Getting to Know NGSS Facilitator Materials

Getting to Know NGSS – Facilitator Materials

Facilitator Materials for Workshop 7: Planning Instruction to Meet the Intent of the NGSS: Steps 1 - 6

Part 1. Overview

A. Where the Workshop Fits within the Big Picture of the Program In the previous workshop, participants were introduced to a 10-step process for planning lessons to meet NGSS performance expectations. In this workshop, participants will practice lesson development step by step though the first six steps – from bundling the performance expectations (Step 1) to creating learning performances (Step 6). Participants will share and discuss their learning performances, then use them to develop assessments and instructional steps in the next workshop (Workshop 8).

B. Summary Description In this workshop, participants will begin to develop lessons to meet NGSS performance expectations using the process provided in the previous workshop. This workshop will cover Steps 1 to 6, from bundling the performance expectations through developing learning performances for the lessons they are designing. Participants will share their work and discuss how well their learning performances align with the performance expectations. In the next workshop (Workshop 8), participants will continue with Steps 7 to 10 and complete their lesson plans. This workshop will take approximately 120 minutes to complete.

C. Learning Goals as Performances At the end of this session, participants will be able to:  Bundle related performance expectations, typically from one topic area or DCI.  Identify disciplinary core ideas, science and engineering practices, and crosscutting concepts that students need to know and be able to do related to the performance expectations.

 Develop learning performances that blend disciplinary core ideas, science and engineering practices, and crosscutting concepts together.

D. Preparation for Trainer

 Complete Workshop 1 to Workshop 6.

 Review the documents listed in the Materials List.

 Prepare the room/physical setting to accommodate the participants.  Check the Internet connections and beam projector or smart-board for presenting PowerPoint slides.

E. Materials / Materials List

 PowerPoint slides: Planning Instruction to Meet the Intent of the NGSS: Steps 1 - 6 (Workshop 7) http://create4stem.msu.edu/ngss/workshop/7-planning-steps1 Handout for Planning Instruction to Meet NGSS Performance Expectations (PEs) http://create4stem.msu.edu/ngss/workshop/7-planning-steps1  Breakout Sessions I & II; Breakout Session I includes examples of lesson plans using this 10-Step Process http://create4stem.msu.edu/ngss/intro

 Web access to NGSS

http://www.nextgenscience.org/next-generation-science-standards  Sticky notes  Chart papers  Markers

F. Timing / Timeline

Approximate Length: 120 minutes  Framing: 5 minutes

 Activating Prior Knowledge: 10 minutes

 Conceptual Introduction and Interacting with Materials: 75 minutes  Summary/Synthesizing Conclusion: 25 minutes

 Reflection on Practices: 5 minutes

Part 2. Suggested Instructional Sequence – with Educative Tips for Leaders

The instructions in this section are not prescriptive but provide a guide to support trainers using this workshop. Display Slide 1 (title slide) on the screen as participants enter the room.

Title Slide

Workshop 7: PlanningInstruc on to Meet the Intent of the NGSS: Steps1 - 6

Ins tute for Collabora ve Research in Educa on, Assessment, and TeachingEnvironmentsfor STEM

A. Framing (5 minutes) Review the learning goals and series of activities for this session. Show Slide 2 & State: In the last session, an overview covering how to plan instruction to meet NGSS performance expectations (PEs) was presented. In this session you will begin to practice planning instruction to meet NGSS PEs using the 10-step process previously presented. You will start by bundling the PEs, then inspecting the PEs, examining all related components, and identifying Science and Engineering Practices that support Discipline Core Ideas and Crosscutting Concepts. By the end of the workshop, you will produce learning performances for your lesson(s) that will be used in designing assessment and learning tasks in the next workshop. During this workshop, you will work together in small groups with others with similar interests and plan instruction to meet the NGSS performance expectations.

Learning Goals

B. Activating Prior Knowledge (10 minutes)

Use the write-pair-share technique:

Write: Ask each participant to write three learning performances that can be used in instruction to promote student achievement of these PEs:

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. 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.

Pair: Ask each participant to pair with a neighbor to discuss their learning performances.

Share: Ask volunteers to share their ideas to the entire group.

