NGSS Rollout

NGSS Rollout

Crosscutting Concepts

K-12 Alliance

112Session GoalsUnderstand the Crosscutting Concepts as one of the dimensions of the NGSS

Become aware of how the Crosscutting Concepts may be used to deepen student understanding of science and engineering

33From the FrameworkSome important themes pervade science, mathematics, and technology and appear over and over again, whether we are looking at an ancient civilization, the human body, or a comet. They are ideas that transcend disciplinary boundaries and prove fruitful in explanation, in theory, in observation, and in design. American Association for the Advancement of Science (Science for All Americans 1989)

445What Do You Know About The Crosscutting Concepts?Crosscutting ConceptsPatternsCause and EffectScale, Proportion, and QuantitySystems and System ModelsEnergy and Matter: Flows, Cycles, and ConservationStructure and FunctionStability and Change

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Why the 3rd Dimension?How do students benefit by understanding the crosscutting concepts?How can you connect classroom instruction to the crosscutting concepts?778Dr. Helen QuinnTheoretical particle physicist & Professor Emerita, Stanford Linear Accelerator Chair, National Research Councils Board on Science Education Committee Chair of the A Framework for K-12 Science Education Co-Chair of the California Science Framework Committee

The Crosscutting ConceptsIf you are having difficulty getting the video to play, you can access via YouTube: https://www.youtube.com/watch?v=ielzqmI-XVI&feature=youtu.be

8New ThinkingWhat did Dr. Helen Quinn say that was different from what you said?

99Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem3D Learning1010Analyze and interpret data to provide evidenceresource availability on organisms and populations of organisms in an ecosystemthe effects of resource availability on organisms and populations of organisms in an ecosystem3D Learning Dissected1111Take a look at the handout with Performance Expectations

Read the PEs and decide which crosscutting concept each PE addressesCan You Find the CCC?PatternsCause and EffectScale, Proportion, and QuantitySystemsEnergy and MatterStructure and FunctionStability and Change

12H2123 Dimensional LearningDisciplinary Core Ideas (DCIs): What Scientists and Engineers UNDERSTAND (what students will be able to do after the unit of study)

Science and Engineering Practices (SEPs): What scientists and engineers DO (how students will learn the DCIs and the CCCs)

Crosscutting Concepts (CCCs): How scientists and engineers THINK (student lens to ask questions make connections within science, across science disciplines, and across content areas)

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Activity: Water Tower Design Design a stable water tower

Materials to be used:One unopened water bottle Three pieces of copy paperNOTHING else!

Adapted from Steven Pruitt, NGSS California Early Implementer Summer Institute 2014

1515Criteria for The Water TowerBuild a stable water tower to support the water bottle.

Gravity fed: gain enough height to access all water in the container.

Cost effective: uses only supplies provided.

1616Which Crosscutting Conceptdo you need to help you solve this problem? Which are most critical to help you ask questions about your water tower?17PatternsCause and EffectScale, Proportion, and QuantitySystemsEnergy and MatterStructure and FunctionStability and Change

173-Dimensional LessonDCI: ForcesSEP: Design solutions, construct modelsCCC: Stability and Change

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Directions

Divide into teams of threeEach person creates an individual design. You can use pictures with labels (try to limit words).Share ideas with teammates and develop consensus on one design.Materials will be distributed once you have agreed on a design.1919Criteria for The Water TowerBuild a stable water tower to support the water bottle.

Gravity fed: gain enough height to access all water in the container.

Cost effective: uses only supplies provided.

2020Gallery WalkObserve the work of other groups

Are there patterns for what makes stable and unstable designs?

2121ForcesWas your tower stable or unstable?

What forces were working on your tower?

Construct an individual conceptual model to show the forces that you think were working on your tower.

You can start with a picture and use symbols to show unseen forces, scientists use arrows.

2222Read and Revise your ModelRead the articles about forces acting on buildings.

Revise your conceptual model of the forces acting on it based on the information in the article.23H323

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25Another model from an 8th grade alt ed class.25

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283-Dimensional LessonDCI: ForcesSEP: Design solutions, construct modelsCCC: Stability and Change28ResourcesFor more on the Crosscutting Concepts:

NGSS Appendix G

Crosscut Symbols(www.crosscutsymbols.weebly.com)

Bozemanscience: NGSS Next Generation Science Standards

2929Real World ProblemsThe challenge of bringing clean water to refugees is far more complex than just designing towers.

What other challenges would scientists and engineers need to solve to bring clean water to refugees?

30http://www.voanews.com/content/water-shortages-lebanon-syrian-refugees/2571595.html30Connect to the CCCsYour group will be assigned a Crosscutting ConceptStudy the resources to help you think about the real world problem posed through the lens of your assigned crosscutting concept Create a poster to share how you see the problem of getting water to refugees through the lens of your crosscutting concept. Include questions that would best help students to see the connection. 31What other challenges would scientists and engineers need to solve to bring clean water to refugees?H431Sharing Between TeamsWork with a neighboring team:Share the questions you came up withHow did your Crosscutting Concept help you view the real world problem?What questions did you come up with that would help students understand the real world problem of bringing clean water to refugees?

3232How Would Using CCC Look in Your Classroom?Matrix of Crosscutting Concepts

Pick a row to examineHow does the CCC change as you move across? What has been added?Do you notice any patterns?33H533

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3636Bringing It HomeThink about a lesson that you are doing in the next couple weeks and how might you use a Crosscutting Concept to deepen student learningBased on the Crosscutting Concept, what questions would you use?373738Dr. Helen QuinnTheoretical particle physicist & Professor Emerita, Stanford Linear Accelerator Chair, National Research Councils Board on Science Education Committee Chair of the A Framework for K-12 Science Education Co-Chair of the California science framework committee

The Crosscutting ConceptsIf you are having difficulty getting the video to play, you can access via YouTube: https://www.youtube.com/watch?v=ielzqmI-XVI&feature=youtu.be

38Tweet Your LearningCompose a real tweet about the CCCs if you would like - 140 characters or less including spaces and hashtags! #CANGSSrollout #NGSS3939