NGSS THE CROSSCUTTING CONCEPTS IN ACTION

Transcription

1 THE CROSSCUTTING CONCEPTS IN ACTION Implement Three-Dimensional Learning with Support from Total Motivation Science for the Next Generation, Level 5 See Examples and Activities to Support the for Grade Level 5 Link Crosscutting Concepts with Disciplinary Core Ideas and Science and Engineering Practices Reference Question Stems to Promote Principles that Unify Key Science Ideas

2 Table of Contents Getting to Know the...3 Examples of Crosscutting Concepts in Action 1. Patterns Cause and Effect Scale, Proportion, and Quantity Systems and System Models Energy and Matter Structure and Function Stability and Change...11 More Resources for Teaching the...12

3 GETTING TO KNOW THE About Three-Dimensional Learning When we talk about three-dimensional learning in the science classroom, what we mean is that we are striving to teach students not only science and engineering content, but also the underlying scientific principles and the real-life practices that are fundamental to scientific study. The identifies these three dimensions as Disciplinary Core Ideas (DCI), Crosscutting Concepts (CCC), and Science and Engineering Practices (SEP). These three dimensions intertwine to support mastery of the performance expectations. As an instructional framework, three-dimensional learning acknowledges that these three strands provide the overall learning objectives in the classroom and cannot be taught in isolation from one another. Rather, they should be integrated into a multi-faceted approach to teaching science. For example, when teaching students to describe interactions within the geosphere, it s also relevant to teach the role of water in Earth s surface processes (DCI), the concept of systems (CCC), and how to develop and use models (SEP). These ideas and practices not only enhance understanding of the performance expectation, but are also better learned in context rather than in isolation. About Crosscutting Concepts Crosscutting Concepts 1. Patterns 2. Cause and Effect 3. Scale, Proportion, and Quantity 4. Systems and System Models 5. Energy and Matter 6. Structure and Function 7. Stability and Change Crosscutting Concepts are not new to the science classroom. In fact, they have been included as features of science standards and curricula for decades, and sometimes are referred to as themes or principles. Ultimately, they can be thought of as fundamental, underlying concepts that inform how scientists and engineers understand and engage with phenomena in the natural world. Together, these concepts form a framework to help students put disciplinary core ideas in context, trace connections across disciplines, and help students see the world from a scientific point of view. Crosscutting concepts can be thought of as fundamental, underlying concepts that inform how scientists and engineers understand and engage with phenomena in the natural world. The Crosscutting Concepts identified by the are (1) Patterns; (2) Cause and Effect; (3) Scale, Proportion, and Quantity; (4) Systems and System Models; (5) Energy and Matter; (6) Structure and Function; and (7) Stability and Change. THE CROSSCUTTING CONCEPTS IN ACTION 3

4 As one of the strands of three-dimensional learning, Crosscutting Concepts are not meant to be taught separately from the other two dimensions. Instead, they are meant to be interwoven throughout instruction. Teaching Crosscutting Concepts in the context of a curriculum s subject matter is key, because they reinforce key ideas and provide a common vocabulary for science and engineering. It s also important to note that Crosscutting Concepts are essential for all students to learn, not only for high achievers who require extension activities. In the context of the, Crosscutting Concepts help students make connections and build knowledge, benefitting every student regardless of their starting point. Despite the fact that Crosscutting Concepts aren t new, the instructional philosophy for integrating them into three-dimensional learning is a new approach. Despite the fact that Crosscutting Concepts aren t new, the instructional philosophy for integrating them into three-dimensional learning is a new approach. As schools adopt the and teachers begin to implement the standards in their classrooms, it s important to remember that many may already be integrating Crosscutting Concepts into instruction. By being more intentional in lesson planning and actively engaging with students during instruction, teachers can identify how they are already incorporating the concepts and work to highlight them throughout the year. About the Examples and Activities in this Handout The examples in the following pages illustrate how Crosscutting Concepts can be woven into investigations, activities, or assessment items that simultaneously engage students with Disciplinary Core Ideas and Science and Engineering Practices in support of Performance Expectations. Question stems are also provided to help teachers guide student engagement with crosscutting concepts. All examples and activities are drawn from Total Motivation Science for the Next Generation for Level 5. In addition to fully supporting the three-dimensional approach to standards instruction as outlined by the, Total Motivation Science also supports the Instructional Model, a framework for teaching and learning that progresses through five phases: Engage, Explore, Explain, Elaborate/Extend, and Evaluate. Therefore, each example activity is also coded to a stage and should be delivered in the context of students progression through this learning model. The Instructional Model Keys for Standard Coding Explore Elaborate/Extend Evaluate Explain Engage 4 THE CROSSCUTTING CONCEPTS IN ACTION PE SEP DCI CCC NOS ED STSE Performance Expectation Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts Nature of Science Engineering Design Science, Technology, Society, and the Environment

