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Tool E Conceptual Flow Mapping to 5E Lessons Goals So Far • Produce Conceptual Flows for Core Ideas in Each of the three subjects and Grade Levels with Engineering Integrated. – Use the Conceptual Flow Tool to produce an NGSS Conceptual Flow Maps – Link DCI, PE, Practices and Cross Cutting Concepts on Conceptual Flow – Performance Question Phenomenon Charts for each Component Idea. 2 Planning for Milestones • • Awareness: 2013-14 Transition: 2014-15 – – – • Beginning Implementation: 2015-16 – – – • Finishing Lesson Development Pilot Testing by ETS and CDE Ongoing Implementation: 2017-18 – – – • 5E Lesson Production and Implementation Assessments targeting 3D Learning ESEA Assessments Continue Intermediate Implementation: 2016-17 – – • Tools A-D Integration of Framework Review Tool E - Conceptual Flow Mapping to 5E Lessons Lesson Iteration Materials Adoption K-8 CDE Field Testing by ETS/CDE Full Implementation: 2018-19 – – Ongoing Lesson Iteration CA-NGSS and CA-NGSS Alt Assessments Deployed by ETS/CDE CA Framework At Each Grade Level ● Example of unit outline ● For each unit, a review of core ideas (teacher background) ● Students’ preconceptions addressed ● Suggestions for integrating all three NGSS dimensions CA Framework Additional Features ● Snapshots and vignettes to demonstrate integration of 3-dimensional learning in the classroom ● Examples of different types of assessment ● Links to resources and Websites for additional support CA Framework • http://www.cde.ca.gov/ci/sc/cf/scifw 1st60daypubreview.asp Session Outcomes • Recall the Key Findings of How People Learn • Reconnect and build on NGSS Tools A, B, C, D • Experience the AMS chart to evaluate your resources for inclusion in NGSS lessons • Learn about Evidence Statements and how they impact instructional design • Get acquainted with Tool E in preparation for your Grade Level Learning Sequence Sessions How People Learn Implications for Instruction • Prior Knowledge • Conceptual Frameworks • Metacogntition Memories…. What do you remember about: • Tool A: Conceptual Flow • Tool B: PQP Chart • Tool C: Cross Cutting Concepts • Tool D: Creating a 5E Learning Sequence Use your handouts as a basis for your group discussion TOOL A, B, C TOOL D MS-LS-1,2,3 Cells are the basic unit of all living things MS-LS-1 Cells are the basic unit of all living things Having cells is a major difference between living and non living things Cells come from pre-existing cells MS-LS-1 Some living things are unicellular, other LS1.A are multicellular Bullet #1 MS-LS-2 There are many types of cells LS1.A Bullet #1 Plant and animal cells are different but have some similarities Cells have organelles that help them do their functions LS1.A Bullet #2 Organelles include cell membrane, nucleus, cell wall, mitochondria, endoplasmic reticulum Golgi body, lysomes Part of the cells help the cell act as a system LS1.A Bullet MS-LS-3 #3 Organisms are made of subsystems that are based on cells Cells form tissues and organs; systems of organs form organisms All parts of the system or subsystem are affected by other parts Tool D From Conceptual Flow to Preliminary Sequence to 5Es 5E Learning Sequence K-12 Alliance/WestEd ‘14 Preliminary Learning Sequence Template MS-LS1-2 Develop and use a model to describe the function of a cell as a whole and ways the parts of cells contribute to the function Learning Sequence Concept Cells have substructures that perform cellular functions Tool E Moving from Preliminary Learning Sequence to 5Es • Review/adjust order of concepts from the Preliminary Learning Sequence • Analysis of My Stuff (AMS) • Construction of Daily 5E • Modification of 5E based on Evidence Statements Tool E It’s Iterative • Review/adjust order of concepts from the Preliminary Learning Sequence • Analysis of My Stuff (AMS) • Construction of Daily 5E • Modification of 5E based on Evidence Statements Cell Example Try it out in your groups: • Check the flow of the concepts on H3 • Decide if any concepts need to be added, deleted or expanded • Write the new flow of concepts LT made of cells Structure and function are related Cells have substructures Cell wall and membranes structured to allow things in and out of cell Cells have a nucleus, mitochondria Cells are systems within systems Plant cells have chloroplasts Thinking about subconcepts Function as a whole Checking the Flow: Linking Questions • Living things are made of cells. Are all cells alike? • Cells have substructures that perform cellular