1. LIVE INTERACTIVE LEARNING @ YOUR DESKTOP 1 Start recording—title slide—1 of 3 May 28, 2013 6:30 p.m. – 8:00 p.m. Eastern time NGSS Crosscutting Concepts: Stability and Change Presented by: Brett Moulding

2. http://learningcenter.nsta.org 2 NSTA Learning Center—2 of 3

3. 3 About the NSTA Learning Center—3 of 3 10,800+ resources –3,700+ free! –Add to “My Library” to access at your convenience Community forums Online advisors to assist you Tools to plan and document your learning http://learningcenter.nsta.org NSTA Learning Center

4. Introducing today’s presenters… 4 Introducing today’s presenters Ted Willard Director, NGSS@NSTA National Science Teachers Association Brett Moulding Director, Partnership for Effective Science Teaching and Learning Director, Building Capacity for State Science Education

5. Developing the Standards 5

6. Instruction Curricula Assessments Teacher Development 6 2011-2013 July 2011 Developing the Standards

7. 7 July 2011 Developing the Standards

8. 8 A Framework for K-12 Science Education Three-Dimensions: Scientific and Engineering Practices Crosscutting Concepts Disciplinary Core Ideas View free PDF form The National Academies Press at www.nap.edu Secure your own copy from www.nsta.org/store

9. 1.Asking questions (for science) and defining problems (for engineering) 2.Developing and using models 3.Planning and carrying out investigations 4.Analyzing and interpreting data 5.Using mathematics and computational thinking 6.Constructing explanations (for science) and designing solutions (for engineering) 7.Engaging in argument from evidence 8.Obtaining, evaluating, and communicating information Scientific and Engineering Practices 9

10. 10 Crosscutting Concepts 1.Patterns 2.Cause and effect: Mechanism and explanation 3.Scale, proportion, and quantity 4.Systems and system models 5.Energy and matter: Flows, cycles, and conservation 6.Structure and function 7.Stability and change

11. Life SciencePhysical Science LS1:From Molecules to Organisms: Structures and Processes LS2: Ecosystems: Interactions, Energy, and Dynamics LS3:Heredity: Inheritance and Variation of Traits LS4: Biological Evolution: Unity and Diversity PS1: Matter and Its Interactions PS2: Motion and Stability: Forces and Interactions PS3: Energy PS4: Waves and Their Applications in Technologies for Information Transfer Earth & Space ScienceEngineering & Technology ESS1: Earth’s Place in the Universe ESS2: Earth’s Systems ESS3: Earth and Human Activity ETS1: Engineering Design ETS2: Links Among Engineering, Technology, Science, and Society Disciplinary Core Ideas 11

12. 12 Life ScienceEarth & Space SciencePhysical ScienceEngineering & Technology LS1: From Molecules to Organisms: Structures and Processes LS1.A:Structure and Function LS1.B:Growth and Development of Organisms LS1.C:Organization for Matter and Energy Flow in Organisms LS1.D:Information Processing LS2: Ecosystems: Interactions, Energy, and Dynamics LS2.A:Interdependent Relationships in Ecosystems LS2.B:Cycles of Matter and Energy Transfer in Ecosystems LS2.C:Ecosystem Dynamics, Functioning, and Resilience LS2.D:Social Interactions and Group Behavior LS3: Heredity: Inheritance and Variation of Traits LS3.A:Inheritance of Traits LS3.B:Variation of Traits LS4: Biological Evolution: Unity and Diversity LS4.A:Evidence of Common Ancestry and Diversity LS4.B:Natural Selection LS4.C:Adaptation LS4.D:Biodiversity and Humans ESS1: Earth’s Place in the Universe ESS1.A:The Universe and Its Stars ESS1.B:Earth and the Solar System ESS1.C:The History of Planet Earth ESS2: Earth’s Systems ESS2.A:Earth Materials and Systems ESS2.B:Plate Tectonics and Large-Scale System Interactions ESS2.C:The Roles of Water in Earth’s Surface Processes ESS2.D:Weather and Climate ESS2.E:Biogeology ESS3: Earth and Human Activity ESS3.A:Natural Resources ESS3.B:Natural Hazards ESS3.C:Human Impacts on Earth Systems ESS3.D:Global Climate Change PS1: Matter and Its Interactions PS1.A:Structure and Properties of Matter PS1.B:Chemical Reactions PS1.C:Nuclear Processes PS2: Motion and Stability: Forces and Interactions PS2.A:Forces and Motion PS2.B:Types of Interactions PS2.C:Stability and Instability in Physical Systems PS3: Energy PS3.A:Definitions of Energy PS3.B:Conservation of Energy and Energy Transfer PS3.C:Relationship Between Energy and Forces PS3.D:Energy in Chemical Processes and Everyday Life PS4: Waves and Their Applications in Technologies for Information Transfer PS4.A:Wave Properties PS4.B:Electromagnetic Radiation PS4.C:Information Technologies and Instrumentation ETS1: Engineering Design ETS1.A:Defining and Delimiting an Engineering Problem ETS1.B:Developing Possible Solutions ETS1.C:Optimizing the Design Solution ETS2: Links Among Engineering, Technology, Science, and Society ETS2.A:Interdependence of Science, Engineering, and Technology ETS2.B:Influence of Engineering, Technology, and Science on Society and the Natural World Note: In NGSS, the core ideas for Engineering, Technology, and the Application of Science are integrated with the Life Science, Earth & Space Science, and Physical Science core ideas

