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Crosscutting Concepts: A Professional Book Study for K-12 Educators, WS1, 5/13/2021 - Shared screen with speaker view
Gloria Egner-Cicirello
01:18:27
Hello from Philadelphia!!!
Andrea Gaines
01:18:28
Hello! Andrea Gaines from Union Public Schools PreK-12 Science and STEM Curriculum Specialist Tulsa OK
Kenning
01:18:29
Hello from northern Utah!
Todd Bevis
01:18:32
Hello from Tallahassee, Fl.
olufa
01:18:35
Hello everyone. This is Ayo Olufade from Maryland.
Brian Aycock
01:18:43
Hi from Downers Grove IL!
Jen Lewin (she/her)
01:18:45
Hello from Chicago!
Rebecca Garelli
01:18:51
Hello! Here from Arizona Department of Education!
Corinne Marko Murawski
01:19:08
Hello from Phoenix!
Brian Vorwald
01:19:08
Hi from Stony Brook, Long Island, NY
Annette Tanaka
01:19:12
Aloha from Pearl City, Hawaii!
KWaters
01:19:14
Hello from Canterbury, CT
Jess Holman
01:19:22
Welcome! We are so glad to have you. Here is a link to the Collection where you will find the documents for today’s web seminar: https://my.nsta.org/collection/PEcXrWI3oWM_E
Ellen Ervin
01:19:23
Hello from the seacoast area of New Hampshire!
Dawn Castillo
01:19:24
Hello!! Joining in from Chula Vista California!
Audra Plaisance
01:19:33
Hi from Eaton Colorado!
Lori Andersen, University of Hawaii
01:19:34
Aloha @ Annette. We are neighbors!
Kate Soriano
01:19:55
Resource 1 in the collection
Jess Holman
01:19:55
Collectionhttps://my.nsta.org/collection/PEcXrWI3oWM_E
Jody Cook
01:20:25
Is it possible to zoom in on the vignette? It is quite small...
Lori Andersen, University of Hawaii
01:20:38
Click on the link in the chat to open it on your computer.
Kate Soriano
01:20:39
@Jody the vignette is in the collection
Kate Soriano
01:20:46
resource 1
Jess Holman
01:20:50
Collectionhttps://my.nsta.org/collection/PEcXrWI3oWM_E
Jess Holman
01:20:53
Resource 1
Jess Holman
01:21:05
Please let us know if you have trouble accessing the collection
Kate Soriano
01:21:41
We will take about 6 minutes to read and reflect on the vignette (Alone Zone)
Jonel Leger
01:23:22
I don't see the reflection questions
Carolyn Riley
01:23:41
Are they in the collection?
Nordine, Prof. Jeffrey C.
01:23:41
They are at the bottom of the vignette PDF
Brittany Meeks
01:23:47
]
Rachel Diana Millstone
01:24:02
???
Brian Vorwald
01:24:04
Are the questions in the book or in a separate PDF?
Jess Holman
01:24:15
At the bottom of the vignette PDF
anastasiapadilla
01:24:33
They are in the same PDF. There’s a line, and under the line it says “Reflection.”
Danielle Drogalis
01:24:34
Link to the reflection questions: https://s3.amazonaws.com/NSTA1/1658086/Marias_Flowers_Vignette_rev3.pdf?AWSAccessKeyId=AKIAIMRSQAV7P6X4QIKQ&Expires=1621017719&Signature=r6q3Pq9tETjwmXWYgDSqSauaLjE%3d
Brian Vorwald
01:24:53
Thanks!
Kate Soriano
01:24:57
The reflection questions are at the bottom of the Maria's Flowers vignette which is resource 1 in the collection
Kate Soriano
01:25:07
https://my.nsta.org/collection/PEcXrWI3oWM_E
Danielle Drogalis
01:25:08
Here they are also, just in case: ReflectionHow is Maria using crosscutting concepts (CCCs) along with disciplinary core ideas (DCIs) andscience and engineering practices (SEPs) to begin wondering about flower growth?How might Maria blend CCCs with DCIs and SEPs to investigate why the wildflowers grow wherethey do?
Jess Holman
01:25:10
Collectionhttps://my.nsta.org/collection/PEcXrWI3oWM_E
Kathy Eller
01:26:43
Hi I just joined. Is anyone talking now?
Lori Andersen, University of Hawaii
01:26:52
no
Jess Holman
01:27:06
Collectionhttps://my.nsta.org/collection/PEcXrWI3oWM_E
Jess Holman
01:28:25
Google Doc Links:Birthdates 1-6https://docs.google.com/document/d/1a5YiVYJtOFHUGo512fuLDJGHqRB1hEl3gm46--SbWTM/edit?usp=sharingBirthdates 7-12https://docs.google.com/document/d/1TFuG0F8foDIy1LdDyKNZhF4S65g07mOoIJfiMqBa80o/edit?usp=sharingBirthdates 13-18https://docs.google.com/document/d/1MkKw32mfcQ3pdlN9Z2GTdIbeyUbK1TpiiPl_iB9p5A8/edit?usp=sharingBirthdates 19-24https://docs.google.com/document/d/1-Irv0vMIGaqEPspg2oHYUpgvk2_1syq46U2Ard7iL0c/edit?usp=sharingBirthdates 25-31https://docs.google.com/document/d/1N-n9Iuy49Pm5tUt0OuRMfxjr4Bg3Ezv-CGnagR4_vIE/edit?usp=sharing
Kala Grice-Dobbins
01:28:51
Nothing posted?
Lori Andersen, University of Hawaii
01:29:01
Looks like a blank box to me.
Kala Grice-Dobbins
01:29:11
Same here lori
Rachel Diana Millstone
01:29:30
A lot to process hearing and viewing all at the same time
Suzanne Wade
01:29:43
I am confused
Lori Andersen, University of Hawaii
01:29:52
Where are the links?
Sarah Hough
01:30:00
No links shared?
Kala Grice-Dobbins
01:30:04
There are no links that I can see
Heather Vernon
01:30:06
Did screen sharing stop?
kendallowens
01:30:15
It is not allowing me to type
Kate Soriano
01:30:15
Google Doc Links:Birthdates 1-6https://docs.google.com/document/d/1a5YiVYJtOFHUGo512fuLDJGHqRB1hEl3gm46--SbWTM/edit?usp=sharingBirthdates 7-12https://docs.google.com/document/d/1TFuG0F8foDIy1LdDyKNZhF4S65g07mOoIJfiMqBa80o/edit?usp=sharingBirthdates 13-18https://docs.google.com/document/d/1MkKw32mfcQ3pdlN9Z2GTdIbeyUbK1TpiiPl_iB9p5A8/edit?usp=sharingBirthdates 19-24https://docs.google.com/document/d/1-Irv0vMIGaqEPspg2oHYUpgvk2_1syq46U2Ard7iL0c/edit?usp=sharingBirthdates 25-31https://docs.google.com/document/d/1N-n9Iuy49Pm5tUt0OuRMfxjr4Bg3Ezv-CGnagR4_vIE/edit?usp=sharing
Brittany Meeks
01:30:16
yes
Jane Hunt
01:30:17
Yes
JLEGER
01:30:19
Please share links again. Just switched from phone to computer
Kate Soriano
01:30:26
Google Doc Links:Birthdates 1-6https://docs.google.com/document/d/1a5YiVYJtOFHUGo512fuLDJGHqRB1hEl3gm46--SbWTM/edit?usp=sharingBirthdates 7-12https://docs.google.com/document/d/1TFuG0F8foDIy1LdDyKNZhF4S65g07mOoIJfiMqBa80o/edit?usp=sharingBirthdates 13-18https://docs.google.com/document/d/1MkKw32mfcQ3pdlN9Z2GTdIbeyUbK1TpiiPl_iB9p5A8/edit?usp=sharingBirthdates 19-24https://docs.google.com/document/d/1-Irv0vMIGaqEPspg2oHYUpgvk2_1syq46U2Ard7iL0c/edit?usp=sharingBirthdates 25-31https://docs.google.com/document/d/1N-n9Iuy49Pm5tUt0OuRMfxjr4Bg3Ezv-CGnagR4_vIE/edit?usp=sharing
Corinne Marko Murawski
01:30:31
Scroll up in the chat. The links re there
Dawn
01:32:51
I'm sorry, every time I click a link, it removes me from the meet. My wifi is extremely spotty apparently.
