NGSS: FRAMEWORK FOR UNIT DEVELOPMENT

ANTOINETTE S LINTON

SCIENCE EDUCATION CSU FULLERTON

WHAT TO EXPECT

Framing experience

5 E lesson Plan format: Components of the unit

Rubrics and Case Study Resources

FRAMING EXPERIENCE

Understanding of the social context in the local communities and schools

• Used to construct • Scenarios• Examples• Modify case studies• Contextualize laboratory work• Contextualize text-based activities• Contextualize language based interpretations and

translations for students

GROUP WORK 1

Framing

• In your teams (Price Elementary; Sycamore JHS, South JHS, and Anaheim HS) you will construct a conceptual map that organizes the following:

• Unique or special characteristics of resources in the local community

• Unique or special issues that the community experiences• K-12 special curiosities that students have brought up in

the past• Possible influences on classroom environments in the next

school year

EXAMPLE

•Warm up questions•Student discussion forums

•Small group discussions

•Whole group discussions

•Shaping of the units

•Blood typing •How to determine if a food is a GMO

•Breeding•STDs

•Gang prevention•Health Issues (Flu shots for the young an elderly; hypertension; diabetes; local organic foods; community gardens; HIV champagnes)

•Urban league•Mexican American Legal Defense fund

•Kaiser youth internships

•Boys and Girls Club •LA Youth Work Projects

•St Johns Medical Clincic

Resources in the

community

Special Interest of the

community

Classroom Environments

K-12 Curiosities

OUR GOAL FOR TODAY

To provide an understanding of the instructional practices and processes needed to ensure that students will excel in the model of thinking and learning required by NGSS & Common Core

CHARACTERISTICS OF A UNIT

Coherence, consistent, and continuity

• Coherence: refers to the interrelatedness of content and the experiences across the unit.

• Consistent: means presenting the content and experiences in alignment and without contradictions

• Continuity: indicates that the relationship among content and experiences is continuous and uninterrupted

CHARACTERISTICS OF THE UNIT CONTINUED: INQUIRY AND RESEARCH

Inquiry based science lessons give students more responsibility for constructing their own meaning

First hand approximation of practice

• Students create questions• Modify or device laboratory procedures• Collect, organize and analyze data• Support or reject hypotheses• Construct an argument

Literacy component (Modified Cornell Notes)

• Epistemic practice, taught explicitly over time to facilitate learning

CHARACTERISTICS FINAL

Epistemic practices

• processes and procedures explicitly taught to students, used over time to develop science knowledge that relates to real life experiences and the cultural values of urban students.

• Laboratory procedures• Text-based procedures• Group work/discussion

ACTIVITY 2Lesson Analysis Tool

• Read the prompt and review the lesson analysis tool. Interpret the unit lesson from a high school NGSS unit in light of the information presented in the PD thus far.

• Look over the unit plan given. Does the unit provide coherence, continuity and consistency for the learning experiences?

• Is there evidence that students will engage in inquiry? Technology? Issues that are culturally and socially relevant?

• Is there evidence that there are epistemic practices taught to students and can students modify them based on authentic problems?

• According to the lesson analysis tool would you how would you rate this unit plan?

BREAK FOR QUESTIONS

What are the questions thus far?

MATERIALS NEEDEDPacing calendar

Notes on students characteristics and experience

Curricular materials

NGSS framework and appendixes

Lesson Plan Template

Case Study Resources

Rubrics for epistemic practices

CURRICULAR MATERIALS Textbooks

Case studies

Laboratory activities

Graphic organizers

Bloom taxonomy job aids

Outside sources of science text

Software/websites/applications

PLANNING MATERIALSLesson plan template

5E job aid

K-12 Science Framework

Appendixes

Planning Job aid

Pacing calendar

Unit rubric

PLANNING

Choose a discipline core topic

• Look at the pacing calendar• Determine where you are in the year • Determine the given time frame for the unit and decide the

beginning and ending sub unit components• Decide what teachers will do and who will design what aspect

of the unit• Develop epistemic practices for students• Develop rubrics for the practices• Develop the pacing calendar for the unit• Develop essential questions/scenarios and tasks for the unit • develop

