Hello from Philadelphia!!!

Hello! Andrea Gaines from Union Public Schools PreK-12 Science and STEM Curriculum Specialist Tulsa OK

Hello from northern Utah!

Hello from Tallahassee, Fl.

Hello everyone. This is Ayo Olufade from Maryland.

Hi from Downers Grove IL!

Hello from Chicago!

Hello! Here from Arizona Department of Education!

Hello from Phoenix!

Hi from Stony Brook, Long Island, NY

Aloha from Pearl City, Hawaii!

Hello from Canterbury, CT

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

Hello from the seacoast area of New Hampshire!

Hello!! Joining in from Chula Vista California!

Hi from Eaton Colorado!

Aloha @ Annette. We are neighbors!

Resource 1 in the collection

Collectionhttps://my.nsta.org/collection/PEcXrWI3oWM_E

Is it possible to zoom in on the vignette? It is quite small...

Click on the link in the chat to open it on your computer.

@Jody the vignette is in the collection

resource 1

Collectionhttps://my.nsta.org/collection/PEcXrWI3oWM_E

Resource 1

Please let us know if you have trouble accessing the collection

We will take about 6 minutes to read and reflect on the vignette (Alone Zone)

I don't see the reflection questions

Are they in the collection?

They are at the bottom of the vignette PDF

]

???

Are the questions in the book or in a separate PDF?

At the bottom of the vignette PDF

They are in the same PDF. There’s a line, and under the line it says “Reflection.”

Link to the reflection questions: https://s3.amazonaws.com/NSTA1/1658086/Marias_Flowers_Vignette_rev3.pdf?AWSAccessKeyId=AKIAIMRSQAV7P6X4QIKQ&Expires=1621017719&Signature=r6q3Pq9tETjwmXWYgDSqSauaLjE%3d

Thanks!

The reflection questions are at the bottom of the Maria's Flowers vignette which is resource 1 in the collection

https://my.nsta.org/collection/PEcXrWI3oWM_E

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?

Collectionhttps://my.nsta.org/collection/PEcXrWI3oWM_E

Hi I just joined. Is anyone talking now?

no

Collectionhttps://my.nsta.org/collection/PEcXrWI3oWM_E

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

Nothing posted?

Looks like a blank box to me.

Same here lori

A lot to process hearing and viewing all at the same time

I am confused

Where are the links?

No links shared?

There are no links that I can see

Did screen sharing stop?

It is not allowing me to type

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

yes

Yes

Please share links again. Just switched from phone to computer

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

Scroll up in the chat. The links re there

I'm sorry, every time I click a link, it removes me from the meet. My wifi is extremely spotty apparently.

Sorry, I did not understand how we hace to choose the group

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.

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

Kira, my birthday is august 20, so I would choose 19-24.

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?

I am so sorry that happened Marie, Don can help you get the sound back

We are coming back in 1 min

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.

I cannot do anything either. Sorry.

seems to have crashed

Great idea for collaboration and making small groups, but my wifi could not handle the many edits to the doc.

There are multiple ways for Maria to carry out an investigation. There is really no wrong way to go about this.

The collaboration possibilities are numerous.

There is more than one way to combine the 3 dimensions for any given investigation.

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.

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.”

An aha for me is how the CCC's seem to intertwine

Hi Jim!

Ah-ha from Nancy: Wondering and questions falling under other CCC (asking or wondering about cause and effect)

Multiple CCCs can be weaved together

There is a lot of room for individuality with the investigation based on what Maria (or other students) might already know.

Jim I had the same AHA moment. I also had one about how easy it is to find a phenomena

Aha: 3D learning comes so naturally

Aha moment: Maria's age and experience matter.

Phenomenon can be viewed through multiple lenses,

or utilized throughout

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

Everyone in my group mentioned Patterns as their CCC

Multiple CCC's and SEP's can be used. I love that the Wonder or Maria would drive this lesson

Lol that's my question, how do you choose a CCC for focus

There are several ways for Maria to investigate this phenomenon.

The CCCs may not have been as complicated as I feared...

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

Everyone brings their own thoughts to the phenomenon.

Different people have different ways in which they describe how Maria is using the three dimensions to explain the phenomenon.

Question: Is there a benefit to paring CCCs, or to sticking with one lens through which to view the phenomenon?