KIRA PADILLA MARTINEZ
01:32:52
Sorry, I did not understand how we hace to choose the group
Kate Soriano
01:33:29
When you get to the Google doc, add your name to the first open group. Then click on the Group number to find your table.
Kate Soriano
01:33:40
Birthdates 1-6https://docs.google.com/document/d/1a5YiVYJtOFHUGo512fuLDJGHqRB1hEl3gm46--SbWTM/edit?usp=sharingBirthdates 7-12https://docs.google.com/document/d/1TFuG0F8foDIy1LdDyKNZhF4S65g07mOoIJfiMqBa80o/edit?usp=sharingBirthdates 13-18https://docs.google.com/document/d/1MkKw32mfcQ3pdlN9Z2GTdIbeyUbK1TpiiPl_iB9p5A8/edit?usp=sharingBirthdates 19-24https://docs.google.com/document/d/1-Irv0vMIGaqEPspg2oHYUpgvk2_1syq46U2Ard7iL0c/edit?usp=sharingBirthdates 25-31https://docs.google.com/document/d/1N-n9Iuy49Pm5tUt0OuRMfxjr4Bg3Ezv-CGnagR4_vIE/edit?usp=sharing
Don Boonstra, NSTA
01:33:44
Kira, my birthday is august 20, so I would choose 19-24.
Marie Behnke
01:35:32
when I clicked on to the doc I lost the meet and lost connection and sound. Now I am in the document but cannot make any entries. Any advice?
Jess Holman
01:36:30
I am so sorry that happened Marie, Don can help you get the sound back
Jess Holman
01:36:35
We are coming back in 1 min
Marie Behnke
01:37:26
Thanks. For some reason I cannot make any entry for a name so I will wait and hope the next activity works better for me. I usually do not have connection issues.
Dawn
01:37:27
I cannot do anything either. Sorry.
doc gardner
01:38:02
seems to have crashed
Margaret
01:38:40
Great idea for collaboration and making small groups, but my wifi could not handle the many edits to the doc.
Jim McDonald
01:39:09
There are multiple ways for Maria to carry out an investigation. There is really no wrong way to go about this.
Jim McDonald
01:39:30
The collaboration possibilities are numerous.
Martha. Wulff
01:39:33
There is more than one way to combine the 3 dimensions for any given investigation.
Ann-Margaret Somers
01:39:37
My Aha is that my state has not done a good job of incorporating CCC and SEP into our curriculum focus. Sooooo many teachers only focus on the DCI's.
Valerie Vogel-Scheidt
01:39:38
Shoutout to Marianne Knowles - she made the interaction between CCC/DCI/SEP so easy for me! “Maria is noticing patterns (CCC) in where the flowers are growing. Her understanding of plants (DCI) triggers a question (SEP) about why this is happening.”
Vanessa West
01:39:39
An aha for me is how the CCC's seem to intertwine
Richard Bacolor
01:39:39
Hi Jim!
Morgan K she/her
01:39:41
Ah-ha from Nancy: Wondering and questions falling under other CCC (asking or wondering about cause and effect)
Rebecca Garelli
01:39:43
Multiple CCCs can be weaved together
Tyler Bouressa
01:39:47
There is a lot of room for individuality with the investigation based on what Maria (or other students) might already know.
Kourtney Taylor
01:39:47
Jim I had the same AHA moment. I also had one about how easy it is to find a phenomena
Katrina Hashimoto
01:39:49
Aha: 3D learning comes so naturally
Rachel Kenning
01:39:49
Aha moment: Maria's age and experience matter.
Glen Cochrane
01:39:49
Phenomenon can be viewed through multiple lenses,
Rebecca Garelli
01:39:51
or utilized throughout
Christina Argo
01:40:04
Yes! My students and I were just talking about this when it comes to the dandelions in the yard around the school building! I love being able to make my own connections to this to help further my understandings of CCCs
Tony Carter
01:40:07
Everyone in my group mentioned Patterns as their CCC
eziegler
01:40:13
Multiple CCC's and SEP's can be used. I love that the Wonder or Maria would drive this lesson
Heather/PGCPS/6th
01:40:14
Lol that's my question, how do you choose a CCC for focus
Joy Starks
01:40:14
There are several ways for Maria to investigate this phenomenon.
John McKenzie
01:40:15
The CCCs may not have been as complicated as I feared...
Kala Grice-Dobbins
01:40:15
This would be hard to test at a school setting since most don’t have a way to plant stuff (not enough grass) but could do a lot of research
Jim McDonald
01:40:16
Everyone brings their own thoughts to the phenomenon.
Gabriela Rose- she/her
01:40:18
Different people have different ways in which they describe how Maria is using the three dimensions to explain the phenomenon.
Nicole Bay
01:40:19
Question: Is there a benefit to paring CCCs, or to sticking with one lens through which to view the phenomenon?
Margaret
01:40:24
I love how easily all could identify all three - CCCs, DCIs, and SEPs
Melissa London
01:40:26
Accessible to all students at their level
Wendy Noun (she/her)
01:40:26
How might this look differently in elementary vs. high school classrooms, even PreK!
Christopher Soldat
01:40:28
I started by thinking about patterns which led me to wonder about cause and effect
yevgeny
01:40:29
How all CCC are related to the each and use at the same time.
Ninorta Gabriel
01:40:30
Using the CER framework for the explanation
Alice Flarend
01:40:30
at first I only thought patterns but there was more there as I thought more and read other people's ideas
Valerie Vogel-Scheidt
01:40:31
My group had many different ideas for experimentation
Laura McLeod
01:40:32
Structure and function
Cameron Armstrong
01:40:34
Lots of mention of patterns and cause and effect it was interesting to see the different applications and perspectives!
K.Riaz
01:40:35
THe SEP, , DCI, and CCC are intertwined
Gloria Egner-Cicirello
01:40:36
Her experience matters
Erin Mistry [she/her]
01:40:37
She could use almost all of the CCC as she is delving into questions about why this happened. Then she could pick any way to investigate
Richard Bacolor
01:40:37
Aha: kids need more opportunities to simply be outside and observe.
Gwendolynn Shealy
01:40:39
Aha- the layer of another CCC that progress student deeper into the DCI and other SEPs. Pattern--then cause and effect
Karthigeyan Subramaniam
01:40:40
Biochemical warfare among plants?
Tracy Staley
01:40:41
One DCI can bring up multiple CCCs. My question is when this happens, do you suggest focusing on just one or making connections across multiple CCCs?
Teresa Capomaggi
01:40:42
My “Aha” is how much the the DCI’s, CCC’s, and SEP go together. As one is mentioned, the other two keep coming up
Linda Mosser (she/her)
01:40:43
reminds of the story about marigolds and walnuts
Audra Plaisance
01:40:46
My AHA was how SEP/DCI/CCC’s all connect and I am in need of training on this so I do a better job encorporating all of these layers together!
Brian Aycock
01:40:47
Aha: we move so quickly across different CCCs and SEPs even in a quick experience with a phenomenon
Rebecca Garelli
01:40:50
I love how clear it is to identifying the SEPs and CCCs:)
Anne Lewerenz
01:40:50
Get kids outside to actually observe authentic phenomena.
Karen Mesmer
01:40:50
There are many CCCs that can be used together (along with multiple DCIs and SEPs).
Jim McDonald
01:40:51
This shows the importance of hearing the ideas of others.
Brian Vorwald
01:40:52
To make sense of a phenomenon the three dimensions are blended together as they are interconnected.
Karren McIntire
01:40:52
Aha moment - Pamela shared a great way to investigate the phenomena.
Brenda Breil
01:40:55
As a teacher, you want students to come up with their own questions but what if they go in a direction that does not tie to the DCI that needs learning?