13. Instruction Curricula Assessments Teacher Development 2011-2013 July 2011 13 Developing the Standards

14. 2011-2013 14 Developing the Standards

15. 15 Closer Look at a Performance Expectation MS-PS1 Matter and Its Interactions Students who demonstrate understanding can: MS-PS1-d.Develop molecular models of reactants and products to support the explanation that atoms, and therefore mass, are conserved in a chemical reaction. [Clarification Statement: Models can include physical models and drawings that represent atoms rather than symbols. The focus is on law of conservation of matter.] [Assessment Boundary: The use of atomic masses is not required. Balancing symbolic equations (e.g. N2 + H2 -> NH3) is not required.] The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education: Science and Engineering PracticesDisciplinary Core IdeasCrosscutting Concepts Developing and Using Models Modeling in 6–8 builds on K–5 and progresses to developing, using and revising models to support explanations, describe, test, and predict more abstract phenomena and design systems.  Use and/or develop models to predict, describe, support explanation, and/or collect data to test ideas about phenomena in natural or designed systems, including those representing inputs and outputs, and those at unobservable scales. (MS-PS1-a), (MS-PS1-c), (MS-PS1-d) --------------------------------------------- Connections to Nature of Science Science Models, Laws, Mechanisms, and Theories Explain Natural Phenomena  Laws are regularities or mathematical descriptions of natural phenomena. (MS-PS1-d) PS1.B: Chemical Reactions  Substances react chemically in characteristic ways. In a chemical process, the atoms that make up the original substances are regrouped into different molecules, and these new substances have different properties from those of the reactants. (MS-PS1-d), ( MS-PS1-e), (MS-PS1-f)  The total number of each type of atom is conserved, and thus the mass does not change. (MS-PS1-d) Energy and Matter  Matter is conserved because atoms are conserved in physical and chemical processes. (MS-PS1-d) Note: Performance expectations combine practices, core ideas, and crosscutting concepts into a single statement of what is to be assessed. They are not instructional strategies or objectives for a lesson.

16. 16 MS-PS1 Matter and Its Interactions Students who demonstrate understanding can: MS-PS1-d.Develop molecular models of reactants and products to support the explanation that atoms, and therefore mass, are conserved in a chemical reaction. [Clarification Statement: Models can include physical models and drawings that represent atoms rather than symbols. The focus is on law of conservation of matter.] [Assessment Boundary: The use of atomic masses is not required. Balancing symbolic equations (e.g. N2 + H2 -> NH3) is not required.] The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education: Science and Engineering PracticesDisciplinary Core IdeasCrosscutting Concepts Developing and Using Models Modeling in 6–8 builds on K–5 and progresses to developing, using and revising models to support explanations, describe, test, and predict more abstract phenomena and design systems.  Use and/or develop models to predict, describe, support explanation, and/or collect data to test ideas about phenomena in natural or designed systems, including those representing inputs and outputs, and those at unobservable scales. (MS-PS1-a), (MS-PS1-c), (MS-PS1-d) --------------------------------------------- Connections to Nature of Science Science Models, Laws, Mechanisms, and Theories Explain Natural Phenomena  Laws are regularities or mathematical descriptions of natural phenomena. (MS-PS1-d) PS1.B: Chemical Reactions  Substances react chemically in characteristic ways. In a chemical process, the atoms that make up the original substances are regrouped into different molecules, and these new substances have different properties from those of the reactants. (MS-PS1-d), ( MS-PS1-e), (MS-PS1-f)  The total number of each type of atom is conserved, and thus the mass does not change. (MS-PS1-d) Energy and Matter  Matter is conserved because atoms are conserved in physical and chemical processes. (MS-PS1-d) Closer Look at a Performance Expectation Note: Performance expectations combine practices, core ideas, and crosscutting concepts into a single statement of what is to be assessed. They are not instructional strategies or objectives for a lesson.