I love how easily all could identify all three - CCCs, DCIs, and SEPs

Accessible to all students at their level

How might this look differently in elementary vs. high school classrooms, even PreK!

I started by thinking about patterns which led me to wonder about cause and effect

How all CCC are related to the each and use at the same time.

Using the CER framework for the explanation

at first I only thought patterns but there was more there as I thought more and read other people's ideas

My group had many different ideas for experimentation

Structure and function

Lots of mention of patterns and cause and effect it was interesting to see the different applications and perspectives!

THe SEP, , DCI, and CCC are intertwined

Her experience matters

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

Aha: kids need more opportunities to simply be outside and observe.

Aha- the layer of another CCC that progress student deeper into the DCI and other SEPs. Pattern--then cause and effect

Biochemical warfare among plants?

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?

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

reminds of the story about marigolds and walnuts

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!

Aha: we move so quickly across different CCCs and SEPs even in a quick experience with a phenomenon

I love how clear it is to identifying the SEPs and CCCs:)

Get kids outside to actually observe authentic phenomena.

There are many CCCs that can be used together (along with multiple DCIs and SEPs).

This shows the importance of hearing the ideas of others.

To make sense of a phenomenon the three dimensions are blended together as they are interconnected.

Aha moment - Pamela shared a great way to investigate the phenomena.

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?

Easily accessible and relevant to student experiences

I thought the image was from Texas.

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?

AHA for me is how the CCC's etc intertwine. I kept seeing connections, question would be how to focus them

Is the implication here that Maria knows what the CCC, SEP, and DCI are?

When CCC's are used a topic can be investigated from multiple perspectives...

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

My aha is that students would automatically come up with our ideas. Is my job as the teacher to name the CCCs and SEPs?

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.

A "simple" question can lead to a students interest in the subject.

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)

What aspects of this phenomenon did she find relevant enough to make her pause and consider?

is this accessible to every student?

Uses Maria's experiences to dig deeper

Some pollinators are attracted by petal colors

Aha- actually use CCC questions in nature journals with students!

Joy Starks I like that

Diana--love that idea

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.

I immediately want to come up with theoretical models that could explain this phenomena. 1. light matters. 2. water matters.

@Anne= I very. Much agree!!

Defining the question you pursue is essential, so observations and questions must correlate closely.

Jeff is breaking up on my end.

I love that - an "entry point" and an "outcome"...

Me too!

@Nancy me too!

@Nicole - yes! Love it.

@Ted- I thought maybe the tree was inhibiting the flower growth because of competition.

Yes, Jeff is breaking up a lot

What did you feel that was missing that motivated you to write the book? I am sorry if my question may be confusing.

Yes audio is choppy

Jeff is joining from Gemany

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

The internet has a long way to travel from Germany to Hawaii, I guess. ;)

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

@anastasiapadilla that is roughly my thought with regards to water.

@Ted W-- hi Ted!

https://youtu.be/af1kB89pIsw Minute 8:02 is where I found questions that connect to CCC for nature journals

Hi Wendy

Concept-Based Curriculum - Lynn Erickson

If you have any questions please be sure to drop them in the chat box

@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.

How do you recommend they be introduced? When a student arrives at them organically, as Maria did, or when we introduce other certain phenomena?

@anastasiapadilla yes allelopathic— like Norway Maple

Just like physical tools in the science classroom/lab there is a need to emphasize the CCCs as cognitive tools/lenses.

Conceptual understandings also provide students with the "why" factual information is important.

I think you can model using them. And be explicit when you do - Think Alouds

@Bree Thanks

I agree - the metacognition is paramount.

I am all about having posters that explain the concepts that they can glance at during reflections

@anastasiapadilla That's a third explanation/model. We would need to collect more evidence to decide which one works better.

@bree Read Aloud/Think Aloud -Cognitive apprenticeship

@Kala yes! I got a set of posters laminated for SEP, CCC and DCI’s and hang in classroom

I loved the lens analagoy when I was reading this book. It finally made it clear to me what these things are

Because factual information can be explored through different lenses.

Lens as a sense making tool. Why is there this pattern?

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

cognitive tools--> habits of mind

They are lenses because they allow us (and our students) to think about different aspects of understanding and building scientific knowledge

They are “a perspective”

A lens bring things into focus

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

allows one to narrow the view of the phenomenon

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

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?