Kristin Beich
01:40:55
Easily accessible and relevant to student experiences
Terry Contant
01:40:56
I thought the image was from Texas.
pamelagoalwin
01:40:57
AHA: multiple CCCs; 2) I didn’t include patterns, but that sounds perfect, 3). Is there a grade level we should be focusing on for Maria?
Vanessa West
01:40:58
AHA for me is how the CCC's etc intertwine. I kept seeing connections, question would be how to focus them
Heather/PGCPS/6th
01:40:59
Is the implication here that Maria knows what the CCC, SEP, and DCI are?
Nancy Kreth NISD
01:40:59
When CCC's are used a topic can be investigated from multiple perspectives...
Karyn Nyholm
01:41:03
I had a narrow view of patterns and cause and effect, this showed me that there is more to it than my previously held definitions
Ann Campbell
01:41:03
My aha is that students would automatically come up with our ideas. Is my job as the teacher to name the CCCs and SEPs?
Anne.RaynerCyr
01:41:03
Everyone in my group seemed to agree about the CCC of patterns and cause and effect. I am excited to learn about weaving them together.
Nina Luna
01:41:03
A "simple" question can lead to a students interest in the subject.
Jerry O'Mahony
01:41:04
Aha: Maria can start her investigation from multiple dimensions(eg, noticing patterns, or comparing her knowledge about what is avoiding the trees vs what is growing under the trees, etc)
Nicole Durso (she, hers)
01:41:04
What aspects of this phenomenon did she find relevant enough to make her pause and consider?
Dawn Castillo
01:41:04
is this accessible to every student?
Joy Starks
01:41:11
Uses Maria's experiences to dig deeper
Keith G Macdonald
01:41:24
Some pollinators are attracted by petal colors
Diana Lennon
01:41:25
Aha- actually use CCC questions in nature journals with students!
Ann Campbell
01:41:25
Joy Starks I like that
Ann Campbell
01:41:35
Diana--love that idea
Travis Hall
01:41:36
YES! Loving the interconnectedness of everything. Hard to think about how discrete much of our content is often treated these days vs the level of "blend" here.
Ted Willard
01:41:37
I immediately want to come up with theoretical models that could explain this phenomena. 1. light matters. 2. water matters.
anastasiapadilla
01:41:43
@Anne= I very. Much agree!!
Lenora Naylor
01:42:02
Defining the question you pursue is essential, so observations and questions must correlate closely.
Lori Andersen, University of Hawaii
01:42:37
Jeff is breaking up on my end.
Nancy Kreth NISD
01:42:44
I love that - an "entry point" and an "outcome"...
Trish Shelton
01:42:53
Me too!
Tracy Staley
01:43:05
@Nancy me too!
Richard Bacolor
01:43:14
@Nicole - yes! Love it.
anastasiapadilla
01:43:17
@Ted- I thought maybe the tree was inhibiting the flower growth because of competition.
Ann-Margaret Somers
01:44:10
Yes, Jeff is breaking up a lot
Luiza Holtzberg
01:44:16
What did you feel that was missing that motivated you to write the book? I am sorry if my question may be confusing.
Ninorta Gabriel
01:44:22
Yes audio is choppy
Kate Soriano
01:44:25
Jeff is joining from Gemany
Karthigeyan Subramaniam
01:44:34
It would be interesting to see the figurative metaphor preservice teachers have of the three-dimensional learning - they might add a fourth leg - the fun hands-on activity
Lori Andersen, University of Hawaii
01:44:46
The internet has a long way to travel from Germany to Hawaii, I guess. ;)
Brianna Reilly
01:45:10
Here is a link to the Collection where you will find the documents for today’s web seminar - This is resource #2: https://my.nsta.org/collection/PEcXrWI3oWM_E
Ted Willard
01:45:44
@anastasiapadilla that is roughly my thought with regards to water.
Wendy Binder, NSTA
01:46:02
@Ted W-- hi Ted!
Diana Lennon
01:46:15
https://youtu.be/af1kB89pIsw Minute 8:02 is where I found questions that connect to CCC for nature journals
Ted Willard
01:46:18
Hi Wendy
Nancy Kreth NISD
01:46:54
Concept-Based Curriculum - Lynn Erickson
Jess Holman
01:48:03
If you have any questions please be sure to drop them in the chat box
anastasiapadilla
01:49:19
@TedWillard am I remembering incorrectly, or are there plants that actually “poison” the ground around them do decrease competition? That’s what I had in mind.
Melissa London
01:49:28
How do you recommend they be introduced? When a student arrives at them organically, as Maria did, or when we introduce other certain phenomena?
Diana Lennon
01:49:53
@anastasiapadilla yes allelopathic— like Norway Maple
Karthigeyan Subramaniam
01:49:54
Just like physical tools in the science classroom/lab there is a need to emphasize the CCCs as cognitive tools/lenses.
Nancy Kreth NISD
01:50:04
Conceptual understandings also provide students with the "why" factual information is important.
Bree Jimenez
01:50:08
I think you can model using them. And be explicit when you do - Think Alouds
Melissa London
01:50:27
@Bree Thanks
Ann-Margaret Somers
01:50:28
I agree - the metacognition is paramount.
Kala Grice-Dobbins
01:50:40
I am all about having posters that explain the concepts that they can glance at during reflections
Ted Willard
01:50:46
@anastasiapadilla That's a third explanation/model. We would need to collect more evidence to decide which one works better.
Nicole Durso (she, hers)
01:50:49
@bree Read Aloud/Think Aloud -Cognitive apprenticeship
Diana Lennon
01:51:09
@Kala yes! I got a set of posters laminated for SEP, CCC and DCI’s and hang in classroom
Ann Campbell
01:51:14
I loved the lens analagoy when I was reading this book. It finally made it clear to me what these things are
Nancy Kreth NISD
01:51:15
Because factual information can be explored through different lenses.
Mrs. McKaughan
01:51:15
Lens as a sense making tool. Why is there this pattern?
Heather/PGCPS/6th
01:51:18
So we could look through one lens, and if that still doesn't quite make sense we can switch out the lens and look at the problem again in a new way
Casey Cushing (she/her)
01:51:19
cognitive tools--> habits of mind
Ana Houseal
01:51:20
They are lenses because they allow us (and our students) to think about different aspects of understanding and building scientific knowledge
Rachel Diana Millstone
01:51:20
They are “a perspective”
Linda Mosser (she/her)
01:51:20
A lens bring things into focus
Vanessa West
01:51:22
A tool is something that helps you achieve a goal, so the CCC as a tool is used to help understand and decipher what is going on
Glen Cochrane
01:51:22
allows one to narrow the view of the phenomenon
Dawn Castillo
01:51:23
a tool is useful over time, by teaching the process of thinking about something, and can be applied to new situations over and over again
Brittany Meeks
01:51:23
It gives them a way of thinking, where to start-for example, do you see a pattern? Why do you think there is a pattern?
Jim McDonald
01:51:25
The lens is a use of my prior knowledge and my own questions to arrive at my wanderings
Kate Soriano
01:51:26
Helen's questions: Why a lens? Why do we call them lenses? How can a concept be a tool?
Kathy Eller
01:51:27
You're using the lens to magnify learning so a concept could be like a magnifying glass
KWaters
01:51:28
Knowing about cause/effect helps you look for it in the world.
Tara Ellis
01:51:29
They are thinking tools:)
Katrina Hashimoto
01:51:30
Sometimes you have to narrow students’ focus a bit by allowing them to dig deeper using a lens or CCC
Heather/PGCPS/6th
01:51:31
this is an amazing metaphor
Alicia Madsen
01:51:32
The CCCs help focus the teacher's questions and the students thinking
Matt Schafer
01:51:33
using the CCC lens tunes the observation skills to focus on scientific relationships
boschste
01:51:33
The Wonder of Science has great icons for the CCC that can be a visual reminder for students to latch on to as a tool.
Nancy Kreth NISD
01:51:34
Lenses allow for different perspectives
Karren McIntire
01:51:34
A tool is used to solve a problem.
Cindy Gay (she/her/hers)
01:51:35
Lenses can focus, magnify, remove from view, filter... all tools to hone in on what is of interest
Sipes, Craig
01:51:35
A lens would be a starting point, a perspective or approach
Lisa Holt-Taylor
01:51:36
Lens in way for students to see things or observe things
Joy Starks
01:51:36
I think of the concepts as "thinking tools." They help students practice scientific thinking.
