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 Jigsaw – read your section and share with your team of three Thinking Beyond a Lesson…(page 52-55) Distinguish Between Learning Outcomes…(page 55-58) Use Backward Design…(page 59-62)

From Standards to Instruction 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. Review these ideas after the experience. 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? Work smarter not harder. Can you combine or “bundle” the PEs to make a unit of instruction that uses similar concepts (DCIs, SEPs, or CCs) to make learning and teaching richer and more authentic?   Give participants an opportunity to look at each bundle in their standards. (Craig Gabler developed these images)

Matter and Its Interactions NGSS Concept Bundling Matter and Its Interactions The fact that matter is composed of atoms and molecules can be used to explain the properties of substances, diversity of materials, states of matter, phase changes, and conservation of matter. Reacting substances rearrange to form different molecules, but the number of atoms is conserved. Some reactions release energy and others absorb energy. MS-PS1-1. Develop models to describe the atomic composition of simple molecules and extended structures. MS-PS1-2. Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred. MS-PS1-3. Gather and make sense of information to describe that synthetic materials come from natural resources and impact society. MS-PS1-4. Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed. MS-PS1-5. Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved. MS-PS1-6. Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes.* Bundle by DCI Within this DCI, 4 of the 8 Practices are highlighted. For instruction, additional practices would be used to build toward these understandings.

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. Bundle by SEPs

Choose a topic you will be teaching Ex: Changing of the Earth What do you teach in this unit? What PEs focus on this unit? MS-ESS2-2: Construct an explanation based on evidence for how geoscience processes have changed Earth’s surface at varying time and spatial scales MS-ESS2-3: Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions Brainstorm activities, lessons, instructional strategies, assessments 7th grade standard ESS1.C ESS2.A ESS2.B ESS2.C

What are the essential questions? Framework – pages 169-199 How do people reconstruct and date events in Earth’s planetary history? How and why is Earth constantly changing? How do Earth’s major systems interact? Why do the continents move, and what causes earthquakes and volcanoes? How do the properties and movements of water shape Earth’s surface and affect its systems?

What do students need to know / do? Framework – pages 169-199 Use the framework to find the Gradeband Endpoints for: ESS1.C ESS2.A ESS2.B ESS2.C

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