Incorporating Socio-Scientific Issues to Enhance Student Engagement and Three-Dimensional Learning Maia Binding, SEPUP, Lawrence Hall of Science UCB CEO, 337 Cory Hall, February 8, 2018 This material is based upon work funded by the National Science Foundation under Grant # NSF DRL 1418235. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation.

Implementing New Standards Curriculum – instructional materials Classroom Assessment – formative & summative Instruction – teaching tools

What is 3-D Learning? Performance Expectations Disciplinary Core Ideas Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts Links to Common Core

Crosscutting Concepts What is 3-D Learning? The practices are the processes of building and using the core ideas to make sense of the natural and designed world, and the crosscutting concepts hold the discipline together. Core Ideas Practices Crosscutting Concepts

Disciplinary Core Ideas (DCIs) Physical Science Matter and its interactions Motion and stability: Forces and interactions Energy Waves and their applications in technologies for information transfer Life Science From molecules to organisms: Structures and processes Ecosystems: Interactions, energy, and dynamics Heredity: Inheritance and variation of traits Biological evolution: Unity and diversity Earth and Space Science Earth’s place in the universe Earth’s systems Earth and human activity Engineering Engineering design

Science and Engineering Practices (SEPs) Asking Questions and Defining Problems Developing and Using Models Planning and Carrying Out Investigations Analyzing and Interpreting Data Using Mathematics and Computational Thinking Constructing Explanations and Designing Solutions Engaging in Argument from Evidence Obtaining, Evaluating, and Communicating Information

Crosscutting Concepts (CCCs) Cause and Effect Energy and Matter Patterns Scale, Proportion, and Quantity Stability and Change Structure and Function Systems and System Models

Why Issues? In order for students to develop a sustained attraction to science and for them to appreciate the many ways in which it is pertinent to their daily lives, classroom learning experiences in science need to connect with their own interests and experiences. Next Generation Framework National Research Council, 2011

Moving NGSS into Practice Four Partners: Funding PI and PD Lead: AMNH Instructional Materials: Lawrence Hall of Science Research: University of Connecticut Evaluation: WestEd Four-year project began September 2014

Project Overview Develop an NGSS-aligned middle school ecology curriculum unit and assessments Develop a professional development program to support teacher implementation Conduct: Formative evaluation of the curriculum Formative evaluation and research on the professional development Development of and research on teacher measures

Project Timeline Timeframe Milestones September 2014 – July 2015 Develop first field test instructional materials Develop first field test PD model August 2015 – February 2016 25 NYC teachers field test Expert panel review March 2016 – July 2016 Revise materials and PD model for second field test August 2016 – February 2017 Second expert review March 2017 – July 2017 Revise materials and PD model for final field test August 2017 – February 2018 Further review if needed March 2018 – August 2018 Final revisions to materials and PD model

Curriculum Development and Design Backward design approach Define learning goals Draft assessments Develop learning activities Use the Five Tools and Processes for Translating the NGSS (developed by AMNH, BSCS, WestEd) for initial development and planning Use the BSCS 5E Instructional Model (Bybee et al, 2006; Bybee, 2013) Engage, Explore, Explain, Elaborate, Evaluate

SEPUP Development Steps Identify targeted learning outcomes (PEs) Determine acceptable evidence of student learning to develop performance tasks Develop instructional sequences to provide students opportunities to learn DCIs, CCCs, and SEPs

Disruptions in Ecosystems – Ecosystem Interactions, Energy, and Dynamics Based on a bundle of PEs and associated DCIs, SEPs, CCCs and CCSS for ELA and Mathematics MS-LS2: Ecosystems: Interactions, Energy, and Dynamics MS-ESS3: Earth and Human Activity MS-PS1: Matter & Its Interactions

Big Ideas & Phenomena Humans can affect the relationships among organisms in an environment. Natural disasters can affect the transfer of energy and the cycling of matter in ecosystems. The growth of organisms and populations are limited by the available resources. The introduction of a new organism can affect the stability of an ecosystem. Humans are using more resources, causing the need for solutions.

Example Activity From a model middle school NGSS-aligned unit on Ecology Overarching issue in chapter: invasive species (Zebra mussel in the Hudson River) Final activity in the chapter Evaluate activity in the 5E cycle

Chapter 4 Phenomena/Storyline Unit Theme: Disruptions in Ecosystems Chapter 4 Phenomena: Invasion of the Zebra Mussel in the Hudson River Ecosystem Engage Explore Explain Elaborate Evaluate How might the introduction of the zebra mussel affect the health of the Great Lakes and Hudson River ecosystems? What biotic and abiotic factors are affected when a new species is introduced to an ecosystem? How did the zebra mussel initially affect the health and biodiversity of the Hudson River ecosystem? What are the long-term effects of the zebra mussel invasion of the Hudson River? Has the quagga mussel had a positive or negative effect on the Lake Michigan ecosystem?

NGSS Alignment DCIs SEPs CCCs MS LS2.C.1 Asking Questions Stability and Change MS LS2.A.1 Analyzing and Interpreting Data Cause and Effect MS LS2.A.2 Engaging in Argument from Evidence Patterns MS LS4.D.1 PEs: MS-LS2-4 and MS-LS2-1

Where did you see 3-D learning? Performance Expectations Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts Links to Common Core

Assessments Three-dimensional assessments Embedded in learning activities In a culminating Evaluate activity (linked to chapter phenomena & issues) In end-of-chapter tests

Acknowledgements Manisha Hariani & Barbara Nagle, LHS Dora Kastel & Anna MacPherson, AMNH Bianca Montrosse-Moorhead & Suzanne Wilson, UCONN Katherine Stiles, WestEd NSF This material is based upon work funded by the National Science Foundation under Grant # NSF DRL 1418235. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation.

Contact Info Maia Binding, SEPUP, Lawrence Hall of Science, mbinding@berkeley.edu Presentation will be available on sepuplhs.org Full unit (2nd Field Test Ed) available on nextgenscience.org (search for Disruptions in Ecosystems) Zebra mussel materials (graphing tool, readings) are on www.amnh.org/education/resources/rfl/web/riverecology Achieve rated high quality if improved, improvements are being worked on and only involve minor tweaks/additions, scored 7 (need 8 points out of 9 to be high quality).