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NGSS Cross-Cutting Concepts

NGSS Cross-Cutting Concepts. December 3, 2013. Outcomes. Participants will understand the cross-cutting concepts from a Framework for K-12 Science Education . Participants will continue to build understanding of integrating the CCSS-ELA standards into instruction.

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NGSS Cross-Cutting Concepts

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  1. NGSS Cross-Cutting Concepts December 3, 2013

  2. Outcomes • Participants will understand the cross-cutting concepts from a Framework for K-12 Science Education. • Participants will continue to build understanding of integrating the CCSS-ELA standards into instruction. • Participants will plan for instruction.

  3. Agenda • Convection Currents • Framework Connections • Plan for Instruction • Building a Conceptual Model

  4. Is it a System? • Complete the probe. • Compare your answers. • Adjust your answers. • How might this probe help your students understand systems?

  5. Convection Currents System Learning Target: I can describe the cycling of Earth’s materials and the energy that drives the process. Adapted From: Next Generation Science Standards MS-ESS2-1

  6. Convection Currents System • Read Procedure • What is vague to you, and what questions do you have? • What barriers do you think students might have? • What strategies did you use to understand the procedure?

  7. Data? • What data will you need to collect to complete this investigation? • How will you collect it? • What are your objectives for this investigation? • What might you need to model for your students?

  8. Guidance? • Go to it! • How much of a procedure should you explain to your students? • What do the CCSS, WA State Science Standards, and NGSS say? Mobius Public: mobiusscience Mobius Classroom: LearningIsFun

  9. Discussion • Choose a spokesperson from your group. • Share the answer to the whole group.

  10. Reading Purpose: Compare and contrast the information in the reading to your observations. • Read Convection Currents in the Atmosphere • Answer questions 1 OR 5, AND 8 • Use Box and T chart.

  11. Debrief • What strategies did you use throughout this activity to extract information from the text? • What connections between CCSS and Science did you see? • What science or engineering practices did we use? • Cross-cutting concepts????

  12. Cross-Cutting Concepts • Dimension 2 • Jigsaw- expert groups • Create a Frayer Model for your concept(s) • Use connections to our activity instead of non-examples

  13. Where in the NGSS? • Find a page that matches your current instruction. • Identify the Cross-Cutting Concepts in one of the Performance Expectations. • Is there another CCC that can be addressed during this same instruction?

  14. Where in the NGSS?

  15. Where in the NGSS? • Find a page that matches your current instruction. • Identify the Cross-Cutting Concepts in one of the Performance Expectations. • Is there another CCC that can be addressed during this same instruction?

  16. State of Science • New information about NGSS • HB 1450 • What about an assessment? • What about alignment? • What should we do now?

  17. Plan for Instruction • Where do you see the cross-cutting concepts in your current instruction?

  18. Tanker Car • Learning Target: I can develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed. (MS-PS1-4) • What do you predict will happen? • Defend your answer.

  19. Watch Video • https://www.youtube.com/watch?v=Zz95_VvTxZM

  20. Develop a model • Draw the system before the implosion, and after the implosion. • Craft an explanation for the event.

  21. What-ifs? • What if the valves were not shut and sealed? • What if you could investigate with a smaller model? • Another example: • https://www.youtube.com/watch?v=JsoE4F2Pb20 • Refine your explanation? • What questions do you have for further investigation? • How could we get the “answer”?

  22. CCCs • What cross-cutting concepts have we touched on in this scenario? • Can you investigate using ONLY one CCC? • What is your evidence?

  23. Feedback • 3 Key Ideas from today • 2 Things you think you might implement • 1 Question you still have

  24. Thank you!!!!!!

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