1. NGSS Rollout Crosscutting Concepts K-12 Alliance 1

2. 2 Session Goals Understand the Crosscutting Concepts as one of the dimensions of the NGSS Become aware of how the Crosscutting Concepts may be used to deepen student understanding of science and engineering

3. 3

4. From the Framework Some important themes pervade science, mathematics, and technology and appear over and over again, whether we are looking at an ancient civilization, the human body, or a comet. They are ideas that transcend disciplinary boundaries and prove fruitful in explanation, in theory, in observation, and in design. —American Association for the Advancement of Science (Science for All Americans 1989) 4

5. 5 What Do You Know About The Crosscutting Concepts?

6. 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 H1 6

7. Why the 3 rd Dimension? How do students benefit by understanding the crosscutting concepts? How can you connect classroom instruction to the crosscutting concepts? 7

8. 8 Dr. Helen Quinn Theoretical particle physicist & Professor Emerita, Stanford Linear Accelerator Chair, National Research Council’s Board on Science Education Committee Chair of the “A Framework for K-12 Science Education” Co-Chair of the California Science Framework Committee The Crosscutting Concepts

9. New Thinking What did Dr. Helen Quinn say that was different from what you said? 9

10. Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem 3D Learning 10

11. Analyze and interpret data to provide evidence resource availability on organisms and populations of organisms in an ecosystem the effects of resource availability on organisms and populations of organisms in an ecosystem 3D Learning Dissected 11

12. Take a look at the handout with Performance Expectations Read the PE’s and decide which crosscutting concept each PE addresses Can You Find the CCC? Patterns Cause and Effect Scale, Proportion, and Quantity Systems Energy and Matter Structure and Function Stability and Change 12 H2

13. 3 Dimensional Learning Disciplinary Core Ideas (DCIs): What Scientists and Engineers UNDERSTAND (what students will be able to do after the unit of study) Science and Engineering Practices (SEPs): What scientists and engineers DO (how students will learn the DCI’s and the CCC’s) Crosscutting Concepts (CCCs): How scientists and engineers THINK (student lens to ask questions make connections within science, across science disciplines, and across content areas) 13

14. 14

15. Activity: Water Tower Design Design a stable water tower Materials to be used: One unopened water bottle Three pieces of copy paper NOTHING else! Adapted from Steven Pruitt, NGSS California Early Implementer Summer Institute 2014 15

16. Criteria for The Water Tower Build a stable water tower to support the water bottle. Gravity fed: gain enough height to access all water in the container. Cost effective: uses only supplies provided. 16

17. Which Crosscutting Concept do you need to help you solve this problem? Which are most critical to help you ask questions about your water tower? 17 Patterns Cause and Effect Scale, Proportion, and Quantity Systems Energy and Matter Structure and Function Stability and Change

18. 3-Dimensional Lesson DCI: Forces SEP: Design solutions, construct models CCC: Stability and Change 18

19. Directions Divide into teams of three Each person creates an individual design. You can use pictures with labels (try to limit words). Share ideas with teammates and develop consensus on one design. Materials will be distributed once you have agreed on a design. 19

20. Criteria for The Water Tower Build a stable water tower to support the water bottle. Gravity fed: gain enough height to access all water in the container. Cost effective: uses only supplies provided. 20

21. Gallery Walk Observe the work of other groups Are there patterns for what makes stable and unstable designs? 21

22. Forces Was your tower stable or unstable? What forces were working on your tower? Construct an individual conceptual model to show the forces that you think were working on your tower. You can start with a picture and use symbols to show unseen forces, scientists use arrows. 22

23. Read and Revise your Model Read the articles about forces acting on buildings. Revise your conceptual model of the forces acting on it based on the information in the article. 23 H3

24. 24

25. 25

26. 26

27. 27

28. 28 3-Dimensional Lesson DCI: Forces SEP: Design solutions, construct models CCC: Stability and Change

29. Resources For more on the Crosscutting Concepts: NGSS Appendix G Crosscut Symbols (www.crosscutsymbols.weebly.com) Bozemanscience: NGSS – Next Generation Science Standards 29

30. Real World Problems The challenge of bringing clean water to refugees is far more complex than just designing towers.complex What other challenges would scientists and engineers need to solve to bring clean water to refugees? 30

31. Connect to the CCCs ● Your group will be assigned a Crosscutting Concept ● Study the resources to help you think about the real world problem posed through the lens of your assigned crosscutting concept ● Create a poster to share how you see the problem of getting water to refugees through the lens of your crosscutting concept. Include questions that would best help students to see the connection. 31 What other challenges would scientists and engineers need to solve to bring clean water to refugees? H4

32. Sharing Between Teams Work with a neighboring team: Share the questions you came up with How did your Crosscutting Concept help you view the real world problem? What questions did you come up with that would help students understand the real world problem of bringing clean water to refugees? 32

33. How Would Using CCC Look in Your Classroom? Matrix of Crosscutting Concepts Pick a row to examine How does the CCC change as you move across? What has been added? Do you notice any patterns? 33 H5

34. 34

35. 35

36. 36

37. Bringing It Home Think about a lesson that you are doing in the next couple weeks and how might you use a Crosscutting Concept to deepen student learning Based on the Crosscutting Concept, what questions would you use? 37

38. 38 Dr. Helen Quinn Theoretical particle physicist & Professor Emerita, Stanford Linear Accelerator Chair, National Research Council’s Board on Science Education Committee Chair of the “A Framework for K-12 Science Education” Co-Chair of the California science framework committee The Crosscutting Concepts

39. Tweet Your Learning Compose a real tweet about the CCCs if you would like - 140 characters or less including spaces and hashtags! #CANGSSrollout #NGSS 39