Practices and Crosscutting Concepts in Grades 3-4

Vickei Hrdina

Science Coordinator

ESD112

Logistical Information…We will begin in 5 mins

There is a Science & Engineering Probe at your table. Please complete on your own.

Are you?

Where are you from?

What kit(s) do you teach?

What made you decide to take this course?

Which educator are you on the Science and Engineering Practices prompt?

HOOOO!

Today’s Takeaways

Learn to identify the Science and Engineering Practices and Crosscutting Concepts in your existing science instruction. Deepen your understanding of the intent of NGSS and 3-Dimensional Learning. Leave with a tool to begin adapting existing instruction for alignment with NGSS.

1. Examine Science and Engineering Practices & Crosscutting Concepts for Grades 3 & 4.

2. Apply key SEPs/CCCs through model lessons and activities.

3. Locate SEPs/CCCs in your current curriculum & brainstorm ways to make more intentional integration of dimensions.

Agenda

Morning

8:30-10:00 Engineering as a Practice & a Core Idea

10:00-11:00 Overview of NGSS Transition

11:00- 12:00 Connecting the Practices/CCs to Current Work Lunch – on your own

Afternoon

1:00-2:00 Samples of NGSS-like instruction with Key SEPs/CCCs

2:00-3:15 Adapting Instruction to integrate Practices/CCC in FOSS

3:15 Evaluations

Waterproof that Roof

Rain is an issue here in Southwest Washington! So much that engineers have to develop designs and special materials to help us cope with the amount of rainfall that we receive every year. What ways can you think of that engineers have helped design ways of making sure that our heavy rainfall doesn’t interrupt our lives (too much)?

How does your house stay dry during our wet Winters, Spring and Autumn? Are all roofs the same? What materials are best suited for roof design?

Design and roof that will keep our model house dry during our rainy season.

Teams of 3.

You will have 5 minutes to brainstorm a design and complete a labelled sketch

Peer present for feedback

25 minutes to build your design

We will test at 9:50 using 16oz of rain, and allow our houses to sit for 10mins

Define

Develop

Solutions

Optimize

 

 

 

What is the problem we are trying to solve? What criteria do we need to meet? Do we have any constraints?

• Brainstorming. • Initial ideas and

modeling (sketches, diagrams).

• Collecting data on models for refinement and modification.

• Multiple solutions compared to criteria and constraints.

• Making trade-offs.

• Modifying designs.

Curriculum Connection – Earth Materials

Performance Expectation addressed: 4-ESS3-2 Generate and compare multiple solutions to reduce the impact of natural Earth processes on

humans.

Practice – Designing Solutions

Core Idea – Natural Hazards

Crosscutting Concept – Cause and Effect

The NGSS call for a deeper connection to engineering as a process connected to our understanding of science that is applied to make life easier or solve problems.

Prerequisite understanding of natural hazards vs natural disasters. Relies on prior knowledge that is equitable. Some new vocabulary will need to be taught in context.

What do you need to implement WSSLS?

• On sticky notes, write down any questions you have about the Next Generation Science Standards. (Use 1 sticky per question…write as many you need to!)

Whew! …Time for a Break!

Key Shifts in NGSS

Focus: The NGSS are focused on deeper understanding and application of science content reflecting real-world interconnectedness.

Coherence: Science and engineering build coherently across K–12.

Integration: Science and Engineering are Integrated across K–12 in the NGSS.

Practices and Crosscutting Concepts in Grades 3 & 4

3rd Grade SEPs

3

4

6 & 7

CCs 2 Cause and effect

6 Structure and Function

4th Grade SEPs

2

3

4

6 & 7

CCs 2 Cause and Effect

5 Energy

Disciplinary Core Ideas in NGSS – Gr 3 & 4

Any questions? Clarifying or otherwise?

Fact or Myth?

NGSS is the new science curriculum.

NGSS is aligned to CCSS (Math and ELA)

NGSS will require all districts to adopt new materials.

NGSS will be assessed at 5th grade, just like MSP.

NGSS provide grade-level standards for 3rd and 4th grade

Myth

Fact

Myth

Unknown!

Fact!

THE STANDARD

IS THEWHOLE PAGE

FOUNDATIONBOXES

PERFORMANCE

EXPECTATIONS

CONNECTIONBOXES

NGSS Architecture

SCIENCE AND ENGINEERING

PRACTICES (SEP’s)

CROSSCUTTING

CONCEPTS (CC’s)

DISCIPLINARY CORE

IDEAS (DCI’s)

Washington State Transition Plan

Assessment Transition

Fall 2013

• NGSS Adopted

• Phase 1 Transition

Begins

School Year

2014 - 2015

• NGSS Transition

and

Implementation

continues

• NGSS Assessment

development

begins

• 5th/8th grade MSP

& Bio EOC continue

School Year

2015 - 2016

• NGSS

Implementation

continues

• NGSS Assessment

development

continues

• th/8th grade MSP 5

& Bio EOC continue

School Year

2016 - 2017

• NGSS

Implementation

continues

• Possible NGSS

Assessments in

spring OR

• 5th/8th grade MSP

& Bio EOC continue

School Year

2017 - 2018

• NGSS Fully

Implemented

• NGSS Assessments

in spring

Lunchtime!! We will resume at

Think-Pair-Share

Step 1:Think on your own: Which statement do you agree with? Why, and why not the other statement?