Nicole Bay
01:51:38
I feel as though looking at a phenomenon through the different lenses (CCCs) could lead to a deeper understanding of what is really happening.
Ann Campbell
01:51:39
Its a tool because it frames what you are wondering about and allows you to focus your thinking.
Brianna Cotter
01:51:40
help students dig deeper into answering their wonderings
Cameron Armstrong
01:51:41
Using CCCs as a sense and a tool means using them to focus thinking.
Maranda Maroe
01:51:42
I really appreciate that framing…I thinking considering CCCs a lens is phenomenal (total pun intended) This piece of metacognition and opportunities for student reflection and ownership is pivotal
Teresa Capomaggi
01:51:42
I think this is a lens because it gives us something to look for when exploring phenomenon. It almost gives a purpose for a way to look at it. Then, trying another CCC gives a new perspective
Karie Suhajda
01:51:45
A way to look at things in a focused manner
Brian Vorwald
01:51:45
CCCs show how to view and make sense of a phenomenon.
Mary Ann Findling
01:51:48
Calling them lenses make sense in that they help to see what is out there, gives the student a focus.
Melissa London
01:51:49
Lenses are frameworks/schema
eziegler
01:51:51
Used as a tool can help us focus our thinking
Laura Markham (She/Her)
01:51:52
These lenses are mor like filters-yocan use them to focus on our understanding of how the natural (and made world work)
Shalee Schmutzler
01:51:53
Tools continue to develop and change over time. A concept isn't static - it will change as we learn more about it or make new discoveries.
Ann Campbell
01:51:54
It also indicates ot me how there are multile ways to solve a problem
Lynette Dickerson
01:51:54
The lens allows for magnification in a new way.
Diana Lennon
01:51:56
Different lenses provide different perspectives
Karen Mesmer
01:51:57
Different lenses with regard to CCCs lead to asking different questions.
Gwendolynn Shealy
01:52:00
It is an open and equitable lens to begin the sense making process.
Christopher Soldat
01:52:03
The lens has a focal point to bring your attention to.
Erin Mistry [she/her]
01:52:05
concept can be a tool using as a lens to focus an investigation. sometimes the teacher wants to direct them to systems rather than just structure and function. so the teacher may use examples of systems and they can help form their questions
Nancy Kreth NISD
01:52:05
Ultimately if they think through conpetual lenses, they can transfer their learning to new novel situations.
Ann Campbell
01:52:07
Yes! with the better questions
Gabriela Rose- she/her
01:52:07
It allows to tackle a problem from different perspectives
Cameron Armstrong
01:52:14
Use them to see something different when looking at the same thing.
Brenda Breil
01:52:14
The CCCs bring different perspectives (lenses) to approach understanding phenomena
Karthigeyan Subramaniam
01:52:14
Lens is one of the conceptual profiles teachers and students need
Anne.RaynerCyr
01:52:15
Lens help you look more closely at something. A tool facilitates the project you are working on.
Jim McDonald
01:52:16
Students are not use to asking questions—we have them develop their lenses.
Ann Campbell
01:52:16
Yes Gabriella
Emily Vogelsong
01:52:20
Tools are useful in certain situations and less so in others. Some CCCs will be more useful with a phenomenon than others.
Jerry O'Mahony
01:52:21
It’s like a corrective lens--the wrong prescription blurs, but the right prescription sharpens. Have to find the right prescription
Lenora Naylor
01:52:22
lenses are connected to observation and allow you to see concepts from different points of view
Lisa Holt-Taylor
01:52:23
started it just this and a different level of thinking
Annie Gleed
01:52:27
A lens makes it more meaningful by accessing prior experiences.
Keith G Macdonald
01:52:29
Basic definition of tool is something that extends your basic capability
Terry Contant
01:52:32
Lenses can focus — sometimes when making sense of phenomena it is useful to narrow-down the focus of an inquiry.
Christina Argo
01:52:34
Lenses help to focus the learning. We could think about the phenomena when it comes to the flowers through a different CCC and the questions would be different. For example, if we think about this phenomenon through the energy lens or the structure and function lens
Frank Becker
01:52:36
A lens brings clarity and perspective. It helps frame a concept or idea in a particular context. I facilitates deeper thinking.
Coralie Graham
01:52:41
Conceptual tools / strategies for solving problems in science & engineering
Rachel Kenning
01:52:48
Students who have little science background struggle to approach a phenomenon in a scientific way. Using the "lens" of ccc gives them a way to focus on certain aspects of the situation that they would not even think about if they didn't have the ccc.
Joanne Roybal
01:52:51
Lens is a way to view something so they can find a better way to solve their problems.
KWaters
01:52:58
Once the ccc is linked to something students are passionate about they remember the ccc and apply it. That serves as a lens for future inquiry.
Diana Lennon
01:52:59
The CCC lenses can be applied when students ask questions— and to help them understand what is needed to answer their questions
Kala Grice-Dobbins
01:53:03
Lenses help with focus and narrowing your work to a feasible inquiry based learning lesson
Lisa Holt-Taylor
01:53:03
How do you assess whether they are getting this?
Melissa London
01:53:03
Lenses can lead to stories/explanations
olufa
01:53:05
It also encourages engagement.
Mary Ann Findling
01:53:10
the concept can be a tool, because you use it open the phenomena in the same way you use a tool to help you solve a physical problem.
Jim McDonald
01:53:13
Lenses get better with experience
Aaron Chila
01:53:18
I like the "intuitive" nature of how to stress/ introduce the CCC, very student-centered. Would you ever directly ask them to place their thoughts/ observations into categories based on the CCC?
Melissa London
01:53:21
Get sharper
JLEGER
01:53:22
A concept can be a tool because it helps us connect our knowledge
Alice Flarend
01:53:31
A tool lets us do work (sensemaking) more productively and with better quality. Think a power drill versus a sharp pointy tihng
Karthigeyan Subramaniam
01:53:32
Grooming teachers and students to view the word from these lenses rather than single concept entities and fitting the unitary concept into explaining the phenomena
Kim Vetter (she/her)
01:53:36
I wonder if you could focus in on a particularly relevant CCC before beginning the driving question board.
Gabriela Rose- she/her
01:53:36
I like that Olufa
Ash Friend (He/Him)
01:53:38
CCC as a lens for students to make sense of phenomena-- get more clarity about the phenomenon by applying the appropriate tools
Terry Contant
01:53:43
CCCs facilitate a “deep dive” into a concept or idea.
Kate Solberg
01:53:47
Using lenses also increases equity- wonder and questioning is open to all
Annie Gleed
01:53:47
I like the ideas of stories for implementing ideas and questions.
Keith G Macdonald
01:53:51
Tools and models should be chosen for their proximity to the problem at hand
olufa
01:54:02
Using the crosscutting concept assist the students connect experience with the phenomena.
Brian Vorwald
01:54:11
Even though a PE identifies a specific CCC often others will be appropriate to be used with the SEP.
Sarah Hough
01:54:14
Thank you!
Jerry O'Mahony
01:54:15
Thank you Helen!
Audra Plaisance
01:54:15
Thank you Helen!
Morgan K she/her
01:54:16
Thank you.
Brenda Breil
01:54:17
Thank you!
olufa
01:54:18
Please put your email in the chart.
Sipes, Craig
01:54:19
Thank you, Helen!!
Rebecca Garelli
01:54:20
Thank you Helen!
Cameron Armstrong
01:54:22
Thank you!
Kathy Kennedy
01:54:23
Thank you!
Caroline Little
01:54:24
Thank you Helen!
anastasiapadilla
01:54:25
Thank you!!
Dawn
01:54:26
Thank you.
Joy Starks
01:54:27
Thank you, Helen!!
Kim Vetter (she/her)
01:54:29
Thank you, Helen! That was awesome!
Rachel Diana Millstone
01:54:31
Thank you, Helen!
eziegler
01:54:32
Thank you Helen Great Insight!
