://pubs.usgs.gov/gip/dynamic/Vigil.html
Explanations Fit Patterns
Experiences
Millions of
observations made
by thousands of
people over 50
years.
Patterns
1.
2.
3.
4.
5.
Fit of continental edges
Matching mountain ranges
Matching fossils
Matching glacial striations
Earthquake and volcano
distribution
6. Sea floor stripes
7. Polar wander
P
E
Scientific Inquiry
Explanations
Plate tectonic
theory
E
Explanations Account for New
Patterns
Experiences
Millions of
observations
made by
thousands of
people over 50
years.
Patterns
1. Volcano types and
locations
2. Mountain range age and
formation
3. Mineral deposits
P
E
Application
Explanations
Plate tectonic theory
E
Patterns as a Crosscutting
Concept
Types of Patterns
• Classification
• Distributions
• Relationships among
variables
• Changes and rates of
change
Tools for Finding Patterns
• Graphs
• Charts
• Maps
• Statistics
Classification
Elements
Organisms
Galaxies
http://en.wikipedia.org/wiki/Periodic_table
http://en.wikipedia.org/wiki/Order_
%28biology%29
http://imagine.gsfc.nasa.gov/docs/teachers/galaxies/imagine/characteristics.html
Distributions
http://en.wikipedia.org/wiki/Normal_distribution
http://www.hpc.ncep.noaa.gov/noaa/noaa.gif
Relationships
http://www.ats.ucla.edu/stat/stata/modules/graph8/intro/graph8.htm
Change
Image Credit: http://www.esrl.noaa.gov/gmd/webdata/ccgg/trends/co2_data_mlo.png
Reflection
• What are some examples of patterns you use
in your teaching?
• What are other types of patterns you can
think of?
• What questions do you have about patterns in
science?
How do you use patterns?
A. My students are used to looking for patterns
in data or experiences.
B. My students understand how patterns
function in science.
C. My students are used to sharing their ideas
about patterns in science.
D. Patterns are often invisible to my students.
Why do we want students to learn
about patterns in science?
• To develop an understanding of the nature of
science and the development of scientific
explanations, models, and theories.
• To engage in scientific practices, including
inquiry and application (Scientists’ Science).
• To understand and be able to use scientific
explanations, models, and theories.
• (Aesthetic appreciation of science.)
Patterns in the NGSS
• Patterns are incorporated with scientific
practices and disciplinary core content.
• Pattern concepts for a grade band are
represented across disciplinary strands.
• There is a progression of ideas about patterns
across grade bands.
Pattern Concept
Middle School
Patterns in rates of change
and other numerical
relationships can provide
information about natural
and human designed
systems.
Physical Science
Develop molecular-level
models of a variety of
substances, comparing
those with simple
molecules to those with
extended structures. (MSPS1-a)
Pattern Concept
Middle School
Patterns in rates of change
and other numerical
relationships can provide
information about natural
and human designed
systems.
Life Science Science
Construct explanations for
common patterns of
interactions within
different ecosystems. (MSLS2-d).
Pattern Concept
Middle School
Patterns in rates of change
and other numerical
relationships can provide
information about natural
and human designed
systems.
Earth Science
Analyze maps or other
graphical displays of data
sets to assess the
likelihood and possible
location of future severe
weather events. (MSESS3-h)
Progression Across Grade Bands
Grades K-2
• Pattern
recognition
Grades 3-5
Grades 6-8
Grades 9-12
• Classification • Microscopic • Observe and
& atomic
recognize
• Rates of
scales
patterns at
change
different
• Identifying
scales
cause and
effect
• Recognize
relationships
differences
in
• Using graphs
classification
and charts
across scales
Reflection
• What is new here that you might not have
thought much about before?
• How does the patterns crosscutting concept
help you think about content cutting across
disciplines (school topics) and grade levels?
• What questions do you have?
What does traditional school science
look like?
Traditional School Science
Explanations
Experiences
• Emphasis on
explanations
• Experiences provided to
confirm or prove
explanations
• Few experiences for
each explanation
• Patterns are hidden
What does scientists’ science look
like in instruction?
Explanations
Patterns
Experiences
Scientists’ Science
• Provide many experiences;
preferably before
explanations
• Make patterns visible
• Show connections between
patterns and explanations
• Incorporate practices to
make patterns explicit
• Analyze data for patterns
• Construct explanations to
account for patterns
• Engage in arguments about
patterns
Patterns in 5Es
• Engage
• Explore – Make patterns visible
– Provide many experiences
• Plan and conduct investigations
– Identify patterns
• Develop & use models
• Engage in arguments about what patterns are present
• Use mathematics and computational thinking
• Explain
– Explain patterns
• Construct explanations for patterns
• Develop & use models
• Engage in arguments about explanations for patterns
• Elaborate
– Provide experiences, identify patterns, explain patterns
• Evaluate
Inquiry-Application Instructional
Model
Elementary Example
Pattern Crosscutting Concept:
Patterns in the natural and human
designed world can be observed,
used to describe phenomena and
used as evidence.
Performance Expectation:
1-PS4-a. Conduct an investigation to
provide evidence that vibrating
matter creates sound and that
sound can cause matter to vibrate.
How do we hear sounds?
Experiences
Patterns
Explanations
1. Objects that vibrate
make sounds.
2. Sound can cause
objects to vibrate.
P
E
Scientific Inquiry
E
How do we hear sounds?
Experiences
1.
2.
3.
Patterns
Explanations
Rice drums
1. Objects that vibrate
Tuning forks in
make sounds.
water
2. Sound can cause
Tuning forks near
objects to vibrate.
ping-pong balls
P
E
Scientific Inquiry
E
How do we hear sounds?
Experiences
1.
2.
3.
