1. 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 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.

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

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

4. 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

5. 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

6. 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

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

8. 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

9. 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

10. 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

11. 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

12. 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

13. 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

14. 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

16. 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.

17. 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

18. 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?

21. 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

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

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

25. 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 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.

26. Contact Info
Maia Binding, SEPUP, Lawrence Hall of Science,
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
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).