LIVE INTERACTIVE LEARNING @ YOUR DESKTOP NGSS Crosscutting Concepts: Systems and System Models Presented by: Ramon Lopez June 11, 2013 6:30 p.m. 8:00 p.m. Eastern time 1
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Introducing today s presenters Ted Willard National Science Teachers Association Ramon Lopez University of Texas at Arlington 4
5 Developing the Standards
Developing the Standards Assessments Curricula Instruction Teacher Development July 2011 2011-2013 6
Developing the Standards July 2011 7
A Framework for K 12 Science Education Three Dimensions: Scientific and Engineering Practices Crosscutting Concepts Disciplinary Core Ideas 8 View free PDF from The National Academies Press at www.nap.edu Secure your own copy from www.nsta.org/store
Scientific and Engineering Practices 1. Asking questions (for science) and defining problems (for engineering) 2. Developing and using models 3. Planning and carrying out investigations 4. Analyzing and interpreting data 5. Using mathematics and computational thinking 6. Constructing explanations (for science) and designing solutions (for engineering) 7. Engaging in argument from evidence 8. Obtaining, evaluating, and communicating information 9
Crosscutting Concepts 1. Patterns 2. Cause and effect: Mechanism and explanation 3. Scale, proportion, and quantity 4. Systems and system models 5. Energy and matter: Flows, cycles, and conservation 6. Structure and function 7. Stability and change 10
Disciplinary Core Ideas Life Science LS1: LS2: LS3: LS4: From Molecules to Organisms: Structures and Processes Ecosystems: Interactions, Energy, and Dynamics Heredity: Inheritance and Variation of Traits Biological Evolution: Unity and Diversity Earth & Space Science ESS1: Earth s Place in the Universe ESS2: Earth s Systems ESS3: Earth and Human Activity Physical Science PS1: Matter and Its Interactions PS2: Motion and Stability: Forces and Interactions PS3: Energy PS4: Waves and Their Applications in Technologies for Information Transfer Engineering & Technology ETS1: Engineering Design ETS2: Links Among Engineering, Technology, Science, and Society 11
Life Science Earth & Space Science Physical Science Engineering & Technology LS1: From Molecules to Organisms: Structures and Processes LS1.A: Structure and Function LS1.B: Growth and Development of Organisms LS1.C: Organization for Matter and Energy Flow in Organisms LS1.D: Information Processing LS2: Ecosystems: Interactions, Energy, and Dynamics LS2.A: Interdependent Relationships in Ecosystems LS2.B: Cycles of Matter and Energy Transfer in Ecosystems LS2.C: Ecosystem Dynamics, Functioning, and Resilience LS2.D: Social Interactions and Group Behavior LS3: Heredity: Inheritance and Variation of Traits LS3.A: Inheritance of Traits LS3.B: Variation of Traits LS4: Biological Evolution: Unity and Diversity LS4.A: Evidence of Common Ancestry and Diversity LS4.B: Natural Selection LS4.C: Adaptation LS4.D: Biodiversity and Humans ESS1: Earth s Place in the Universe ESS1.A: The Universe and Its Stars ESS1.B: Earth and the Solar System ESS1.C: The History of Planet Earth ESS2: Earth s Systems ESS2.A: Earth Materials and Systems ESS2.B: Plate Tectonics and Large Scale System Interactions ESS2.C: The Roles of Water in Earth s Surface Processes ESS2.D: Weather and Climate ESS2.E: Biogeology ESS3: Earth and Human Activity ESS3.A: Natural Resources ESS3.B: Natural Hazards ESS3.C: Human Impacts on Earth Systems ESS3.D: Global Climate Change PS1: Matter and Its Interactions PS1.A:Structure and Properties of Matter PS1.B: Chemical Reactions PS1.C: Nuclear Processes PS2: Motion and Stability: Forces and Interactions PS2.A:Forces and Motion PS2.B: Types of Interactions PS2.C: Stability and Instability in Physical Systems PS3: Energy PS3.A: Definitions of Energy PS3.B: Conservation of Energy and Energy Transfer PS3.C: Relationship Between Energy and Forces PS3.D:Energy in Chemical Processes and Everyday Life PS4: Waves and Their Applications in Technologies for Information Transfer PS4.A:Wave Properties PS4.B: Electromagnetic Radiation PS4.C: Information Technologies and Instrumentation ETS1: Engineering Design ETS1.A: Defining and Delimiting an Engineering Problem ETS1.B: Developing Possible Solutions ETS1.C: Optimizing the Design Solution ETS2: Links Among Engineering, Technology, Science, and Society ETS2.A: Interdependence of Science, Engineering, and Technology ETS2.B: Influence of Engineering, Technology, and Science on Society and the Natural World Note: In NGSS, the core ideas for Engineering, Technology, and the Application of Science are integrated with the Life Science, Earth & Space Science, and Physical Science core ideas 12
Developing the Standards Assessments Curricula Instruction Teacher Development July 2011 2011 2013 13
Developing the Standards 2011 2013 14