17. 17 MS-PS1 Matter and Its Interactions Students who demonstrate understanding can: MS-PS1-d.Develop molecular models of reactants and products to support the explanation that atoms, and therefore mass, are conserved in a chemical reaction. [Clarification Statement: Models can include physical models and drawings that represent atoms rather than symbols. The focus is on law of conservation of matter.] [Assessment Boundary: The use of atomic masses is not required. Balancing symbolic equations (e.g. N2 + H2 -> NH3) is not required.] The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education: Science and Engineering PracticesDisciplinary Core IdeasCrosscutting Concepts Developing and Using Models Modeling in 6–8 builds on K–5 and progresses to developing, using and revising models to support explanations, describe, test, and predict more abstract phenomena and design systems.  Use and/or develop models to predict, describe, support explanation, and/or collect data to test ideas about phenomena in natural or designed systems, including those representing inputs and outputs, and those at unobservable scales. (MS-PS1-a), (MS-PS1-c), (MS-PS1-d) --------------------------------------------- Connections to Nature of Science Science Models, Laws, Mechanisms, and Theories Explain Natural Phenomena  Laws are regularities or mathematical descriptions of natural phenomena. (MS-PS1-d) PS1.B: Chemical Reactions  Substances react chemically in characteristic ways. In a chemical process, the atoms that make up the original substances are regrouped into different molecules, and these new substances have different properties from those of the reactants. (MS-PS1-d), ( MS-PS1-e), (MS-PS1-f)  The total number of each type of atom is conserved, and thus the mass does not change. (MS-PS1-d) Energy and Matter  Matter is conserved because atoms are conserved in physical and chemical processes. (MS-PS1-d) Closer Look at a Performance Expectation Note: Performance expectations combine practices, core ideas, and crosscutting concepts into a single statement of what is to be assessed. They are not instructional strategies or objectives for a lesson.

18. 18 MS-PS1 Matter and Its Interactions Students who demonstrate understanding can: MS-PS1-d.Develop molecular models of reactants and products to support the explanation that atoms, and therefore mass, are conserved in a chemical reaction. [Clarification Statement: Models can include physical models and drawings that represent atoms rather than symbols. The focus is on law of conservation of matter.] [Assessment Boundary: The use of atomic masses is not required. Balancing symbolic equations (e.g. N2 + H2 -> NH3) is not required.] The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education: Science and Engineering PracticesDisciplinary Core IdeasCrosscutting Concepts Developing and Using Models Modeling in 6–8 builds on K–5 and progresses to developing, using and revising models to support explanations, describe, test, and predict more abstract phenomena and design systems.  Use and/or develop models to predict, describe, support explanation, and/or collect data to test ideas about phenomena in natural or designed systems, including those representing inputs and outputs, and those at unobservable scales. (MS-PS1-a), (MS-PS1-c), (MS-PS1-d) --------------------------------------------- Connections to Nature of Science Science Models, Laws, Mechanisms, and Theories Explain Natural Phenomena  Laws are regularities or mathematical descriptions of natural phenomena. (MS-PS1-d) PS1.B: Chemical Reactions  Substances react chemically in characteristic ways. In a chemical process, the atoms that make up the original substances are regrouped into different molecules, and these new substances have different properties from those of the reactants. (MS-PS1-d), ( MS-PS1-e), (MS-PS1-f)  The total number of each type of atom is conserved, and thus the mass does not change. (MS-PS1-d) Energy and Matter  Matter is conserved because atoms are conserved in physical and chemical processes. (MS-PS1-d) Closer Look at a Performance Expectation Note: Performance expectations combine practices, core ideas, and crosscutting concepts into a single statement of what is to be assessed. They are not instructional strategies or objectives for a lesson.

