NGSS FRAMEWORK FOR UNIT DEVELOPMENT ANTOINETTE S LINTON

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 • Urban league • Mexican American Legal Defense fund • Kaiser youth internships • Boys and Girls Club • LA Youth Work Projects • St Johns Medical Clincic • 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) Resources in the community Special Interest of the community K-12 Curiosities Classroom Environments • Warm up questions • Student discussion forums • Small group discussions • Whole group discussions • Shaping of the units

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 2 Lesson 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 NEEDED Pacing 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 Bloom taxonomy job aids Laboratory activities Outside sources of science text Graphic organizers Software/websites /applications

PLANNING MATERIALS Lesson plan template 5 E 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 IDEAS Taken 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-LS 1 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 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 substandards • 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 Opportunity to use cultural CONNECTION graphic from earlier SCENARIO TASKS n(Content) Learning experiences n 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. . • 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.

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/inf erring Inquiry Testing/experimentation/ob servation Making a claim/drawing conclusions/supporting or rejecting a hypothesis/argumentation

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 5 E 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 GOALS Teachers Develop future units • Need time to plan and engage in discussion • Modification of current materials and experience with new materials Develop pedagogy banks for specific types of learning Focus on project based learning and culminating tasks

BREAK QUESTIONS Are there any questions thus far?