Closer Look at a Performance Expectation MS-PS1 Matter and Its Interactions Students who demonstrate understanding can: MS-PS1-d. Develop molecular models of reactants and products to support the explanation that atoms, and therefore mass, are conserved in a chemical reaction. [Clarification Statement: Models can include physical models and drawings that represent atoms rather than symbols. The focus is on law of conservation of matter.] [Assessment Boundary: The use of atomic masses is not required. Balancing symbolic equations (e.g. N2 + H2 -> NH3) is not required.] The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education: Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts 15 Developing and Using Models Modeling in 6 8 builds on K 5 and progresses to developing, using and revising models to support explanations, describe, test, and predict more abstract phenomena and design systems. Use and/or develop models to predict, describe, support explanation, and/or collect data to test ideas about phenomena in natural or designed systems, including those representing inputs and outputs, and those at unobservable scales. (MS-PS1-a), (MS-PS1-c), (MS-PS1-d) --------------------------------------------- Connections to Nature of Science Science Models, Laws, Mechanisms, and Theories Explain Natural Phenomena Laws are regularities or mathematical descriptions of natural phenomena. (MS-PS1-d) 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-d), ( MS-PS1-e), (MS-PS1-f) The total number of each type of atom is conserved, and thus the mass does not change. (MS-PS1-d) Energy and Matter Matter is conserved because atoms are conserved in physical and chemical processes. (MS-PS1-d) Note: Performance expectations combine practices, core ideas, and crosscutting concepts into a single statement of what is to be assessed. They are not instructional strategies or objectives for a lesson.
Closer Look at a Performance Expectation MS-PS1 Matter and Its Interactions Students who demonstrate understanding can: MS-PS1-d. Develop molecular models of reactants and products to support the explanation that atoms, and therefore mass, are conserved in a chemical reaction. [Clarification Statement: Models can include physical models and drawings that represent atoms rather than symbols. The focus is on law of conservation of matter.] [Assessment Boundary: The use of atomic masses is not required. Balancing symbolic equations (e.g. N2 + H2 -> NH3) is not required.] The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education: Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts 16 Developing and Using Models Modeling in 6 8 builds on K 5 and progresses to developing, using and revising models to support explanations, describe, test, and predict more abstract phenomena and design systems. Use and/or develop models to predict, describe, support explanation, and/or collect data to test ideas about phenomena in natural or designed systems, including those representing inputs and outputs, and those at unobservable scales. (MS-PS1-a), (MS-PS1-c), (MS-PS1-d) --------------------------------------------- Connections to Nature of Science Science Models, Laws, Mechanisms, and Theories Explain Natural Phenomena Laws are regularities or mathematical descriptions of natural phenomena. (MS-PS1-d) 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-d), ( MS-PS1-e), (MS-PS1-f) The total number of each type of atom is conserved, and thus the mass does not change. (MS-PS1-d) Energy and Matter Matter is conserved because atoms are conserved in physical and chemical processes. (MS-PS1-d) Note: Performance expectations combine practices, core ideas, and crosscutting concepts into a single statement of what is to be assessed. They are not instructional strategies or objectives for a lesson.
Closer Look at a Performance Expectation MS-PS1 Matter and Its Interactions Students who demonstrate understanding can: MS-PS1-d. Develop molecular models of reactants and products to support the explanation that atoms, and therefore mass, are conserved in a chemical reaction. [Clarification Statement: Models can include physical models and drawings that represent atoms rather than symbols. The focus is on law of conservation of matter.] [Assessment Boundary: The use of atomic masses is not required. Balancing symbolic equations (e.g. N2 + H2 -> NH3) is not required.] The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education: Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts 17 Developing and Using Models Modeling in 6 8 builds on K 5 and progresses to developing, using and revising models to support explanations, describe, test, and predict more abstract phenomena and design systems. Use and/or develop models to predict, describe, support explanation, and/or collect data to test ideas about phenomena in natural or designed systems, including those representing inputs and outputs, and those at unobservable scales. (MS-PS1-a), (MS-PS1-c), (MS-PS1-d) --------------------------------------------- Connections to Nature of Science Science Models, Laws, Mechanisms, and Theories Explain Natural Phenomena Laws are regularities or mathematical descriptions of natural phenomena. (MS-PS1-d) 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-d), ( MS-PS1-e), (MS-PS1-f) The total number of each type of atom is conserved, and thus the mass does not change. (MS-PS1-d) Energy and Matter Matter is conserved because atoms are conserved in physical and chemical processes. (MS-PS1-d) Note: Performance expectations combine practices, core ideas, and crosscutting concepts into a single statement of what is to be assessed. They are not instructional strategies or objectives for a lesson.
