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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From NGSS to Classroom Instruction

• Read Chapter 4 from Translating the NGSS for
  Classroom Instruction by Rodger Bybee
• Jigsaw read your section and share with your
  team of three
• Thinking Beyond a Lesson(page 52-55)
• Distinguish Between Learning Outcomes(page
  55-58)
• Use Backward Design(page 59-62)

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From Standards to Instruction

• PEs are not Learning Targets and they overlap
  with each other.
• If you try to teach the PEs as a list of skills,
  you will never finish them.
• PEs that arent taught in an integrated manner
  are like Lemony Snicket science a series of
  unfortunate events.

Stephen L. Pruitt, Ph.D. Senior Vice President
for Content, Research and Development Achieve
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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 will be teaching

• 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