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Developing a Unit with NGSS

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by

Mary Walls

on 16 October 2015

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Transcript of Developing a Unit with NGSS

Gallery Walk
Explain impact of factor
How does data support the proposed solution?
What are the limitations of your model?
Developing a Unit: Overview
Anchoring Event
(Always Task 1)
Connects the learning to socially significant ideas and content,
Will make meaning of the acquired content to other units
CCSS connection through literacy
Reflection:
How does this event connect to the PEs?
How is an AE different than an "Into" or a "Warm Up"?
Bundling the PEs /
Designing the Culminating Performance Task
Step 1) Bundling Performance Expectations

Step 2) CPT = Culminating Performance Task
This is where teacher planning starts (anchoring event is where the students start)
What do you want your students to know, understand, and be able to do by the
end of the unit?
Connection with real-world phenomena
TASK: Mitigating Human Impact
How does the environment affect an eagle population?
Ecosystem Change
Reflection
Graphing Data
Product
Chart
Developing a Unit with NGSS
Handout
Developing a Unit
(page 9)
Handout
Performance Expectation
KEY
Teacher Role
Student Role
Handout & Video
"Fontana Police...mountain lion issue"
Handout
Task to perform
Step 3) Concept Mapping
Develops: Reflection, Big Ideas,Essential Questions
Dissect SE: SEP, DCI, CCC: Which ones are addressed? Which ones are missing?
Focuses instruction around the content, concepts and skills students will need to be successful on the PEs
Establishing a Sequence of Instruction
Handout
DOK through the Rigor Matrix
The eight steps outlined in your handout provide a framework for constructing units. These steps are essential for ensuring focused and thorough units of instruction.
SEP=
Science
& Engineering
Practices
DCI=
Disciplinary
Core Ideas
CCC=
Crosscutting
Concepts
CPT=
Culminating Performance Task
Tuesday, June 3, 2014
Culminating Performance Task (CPT)
Charting it out...
Looking at the CPT, what are SKILLS, CONTENT, and CONCEPTS that are needed for success?
Separate
all
skills, content, and concepts onto separate sticky notes using the descriptors above to help guide you.
SKILL
CONTENT
CONCEPT
A
skill
is an action that students can learn through training or experience. Through practice, skill fluency can be developed.
Content
is disciplinary specific pieces of information to know.
A
concept
is a broad understanding or theme that transcends disciplinary boundaries.
Let's breakdown this task...
Look at the PE
Identify the
SEP
Identify the
CCC
Identify the
DCI
Did we hit all the performance
expectations?

Why or why not?
DOK=
Depth of Knowledge
NGSS=
Next Generation Science Standards
AE=
Anchoring Event
Where do these tasks fit into our sequence of instruction?

How do all the items build in DOK, skill, content, concept?
1. Bundling PEs
2. Design CPT
3. Concept Map
4. Develop Essential Questions
and Big Ideas
5. Identify content and
academic vocabulary
6. Establish a Sequence of Instruction
7. Summative/Post Assessment
8. Review and Refine
https://drive.google.com/file/d/0B-uu0M61j6_OUGt0NXNFdHg0dEk/edit?usp=sharing

http://www.sbsun.com/general-news/20140310/fontana-police-chief-meets-officials-on-mountain-lion-issue

http://www.nextgenscience.org/hsls-ire-interdependent-relationships-ecosystems
Beginning with the end-in-mind, tasks should be
centered on Webb's DOK
built

toward
the CPT
https://drive.google.com/file/d/0B-uu0M61j6_OLTJzcFI5NTZCcTg/edit?usp=sharing
https://drive.google.com/file/d/0B-uu0M61j6_OVzh1WnhYZXlnV3M/edit?usp=sharing
TMA=
Too many acronyms
Teacher Role
Teacher Role
Teacher Role
Teacher Role
Teacher Role
Student Role
CCSS=
Common Core State Standards
#NGSS #CJUHSD #OMSD
GRASP=
Strategy to build performance tasks
Students will produce a written report to the EPA including: mathematical representations, explanations and model of chosen population in ecosystem, presentation of claims with evidence, presentation of solution to mitigate human impact, evaluate evidence supporting the proposed solution and its further impacts.

Students can choose from the following local populations: mountain lions, bears in Glendora, coyotes in Rancho Cucamonga, snakes in Etiwanda, or Bald eagles populations in San Bernardino Mountains.

Students may want to consider: Humans have caused ecological shifts in our native populations. How have these shifts changed the ecology of native species? How have these changes had an impact on human life? What suggestions could you make to mitigate these impacts to allow for greater species population?
Follow along at
http://tinyurl.com/o8mxhfs

https://www.dropbox.com/s/x1yffyjtlunqt3x/Fear_the_Bear.mp4
http://tools4teachingscience.org/pdf/primers/Identifying%20Anchoring%20Events.pdf
OMSD Binder Resources:
https://drive.google.com/file/d/0B-uu0M61j6_OMURNSUJacU5LRlU/edit?usp=sharing

Sample
Unit Template
https://drive.google.com/file/d/0B-uu0M61j6_OSGk3Z3loTHlOV1E/edit?usp=sharing
Full transcript