Write-Pair-Share Write – Pair - Share

• W r i t e : 3 learning performances for use in instruc on to promote student achievement of these PEs. M S - P S 1 - 2 . A n a l y z e a n d i n t e r p r e t d a t a o n t h e p r o p e r e s o f s u b s t a n c e s b e f o r e a n d a e r t h e s u b s t a n c e s i n t e r a c t t o d e t e r m i n e i f a c h e m i c a l r e a c o n h a s o c c u r r e d . M S - P S 1 - 5 D e v e l o p a n d u s e a m o d e l t o d e s c r i b e h o w t h e t o t a l n u m b e r o f a t o m s d o e s n o t c h a n g e i n a c h e m i c a l r e a c o n a n d t h u s m a s s i s c o n s e r v e d . • P a i r : Discuss with your neighbor. • S h a r e : Share your ideas with the en re group.

Ins tute for Collabora ve Research in Educa on, Assessment, and TeachingEnvironmentsfor STEM

C. Conceptual Introduction and Interacting with the Material (75 minutes) In this section, you will provide conceptual knowledge about “How to develop instruction to meet performance expectation(s) from Steps 1-6” using the Workshop 7 PowerPoint Slides. Each step will be followed by an activity. At this point in the workshop series, participants should form groups around a common topic of interest and work in these groups for the remainder of the workshop series (e.g., all first grade teachers, all Biology teacher, etc.).

a.i.1. Overview of 10-Step Process for Planning Instruction to Meet PEs (Slides 4, 5)

Show Slide 4 and state: To begin, please refer to your 10-step process handout from last session. Use the electronic version to record your group work. You will refer back to this information for various activities in the next set of workshops. In the last workshop, we proposed this 10-step process to guide planning instruction to meet the NGSS performance expectations. Here are the first five steps.

10-Step Process for Planning Instruction to Meet PEs Show Slide 5 and state: And here are the next 5 steps.

10-Step Process for Planning Instruction to Meet NGSS PEs

2. Step 1: Bundle the Performance Expectations (Slide 6, 7, 8) Show Slide 5 and state: Let’s get started. For Step 1, select PEs that work together - this process is called “bundling.” Often the bundle will include PEs from a single NGSS topic or DCI. You can use the NGSS website to help you search the topic or DCI views to build your bundle of PEs. But a bundle can also draw PEs from other topics or DCIs. The connection boxes can help you with bundling. Slide 6. Step 1: Bundle Performance Expectations Show Slide 7 and state: For example, in the topic “Chemical Reactions,” if we use the NGSS website to search for related PEs, there are three PEs in this topic, which make an interrelated grouping: 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. 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 process.

PEs for Chemical Reaction Topic from the NGSS Website

Show Slide 8 and state: We can also bundle PEs from different topics. For example, if we focus on developing understanding of chemical reactions in the middle school level, we might bundle PEs from two different topics: MS. Structure and Properties of Matter and MS. Chemical Reactions. Three related PEs would create a coherent set or bundle: MS-PS1-1 (Middle School, Physical Science, DCI 1, first performance expectation, in NGSS Topic Structure and Properties of Matter), MS-PS1-2 (Middle School, Physical Science, DCI 1, second performance expectation, in NGSS Topic Chemical Reactions), MS-PS1- 5, (Middle School, Physical Science, DCI 1, fifth performance expectation, in NGSS Topic Chemical Reactions). Slide 8. PEs for Chemical Reactions from Different Topics

Introduce Activity 1 to encourage participants to practice bundling PEs related to their interests in teaching.

Activity 1. Bundling PEs 3. Step 2: Inspect the Performance Expectations (Slide 10, 11)

Show Slide 10 and state: Step 2: Inspect the performance expectations. Once you have selected the performance expectations, you need to read each one carefully, including clarification statements, and assessment boundaries. The clarification statements and assessment boundaries are written in the red letters following each performance expectation and help you determine the scope of your assessment.

Looking back at our example, the first performance expectation MS-PS1-1 states, “Develop models to describe the atomic composition of simple molecules and extended structures.” The clarification statement provides further information to explain what this means for middle school students. It provides examples of various simple molecules and structures that would be useful in instruction with students at this level as well as the types of models students might build. The assessment boundary tells what is not assessable at this level for all students. At the middle school level students are not expected to know about valance electrons, bonding energy, or structure of complex molecules and ionic subunits.

Step 2: Inspect the PEs Introduce Activity 2 and ask each group to inspect their performance expectations.

Activity 2: Inspect PEs 4. Step 3: Examine Disciplinary Core Ideas, Science and Engineering Practices, Crosscutting Concepts (Slide 12,13)

Show Slide 12 and state: Step 3, examining Disciplinary Core Ideas, Science and Engineering Practices, and Crosscutting Concepts. Read each of the bundled PEs and consider the DCIs, Practices, and CCCs that are coded to those PEs. This careful study is essential for developing instruction that is coherent across time and allows students to develop explanations about phenomena. The foundation boxes help you to identify the elements of the DCIs, Practices, and CCCs coded to each PE. For example, the DCI elements (orange foundation box) associated with MS-PS1-2 include elements from two PS1 components, PS1.A Structure and Properties of Matter, and PS1.B. Chemical Reactions.