MATRIX OF DISCIPLINARY CORE IDEASTaken from NGSS website

• Used to make pacing calendars and syllabi

• Each major standard has

• Science and engineering practices• Big ideas• Cross-cutting concepts: used to make essential questions• ELA and Math Common Core Standards

EXAMPLE: BIG IDEA

A Framework for K-12 Science Education (p.143-145)

Hess’ Cognitive Rigor Matrix & Curricular Examples:

HS-LS1 From Molecules to Organisms: Structures and Processes

• All living things are made up of cells• A cell’s structure and function is determined by DNA• The Hierarchy of life is based on a cellular foundation

• Cells tissues organs organ systems organism

• This hierarchical system is controlled by internal regulation • Homeostasis• Feedback loops

ESSENTIAL QUESTION

The essential question is based on the following:

• Teacher’s knowledge of culture, social, knowledge and experience factors of the students

• The cross-cutting concept addressed for the unit• Your essential question should address the cross-cutting

concept grounded in the sociocultural and experiential knowledge of the students.

• For example: Students have had the flu in the past and the flue causes you to feel sick. How is DNA used to make the proteins of the virus that eventually get you sick?

SCENARIOS AND TASKS: CASE STUDIES

Scenarios• Help contextualize

the unit• Allows teachers to

build unit coherency and continuity between sub-standards

• Frames students thinking

Tasks

• Has coherency• Is meaningful for

students• Allows students

opportunity to self evaluation

• Includes some level of inquiry, argumentation, conceptual and procedural decision making

COHERENCE: SCENARIO-TASKS CONNECTION

(Content) A group of students appears to

have contracted an atypical flu virus. The symptoms are worse than usual and even healthy students are getting severely ill. Also, none of the students’ vaccinations protect them from this virus. As a classroom, we are worried that we are dealing with a new strain of influenza we haven’t seen before. We need to figure out how this virus is different. .

Learning experiences

• Model bio molecular processes that produce protein the flu makes

• Research and present protein r analysis techniques in class

• Engage in inquiry to solve the content problem.

SCENARIO TASKS

Opportunity to use cultural graphic from earlier

SCIENCE LITERACY-TEXT BASED EPISTEMIC PRACTICES

Logic behind our choices:

• As a team we reviewed how we approach literacy and found that there were district ways that we wanted students to think about the content as well as develop basic research and literacy skills that they could use across content topics, courses and hopefully institutions.

• Modified Cornell Note System• Development of key concept questions • Relating reading back to real life• Tying reading back to the grand scenario of the unit• Answer the key concept questions • Summarizing the learning

5 E LESSON PLAN

Pedagogy Bank

• Factual information:

• Direct instruction. Word walls, one-on-one• Conceptual information

• Tree maps, Venn diagrams, circle maps, bubble maps, activities with mapping embedded

• Procedural information

• Flow maps, heuristics, models, visual aids, role playing• Metacognitive

• Think-pair-share, journals, think aloud, teach someone else

SCIENCE PRACTICE-FIRST HAND APPROXIMATION OF PRACTICE

Developing good questions/making

observations/curiosity

Predicting/hypothesizing/inferring

Testing/experimentation/observation

Making a claim/drawing conclusions/supporting or

rejecting a hypothesis/argumentation

Inquiry

EXPERIMENTATION EPISTEMIC PRACTICE

Laboratory rubric-KQHL graphic organizer

• Gradual first-hand approximation of practice

• Where students

• Construct questions• Collect, organize and analyze data• Make meaning of graphs• Form arguments• Use equipment

OVERALL MAP

Standards

• NGSS website• Hess’s

Cognitive Rigor

• Priority vocabulary

• Essential question from cross-cutting concept

Scenario and Tasks

• Based on YOUR knowledge of students

• Culturally and socially relevant

• Interpretation of cases

5E Unit plan

• Lab and Text based epistemic practices

• Technology• Grouping of

students• Conceptual,

procedural and metacognitive pedagogy

• Culminating Task

WHERE TO GO FROM HERE

PROFESSIONAL DEVELOPMENT

Teachers

• Need time to plan and engage in discussion

• Modification of current materials and experience with new materials

GOALS

Develop future units

Develop pedagogy banks for specific types of learning

Focus on project based learning and culminating tasks

BREAK QUESTIONS

Are there any questions thus far?