5 01. PATTERNS A pattern is a repeating design or series of numbers or events. Students identify and recognize patterns, then utilize them to make predictions. PE. 5-ESS2-1 Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact. 5-LS2-1 Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment. SEP. Developing and Using Models; Analyzing and Interpreting Data; Constructing Explanations and Designing Solutions; Obtaining, Evaluating, and Communicating Information Research the average yearly rainfall for the locations shown in the table. Use the collected data to complete the table. Location Death Valley, CA (East of Sierra Nevada Mountains) Placerville, CA (West of Sierra Nevada Mountains) Spokane, WA (East of Cascade Mountains) Seattle, WA (West of Cascade Mountains) Lhasa, Tibet (North of Himalayan Mountains) Average Yearly Rainfall DCI. ESS2.A Earth Materials and Systems; LS2.B Cycles of Matter and Energy Transfer in Ecosystems CCC. Patterns; Cause and Effect; Systems and System Models NOS. Scientific Knowledge is Open to Revision in Light of New Evidence; Scientific Knowledge Assumes an Order and Consistency in Natural Systems; Science Addresses Questions About the Natural and Material World Elaborate. This activity asks students to explore the rain shadow phenomenon. After students research average yearly rainfall for various locations and collect data in the table shown, they develop and revise models to explain why the rain shadow phenomenon occurs. By applying learning in a new context, students develop understanding of interactions between the atmosphere, geosphere, biosphere, and hydrosphere. Kathmandu, Nepal (South of Himalayan Mountains) 1. What patterns do you notice in the data? 2. What might account for the rainfall differences on opposite sides of the mountain ranges? Question Stems Related to Patterns What patterns do you hear? What patterns do you see? How do the patterns you observed help you find evidence to support? Why does the pattern occur? What pattern do you see in the data? What pattern do you see in the (map, chart, graph)? How do the patterns help you describe this phenomenon? How is the observed pattern related to a period of time? Is there any pattern in what is causing the device or design solution to fail? What are some patterns in math? What are some patterns in history? What are some patterns in nature? What are some patterns in poetry? What do all patterns have in common? THE CROSSCUTTING CONCEPTS IN ACTION 5

6 02. CAUSE AND EFFECT Causes produce results, while effects are the results of actions. Students manipulate variables to test the effects of change on a system and identify cause-and-effect relationships to explain phenomena. Mixing substances can result in a mixture, a solution, or a chemical reaction. Classify the examples as a mixture, a solution, or a chemical reaction. Justify your answer. Example Classification Justification Food Coloring, Plaster of Paris, and water Sand and salt Powdered drink mix, sugar, and water Antacid tablet and vinegar Rewrite each example as a cause-and-effect relationship. Write a claim to explain the changes. PE. 5-PS1-4 Conduct an investigation to determine whether the mixing of two or more substances results in new substances. 5-PS1-3 Make observations and measurements to identify materials based on their properties. SEP. Planning and Carrying Out Investigations; Analyzing and Interpreting Data; Constructing Explanations and Designing Solutions DCI. PS1.A Structure and Properties of Matter; PS1.B Chemical Reactions Cause Effect CCC. Patterns; Cause and Effect Claim: Question Stems Related to Cause and Effect What do you think caused to happen? How can you use the materials to test your idea? Does the evidence support your ideas about what caused to happen? What effect does have on? How does affect? What is the cause-and-effect relationship for? How can you design a test to determine the cause of? How does the cause-and-effect relationship for and cause to change? How can you use a model to make predictions of the effect may have on? NOS. Scientific Investigations Use a Variety of Methods; Scientific Knowledge is Based on Empirical Evidence; Scientific Models, Laws, Mechanisms, and Theories Explain Natural Phenomena Explain. This activity helps students communicate understanding of cause-and-effect relationships, using evidence to support their claims. 6 THE CROSSCUTTING CONCEPTS IN ACTION

