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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
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 • Laboratory activities • Graphic organizers • Bloom taxonomy job aids • Outside sources of science text • Software/websites/applications
Planning materials • Lesson 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 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-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 Opportunity to use cultural graphic from earlier Scenario 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. Tasks • (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. .
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
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
Where to go from here Professional Development Goals Develop future units Develop pedagogy banks for specific types of learning Focus on project based learning and culminating tasks • Teachers • Need time to plan and engage in discussion • Modification of current materials and experience with new materials
Break Questions • Are there any questions thus far?