PS1.A: Structure and Properties of Matter: Each pure substance has characteristic physical and chemical properties (for any bulk quantity under given conditions) that can be used to identify it. (MS-PS1-2)

PS1.B: Chemical Reactions: Substances react chemically in characteristic ways. In a chemical process, the atoms that make up the original substances are regrouped into different molecules, and these new substances have different properties from those of the reactants. (MS-PS1-2), (MS-PS1-5) In particular, look carefully at the grade band endpoints for PS1.A and PS1.B. Use NGSS Appendix E - Progressions within NGSS, to examine closely a summary of what students should know about the DCI by the end of the grade band. In a similar way for the science or engineering practices, the practice associated with MS- PS1-2, “Analyzing and Interpreting Data,” is more clearly described in the blue foundation box.

Analyzing data in 6–8 builds on K–5 and progresses to extending quantitative analysis to investigations, distinguishing between correlation and causation, and basic statistical techniques of data and error analysis.

For MS-PS1-2, the emphasis is on “analyze and interpret data to determine similarities and differences in findings.”

The CCC is typically implicit in the PE. The CCC element for a given PE can be identified from the green foundation box. The CCC element for MS-PS1-2 is:

Patterns: Macroscopic patterns are related to the nature of microscopic and atomic-level structure.

Step 3: Examine DCIs, Practices, and CCC Introduce Activity 3 and ask each group to examine three dimensions of each PE: DCIs, Practices, and CCC.

Activity 3: Examine DCIs, Practices, & CCCs A c v i t y 3 : E x a m i n e D C I s , P r a c c e s , & C C C s • Examine What are the elements of DCI(s), Prac ce(s), and CCC(s) coded to the PEs? • Reflect on How they will drive instruc on? How do I need to plan instruc on to address each of these components? How can they be blended together in instruc on?

I n s t u t e f o r C o l l a b o r a v e R e s e a r c h i n E d u c a o n , A s s e s s m e n t , a n d T e a c h i n g E n v i r o n m e n t s f o r S T E M

5. Step 4: Closely Examine the DCIs and PEs (Slide 14, 15, 16, 17)

Show Slide 14 and state: Step 4: closely examine the DCIs and PEs to determine what understanding students need to develop. This step requires an “unpacking” of the ideas in each DCI. Unpacking is the process of identifying what ideas students will need to know and use (what they will need to be able to apply) when they have mastered the PE. This step also takes into consideration prior performance expectations that serve as the foundation for the current PEs.

Step 4: Examine Closely the DCIs and PEs

Show Slide 15 and state: For example, MS-PS1-2 requires that students understand properties of substances and that matter is made up of atoms. Ideas about properties and atoms are both developed from 5th grade PEs on Matter and Its Interactions: 5-PS1-1. Develop a model to describe that matter is made of particles too small to be seen. 5-PS1-3. Make observations and measurements to identify materials based on their properties. Part of the instructional process, therefore, includes assessing whether students achieved understanding of these 5th grade PEs and, if not, helping them to do so. Slide 15: 5-PS1. Matter and Its Interactions

Show Slide 16 and state: The unpacking process also requires a careful examination of Appendix E, Progressions within NGSS, to identify other prior ideas students need. Appendix E summarizes the core idea components for each grade or grade band. For example, by the end of 5th grade, students should develop for PS1.A Properties and Structure of Matter: Matter exists as particles that are always conserved even if they are too small to see. Measurements of a variety of observable properties can be used to identify particular substances. (NGSS, 2013, p. 7)

(More detail on the DCI component is provided in the foundation boxes.) It is critical to ask, “What prior knowledge about the DCIs and scientific practices did students develop in previous grade levels?” For students entering middle school, the science teacher would expect to build from this level of understanding of the ideas. Using various forms of assessment, the teacher would first assess students’ level of understanding and, if not attained, support students in developing these foundational ideas before presenting more advanced ideas.

Progression within NGSS for PS1.A Introduce Activity 4 by asking each group to look more closely at the DCIs, practices, and CCC. Look carefully at what students need to know and what skills they need to learn. Ask them to consider what prior knowledge and experiences students need to develop in previous grade levels.

