NGSS Cross-Cutting Concepts

December 3, 2013

OutcomesParticipants will understand the cross-cutting

concepts from a Framework for K-12 Science Education.

Participants will continue to build understanding of integrating the CCSS-ELA standards into instruction.

Participants will plan for instruction.

AgendaConvection CurrentsFramework ConnectionsPlan for InstructionBuilding a Conceptual Model

Is it a System?Complete the probe.Compare your answers.Adjust your answers.How might this probe help your students

understand systems?

Convection Currents SystemLearning Target:I can describe the cycling of Earth’s materials and the energy that drives the process.

Adapted From: Next Generation Science Standards MS-ESS2-1

Convection Currents SystemRead Procedure

What is vague to you, and what questions do you have?

What barriers do you think students might have?

What strategies did you use to understand the procedure?

Data?What data will you need to collect to

complete this investigation?How will you collect it?What are your objectives for this

investigation?What might you need to model for your

students?

Guidance?Go to it!How much of a procedure should you explain

to your students?What do the CCSS, WA State Science

Standards, and NGSS say?

Mobius Public: mobiusscienceMobius Classroom: LearningIsFun

DiscussionChoose a spokesperson from your group.

Share the answer to the whole group.

ReadingPurpose: Compare and contrast the information in the reading to your observations.

Read Convection Currents in the Atmosphere Answer questions 1 OR 5, AND 8

Use Box and T chart.

DebriefWhat strategies did you use throughout this

activity to extract information from the text?What connections between CCSS and Science

did you see?What science or engineering practices did we

use?Cross-cutting concepts????

Cross-Cutting ConceptsDimension 2

Jigsaw- expert groupsCreate a Frayer

Model for your concept(s)

Use connections to our activity instead of non-examples

Where in the NGSS?Find a page that matches your current

instruction.Identify the Cross-Cutting Concepts in one of

the Performance Expectations.Is there another CCC that can be addressed

during this same instruction?

Where in the NGSS?

Where in the NGSS?Find a page that matches your current

instruction.Identify the Cross-Cutting Concepts in one of

the Performance Expectations.Is there another CCC that can be addressed

during this same instruction?

State of ScienceNew information about NGSS

HB 1450What about an assessment?What about alignment?What should we do now?

Plan for InstructionWhere do you see the cross-cutting concepts

in your current instruction?

Tanker CarLearning Target: I can 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-PS1-4)

What do you predict will happen?Defend your answer.

Watch Videohttps://www.youtube.com/watch?v=Zz95_VvT

xZM

Develop a modelDraw the system before the implosion, and

after the implosion.Craft an explanation for the event.

What-ifs?

What if the valves were not shut and sealed?What if you could investigate with a smaller

model?Another example:

https://www.youtube.com/watch?v=JsoE4F2Pb20

Refine your explanation?What questions do you have for further

investigation?How could we get the “answer”?

CCCsWhat cross-cutting concepts have we touched

on in this scenario?Can you investigate using ONLY one CCC?

What is your evidence?

Feedback3 Key Ideas from

today2 Things you think

you might implement

1 Question you still have

Thank you!!!!!!