Steps to Develop NGSS Lessons and Units Integrating the three dimensions

From NGSS to Classroom Instruction Read Chapter 4 from Translating the NGSS for Classroom Instruction by Rodger Bybee Read the three sections – what are the implications for your science programs?  Thinking Beyond a Lesson…(page 52-55)  Distinguish Between Learning Outcomes…(page 55-58)  Use Backward Design…(page 59-62)

From Standards to Instruction  Performance Expectations (PE’s) are not Learning Targets; and they overlap with each other.  If you try to teach the PE’s as a list of skills, you will never finish them.  PE’s that aren’t taught in an integrated manner are like Lemony Snicket science: a series of unfortunate events. Stephen L. Pruitt, Ph.D. Senior Vice President for Content, Research and Development Achieve

Why Bundle?  Teaching, or attempting to teach, individual performance expectations led to a disjointed and stunted view of science.  Developing instructional materials and instruction should be viewed as leading to understanding the larger core idea.  Coherent instructional materials and instruction should focus on a Disciplinary Core Idea (or set of them) rather than discrete pieces that are never tied together.

How Does One Bundle? Disciplinary Core Idea Crosscutting Concepts Science & Engineering Practices

Bundling By Practice Grade 8 – Conduct an investigation, ask questions about data and evaluate the experimental design  MS-PS2-3. Ask questions about data to determine the factors that affect the strength of electric and magnetic forces.  MS-PS2-5. Conduct an investigation and evaluate the experimental design to provide evidence that fields exist between objects exerting forces on each other even though the objects are not in contact.

Choose a topic you will be teaching Ex: Energy What do you teach in this unit? What PEs focus on this unit? – 4-PS3-2. Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents – 4-PS3-4. Apply scientific ideas to design, test, and refine a device that converts energy from one form to another.* – 4-ESS3-1. Obtain and combine information to describe that energy and fuels are derived from natural resources and their uses affect the environment.

What are the essential questions? From the Framework What is energy? What is meant by conservation of energy? How is energy transferred between objects? How do Earth’s surface processes and human activities affect each other? How do humans depend on Earth’s resources?

What do students need to know / do? Framework –find the Grade band Endpoints for the following DCI: PS3.A PS3.B PS3.D ESS3.A

Additional considerations: How will you assess your students? What misconceptions need to be addressed? What are key lessons / activities for this topic? What instructional strategies address the Three Dimensions in this unit? What time frame is needed?

Take a unit you are planning What are the PEs that support this topic? What CCSS support this topic? What do you want students to do / know (Backwards planning)? How will you assess student learning – Formative – Summative How will you engage all students – Inquiry – Big idea