19. Framework for K-12 Science Education and Next Generation Science Standards Crosscutting Concepts: Stability and Change NSTA Web Seminar Tuesday, May 28, 2013 6:30-8:00 p.m. Eastern Time Presenter Brett Moulding Director: Partnership for Effective Science Teaching and Learning Director: Building Capacity for State Science Education Retired: State Science Education Specialist for Utah Past President: Council of State Science Supervisors

20. Overview Why Stability and Change? NRC Framework for K-12 Science Education – A Vision for Science Education – Crosscutting Concepts Stability and Change – Stability and Change the Concept – Stability and Change in Systems Discussion

21. Hoodoos in Bryce Canyon Thor's Hammer at Midday Ray Mathis

22. Sentinel Hoodoo, Bryce Canyon National Park, Utah

23. Natural Bridge Bryce Canyon NP

24. Why Stability and Change The Concept of Change Benchmarks, NSES, 1996 NAEP Is change certain? Relationship to time The Concept of Stability Benchmarks, NSES, 1996 NAEP Stability (e.g., equilibrium, homeostasis)

25. Stability and Change Constancy and Change In the AAAS Benchmarks for Science Literacy (1995) – Constancy and change is included as one of the four common themes. In the National Science Education Standards (1996) – Unifying themes and principles include constancy and change as well as evolution and equilibrium.

26. Stability and Change Change as the natural result of time Rate of change Stability Stability at one scale of time, size, or distance is change at another scale

27. Provide an example of a science phenomenon in which the concept of stability is useful for students to construct an explanation. Please share your example in the chat window. Also type in your questions. Reflection and Questions

28. Science and Change Climate change Evolution Expansion of the universe Long-term ecological change Geologic change Chemical and physical change

29. “Change” in the NGSS Performance Expectations 4-PS3-3. Ask questions and predict outcomes about the changes in energy that occur when objects collide. MS-LS2-4. Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations. HS-ESS2-2. Analyze geoscience data to make the claim that one change to Earth’s surface can create feedbacks that cause changes to other Earth’s systems.

30. A Vision for Science Teaching and Learning

31. Crosscutting Concepts 1.Patterns 2.Cause and Effect 3.Scale, Proportion, and Quantity 4.Structure and Function 5.Systems and System Models 6.Energy and Matter 7.Stability and Change

32. The Framework is Designed to Help Realize a Vision of Science Education Science education in which all students’ experiences over multiple years foster progressively deeper understanding of science. Students actively engage in scientific and engineering practices in order to deepen their understanding of crosscutting concepts and disciplinary core ideas. In order to achieve the vision embodied in the Framework and to best support students’ learning, all three dimensions should to be integrated into the system of standards, curriculum, instruction, and assessment. NRC Framework Page 217

33. Structure/Dimensions of the Framework Science and Engineering Practices Crosscutting Concepts Disciplinary Core Ideas “ The three dimensions of the Framework, which constitute the major conclusions of this report, are presented in separate chapters. However, in order to facilitate students’ learning, the dimensions must be woven together in standards, curricula, instruction, and assessments. When they explore particular disciplinary ideas from Dimension 3, students will do so by engaging in practices articulated in Dimension 1 and should be helped to make connections to the crosscutting concepts in Dimension 2.” NRC Framework Pages 29 - 30

34. 3-D Model = Science Performance at the Intersection

35. What are Crosscutting Concepts? Crosscutting Concepts scaffold across disciplinary boundaries and contribute to sense making and support students in valuing and using science and engineering practices. The Framework describes seven crosscutting concepts that support understanding of the natural sciences and engineering. The crosscutting concepts, when made explicit for students, contribute to their understanding of a coherent and scientifically-based view of the world. Crosscutting concepts have utility for instruction. Framework Page 83

36. Crosscutting Concepts and Instruction Although crosscutting concepts are fundamental to an understanding of science and engineering, students have often been expected to build such knowledge without any explicit instructional support. Hence the purpose of highlighting them as Dimension 2 of the Framework is to elevate their role in the development of standards, curricula, instruction, and assessments. Crosscutting concepts should become common and familiar touchstones across the disciplines and grade levels. Explicit reference to the concepts, as well as their emergence in multiple disciplinary contexts, can help students develop a cumulative, coherent, and usable understanding of science and engineering. Framework Page 83

37. What are some effective ways to bring crosscutting concepts into science instruction? Use specific examples. Please share your examples in the chat window. Also type in your questions. Reflection and Questions

38. Crosscutting Concepts 1.Patterns 2.Cause and Effect 3.Scale, Proportion, and Quantity 4.Structure and Function 5.Systems and System Models 6.Energy and Matter 7.Stability and Change

39. Crosscutting Concepts The Framework has identified seven key Crosscutting Concepts that serve a variety of purposes in science. This is one way to organize them for instruction.