Vanessa West
01:54:33
Thank you Helen!! amazing
Kathy Eller
01:54:33
Thank you Helen!
Linda Mosser (she/her)
01:54:43
Pleasure to hear from you, Helen.
Laura Markham (She/Her)
01:54:45
helen.quinn@stanford.edu
Jamie Hite
01:54:46
great stuff Helen..... Lots of aha's!!!!!
Jess Holman
01:55:00
Please continue to ask your questions here in the chat box, we will bring them back up during the Q&A
Ted Willard
01:55:01
The Godfather of NGSS and Captain NGSS :-)
Wendy Binder, NSTA
01:55:13
Indeed ted!
Helen Quinn
01:55:16
helen.quinn@stanford.edu
olufa
01:55:17
Thank you.
Helen Quinn
01:55:30
or quinn@slac.stanford.edu
yevgeny
01:55:57
That is great analogy
kathy.jeppson
01:55:58
I will begin teaching Middle School science next year after working in a school that does not use NGSS (focuses on content only), so I am a beginner on implementing. Are there resources for curriculum to implement for a beginner in implementation?
Lori Andersen, University of Hawaii
01:56:01
Thank you Dr. Wuimm!
Lori Andersen, University of Hawaii
01:56:05
Dr. Quinn!
Ann-Margaret Somers
01:56:10
YES! The state of Georgia is so behind on 3-D science.
Aaron Chila
01:56:12
How do you convince your district to adopt this to create a strong vertical alignment?
Ted Willard
01:56:32
The Crosscutting Concepts are the Jan Brady of NGSS
Erin Mistry [she/her]
01:56:43
lol Ted
Vanessa West
01:56:59
Ted! lol
Erin Mistry [she/her]
01:57:33
Ted which one is Marsha?
Travis Hall
01:58:17
@kathy.jepson Openscied
Ted Willard
01:58:17
@Erin The practices..... Can't you hear the CCC's saying: Practices! Practices! Practices!
Melissa London
01:58:21
The Stories of Science:https://www.heinemann.com/products/e08677.aspx
Jen Lewin (she/her)
01:58:31
Gretchen is AMAZING!
Gwendolynn Shealy
01:58:38
@Ted - SC is one step closer to our new standards. We have State Board full approval. just one more step...Education Oversight Committee approval on the way in the next 3-4 weeks!!
Ana Houseal
01:58:56
@Gwen! Yay
Kourtney Taylor
01:59:17
Thank you @Melissa!!!
Ted Willard
01:59:17
@Gwendolynn Congratulations. Great thing for students in SC
Sarah Anne Ratelis
01:59:21
My school is pushing to have only 3 "most essential learning targets" for each quarter max and pushing for lots of short cycle assessments towards those targets/skills as part of an RTI plan This is pushing me and my department away from 3D and into very skills based assessments. Any tips on how to get admin to see that using the 3D standards is much more complex or how to better craft the learning targets that meet their expectations.
Ana Houseal
01:59:22
@Gwen, let’s connect!
Holly Spallone East Allegheny
01:59:27
PA is gradually getting on the train
Gwendolynn Shealy
01:59:42
Hi Ana! Thanks!! For sure!
Emily Mathews
01:59:53
yes @jen! Gretchen is a super teacher!
yevgeny
01:59:55
if you never open this container.
Alice Flarend
01:59:59
Holly...slowly but the new standards are better
Holly Spallone East Allegheny
02:00:34
yes - its about time
Travis Hall
02:00:42
Wanting high school units for earth science and chemistry for my people.- Help, from Central New York :)
Ana Houseal
02:00:59
@Sarah - super important to include admins in PD RE: NGSS
Ted Willard
02:01:37
A curriculum I worked on last year asked: Why do drops of water fall from window air conditioners?
Melissa London
02:02:51
@ Ted W I like that
David Vernot
02:02:54
@Sarah -- could a learning target be something like: "Explicitly use the CCCs as a lens to investigate phenomena." or "integrate the three dimensions in investigating phenomena."
Rachel Kenning
02:03:12
This is brilliantly scaffolded.
Wendy Noun (she/her)
02:03:42
Will this PPT be available to us after this evening?
Jess Holman
02:03:49
Yes
Jess Holman
02:03:55
We will add it to the collection
Helen Quinn
02:04:07
for me the learning target is for the student to choose which lens to use and be able to explain how it was useful
Jess Holman
02:04:12
Here is the collection link: https://my.nsta.org/collection/PEcXrWI3oWM_E
Ann Campbell
02:04:13
the open sci ed storylines are very well laid out
Travis Hall
02:04:19
agree
Patrick Leighton
02:04:20
We need a taxonomy of CCC's organized by developmental stage
Lori Andersen, University of Hawaii
02:04:21
Yes @ Helen…!
Kristin Rademaker
02:04:25
@Travis new chem units from iHUB are great!
Travis Hall
02:04:46
@ Kristin why thank you!
Shannon Wachowski
02:04:49
@Travis: PEER Physics has some great resources for HS (peerphysics.org). More physics than chem/ess but could be a start.
Gloria Egner-Cicirello
02:05:06
@ Patrick,yes
Travis Hall
02:05:09
@Shannon; thank you!
Ash Friend (He/Him)
02:05:34
This initial model you demonstrate is a really handy summary for thinking about systems
Vanessa West
02:05:52
@Ash yes!!
Patrick Leighton
02:06:33
Split these huge ones into unit-sized bites that can spread over 12 years and organize by learning pattern
Brenda Breil
02:06:41
Breil Science Scope: Nov/Dec 2018 Using a systems thinking approach to figure out why a ball drops, bounces, and stops (similar way of studying energy transfers and conversions)
Karthigeyan Subramaniam
02:06:44
Use of scientific drawings/illustrations and annotations.
Coralie Graham
02:06:44
End of NGSS Appendix G has the CCCs organized by developmental stage
John Galisky
02:06:47
@Patrick: do the progressions in Appendix G serve the purpose?
olufa
02:06:49
I doctoral students at Northcentral University. I am doing my dissertation on the NGSS, can I talk with someone about what am doing?
Alice Flarend
02:06:52
Shannon : thx. looks like a great resource
Sarah Anne Ratelis
02:06:54
@David, no, I used to have learning targets like that, but that is not going to lead itself to a MC assessment so I can report out weekly data on student progress. Sigh. FOr example I was required to drill down a chem PE to "students can identify examples of chemical and physcial changes" Working with non NGSS trained leadership is a real struggle.
Vanessa West
02:07:18
@olufa sure
Keith G Macdonald
02:07:36
Ice cubes don’t seem to be well taken into account
Shannon Wachowski
02:08:01
@Alice and @Travis-It is :) Student-centered and great teacher support as well.
Ana Houseal
02:08:05
@Olufa - yes
Matt Schafer
02:08:19
modeling/illustration is a great way to access what students understand in terms of DCI's and CCC's
Helen Quinn
02:08:27
Consider NGSS an initial guess as to the developmental sequence --done before many teachers had tried this way of teaching. So you will have to figure out where your students are based on their past experiences with NGSS, or other types of science teaching and learning.
Travis Hall
02:08:34
@ Shannon - yes, pumped. My browser is filling up with open tabs. So grateful.
olufa
02:08:35
Can you provide me with contact information?
Ash Friend (He/Him)
02:08:40
@Matt Yes! We use illustration as a formative and summative assessment
Linda Mosser (she/her)
02:08:44
Should we address misconceptions at this point?
Ana Houseal
02:08:48
@Helen.quinn — YES!
Joy Starks
02:08:52
This is a great example to demonstrate how to incorporate the missing links between introducing a phenomenon and prompting the kids to ask driving questions to help build students' engagement to keep it student centered
Ash Friend (He/Him)
02:08:56
Students love making 'science comics'
Jamie Hite
02:08:57
Really like bringing other phenon into it such as light energy (how light energy behaviors)…. mind blowing
Melissa London
02:09:03
@Ash - Would love to see a rubric for your illustration assessments
Wendy Binder, NSTA
02:09:20
I like calling it the cause and effect story
Ann-Margaret Somers
02:09:25
You can do progressive modeling so that they can add new information as the unit progresses....
olufa
02:09:50
When you introduce a phenomena, do you always have to use ccc to study and understand the phenomena or does the dimension used depend on the phenomena being observed or studied?
