Transcript Tool E powerpoint - Workshops+SJCOE Workshop Management

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
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Awareness: 2013-14
Transition: 2014-15
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Beginning Implementation: 2015-16
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Finishing Lesson Development
Pilot Testing by ETS and CDE
Ongoing Implementation: 2017-18
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5E Lesson Production and Implementation
Assessments targeting 3D Learning
ESEA Assessments Continue
Intermediate Implementation: 2016-17
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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
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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
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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