Closer Look at a Performance Expectation MS-PS1 Matter and Its Interactions Students who demonstrate understanding can: MS-PS1-d. Develop molecular models of reactants and products to support the explanation that atoms, and therefore mass, are conserved in a chemical reaction. [Clarification Statement: Models can include physical models and drawings that represent atoms rather than symbols. The focus is on law of conservation of matter.] [Assessment Boundary: The use of atomic masses is not required. Balancing symbolic equations (e.g. N2 + H2 -> NH3) is not required.] The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education: Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts 18 Developing and Using Models Modeling in 6 8 builds on K 5 and progresses to developing, using and revising models to support explanations, describe, test, and predict more abstract phenomena and design systems. Use and/or develop models to predict, describe, support explanation, and/or collect data to test ideas about phenomena in natural or designed systems, including those representing inputs and outputs, and those at unobservable scales. (MS-PS1-a), (MS-PS1-c), (MS-PS1-d) --------------------------------------------- Connections to Nature of Science Science Models, Laws, Mechanisms, and Theories Explain Natural Phenomena Laws are regularities or mathematical descriptions of natural phenomena. (MS-PS1-d) 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-d), ( MS-PS1-e), (MS-PS1-f) The total number of each type of atom is conserved, and thus the mass does not change. (MS-PS1-d) Energy and Matter Matter is conserved because atoms are conserved in physical and chemical processes. (MS-PS1-d) Note: Performance expectations combine practices, core ideas, and crosscutting concepts into a single statement of what is to be assessed. They are not instructional strategies or objectives for a lesson.
Systems and system models Ramon E. Lopez Department of Physics University of Texas at Arlington
How familiar are you with the Framework and the NGSS? A. I don t know much B. I have browsed the documents C. I have read them D. I have studied them a lot E. I was part of a NGSS review team
Which grade level is most relevant to you? A. K 2 B. 3 5 C. 6 8 D. 9 12 E. Post Secondary
Framework/NGSS Structure Three elements are blended: Disciplinary Core Ideas Science and Engineering Practices Crosscutting Concepts
Crosscutting Concepts Patterns. Cause and effect: Mechanism and explanation. Scale, proportion, and quantity. Systems and system models. Energy and matter: Flows, cycles, and conservation. Structure and function. Stability and change.
Why are systems and system models so important? All interactions involve at least 2 objects a system The universe is big, and we only study small bits of it at a time
A Physicist s Cow
How comfortable are you with the notion of systems and system models? A. I avoid it B. Know it when I see it C. Pretty comfortable D. It flows like water
What are the features of a system? Boundaries Components Flows and Interactions
Boundaries
Boundaries are flexible
Boundaries are flexible
Boundaries are flexible
Explicit definition by students of a system s boundaries is part of the 9 12 grade band
Determining a system s boundaries What questions do you have?
All systems have Components
Components within components
Components and emergent behaviors
Components and emergent behaviors
Students learn that systems have parts in K 2, they discuss system components in 3 5, and subsystems in 6 8
What do you think are some of the challenges in getting students to take a systems approach?
Flows in Systems
Flows in Systems
Flows in Systems
Flows in Systems is closely related to Energy and Matter: Flows, Cycles, and Conservation
What questions do you have?
System Models
Conceptual System Model
A Physical System Model
A Mathematical System Model
Computational Models
Students start using models to describe systems in 3 5, and by 9 12 this includes mathematical and computational models
How often do you use system models in instruction now? A. Never B. Rarely C. Occasionally D. With every major science topic
What questions do you have about systems and system models in the Framework/NGSS?
On the Web nextgenscience.org nsta.org/ngss 54
Connect & Collaborate with Colleagues NSTA Member only Listserv on NGSS Discussion forum on NGSS in the Learning center 55
Web Seminar Archives on Crosscutting Concepts February 19: Patterns March 5: Cause and Effect: Mechanism and Explanation March 19: Scale, Proportion, and Quantity April 30: Energy and Matter: Flows, Cycles, and Conservation May 28: Stability and Change Thursday, June 6: Structure and Function Tuesday, June 11: Systems and System Models Also, archives of last fall s web seminars about the Scientific and Engineering Practices are available 56
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Thanks to today s presenters! Ted Willard National Science Teachers Association Ramon Lopez University of Texas at Arlington 59
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