Nancy Kreth NISD
02:09:57
I love the progressive modeling...very cool. Helping them see that things are not static
Brian Reiser (he / him)
02:10:12
More on OpenSciEd here https://www.openscied.org/
Kala Grice-Dobbins
02:10:24
I totally already started planning a lesson yeti, vs arctic cup vs plastic cup for tea bombs. And started creating my google forms for questions and hypothesis gathering so we can look at chart of their hypothesis before we begin
Melissa London
02:10:25
Page Keeley’s Science Probe: What is a System
Matt Schafer
02:10:29
systems are everything to understanding tructure and function and cause and effect
Diana Lennon
02:10:42
I like the incremental lesson tracker in https://www.nextgenstorylines.org/high-school because students can discuss how they revise their model when they gain new info from lesson to lesson
yevgeny
02:10:55
This experiment has a lot variable for students to examine.
Ann-Margaret Somers
02:10:56
@diana - thanks!!
Alice Flarend
02:11:13
Diana and that is a good illustration of how science works
olufa
02:11:19
I agree!
olufa
02:11:23
Amen!
Keith G Macdonald
02:11:26
Reiterating
Ted Willard
02:11:35
If you are interested in the elements (the specific bulleted statements about each of the CCCs) and how they progress from grade to grade, I suggest checking out the NSTA Atlas of Three Dimensions. #BlatantPlug #I'mBiased https://my.nsta.org/resource/117948
Lillian Nava
02:11:43
Thanks Joe and Brian!
Diana Lennon
02:12:21
How can a HS teacher get info about the NGSS progression students are at/in? Especially if they come from various elementary/MS that are part of say, a huge district like NYC?— schools do not communicate with each other….
Brittany Meeks
02:14:08
@Diana- that is the million dollar question. I get students who haven't had true science in a few years because of state testing.
Ted Willard
02:14:15
@Diana One advantage of an anchor phenomena is the type of initial observations, questions, models, and explanations that students give will provide you with a lot of evidence of their current understandings of core ideas and CCCs and abilities to engage in practices.
Coralie Graham
02:15:16
@Diana I hear you and thought the same thing when I read about this, but know this is why we check in for understanding before starting a unit.. I’m always trying to meet my students where they’re at and they’re all at different levels, but we learn from eachother.
Nicole Durso (she, hers)
02:15:19
@diana it helped me to do NGSX training
Aaron Chila
02:15:32
The biggest battle is the concept that science is facts. Science is not facts. Facts are a result of science. Science is a way of thinking.
Matt Schafer
02:15:33
love the equity and inclusion aspect
Melissa London
02:15:35
Phenomena can be at lesson level and unit level - sometimes it is hard to generate an anchoring UNIT level phenomenon
Ted Willard
02:16:02
@aaron Science is BOTH a body of knowledge AND a way of thinking
Alice Flarend
02:16:13
Aaron: LOVE IT! but the tests are fact recall for our state tests
Ted Willard
02:16:28
Science is Practices, Core Ideas, and CCCs
Ann-Margaret Somers
02:16:50
'@Alice - right?!?!?
Ted Willard
02:17:07
@Alice: What state?
Jamie Hite
02:17:08
I agree Melissa.....we have been trying to incorporate anchoring phenom in units but not sure we are doing it correctly
David Vernot
02:17:19
@TedWillard -- can you finagle a discount for that atlas for book study participants??????
Odell, Leilani
02:17:36
One of my students asked that question today. “What happens to all of our trash?” Can we put everything on ne island?
Alice Flarend
02:17:41
Ted: PA, the Bio keystone is very heavy vocab
Aaron Chila
02:17:43
@Ted - thank you for that, but the curiosity that drives scientific thought is sometimes "facted-out" by the time I see them. Ultimately, I agree it is both.
Joy Starks
02:18:03
@David, that book is worth it. I asked my district to purchase the bundle.
Melissa London
02:18:08
@Jamie - I figure that any time I can add in phenomena it’s good. ;-)
Brian Reiser (he / him)
02:18:16
@jamie We have some OER tools to help teachers develop units based on anchoring phenomena. https://www.nextgenstorylines.org/tools
Holly Spallone East Allegheny
02:18:22
I agree - Bio Keystone is so much on vocab
Ted Willard
02:18:22
@Aaron. I fully understand. I just don't want the peundulum to go to far the other way. :-)
Jamie Hite
02:18:24
Thank you all
Lisa Holt-Taylor
02:18:34
worms too
Jess Holman
02:18:46
Please continue to ask your questions here in the chat box, we will bring them back up during the Q&A
David Vernot
02:20:00
I have the two original atlases -- am saving up for the new one -- and will get the bundle as well -- the ebook is invaluable but laying out a map really needs to be done with the print book
Ted Willard
02:20:03
@Alice: PA is working on new standard that will be much more like NGSS. Hopefully that will lead to better tests as well.
Melissa London
02:20:04
https://www.nyusail.org/curriculum
olufa
02:20:10
What chapter are we to read before next week?
Heidi Lachapelle
02:20:11
Can we get that link again from the last slide?
Kristin Rademaker
02:20:18
@Alice, Kids learn vocab best in context. When you give kids context through phenomena the words come with it and since they learned the words in context they tend to keep them.
Jess Holman
02:20:29
Collectionhttps://my.nsta.org/collection/PEcXrWI3oWM_E
Alice Flarend
02:20:43
ted: yes.I am looking forward to seeing how that filters into the tests. I am lucky...no physics test but I try to support my bio teacher
Kate Soriano
02:20:56
Resource 4
Melissa London
02:20:59
https://www.nyusail.org/curriculum
Kate Soriano
02:21:31
NGSS Appendix G Crosscutting Concepts is resource 4 in the collection.
Kate Soriano
02:21:39
Collectionhttps://my.nsta.org/collection/PEcXrWI3oWM_E
Ted Willard
02:21:43
@alice. As a former physics teacher, nice to see you so pro-3D learning. :-)
Joanne Roybal
02:21:49
The last 3 pages are GREAT HELP!
Alice Flarend
02:22:54
Kristin: exactly! That is a hard sell to my Bio teachers who just see so much vocab. Any suggestions to help them see that?
Ann Campbell
02:23:27
when districts are talking to us about vertical alignment, what are people doing? I think we should be thinking about SEPs and CCCs and how we talk about/embed them at each level. The DCIs are already broken up because my district doesn't integrate the disciplines.
Kate Soriano
02:23:33
Is there a benefit to paring CCCs, or to sticking with one lens through which to view the phenomenon?
Amy Gilbert
02:23:51
Can Okhee revisit the intersection of equity with CCC?
Jim McDonald
02:23:52
How would some of the presenters define phenomenon and the right way to introduce it.
Patrick Leighton
02:24:18
Don't concepts match the question, not the content?
Brenda Breil
02:24:34
Everything is systems
Alice Flarend
02:24:38
Ted: I do not see how you can be a physics teacher and not be, but I know some do. I see physics as trying to describe all of the universe in as few a number of concepts as possible. Also, give a physics teacher a ball and we can make so many opportunites for DCIs, SEPs and CCCs
Jamie Hite
02:24:40
@Jim good question
Ted Willard
02:24:52
If you want to see a map from the NSTA Atlas that shows a CCC progression (matter and energy), check out this link: https://static.nsta.org/pdfs/samples/PB414Xweb.pdf#page=29
Patrick Leighton
02:24:52
Celing lights don'
Melissa London
02:24:56
Is there a logical “starting” point? I feel like “systems” is the logical start for most things…
Kristin Rademaker
02:25:01
@Alice you are right, this was super hard for me. I had to trust the process and just transition my class. It was amazing to see how the kids did and how much more they figured out. Also, I figured out much of the vocab I was holding onto was not really necessary to explain science ideas.
Patrick Leighton
02:25:03
t have a concept - questions about them do -
Karthigeyan Subramaniam
02:25:14
How does STEAM/STEM education integrate with CCCs?