7 03. SCALE, PROPORTION, AND QUANTITY Scale refers to a representation that has the same properties as the actual object. Proportion shows the relationship between two different things. Quantity is the number or amount of something with respect to comparative size. Students discover that objects vary in size, from very large to very small, and measure physical properties of objects. PE. 5-ESS1-1 Support an argument that differences in the apparent brightness of the sun compared to other stars is due to their relative distances from the earth. SEP. Planning and Carrying Out Investigations; Analyzing and Interpreting Data; Using Mathematics and Computational Thinking DCI. ESS1.A The Universe and Its Stars CCC. Scale, Proportion, and Quantity Engage. This hands-on investigation engages students and encourages them to make connections between differences in close-up photographs as compared to photographs taken from a farther distance to develop understanding between relative distances and the sizes objects appear. Follow the directions to collect data about perception. 1. Have your partner measure your height. Record the measurement. 2. Have your partner stand on the opposite side of the room. Measure the distance between you and your partner. Record the measurement. 3. Have your partner take your picture from the opposite side of the room. 4. Hold the camera in your hand to take a picture of yourself. 5. Before taking the picture, have your partner measure the distance between the camera and your face. Record the measurement. 6. Have your partner remeasure your height. Record the measurement. 7. View the pictures. Then answer these questions: a. Did your height change? b. Describe the differences in the two pictures. Question Stems Related to Scale, Proportion, and Quantity Is larger or smaller than? How many would it take to? What units of measurement are used to measure? How do and compare in size? How does the time span of compare to? How does the distance of compare to? How can you develop a scale model to show? What is the smallest (object, distance, unit of measure, amount of time) you can think of? What is the largest (object, distance, unit of measure, amount of time) you can think of? THE CROSSCUTTING CONCEPTS IN ACTION 7

8 04. SYSTEMS AND SYSTEM MODELS A system is a group of things or parts that work together. Students recognize that systems are made of parts and that the parts must all work together for a system to function properly. Additionally, students create system models to study individual components of a system, to study system interactions, and to learn what happens to a system when a component is changed or removed. A terrarium is a closed system in which plants and small animals can survive. To build a terrarium, recycle a container, such as a jar, salad or deli container, or soda bottle. Place pebbles or gravel at the bottom of the container. Add some activated charcoal (optional). Top the charcoal layer with a small layer of moss. Place soil in a layer over the moss, and top with more moss (moss is also optional). Plant seeds, such as rye grass seeds, or add small plants. Add a few dead leaves around the seeds and plants, but not covering them. Water your terrarium to moisten the soil. After adding the water, place one cricket in the terrarium and then cover. Day Mass of Terrarium (g) Observations Measure the mass of the terrarium after it is covered and measure the mass again every two days. Record observations. 2. What does the mass of the terrarium over the entire investigation indicate about matter? 3. What evidence suggests that matter moves among plants, animals, decomposers, and the terrarium environment? 4. Draw a model that shows the movement of matter within the terrarium. PE. 5-LS2-1 Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment. 5-PS1-2 Measure and graph quantities to provide evidence that regardless of the type of change that occurs when heating, cooling, or mixing substances, the total weight of matter is conserved. SEP. Developing and Using Models; Planning and Carrying Out Investigations; Analyzing and Interpreting Data; Using Mathematics and Computational Thinking; Constructing Explanations and Designing Solutions DCI. LS2.A Interdependent Relationships in Ecosystems; LS2.B Cycles of Matter and Energy Transfer in Ecosystems CCC. Patterns; Cause and Effect; Scale, Proportion, and Quantity; Systems and System Models; Energy and Matter Question Stems Related to Systems and System Models A is a system made of parts. What parts make the system work? What might happen if was removed from the system? How is the system affected by? What are the boundaries of the system? How does matter and energy flow into and out of the system? 8 THE CROSSCUTTING CONCEPTS IN ACTION How do the components of the system interact? How does this system interact with other systems? How can a system model be used to explain interactions within the system? How can a system model be used predict a system s behaviors? How can a system model be used to discover problems or failures in the system? NOS. Scientific Investigations Use a Variety of Methods; Scientific Knowledge is Based on Empirical Evidence; Scientific Models, Laws, Mechanisms, and Theories Explain Natural Phenomena; Scientific Knowledge Assumes an Order and Consistency in Natural Systems Explore. Students explore ideas together to build background knowledge as they develop a system model to explain the movement of matter within an ecosystem.