functions. What is a structure/function relationship? How are cell walls/membranes structured for what they do? What does the nucleus ,mitochondria, and chloroplast do? How do all of the organelles work together? • Organelles function as a system. How does the cellular system impact the organism? • Cells function as a whole, a system within a system Tool E It’s Iterative • Review/adjust order of concepts from the Preliminary Learning Sequence • Analysis of My Stuff (AMS) • Construction of Daily 5E • Modification of 5E based on Evidence Statements Analyzing My Stuff (Chart) Concept: Guiding Phenomenon:__ Learning Activity DCI SEP in PE Other SEPs CCC · · · · Type Obtain Confirm Inquiry 3D Modifications Modifications: How can students, using practices, figure it out? • How did scientists come to know about the concept(s)? • What is the history of our understanding? • What is a contemporary science question that relates to this concept? • How do I design the learning so students care? Try it Out • Plant and Animal Cells • Jello Model of the Cell With your group -analyze the activity -brainstorm some modifications -be ready to share Tool E It’s Iterative • Review/adjust order of concepts from the Preliminary Learning Sequence • Analysis of My Stuff (AMS) • Construction of Daily 5E • Modification of 5E based on Evidence Statements • • • • • Reminder: In Student Centered Learning, Students Engage with Phenomena Share their prior knowledge Try to link that knowledge as they explore concepts through practices and crosscutting concepts Explain and elaborate their understanding Recognize their change in thinking as they evaluate their learning Identify the 5Es Students…. Engage: Explore*: Explain*: express prior knowledge “mess” around with the concept tell/show what they know about the concept Elaborate: apply what they know about the concept Evaluate: summarize what they understand about the concept *may be multiple stages Design for Instruction Engage -Explain Concept (3D) Stage Engage Explore #1/Explain #1 Explore #2/Explain #2 etc EXPLAIN Teacher Does Student Does Concept ( DCI, SEP, CCC) It’s Iterative Almost Ready to Design Review: • What concept am I working on? • Which PE is this concept related to? • What are the SEPs and CCCs related to the PE? • What did I learn from the AMS chart about which resources I might use in the learning sequence? LT made of cells Structure and function are related Cells have substructures that perform functions Cell wall and membranes structured to allow things in and out of cell Cells have a nucleus, mitochondria Cells are systems within systems Plant cells have chloroplasts Selected Concepts for the 5E Sequence Function as a whole LT made of cells Cells have substructures that perform functions Structure and function are related Cell wall and membranes structured to allow things in and out of cell Cells have a nucleus, mitochondria Conduct an investigation Conduct an investigation Cells are systems within systems Function as a whole Plant cells have chloroplasts Which practices? Develop and use models Design for Instruction Start with Concept Column Concept (3D) Stage Teacher Does Student Does Concept ( DCI, SEP, CCC) Engage 2 Explore #1/Explain #1 3 Explore #2/Explain #2 etc 4 EXPLAIN 1 Concept (3D) Stage Teach er Does Stude nt Does Concept ( DCI, SEP, CCC) Engage (day 1) Living things are made of cells Obtain information Explore/ Explain #1 (days 2-3) Structure and function are related; plant and animal cells have different structures Obtain information; draw cells Explore Explain #2 (days 4-5) Plant cell wall and membrane are structured to allow things in and out Conduct investigation Explore Explain #3 (day 6) Animal cell membrane structure to allow things in and out Conduct investigation EXPLAIN (days 7-8) Use a model to explain how the structure of the membrane enables things to go in and out of cells Design for Instruction: First Attempt Start with Concept Column First Attempt Design for Instruction: Start with Concept Column First Attempt Concept (3D) Stage Teacher Does Student Does Concept ( DCI, SEP, CCC) Engage (day 1) Living things are made of cells Obtain information Explore/ Explain #1 (days 2-3) Structure and function are related; plant and animal cells have different structures Obtain information; draw cells Explore Explain #2 (days 4-5) Plant cell wall and membrane are structured to allow things in and out Conduct investigation Explore Explain #3 (day 6) Animal cell membrane structure to allow things in and out Conduct investigation EXPLAIN (days 7-8) Use a model to explain how the structure of the membrane enables things to go in and out of cells Original Days 2-3 Concept (3D) Conduct an investigation to connect structure and function in the natural and built world Stage Teacher Does Student Does Concept ( DCI, SEP, CCC) Engage What do you recall from your drawings Discuss drawing of p and a cell , what is same structure, what is different Use drawings from the day before to discuss the observation that plant and animal cells have different parts that do different things Explore New activity: S/F of common things (balls) paw vs. hand Investigate why you play different games with different balls Try wrapped hands vs. free hands Investigate how different structures allow for different functions Explain Writing prompt Use evidence from investigation and drawing to explain S/F relationship Use evidence to explain that In both the natural and built world structure/design are related to the function of the object Design for Instruction: First Attempt Start with Concept Column First Attempt Concept (3D) Stage Teacher Does Student Does Concept ( DCI, SEP, CCC) Engage (day 1) Living things are made of cells Obtain information Explore/ Explain #1 (days 2-3) Structure and function are related; plant and animal cells have different structures Obtain information; draw cells Explore Explain #2 (days 4-5) Plant cell wall and membrane are structured to allow things in and out Conduct investigation Explore Explain #3 (day 6) Animal cell membrane structure to allow things in and out Conduct investigation EXPLAIN (days 7-8) Use a model to explain how the structure of the membrane enables things to go in and out of cells Original Days 4-5 Concept (3D) Conduct an investigation to explain the relationship of the cell wall and membrane to the plant’s cell ability to maintain an internal and external balance Stage Teacher Does Student Does Concept ( DCI, SEP, CCC) Engage Provide several objects; ask student to describe S/F Partners complete S/F chart Use evidence to show that living things show structure/function relationships Explore Osmosis lab Observe and measure changes across membrane Conduct an investigation about osmosis to show how plant cell walls and membranes work. Explain Writing prompt Use evidence to explain the cell wall provides rigidity and protection for the plant cell; the cell membrane allows for osmosis to occur Pause!! • Are these activities designed to really enable students to figure out the structure function relationships of cell membranes? • What would students being doing and what kind of work would they produce if they developed and used models to show their understanding? Tool E It’s Iterative • Review/adjust order of concepts from the Preliminary Learning Sequence • Analysis of My Stuff (AMS) • Construction of Daily 5E • Modification of 5E based on Evidence Statements The Process is Iterative Introduction to Achieve’s Evidence Statements An Analogy PE Evidence Statement Evidence Statement Is/Is Not What it is • Describes what it looks like for students to fully satisfy the PE • Informs the development of summative assessments • Supports instructional design What it is Not • Description of lessons or units • Used as a checklist that denotes the order or sequence of steps in a student’s performance • Used as a description of teacher prompts, steps in a classroom activity, or instructional techniques Evidence Statement Is/Is Not Continued What it is What it is Not • Listed for individual PEs • To be used individually; need for bundling (most of the time) • To be used as a complete scoring rubric • Limits on student coursework • Describes a “proficient” level of understanding • Aligns to the intent of the PE MS-LS1-2 From Molecules to Organisms: Structures and Processes Students who demonstrate understanding can: MS-LS1-2. Develop and use a model to describe the function of a cell as a whole and ways partsof cells contribute to the function. [Clarification Statement: Emphasis is on the cell functioning as a whole system and the primary role of identified parts of the cell, specifically the nucleus, chloroplasts, mitochondria, cell membrane, and cell wall.] [Assessment Boundary: Assessment of organelle structure/function relationships is limited to the cell wall and cell membrane. Assessment of the function of the other organelles is limited to their relationship to the whole cell. Assessment does not include the biochemical function of cells or cell parts.] The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education: Science and Engineering Practices Disciplinary Core Ideas Developing and Using Models Modeling in 6–8 builds on K–5 experiences and progresses to developing, using, and revising models to describe, test, and predict more abstract phenomena and design systems. LS1.A: Structure and Function · Within cells, special structures are responsible for particular functions, and the cell membrane forms the boundary that controls what enters and leaves the cell. · Develop and use a model to describe phenomena. Crosscutting Concepts Structure and Function · Complex and microscopic structures and systems can be visualized, modeled, and used to describe how their function depends on the relationships among its parts, therefore complex natural structures/systems can be analyzed to determine how they function. Observable features of the student performance by the end of the course: 1 Components of the model a 2 3 To make sense of a phenomenon, students develop a model in which they identify the parts (i.e., components; e.g., nucleus, chloroplasts, cell wall, mitochondria, cell membrane, the function of a cell as a whole) of cells relevant for the given phenomenon. Relationships In the model, students describe the relationships between components, including: a i. The particular functions of parts of cells in terms of their contributions to overall cellular functions (e.g., chloroplasts’ involvement in photosynthesis and energy production, mitochondria’s involvement in cellular respiration). ii. The structure of the cell membrane or cell wall and its relationship to the function of the organelles and the whole cell. Connections a Students use the model to describe a causal account for the phenomenon, including how different parts of a cell contribute to how the cell functions as a whole, both separately and together with other structures. Students include how components, separately and together, contribute to: i. Maintaining a cell’s internal processes, for which it needs energy. ii. Maintaining the structure of the cell and controlling what enters and leaves the cell. iii. Functioning together as parts of a system that determines cellular function. b Students use the model to identify key differences between plant and animal cells based on structure and function, including: i. Plant cells have a cell wall in addition to a cell membrane, whereas animal cells have only a cell membrane. Plants use cell walls to provide structure to the plant. ii. Plant cells contain organelles called chloroplasts, while animal cells do not. Chloroplasts allow plants to make the food they need to live using photosynthesis. Evidence Statement Example Explore the K-12 “Observable Features” • With a partner, select 1-2 practices • Read the appendix and discuss the “observable features” for the practices • What are the components of each practice? • How do the “observable features” contribute to the learning progression of the practices? To student understanding? Explore the Evidence Statements for Your Grade http://nextgenscience.org/k-5evidence-statements http://nextgenscience.org/middleschool-evidence-statements http://nextgenscience.org/ngss-highschool-evidence-statements Refine the 5Es Using Evidence Statements With your group. • Review the Evidence Statement for MS-LS1-2 • Unfold H6a. How did the using evidence statements alter the concept column? • How might that alter the actual activities? Now Try it with Days 4-5 • Unfold H6b • How did the using evidence statements alter the concept column? • How might that alter the actual activities • Be prepared to share your ideas It’s Iterative: Fix the Activity! • Select your activity (osmosis lab, plant and animal structure, jello model) • Based on the evidence statements, how might you adjust these activities to be more in line with the NGSS • Build the new activity into the 5Es Tool E: What did we do? • Review/adjust order of concepts from the Preliminary Learning Sequence • Analysis of My Stuff (AMS) • Construction of Daily 5E • Modification of 5E based on Evidence Statements Tool E Reflection • What are 2 things you want to remember about Tool E? • Based on what you understand about Tool E, what is 1 thing you will be looking for in your grade level lesson in the next session? Overview Step 1 Tool A • Conceptual Flows Step 2 Tool B, C, D • PQP Charts with CCC and PLS Step 3 Tool E • 5E-3D Lessons 49 5E Lesson Resources • http://www.resa.net/curriculum/curriculum/s cience/professionaldevelopment/ngsspd/lesson-plans-exploring-ngss/ • NSTA Publications