Anne.RaynerCyr
02:25:38
Great question
Alice Flarend
02:25:48
Kristin: Thanks. I like the idea of superfluous vocab getting in the way
Joe Krajcik
02:25:49
A phenomenon is a naturally occurring event, that is repeatable, you can study it and explain it. I like to use compelling phenomenon — that our part of the learners life. I like to have them experience first hand.
Sarah Anne Ratelis
02:25:53
@Ann I had tried to get alignment for SEP but was overridden because they "were to hard to assess" in short cycle assessments. DCI (i.e vocab) seems the preference for assessments driven at district level to state tests
Tyler Bouressa
02:26:07
Bingo!
Audra Plaisance
02:26:09
SO helpful!
olufa
02:26:30
Thank you for @helen
Shannon Wachowski
02:26:42
@Alice-absolutely! Physics presents so many opportunities for 3D (and 5D). It doesn't have to be the intimidating subject that it gets a bad name around.
Sarah Anne Ratelis
02:26:47
But people who sign up for this PD are likely already on board with idea that science instructional best practices have changed
Jim McDonald
02:26:50
Thank you for the answer Joe
Keith G Macdonald
02:26:59
5D?
Kristin Rademaker
02:27:02
@Alice I had to stop and think..what is more important - having them memorizing vocab or figuring out science. I have to Thank Brian Reiser for that!
Meg Richard
02:27:18
5D adds in student interest and identity
Shannon Wachowski
02:27:26
Meg-beat me to it!
Gwendolynn Shealy
02:27:32
In SC we had students give the standards writers feedback. The "new" standards had the additional layer of CCCs. Guess what the students gravitated to and talked about?..... the CCCs. "Oh wow- they said. That would have helped and those make so much sense!"
Meg Richard
02:27:37
<3
rob wallace
02:27:47
When I plan instruction I always go back to the original NGSS docs and look at how it describes the connection to SEPs and CCCs. It's all there.
Alice Flarend
02:27:49
Kristin: Great insights. I will share
Terry Contant
02:27:52
So being able to “read” students and infer their thinking processes (that hopefully they have made visible by talking or modeling, etc.) is a vital skill for teachers to have.
Nicole Durso (she, hers)
02:28:02
Yes Meg - where NGSS does not explicitly show us how this is done. So powerful for us to all share our practices with each other to continue to learn and grow for our students
Ted Willard
02:28:02
I am not a fan of the term 5D, even though interest and identity are important. I prefer to say you need two I's to see in 3D. ;-)
Patrick Leighton
02:28:09
Doesn't the choice of CCC come from the specific question about the phenomenon, and a lot of very different questions come from any phenomenon
Vanessa West
02:28:10
Using the vocabulary of the CCC's is a way to get them in the lesson, but the discussions with the students can strengthen the depth and interconnections for the students.
Ash Friend (He/Him)
02:28:17
We design curriculum for informal education, presented by facilitators who are often not familiar with NGSS standards, so we are really trying to find effective methods to educate them on why we design our curriculum in the way we do, and want to be sure we are supporting the teaching in the classroom (some of the formal instructors here are also not very comfortable implementing the 3D standards yet too), These resources are so helpful.
William Folk
02:28:35
I recommend replacing the term "crosscutting concepts" with "sense-making lenses". With that change, their role will be much better understood and appreciated. Bill Folk, Univ of MO
Joe Krajcik
02:28:38
But just like you learn to play a sport, you need to learn the CCC in context.
olufa
02:28:38
Thank you Jeff.
Shannon Wachowski
02:28:45
@Ted-great new song title ;)
Kate Soriano
02:29:04
I will begin teaching Middle School science next year after working in a school that does not use NGSS (focuses on content only), so I am a beginner on implementing. Are there resources for curriculum to implement for a beginner in implementation?
Melissa London
02:29:23
How about sense-making STRATEGIES? (Even though they are not phrased as verbs; they could be!)
Vanessa West
02:29:41
I like that Melissa
Nordine, Prof. Jeffrey C.
02:29:42
https://create4stem.msu.edu
Wendy Noun (she/her)
02:30:20
What was the other resource mentioned?
olufa
02:30:22
Agree Joe.
David Vernot
02:30:22
at an NSTA conference a few years back, Aneesha Badrinarayan from Achieve did a session on CCCs and equity. Here is the bitly she shared with link to the resources (I hope this is OK to share). http://bit.ly/cccNSTA19
Heather Haley
02:30:22
Check out Ambitious Science Teaching LOVE!
Heather Haley
02:30:25
https://ambitiousscienceteaching.org
Nordine, Prof. Jeffrey C.
02:30:33
https://www.openscied.org
Amanda Glover
02:30:38
https://eie.org
Brian Reiser (he / him)
02:30:48
Elementary middle and HS resources here as well https://www.nextgenstorylines.org
JLEGER
02:30:49
I feel like the CCC are similar to the math practice standards.
Alice Flarend
02:30:50
Heather: LOVE the work of Mark W
Melissa London
02:30:54
Thinking about strategies I used to use with 4th-grade math students years ago: Make a table; Draw a picture; Act it out…We could turn the nouns into verbs. LOOK for patterns. CONSIDER the parts of the system…
Anne.RaynerCyr
02:30:55
Love EIE
John Galisky
02:30:58
Will we have access to this PPT? I want to take another look at some of Okhee’s slides.
olufa
02:31:01
I like NGSS is an Assessment framework.
Karthigeyan Subramaniam
02:31:15
For preservice teachers doing science seems to be conceptualized as a single unitary entity - hands-on activity devoid of CCCs, DCIs, and SEPs.
Jess Holman
02:31:23
@John, yes, the ppt will be added to the collection
Stephanie O'Brien
02:31:24
I am teaching my students about systems to think about heat transfer. They are getting more caught up in how to define the system, the idea of inputs and outputs, boundaries and even the idea of open and closed than the content itself. They have required explicit instruction of the CCC and are getting stuck on what are the inputs and outputs. I feel we went backwards to try to understand conservation of matter. I love paul anderson’s videos but feel it would be helpful to have videos to teach students about the CCCs. My trouble is that my students don’t have the schema to explain the content through the lens.
Kate Soriano
02:31:36
@John the presentation will be posted in the collection within 24 hours of the web seminar
Jess Holman
02:31:47
The recording will also include the chat so you can grab all of these great resources!
Annie Gleed
02:31:52
I teach earth science and find that some really good diagrams incorporate several cccs and ask kids to decipher cause and effect and patterns
Joe Krajcik
02:32:15
Good Elementary Resources from CREATE here https://mlpbl.open3d.science/
Heather/PGCPS/6th
02:32:41
Mine are about to learn thermal energy transfer because they want to know if it really matters what color shirt they wear out in the sun in terms of how hot they feel :)
Jim McDonald
02:33:13
Local phenomena are very powerful for students/
Vanessa West
02:33:34
adds value and real-world connections Jim. I love doing them
Nancy Kreth NISD
02:33:49
In elementary we integrate our science and social studies standards into curriculum units that explore local storylines and give context to the science concepts students are learning. For example: the importance of understanding soil science in the context of the historical significance of the Dust Bowl.
Brenda Breil
02:33:58
Melting ice blocks really captures students’ attention https://www.youtube.com/watch?v=yvB8Qd02oWk
David Vernot
02:33:59
The California Academy of Science has NGSS resources including Station Rotating and CCC Speed Dating activities. I found this a quick fun introduction to the CCCs. https://www.calacademy.org/educators/ngss-demystified
Joe Krajcik
02:34:04
Lots of science happening all around up!!
David Vernot
02:34:19
Drill down to the "Considering the Crosscutting Concepts" collect
Karthigeyan Subramaniam
02:34:46
detritivores - Structure and Function.
Nicole Durso (she, hers)
02:35:34
Yes! Okhee!!
Amy Gilbert
02:35:49
thank you for elaborating on these points
Jim McDonald
02:35:50
That is why teachers need to get to know their local community—pays off in finding that local phenomena.
Roxane
02:36:14
If you are a new teacher and have not discovered Facebook NGSS groups, you should join. Teachers helping teachers
Joe Krajcik
02:36:41
Every season — brings new phenomena! Look at all the rapid growth that is happening right now.