9 05. ENERGY AND MATTER Energy is the ability to do work or cause change, while matter can be defined as anything that takes up space and has mass. Students study how cycles involving energy and matter react and learn how energy and matter is transferred in and out of a system, as well as within a system. PE. 5-PS1-2 Measure and graph quantities to provide evidence that regardless of the type of change that occurs when heating, cooling, or mixing substances, the total weight of matter is conserved. SEP. Analyzing and Interpreting Data; Using Mathematics and Computational Thinking; Constructing Explanations and Designing Solutions DCI. PS1.A Structure and Properties of Matter; PS1.B Chemical Reactions CCC. Scale, Proportion, and Quantity; Energy and Matter NOS. Scientific Knowledge is Based on Empirical Evidence A student performs a chemical reaction with vinegar and an antacid tablet. Experimental results are displayed in the table. Before Chemical Reaction Mass of Vinegar (g) After Chemical Reaction Mass of Chemical Reaction (kg) Mass of Antacid Tablet (g) Explain how this chemical reaction represents the law of conservation of matter. Extend. This activity allows students to communicate their understanding of the module concepts and helps the teacher identify misconceptions. Question Stems Related to Energy and Matter What form of energy is being used? How is this form of energy transferred from to? How is matter and energy transferred within the system? How is matter and energy transferred into the system? How is matter and energy transferred out of the system? Compare the transfer of matter and energy in an ecosystem to the transfer of energy in motion. How is the transfer of matter and energy in similar to and different from the transfer of matter and energy in? THE CROSSCUTTING CONCEPTS IN ACTION 9

10 06. STRUCTURE AND FUNCTION A structure is the physical composition of an object. A function is the purpose of something. Students learn that the structure of an object is related to the way it functions. Scenario: A team of students designs shoes made from cardboard boxes. A prototype of the design solution is shown in the picture. Criteria for success are: Product can be manufactured quickly Product is durable and strong Product keeps feet warm Product is comfortable to wear Plan an investigation that could be used to test the shoe design solution to determine how well it meets one of the criteria. PE. 3-5-ETS1-3 Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved. 5-ESS3-1 Obtain and combine information about ways individual communities use science ideas to protect the Earth s resources and environment. SEP. Planning and Carrying Out Investigations DCI. ETS1.C Optimizing the Design Solution; ESS3.C Human Impacts on Earth Systems CCC. Structure and Function ED. Optimizing the Design Solution Question Stems Related to Structure and Function How does the structure of the affect? How is the function of this object related to its structure? How does the shape of affect its function? How are properties of the materials used to build a device related to how the device functions? How can structures or functions seen in nature be incorporated into design solutions? Describe each structure in your (model, design solution) and explain how each part functions. Evaluate. This activity supports students in assessing their own knowledge of structure and function as they develop tests to evaluate the design solution and gives teachers insight into student progress to inform instruction. 10 THE CROSSCUTTING CONCEPTS IN ACTION

11 07. STABILITY AND CHANGE Stability is the tendency to stay the same, while change is to make or become different. Students learn that changes may occur over time, and may happen quickly or slowly. Students additionally explore systems and discover that even stable systems may experience change over long periods of time. PE. 3-5-ETS1-1 Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost. SEP. Obtaining, Evaluating, and Communicating Information DCI. ETS1.A Defining and Delimiting Engineering Problems CCC. Stability and Change STSE. Influence of Engineering, Technology, and Science on Society and the Natural World 1. Wants and needs change over time. Research the objects, tools, processes, and systems listed in the table to determine how designs have changed over time. Identify reasons why the changes occurred (a specific want or need changed, demands for new technology). Objects used to communicate Tools used to measure time Process of printing Systems of measurement Changes Reason for Each Change Elaborate. This activity asks students to apply their knowledge to a new scenario, utilizing their creative and critical thinking skills. 2. Choose one of the topics researched. Create a timeline to show the changes that occurred over time. Share your timeline with the class. Question Stems Related to Stability and Change Does happen quickly or slowly? How does affect the speed at which occurs? How does a change to affect? How long might it take for to recover from? What are some examples of fast changes? What are some examples of slow changes? What are some examples of changes that are irreversible? THE CROSSCUTTING CONCEPTS IN ACTION 11

12 LEARN HOW TO TEACH THE Bridge the gap between state standards and the hands-on approach of with Professional Development from Mentoring Minds. The rigor in Mentoring Minds is much better, much deeper than anything I ve seen. It s not formulaic. Fourth-Grade Teacher, California Uncovering Mysteries pedagogical methods Three-dimensional learning models Remote or in-person Total Success with Total Motivation Professional development coaching Product implementation support Remote or in-person Visit mentoringminds.com or call