Patterns
Rice drums
1. Objects that vibrate
Tuning forks in
make sounds.
water
2. Sound can cause
Tuning forks near
objects to vibrate.
ping-pong balls
P
E
Scientific Inquiry
Explanations
We hear sounds
because sounds are
vibrations. When an
object makes a
sound, it can cause
our eardrums to
vibrate.
E
Middle School Example
Pattern Crosscutting Concept:
Patterns in rates of change and
other numerical relationships
can provide information about
natural and human designed
systems.
http://www.dartmouth.edu/~chance/gif/wolvesmoose.gif
Performance Expectation:
MS-LS2-d. Construct
explanations for common
patterns of interactions within
different ecosystems.
What has happened to the wolves?
Experiences
Patterns
Explanations
1. Populations of moose
and wolves cycle.
2. Cycle of wolves
(predator) follow
moose (prey).
3. Wolf population
crashed after 1985
while moose
populations increased.
P
E
Scientific Inquiry
E
What has happened to the wolves?
Experiences
1.
2.
Patterns
Explanations
1. Populations of moose
Graph wolf and
and wolves cycle.
moose
2. Cycle of wolves
populations over
(predator) follow moose
time. Each point
(prey).
on the graph is an
3. Wolf population crashed
observation.
after 1985 while moose
Explore data about
populations increased.
the introduction of
parvo virus in
1985.
P
E
Scientific Inquiry
E
What has happened to the wolves?
Experiences
1.
2.
Patterns
1. Populations of moose
Graph wolf and
and wolves cycle.
moose
2. Cycle of wolves
populations over
(predator) follow moose
time. Each point
(prey).
on the graph is an
3. Wolf population crashed
observation.
after 1985 while moose
Explore data about
populations increased.
the introduction of
parvo virus in
1985.
P
E
Scientific Inquiry
Explanations
Wolf and moose had a
typical predator-prey
relationship until parvo
virus was introduced to
Isle Royale by people
around 1985. The
parasite killed many
wolves (parasitism).
Without predators, the
moose population
increased.
E
High School Example
Pattern Crosscutting
Concept:
Empirical evidence is needed
to identify patterns.
Image credit: http://www.lithosphere.info/TC1-2006.html
Artemieva, I., M. (2006). Global 1X1 thermal model TC1 for the continental
lithosphere: Implications for lithosphere secular evolution. Tectonophysics,
416, 245-277.
Performance Expectation:
Construct explanations,
using the theory of plate
tectonics, for patterns in the
general trends of the ages of
both continental and oceanic
crust. (HS-ESS1-h)
How old are the continents?
Experiences
Compare plate
boundary maps and
crust-age maps.
Patterns
1. Young crust is located
along plate
boundaries.
2. Older crust is located
farther from plate
boundaries.
P
E
Scientific Inquiry
Explanations
New continental crust
forms from volcanoes
at plate boundaries.
E
Summary of Main Points
• Patterns support the development of scientific
explanations, theories, and models.
• To support students in understanding core
concepts, patterns need to be visible and explicit.
• To engage students in scientists’ science, we need
to engage students in using patterns as part of
the scientific practices.
• Crosscutting concepts about patterns are built
across grade bands and disciplinary core content.
Reflections
• In what ways might you use an EPE table to
help you think about teaching the patterns
crosscutting concept?
• How has thinking about patterns and the
patterns crosscutting concept helped you
think about your own teaching?
• What questions do you have?
Rate Your Learning Today
Still Unsure:
I still need to learn some
more before I’m ready to
try teaching the patterns
crosscutting concepts.
Ready to Try:
I am ready to try teaching
the patterns crosscutting
concepts but would also
like some more support in
thinking about patterns.
Prepared:
I understand the patterns
crosscutting concepts
pretty well and feel
confident I can incorporate
them into my teaching.
Thank You!
Contact Info:
Kristin L. Gunckel
kgunckel@email.arizona.edu
NSTA Resources on NGSS
www.nsta.org
87
NSTA Resources on NGSS
www.nsta.org/ngss
88
Community Forums
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NSTA Print Resources
NSTA Reader’s Guide
to the Framework
90
NSTA Journal Articles
about the Framework
and the Standards
NSTA National
Conference
The place to be to learn about
San Antonio, Texas
April 11-14
91
Web Seminars
on Crosscutting Concepts
Feb. 19: Patterns
March 5: Cause and effect: Mechanism and explanation
March 19: Scale, proportion, and quantity
April 16: Systems and system models
April 30: Energy and matter: Flows, cycles, and conservation
May 14: Structure and function
May 28: Stability and change
All sessions will take place from 6:30-8:00 on Tuesdays
Also, archives of last fall’s web seminars about the
Scientific and Engineering Practices are available
92
Web Seminars
on NGSS
Archives of past programs
 Fall 2012
 Scientific and Engineering Practices (series of 8)
 January 2013
 Second Draft of NGSS
 Engineering in NGSS
 NGSS in the Elementary Grades
 February 2013
 Connecting NGSS with Common Core Math and ELA
http://learningcenter.nsta.org/products/symposia_seminars/
NGSS/webseminar.aspx
93
on NGSS
Moving Toward NGSS: Using Formative Assessment to
Link Instruction and Learning
Members: $179; Non-members $199
Live web seminars on April 18, 25, May 2
Presenter: Page Keeley
Moving Toward NGSS: Visualizing K-8 Engineering
Education
Members: $179; Non-members $199
Live web seminars on May 16, 23, 30
Presenter: Christine Cunningham
Register at:
94
learningcenter.nsta.org/products/online_courses/shortcourses.aspx
Thanks to today’s presenters!
Ted Willard
National Science Teachers Association
Kristin Gunckel
University of Arizona
95
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Center
NSTA Web Seminars
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Jeff Layman, Technical Coordinator
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