Kourtney Taylor
02:36:44
OMG yes with the Facebook groups. They have been tremendous help
Brian Reiser (he / him)
02:37:04
https://www.facebook.com/groups/NGSSeducators/
Vanessa West
02:37:07
So true Okhee and Helen. We have a high EL population, and I strive to make it connect to them no matter their experience with English. It keeps everyone interested and engaged with each other
Joe Krajcik
02:37:36
Why I like local phenomena is that it gets all learners ask questions and wonder about their world in which they live.
Vanessa West
02:38:15
@joe yes!!
Laura MacLachlan
02:38:23
I What is the status of book delivery? Can you share the e-version of chapter 1. I ordered the book on 4/26. Thanks!
Kate Soriano
02:38:29
Book study landing pagehttps://my.nsta.org/event/crosscutting-concepts-a-professional-book-study-for-k-12-educators#
Brian Reiser (he / him)
02:38:37
@Joe agreed. Connections are so powerful. We like to ask kids to take what we are talking about in class and find other examples from their own experiences. Thats now a part of our anchoring phenomenon routine.
Jeffrey Holstine
02:38:40
Thank you all so much for sharing all these links/resources and ideas tonight
Ted Willard
02:39:19
One thing I think is important about "local phenomena" is that the geographical closeness isn't as important as being part of a students world. To a student in south central LA, something that happens in Brooklynn NY might be more part of their world than something that happens in Beverly Hills. Relevance is the key. :-)
Joe Krajcik
02:39:32
For us to promote equate, the best we can do is support all learning in learning. Opportunity to learn is one way to promote equity and it something we have control of — we can do it.
Brian Reiser (he / him)
02:40:00
Ted - couldn’t agree more. We ask kids to think of things “from your own experience” - doesn’t have to be local. Just something they can connect with.
Diana Lennon
02:40:25
yes
Diana Lennon
02:40:28
I cannot get there
Ted Willard
02:40:33
@Brian.. I just worry about misinterpretation of terminology. :-)
Aaron Chila
02:40:36
Where is the padlet?
Diana Lennon
02:40:40
When it says join program it only goes to zoom
Joe Krajcik
02:40:47
Local phenomena gives learners a sense of power — I understand that, I can explain that “phenomenon” that happens in my environment!
Kate Soriano
02:40:56
Book study landing pagehttps://my.nsta.org/event/crosscutting-concepts-a-professional-book-study-for-k-12-educators#
Aaron Chila
02:40:56
Thanks!
Kim Rudolph
02:41:01
Will you send out the homework in an email?
Kate Soriano
02:41:18
@Kim The homework is in the private forum
Kim Rudolph
02:41:19
Perfect!
Kate Soriano
02:41:20
Book study landing pagehttps://my.nsta.org/event/crosscutting-concepts-a-professional-book-study-for-k-12-educators#
Diana Lennon
02:41:22
do you go to resources or collection it only brings me to my library
Kate Soriano
02:41:53
Diana are you logged into NSTA?
Margaret
02:41:54
Thanks!
Diana Lennon
02:41:59
Yes I am
Brian Reiser (he / him)
02:42:02
This is the padlet if you want to go direct https://padlet.com/katesor1027/CCCMay21
Melissa London
02:42:09
Can the chat be saved as a Doc that we can use to activate hyperlinks?
Wendy Binder, NSTA
02:42:12
Thank you to all of tonight's presenters!
Christina Argo
02:42:20
Thank you!
Kate Soriano
02:42:21
Collectionhttps://my.nsta.org/collection/PEcXrWI3oWM_E
Rachel Diana Millstone
02:42:21
Thank you so much! This was wonderful!
Karren McIntire
02:42:23
Thank you!!
pamelagoalwin
02:42:28
Thank you!
Suzanne Wade
02:42:29
Thank you!
Melissa London
02:42:29
Thank you!
Brianna Cotter
02:42:31
Thank you!
Ginger Lewis
02:42:31
Thank you!
anastasiapadilla
02:42:31
Thank you so much!!
Diana Lennon
02:42:31
Thank you!
Danielle Drogalis
02:42:32
Thank you
olufa
02:42:32
Thank you very much. That was good!
Joy Starks
02:42:32
Thank you so much!!!
Catherine K
02:42:32
thank you
Lillian Nava
02:42:33
Thank you Everyone!
Anne Lewerenz
02:42:33
Miigwech!
Michelle Schaut
02:42:33
Thank you!
Roxane
02:42:33
Thank you
Kyle Pong
02:42:34
Thank you!!!
Mary Ann Findling
02:42:34
thank you
Odell, Leilani
02:42:35
Thank you
Caroline Little
02:42:35
Thank you!
Jen Lewin (she/her)
02:42:35
Thank you!
Ann Shult
02:42:36
Thanks you!
Kathy Kennedy
02:42:36
Thank you!
Marie Wilbur Bowers
02:42:37
Thank you so much!
Ash Friend (He/Him)
02:42:37
This has been great, thank you
Ann-Margaret Somers
02:42:38
Thank you!!!
Marianne Knowles MOS/EiE (she/her)
02:42:38
Thank you!
Jamie Hite
02:42:38
awesome....my brain hurts!
Karina Mendez Perez
02:42:38
Thank you!
Nancy Kreth NISD
02:42:38
Thank you very much!
Brian Aycock
02:42:38
This is so exciting, thank you!
Eman Saadi
02:42:39
Thank you!
Teresa Capomaggi
02:42:39
Thank you, this was very helpful!
David Vernot
02:42:40
How do we find the padlet?
KIRA PADILLA MARTINEZ
02:42:42
Thank you!!
Gabriela Rose- she/her
02:42:42
Thank You!
Dawn
02:42:42
Thank you
Terry Contant
02:42:44
Thanks to all! Stay well.
Indrani Som-Pandey
02:42:45
Thank you to all presenters!
Kathleen Chase
02:42:47
­­­­Thank you, everyone!
Joe Krajcik
02:42:47
Good luck with you teaching everyone! Using the three dimensions can really support students in learning! You can contact me on Twitter @krajcikjoe
Robyn Russotto
02:42:48
Exciting times. Thank you.
Jerry O'Mahony
02:42:49
Thank you!
Brenda Breil
02:42:49
Thank you
alpa khandhar
02:42:49
Thank you!
Ashley Klaiss
02:42:50
Thank you!
Brian Vorwald
02:42:52
Thank you. It's great to have the "rock stars" of NGSS.
Dara Anderson
02:42:52
Thank you, this was great!! Love the connections I was able to make!
Donna Foster
02:42:52
Thank you for tonight. This is wonderful.
Brittany Meeks
02:42:53
Thank you. I really enjoyed this!
Tara Bonebrake
02:42:55
Thank you so much! Lots of great ideas.
Laura MacLachlan
02:42:59
Thank you - what a treat to have such a stellar slate of speakers all in one place!
Anne.RaynerCyr
02:42:59
Thank you everyone!
Matt Schafer
02:43:01
Thank you.
Nicole Durso (she, hers)
02:43:01
Thank you!!
Kourtney Taylor
02:43:02
Thank you!!
Luiza Holtzberg
02:43:09
Thank you
Vanessa West
02:43:09
So amazing. Thanks
Alicia Madsen
02:43:11
Thank you for sharing your expertise!
Stephanie Nebel
02:43:15
Thank you!
Melissa Hayward
02:43:27
Thank you to all the speakers! Extremely knowledgeable!!
Brian Reiser (he / him)
02:43:30
Thanks everybody for your interest and questions. Please follow up. You can contact me on twitter @reiserbrianj
Jess Holman
02:43:32
Collectionhttps://my.nsta.org/collection/PEcXrWI3oWM_E
Tara Ellis
02:43:33
Thank you!
Emily Mathews
02:43:34
What a great first session! Thank you! I’m ooking forward to our time together :)
Annette Tanaka
02:43:46
Thank you!
kendallowens
02:44:17
Could you show the resource page again
Kate Soriano
02:44:36
Collectionhttps://my.nsta.org/collection/PEcXrWI3oWM_E