42. Using Crosscutting Concepts to Make Sense of Phenomena Geologists have found patterns in the rock layers Sedimentary rock provides evidence of changes over time in what appears to be a static condition

43. Stability Stability denotes a condition in which some aspects of a system are unchanging, at least at the scale of observation. Stability means that a small disturbance will fade away— that is, the system will stay in, or return to, the stable condition. Such stability can take different forms, with the simplest being a static equilibrium, such as a ladder leaning on a wall. By contrast, a system with steady inflows and outflows (i.e., constant conditions) is said to be in dynamic equilibrium. Framework 98-99

44. Stability in Cycles A repeating pattern of cyclic change—such as the moon orbiting Earth—can also be seen as a stable situation, even though it is clearly not static. Such a system has constant aspects, however, such as the distance from Earth to the moon, the period of its orbit, and the pattern of phases seen over time. Framework 98-99

45. Designed Stability Systems are often designed for stable operation Feedback loops are used to trigger an action that causes a change back to a desired stable condition: – Thermostat control feedback to furnace or AC to control temperature – Float on tank control feedback to valve to control water level in tank Feedback

46. Stability, Change and Time A system may be described as stable at one time scale but changing at another scale (e.g., geologic formations, climate, ecosystems, populations) Understanding “Change” as a concept may require understanding deep time. “An understanding of geologic history and the history of life requires a comprehension of time that initially may for some be disconcerting.” James Hutton proposed the ideas of deep time in the 18 th century. One of his Hutton’s contemporaries, John Playfair, while on a field trip with Hutton to study the unconformity in the rock formations at Siccar Point Scotland stated: “the mind seemed to grow giddy by looking so far into the abyss of time.”

47. Causality and Change Changes have causes that can be described. Determining the “cause and effect” relationships in systems often requires students to seek the causes of changes. The practice of “constructing explanations” for phenomena often focuses on describing the mechanisms of observed changes in a system.

48. Systems and Change Stability and changes are often used in describing or defining a system. Stability and change are useful for developing understanding of the scale of systems. Useful questions about systems provide insights into the nature of the system: – “How is the system changing?” – “What is the rate of change of the system?” – “What is causing the change in the system?” “

49. Patterns and Change Observing changes in systems is an important way students are able to determine patterns

50. Discussion and Questions Thank you, Brett Moulding mouldingb@ogdensd.orgmouldingb@ogdensd.org

51. On the Web nextgenscience.org nsta.org/ngss 51

52. Connect & Collaborate with Colleagues Discussion forum on NGSS in the Learning center NSTA Member-only Listserv on NGSS 52

53. Web Seminars on Crosscutting Concepts April 30: Energy and Matter: Flows, Cycles, and Conservation May 28: Stability and Change Thursday, June 6: Structure and Function Tuesday, June 11: Systems and System Models All sessions will take place from 6:30-8:00 eastern time Also, archives of last fall’s web seminars about the Scientific and Engineering Practices are available 53

54. From the NSTA Bookstore Available Now Available this summer Preorder Now 54

55. Future Conferences Charlotte, NC November 7–9 National Conference Boston – April 3-6, 2014 Portland, OR October 24–26 Denver, CO December 12–14 55

56. Thanks to today’s presenters! Introducing today’s presenters 56 Ted Willard Director, NGSS@NSTA National Science Teachers Association Brett Moulding Director, Partnership for Effective Science Teaching and Learning Director, Building Capacity for State Science Education

57. Thank you to the sponsor of today’s web seminar: This web seminar contains information about programs, products, and services offered by third parties, as well as links to third-party websites. The presence of a listing or such information does not constitute an endorsement by NSTA of a particular company or organization, or its programs, products, or services. Thank you to the sponsor of tonight’s web seminar—1 of 6 57

58. Thank you to NSTA administration—2 of 6 National Science Teachers Association David Evans, Ph.D., Executive Director Zipporah Miller, Associate Executive Director, Conferences and Programs NSTA Web Seminar Team Al Byers, Ph.D., Assistant Executive Director, e-Learning and Government Partnerships Brynn Slate, Manager, Web Seminars, Online Short Courses, and Symposia Jeff Layman, Technical Coordinator, Web Seminars, SciGuides, and Help Desk 58