Steps to Develop NGSS Lessons and Units

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Steps to Develop NGSS Lessons and Units

• Integrating the three dimensions

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NGSS Progressions identifying what is in your
current curriculum

• Use Appendix E Progressions Within the NGSS
• Read the contents within your grade level band
• Use a if you currently address this item and
  a - if you do not

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MS-LS1-6

• Construct a scientific explanation based on
  evidence for the role of photosynthesis in the
  cycling of matter and flow of energy into and out
  of organisms
• Clarification Statement Emphasis is on tracing
  movement of matter and flow of energy
• Assessment Boundary Assessment does not include
  details of the chemical reactions for
  photosynthesis or respiration

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What do students need to know?

• Disciplinary Core Ideas in MS-LS1-6
• PS3.D Energy in Chemical Processes and Everyday
  Life
• LS1.C Organization for Matter and Energy Flow in
  Organisms
• Use your NGSS standards to complete the chart

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What is the Crosscutting Concept focus?How will
you make this explicit to students?

• CCC focused on with MS-LS1-6
• Energy and Matter
• Within a natural system, the transfer of energy
  drive the motion and/or cycling of matter
• Use your NGSS standards to complete the chart

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What will students need to do?

• Science and Engineering Practices in MS-LS1-6
• Constructing Explanations and Designing Solutions
• Scientific Knowledge is Based on Empirical
  Evidence (Connections to Nature of Science)
• Use your NGSS standards to complete the chart

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Analyze Curriculum in relation to Performance
Expectations

• Focus on Life science, grade 7
• Chapter 1, Lesson 3 Cells and Energy
• What does this lesson do well?
• What is it missing to provide thorough student
  understanding?
• What additional activities / resources do you
  currently use to enhance this lesson?

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Curriculum Analysis

• Look at your current curriculum and analyze the
  extent it meets NGSS with
• Disciplinary Core Ideas
• Crosscutting Concepts
• Science and Engineering Practices
• What additional instructional activities to you
  currently use to enhance this unit?
• What is missing to make this NGSS ready?

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Curriculum Analysis

• Explore the sample lessons
• How do they support the NGSS?
• What additional instructional activities can make
  these samples more aligned with NGSS?

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From NGSS to Classroom Instruction

• Read Chapter 4 from Translating the NGSS for
  Classroom Instruction by Rodger Bybee
• What instructional strategies do you have in
  place?
• What shifts do you see in science instruction?

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Why Bundle?

• Teaching, or attempting to teach, individual
  performance expectations led to a disjointed and
  stunted view of science.
• Developing instructional materials and
  instruction should be viewed as leading to
  understanding the larger core idea.
• Coherent instructional materials and instruction
  should focus on a Disciplinary Core Idea (or set
  of them) rather than discrete pieces that are
  never tied together.

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How Does One Bundle?
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NGSS Concept Bundling
Matter and Its Interactions
The fact that matter is composed of atoms and
molecules can be used to explain the properties
of substances, diversity of materials, states of
matter, phase changes, and conservation of matter.
Reacting substances rearrange to form different
molecules, but the number of atoms is conserved.
Some reactions release energy and others absorb
energy.
MS-PS1-3. Gather and make sense of information to
describe that synthetic materials come from
natural resources and impact society. MS-PS1-4.
Develop a model that predicts and describes
changes in particle motion, temperature, and
state of a pure substance when thermal energy is
added or removed. 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 processes.
MS-PS1-1. Develop models to describe the atomic
composition of simple molecules and extended
structures. 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.
Within this DCI, 4 of the 8 Practices are
highlighted. For instruction, additional
practices would be used to build toward these
understandings.
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Bundling By Practice

• Grade 8 Conduct an investigation, ask questions
  about data and evaluate the experimental design
• MS-PS2-3. Ask questions about data to determine
  the factors that affect the strength of electric
  and magnetic forces.
• MS-PS2-5. Conduct an investigation and evaluate
  the experimental design to provide evidence that
  fields exist between objects exerting forces on
  each other even though the objects are not in
  contact.

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Choose a topic you currently teach

• Ex Changing of the Earth
• What do you teach in this unit?
• What PEs focus on this unit?
• MS-ESS2-2 Construct an explanation based on
  evidence for how geoscience processes have
  changed Earths surface at varying time and
  spatial scales
• MS-ESS2-3 Analyze and interpret data on the
  distribution of fossils and rocks, continental
  shapes, and seafloor structures to provide
  evidence of the past plate motions
• Brainstorm activities, lessons, instructional
  strategies, assessments

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What are the essential questions?

• Framework pages 169-199
• How do people reconstruct and date events in
  Earths planetary history? How and why is Earth
  constantly changing?
• How do Earths major systems interact?
• Why do the continents move, and what causes
  earthquakes and volcanoes?
• How do the properties and movements of water
  shape Earths surface and affect its systems?

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What do students need to know / do?

• Framework pages 169-199
• Use the framework to find the Gradeband Endpoints
  for
• ESS1.C
• ESS2.A
• ESS2.B
• ESS2.C

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Additional considerations

• How will you assess your students?
• What misconceptions need to be addressed?
• What are key lessons / activities for this topic?
• What instructional strategies address the Three
  Dimensions in this unit?
• What time frame is needed?

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Take a unit you are planning

• What are the PEs that support this topic?
• What CCSS support this topic?
• What do you want students to do / know (Backwards
  planning)?
• How will you assess student learning
• Formative
• Summative
• How will you engage all students
• Inquiry
• Big idea

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Resources

• Ed1Stop
• Translating the NGSS for Classroom Instruction