1 – Presenting clear descriptions of scientific ideas is enough for students to learn science.

2 – Completing applicable hands-on activities is enough for students to learn science.

Step 2:Pair with someone sitting near you; try to find someone you do not already know.

Step 3:Share your ideas with your partner, and the entire group.

Scientific Ideas and Activities are Not Enough!

Understanding content is inextricably linked to engaging in practices. Simply “consuming” information leads to declarative, isolated ideas.

Science is both a body of knowledge and the process that develops and refines that body of knowledge. Understanding both the ideas and processes is essential for progress in science.

The learning of science is similar: students cannot learn one without the other.

Why ‘practices’?

Misconception: There is a single Scientific Method that all scientists follow.Correction: The Scientific Method is an oversimplified representation of what is really a rich, complex, and unpredictable process.

https://www.youtube.com/watch?v=Jj9iNphbY88&index=1&list=PLVoYs226RZzN-jUk1L6mdTISU6OLGbQvm

EXPLORATIONAND

DISCOVERY

COMMUNITYANALYSIS

ANDFEEDBACK

BENEFITSAND

OUTCOMES

TESTINGIDEAS

Science and Engineering Practices

1. Asking questions and defining problems

2. Developing and using models

3. Planning and carrying out investigations

4. Analyzing and interpreting data

5. Using mathematics and computational thinking

6. Constructing explanations and designing solutions

7. Engaging in argument from evidence

8. Obtaining, evaluating, and communicating information

The practices work together – they are not separated!

(Appendix F pp. 2 – 3)

Curricular Connection: Structures of Life - Crayfish

Are there differences among individuals of the same species? (PE: 3-LS3-1) Practices: Analyzing data and Constructing Explanations

Crosscutting: Structure and function

https://psu.app.box.com/s/sfe0d5iflj7dtof68pxo

As you watch the video, think about how the teacher uses talk moves to scaffold the experience so that students are able to engage in the scientific practices?

Crosscutting Concepts…the why I am doing this? part

The more you begin to work with the practices, the more you will start to notice the crosscutting concepts.

The beauty of the CCCs lies in the interdisciplinary connections.

Crosscutting concepts are a great way to begin adapting current materials. Determine the ‘theme’ of scientific understanding the drives the unit.

CCs should drive your questioning strategies as you progress through a unit of study.

Curricular Connection: Magnetism and Electricity

4-PS3-2

How you taught the concept of transfer of energy/electric current? A) Replicate prepared electric circuits

B) Observe how common circuits are built

C) Explain how energy flows through a circuit

D) Develop/build their own models of how electricity is flowing in a circuit

How can we use CCs to anchor student sense-making in a puzzling phenomena?

https://psu.app.box.com/s/jp91urkrmzelzj0hxp4a

https://psu.app.box.com/s/n8skoxuimt2oqfif6moj

Scaffolding into a Storyline

35

Claims, Evidence, Reasoning – Constructing Explanations

Claims-Evidence-Reasoning frame

I claim that energy is transferred when _____________________.

Use this claim as your topic sentence.

Use one piece of evidence from your investigation and one piece from your text. (link to CCSS)This is sentence 2 and 3.

Explain WHY these pieces of evidence supports your claim- this is your reasoning.Here is your because sentence.

Making Claims – Linking to Evidence through Close Reading

What is your claim? Your claim is an answer to the question.

Can you find evidence to back your claim?

Here is our connection to the informational text.

What evidence can you gather from the text that supports your claim?

Highlight anything from the text that provides evidence.

38

Turn & Talk

Question: Pick one core idea that you will teach in your class. What science and engineering practices will you help students develop as they learn the content? Why?

Turn and talk: Share your ideas, discuss them and firm up your thoughts based on the discussion.

Talk Out: Share thoughts and ideas with the entire group.

Investigating the dimensions in FOSS

Choose the kit that you have next or now to work on.

Using the template, choose an investigation to focus on.

Look for the most explicit connection to an SEP and a CC in the current content in the investigation.

Think about which crosscutting concept is most clearly connected to that investigation. How can you be more intentional about this practice or CC?

Brainstorm some CCSS connections/modifications to enhance the connection to practice/crosscutting (use the standards)

Do you need an engineering design project? Let me help you with that!

Continuing Our Work & Checking on Goals

As a result of today’s workshop, have you…

Examined Science and Engineering Practices & Crosscutting Concepts for 3rd and 4th grades.

Applied key SEPs/CCCs through model lessons and activities. Practice 6 – Designing Solutions in Engineering

Practice 7 – Arguing from Evidence

CCC – Energy

Model-Based Inquiry

Located SEPs/CCCs in your current curriculum & developed more intentional integration of dimensions.

Resources

Concord Consortium NGSS Pathfinder http://concord.org/ngss/

Science Learning Summit in Southwest Washington – August 18-19, Kelso (see me)

www. Tinyurl.com/ESD112Science

Title of Training – SELECT OTHER THEN ENTER:

Transitioning to NGSS: Practices in 3/4 Science KitsCourse Number - Training Date – February 17, 2015Number of Hours of Training - 6ESD providing training – ESD112Vickei Hrdina

VA:

An Analogy between 3-Dimensional Learning and Cooking

Kitchen Tools & Techniques(Practices)

Basic Ingredients(Core Ideas)

Herbs, Spices, & Seasonings

(Crosscutting Concepts)

Preparing a Meal(Three dimensional Learning)