Activity 4. Look Closely at DCIs, Practices, and CCCs

6. Step 5: Select Science and Engineering Practices (Slide 18, 19, 20)

Show Slide 18 and state: Step 5 is “Select Science and Engineering Practices.” To support students in building proficiency in the bundle of performance expectations the elements of the DCI need to be blended with various science and engineering practices. Also, practices need to be used with multiple PEs so that students get experience using them across different core ideas in all the disciplines. This will ensure that students develop deep understanding of the various elements as well as the practices. However, not all the practices will necessarily work with all of the DCIs. We need to determine which of the practices work best with the elements of DCI and Crosscutting Concepts. Appendix F describes the science and engineering practices. Slide 18: Step 5: Select Science and Engineering Practices

Show Slide 19 and state: For each unpacking element, initially think about how you might teach this information, and then determine which practices would be useful to enhance instruction and students learning. For example, in the topic “Chemical Reactions”, in addition to practices, Developing and Using Models and Analyzing and Interpreting Data, which are coded to the bundled PEs, three additional practices might work well to scaffold instruction to the selected PEs: 1) Planning and Carrying Out Investigations (NGSS, 2013, Appendix F, p. 7)

2) Constructing Explanations and Designing Solutions (NGSS, 2013, Appendix F, p. 11)

3) Engaging in Argument from Evidence (NGSS, 2013, Appendix F, p. 13)

Selecting Practices for Chemical Reactions Selec ngPrac cesfor Chemical Reac ons

• T w o M a i n P r a c c e s § Developingand UsingModels § Analyzingand Interpre ngData • T h r e e A d d i o n a l P r a c c e s § Planningand CarryingOut Inves ga on § Construc ngExplana onsand DesigningSolu on § Engagingin Argument from Evidence

I n s t u t e f o r C o l l a b o r a v e R e s e a r c h i n E d u c a o n , A s s e s s m e n t , a n d T e a c h i n g E n v i r o n m e n t s f o r S T E M

Introduce Activity 5 by asking each group to select the science and engineering practices that best fit with their Disciplinary Core Ideas and Crosscutting Concepts

Activity 5: Selecting Practices 7. Step 6: Develop Learning Performances (Slide 21, 22, 23)

Show Slide 21 and state: Step 6 is “develop learning performances.” The learning performances are similar to performance expectations in the standards in that they blend DCIs, Practices, and Crosscutting Concepts, but at a smaller grain size. They will support teachers in designing lessons and assessments to promote student learning. In meeting NGSS performance expectations, several related learning performances must be developed.

Step 6: Develop Learning Performances

Show Slide 22 and state: For example, in unpacking 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 – and in the associated element of the DCI: PS1.A – Structure and Properties of Matter: Each pure substance has characteristic physical and chemical properties. The table shows the learning performance resulting from blending of the DCI element with the Practice (argumentation from evidence), and crosscutting concept – patterns. The learning performance is

“Construct an argument that pure substances have characteristic properties”

The optimal number of LPs developed for each set of PEs will vary. Check that the LPs provide scaffolds for meeting all DCIs, Practices, and CCC identified in the lesson development process.

Example of Learning Performance for Chemical Reaction

Introduce Activity 6 by asking each group to develop learning performances. Slide 23: Activity 6: Developing Learning Performances

D. Summary/Synthesizing Discussion (25 minutes) (Slide 24)

Use gallery walk to summarize what participants learn from this workshop.

Post: Write group responses for Lesson Development Steps 1 to 6 on a flipchart, and tape on the wall. (5 minutes)

Walk: Participants circulate among flipcharts to see other groups’ work and add feedback and ideas using sticky notes (15 minutes)

Share: Questions and answers, or share the ideas in large group (5 minutes)

Gallery Walk . Reflection on Practices (5 minutes)

Each group looks at the comments or the ideas that emerge from the gallery walk and considers any changes to their work. Individual participants reflect on their own about what they learned and how they will apply this learning to their lesson plan development.

Reflection on Practices

Part 3. Reference material

A. Outside references/ additional materials

July 29, 2014 NSTA Webinar: Evaluating Resources for NGSS: The EQuIP Rubric http://learningcenter.nsta.org/products/symposia_seminars/NGSS/webseminar41.aspx

B. Links to references/more complete information

Krajcik, J. S., Codere, Susan, Dahsah, C., Bayer, R., & Mun, K. (2014). Planning Instruction to Meet the Intent of the Next Generation Science Standards. Journal of Science Teacher Education. doi:10.1007/s10972-014-9383-2