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NGSS Lesson Development: Photosynthesis and Cycling of Matter

Learn how to develop NGSS-aligned lessons and units that integrate the three dimensions of NGSS, specifically focusing on MS-LS1-6: constructing scientific explanations for photosynthesis and matter cycling.

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NGSS Lesson Development: Photosynthesis and Cycling of Matter

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  1. Steps to Develop NGSS Lessons and Units Integrating the three dimensions

  2. NGSS Progressions – identifying what is in your current curriculum • Use Appendix E: Progressions Within the NGSS • Read the contents within your grade level “band” • Use a “+” if you currently address this item and a “-” if you do not

  3. MS-LS1-6 • Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms • Clarification Statement: Emphasis is on tracing movement of matter and flow of energy • Assessment Boundary: Assessment does not include details of the chemical reactions for photosynthesis or respiration

  4. What do students need to know? • Disciplinary Core Ideas in MS-LS1-6 • PS3.D: Energy in Chemical Processes and Everyday Life • LS1.C: Organization for Matter and Energy Flow in Organisms Use your NGSS standards to complete the chart

  5. What is the Crosscutting Concept focus?How will you make this explicit to students? • CCC focused on with MS-LS1-6 • Energy and Matter • Within a natural system, the transfer of energy drive the motion and/or cycling of matter Use your NGSS standards to complete the chart

  6. What will students need to do? • Science and Engineering Practices in MS-LS1-6 • Constructing Explanations and Designing Solutions • Scientific Knowledge is Based on Empirical Evidence (Connections to Nature of Science) Use your NGSS standards to complete the chart

  7. Analyze Curriculum in relation to Performance Expectations • Focus on Life science, grade 7 • Chapter 1, Lesson 3: Cells and Energy • What does this lesson do well? • What is it missing to provide thorough student understanding? • What additional activities / resources do you currently use to enhance this lesson?

  8. Curriculum Analysis • Look at your current curriculum and analyze the extent it meets NGSS with • Disciplinary Core Ideas • Crosscutting Concepts • Science and Engineering Practices • What additional instructional activities to you currently use to enhance this unit? • What is missing to make this “NGSS ready”?

  9. Curriculum Analysis • Explore the sample lessons • How do they support the NGSS? • What additional instructional activities can make these samples more aligned with NGSS?

  10. From NGSS to Classroom Instruction • Read Chapter 4 from Translating the NGSS for Classroom Instruction by Rodger Bybee • What instructional strategies do you have in place? • What shifts do you see in science instruction?

  11. Why Bundle? • Teaching, or attempting to teach, individual performance expectations led to a disjointed and stunted view of science. • Developing instructional materials and instruction should be viewed as leading to understanding the larger core idea. • Coherent instructional materials and instruction should focus on a Disciplinary Core Idea (or set of them) rather than discrete pieces that are never tied together.

  12. How Does One Bundle?

  13. NGSS Concept Bundling Matter and Its Interactions The fact that matter is composed of atoms and molecules can be used to explain the properties of substances, diversity of materials, states of matter, phase changes, and conservation of matter. Reacting substances rearrange to form different molecules, but the number of atoms is conserved. Some reactions release energy and others absorb energy. MS-PS1-3. Gather and make sense of information to describe that synthetic materials come from natural resources and impact society. MS-PS1-4. 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-PS1-5. Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved. MS-PS1-6. Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes.* MS-PS1-1. Develop models to describe the atomic composition of simple molecules and extended structures. MS-PS1-2. Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred. Within this DCI, 4 of the 8 Practices are highlighted. For instruction, additional practices would be used to build toward these understandings.

  14. Bundling By Practice Grade 8 – Conduct an investigation, ask questions about data and evaluate the experimental design • MS-PS2-3. Ask questions about data to determine the factors that affect the strength of electric and magnetic forces. • MS-PS2-5. Conduct an investigation and evaluate the experimental design to provide evidence that fields exist between objects exerting forces on each other even though the objects are not in contact.

  15. Choose a topic you currently teach Ex: Changing of the Earth • What do you teach in this unit? • What PEs focus on this unit? • MS-ESS2-2: Construct an explanation based on evidence for how geoscience processes have changed Earth’s surface at varying time and spatial scales • MS-ESS2-3: Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions • Brainstorm activities, lessons, instructional strategies, assessments

  16. What are the essential questions? Framework – pages 169-199 • How do people reconstruct and date events in Earth’s planetary history? How and why is Earth constantly changing? • How do Earth’s major systems interact? • Why do the continents move, and what causes earthquakes and volcanoes? • How do the properties and movements of water shape Earth’s surface and affect its systems?

  17. What do students need to know / do? Framework – pages 169-199 • Use the framework to find the Gradeband Endpoints for: • ESS1.C • ESS2.A • ESS2.B • ESS2.C

  18. Additional considerations: • How will you assess your students? • What misconceptions need to be addressed? • What are key lessons / activities for this topic? • What instructional strategies address the Three Dimensions in this unit? • What time frame is needed?

  19. Take a unit you are planning • What are the PEs that support this topic? • What CCSS support this topic? • What do you want students to do / know (Backwards planning)? • How will you assess student learning • Formative • Summative • How will you engage all students • Inquiry • Big idea

  20. Resources • Ed1Stop • Translating the NGSS for Classroom Instruction

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