1. NGSS PASCC North Hills High School November 17, 2017
David A. Bauman, Ed.D.
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2. Crosscutting Concepts Science Practices NGSS
Agenda
Crosscutting Concepts
Science Practices
NGSS
Three Dimensional Learning
Classroom Examples
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3. Question
Is the Earth flat?
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4. Is the Earth flat? Is the Earth round? Question
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5. Question
How do you know?
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6. Higher one goes, the further one sees Riding in an airplane
Evidence
The moon
Ships
Constellations
Stick shadows
Higher one goes, the further one sees
Riding in an airplane
Center of mass
Images from space
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7. Science lives on the strength of the argument, NOT the text.
. . . Lawrence Lowery
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8. Novices struggle to find ways to organize and integrate knowledge
Experts vs. Novices
Novices hold disconnected and contradictory bits of knowledge as isolated facts
Novices struggle to find ways to organize and integrate knowledge
Experts understand core principles and theoretical constructs of their field
Experts use their understanding to make sense of new knowledge or tackle novel problems
Focusing on core concepts will enable students to become more like experts and less like novices
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9. Higher one goes, the further one sees Riding an airplane
How Communicate Evidence?
The moon
Ships
Constellations
Stick shadows
Higher one goes, the further one sees
Riding an airplane
Center of mass
Images from space
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10. Role of ELA . . .
It is very important that you learn about traxolite. Traxolite is a newly identified form of zionter which is montilled in Ceristanna. Large amounts of fevon are gristerlated and then bractered to quasol traxolite.
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11. Please answer the following questions in complete sentences:
Role of ELA . . .
Please answer the following questions in complete sentences:
What is traxolite?
2. Where is traxolite montilled?
3. How is traxolite quasoled?
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12. Research
Research shows that weaving together science and language development can increase students’ academic performance in reading, writing, and science simultaneously.
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13. Research
Some promising practices are resulting in achievement levels that are double and even triple the state average for English learners who met or exceeded proficiency.
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14.
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15. Best test prep should be good instruction.
Rote memorization does not create experts.
In research regarding experts, they make connections. By focusing on bits and pieces of information as the instructional model, students will never become experts. They are unable to make the necessary connections. Unifying Themes are critical in all that is taught . . That is what makes the connections among concepts for students. Practice tests do not help test scores. Inquiry centered instruction improves test scores. The PA framework focuses on core concepts.
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16. Questions
The pursuit of scientific explanations often begins with a question about a natural phenomenon. Science is a way of developing answers, or improving explanations, for observations or events in the natural world.
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17. Scale, proportion, and quantity Systems and system models
Crosscutting Concepts (NGSS)
Patterns
Cause and effect
Scale, proportion, and quantity
Systems and system models
Energy and matter: Flows, cycles, and conservation
Structure and function
Stability and change
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18. Personal Internal Incomplete Idosyncratic Unstable Mental Models
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19. Clear Shared External Analogs Structural Behavioral Functional
Physical Conceptual Models
Clear
Shared
External
Analogs
Structural
Behavioral
Functional
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20. Developing Models Using Models
Developing and Using Models
Developing Models
Conceptual Drawings
Represent Phenomena
Using Models
Use Simulations
Test Designs
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21. Asking Questions and Defining Problems Developing and Using Models
Scientific Practices
Asking Questions and Defining Problems
Developing and Using Models
Planning and Carrying Out Investigations
Analyzing and Interpreting Data
Using Mathematics and Computational Thinking
Construction Explanations and Designing Solutions
Engaging in Argument from Evidence
Obtaining, Evaluating, and Communicating Information
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22. Traditional Research Based Learning Experiences Third Hand Second Hand
Reading
Writing
Second Hand
Models
Examples
First Hand
Experiences
Phenomena
First Hand
Experiences
Phenomena
Second Hand
Models
Examples
Third Hand
Reading
Writing
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23. Curiosity is the desire to know why, how, or who. . . . Mario Livio
What is the focus in our
science classrooms?
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24. John “Jack” Horner
What I discovered in my research was that many other scientists had preconceived ideas based on what they had read. When I discovered something, I wrote about what I found and what conclusions I personally drew from those findings.
I think that the best kind of science emerges when you follow your personal curiosity rather than following anybody else. Your only goal should be to try to satisfy your curiosity.
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25. Richard Feynman
I don’t know anything, but I do know that everything is interesting if you go into it deeply enough.
People find it much easier to learn about topics they are interested in.
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26. Chapter 4
§ 4.4. General policies.
It is the policy of the Board that the local curriculum be designed by school entities to achieve the academic standards under § 4.12 (relating to academic standards) and any additional academic standards as determined by the school entity.
§ Academic standards.
(a) School entities may develop, expand or improve existing academic standards in the following content areas:
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27. SAS Voluntary Standards
What do we ask of students?
SAS Voluntary Standards
Explain 72
Describe 65
Identify 42
Recognize 24
Demonstrate 16
Differentiate 13
Examine 10
NGSS
Develop/Use Models
Construct Argument
Plan and Conduct Investigation
Analyze Data
Make/Use Observations 14
Mathematical Representation
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28. Scale, proportion, and quantity Systems and system models
Crosscutting Concepts
Patterns
Cause and effect
Scale, proportion, and quantity
Systems and system models
Energy and matter: Flows, cycles, and conservation
Structure and function
Stability and change
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29. Ask Questions and Defining Problems Develop and Use Models
Science Practices
Ask Questions and Defining Problems
Develop and Use Models
Plan and Carry Out Investigations
Analyze and Interpret Data
Use Mathematics and Computational Thinking
Construct Explanations and Design Solutions
Engage in Argument from Evidence
Obtain, Evaluate, and Communicate Information
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30. Inquiry Three Dimensional Learning Inquiry (Science Practices) Student
Performance
Unifying
Themes
(Crosscutting
Concepts)
Content
(DCI)
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31. Inquiry Three Dimensional Learning Unifying Themes Content
(Crosscutting
Concepts)
Content
(DCI)
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32. Built on Constructivist Learning Theory
Conceptual Framework
Built on Constructivist Learning Theory
Utilizes three dimensional teaching and learning
Describes expectations of students to use knowledge and make sense of phenomena as a result of previous experiences
Inquiry Centered
Crosscutting concepts support students
in making sense of phenomena
Crosscutting concepts provide a structure
for engaging students in thinking
Focuses on making meaning
Standards based learning model
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33. Organization of Physical Science
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34. Organization of Life Science
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35. Organization of Earth and Space
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36. Science Framework Components36

37. Science Framework Components37

38. Science Framework Components38

39. Science Framework Components39

40. Science Framework Components40

41. How would you teach the content/concept?
Life Science Lesson . . .
Select a DCI.
How would you teach the content/concept?
How will you know if students understand?
What is necessary for students to understand?
How will the lesson be designed?
What will be included in the lesson?
What crosscutting concepts will be included?
What science practices will be included?
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42. Unlocking Learning: Science as a Lever for English Learner Equity
Resources
Unlocking Learning: Science as a Lever for English Learner Equity
A Framework for K-12 Science Education
Teaching about Evolution and the Nature of Science (Chapter 6)
How People Learn
NGSS
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