The lens is a use of my prior knowledge and my own questions to arrive at my wanderings

Helen's questions: Why a lens? Why do we call them lenses? How can a concept be a tool?

You're using the lens to magnify learning so a concept could be like a magnifying glass

Knowing about cause/effect helps you look for it in the world.

They are thinking tools:)

Sometimes you have to narrow students’ focus a bit by allowing them to dig deeper using a lens or CCC

this is an amazing metaphor

The CCCs help focus the teacher's questions and the students thinking

using the CCC lens tunes the observation skills to focus on scientific relationships

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.

Lenses allow for different perspectives

A tool is used to solve a problem.

Lenses can focus, magnify, remove from view, filter... all tools to hone in on what is of interest

A lens would be a starting point, a perspective or approach

Lens in way for students to see things or observe things

I think of the concepts as "thinking tools." They help students practice scientific thinking.

I feel as though looking at a phenomenon through the different lenses (CCCs) could lead to a deeper understanding of what is really happening.

Its a tool because it frames what you are wondering about and allows you to focus your thinking.

help students dig deeper into answering their wonderings

Using CCCs as a sense and a tool means using them to focus thinking.

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

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

A way to look at things in a focused manner

CCCs show how to view and make sense of a phenomenon.

Calling them lenses make sense in that they help to see what is out there, gives the student a focus.

Lenses are frameworks/schema

Used as a tool can help us focus our thinking

These lenses are mor like filters-yocan use them to focus on our understanding of how the natural (and made world work)

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.

It also indicates ot me how there are multile ways to solve a problem

The lens allows for magnification in a new way.

Different lenses provide different perspectives

Different lenses with regard to CCCs lead to asking different questions.

It is an open and equitable lens to begin the sense making process.

The lens has a focal point to bring your attention to.

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

Ultimately if they think through conpetual lenses, they can transfer their learning to new novel situations.

Yes! with the better questions

It allows to tackle a problem from different perspectives

Use them to see something different when looking at the same thing.

The CCCs bring different perspectives (lenses) to approach understanding phenomena

Lens is one of the conceptual profiles teachers and students need

Lens help you look more closely at something. A tool facilitates the project you are working on.

Students are not use to asking questions—we have them develop their lenses.

Yes Gabriella

Tools are useful in certain situations and less so in others. Some CCCs will be more useful with a phenomenon than others.

It’s like a corrective lens--the wrong prescription blurs, but the right prescription sharpens. Have to find the right prescription

lenses are connected to observation and allow you to see concepts from different points of view

started it just this and a different level of thinking

A lens makes it more meaningful by accessing prior experiences.

Basic definition of tool is something that extends your basic capability

Lenses can focus — sometimes when making sense of phenomena it is useful to narrow-down the focus of an inquiry.

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

A lens brings clarity and perspective. It helps frame a concept or idea in a particular context. I facilitates deeper thinking.

Conceptual tools / strategies for solving problems in science & engineering

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.

Lens is a way to view something so they can find a better way to solve their problems.

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.

The CCC lenses can be applied when students ask questions— and to help them understand what is needed to answer their questions

Lenses help with focus and narrowing your work to a feasible inquiry based learning lesson

How do you assess whether they are getting this?

Lenses can lead to stories/explanations

It also encourages engagement.

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.

Lenses get better with experience

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?

Get sharper

A concept can be a tool because it helps us connect our knowledge

A tool lets us do work (sensemaking) more productively and with better quality. Think a power drill versus a sharp pointy tihng

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

I wonder if you could focus in on a particularly relevant CCC before beginning the driving question board.

I like that Olufa

CCC as a lens for students to make sense of phenomena-- get more clarity about the phenomenon by applying the appropriate tools

CCCs facilitate a “deep dive” into a concept or idea.

Using lenses also increases equity- wonder and questioning is open to all

I like the ideas of stories for implementing ideas and questions.

Tools and models should be chosen for their proximity to the problem at hand

Using the crosscutting concept assist the students connect experience with the phenomena.

Even though a PE identifies a specific CCC often others will be appropriate to be used with the SEP.

Thank you!

Thank you Helen!

Thank you Helen!

Thank you.

Thank you!

Please put your email in the chart.

Thank you, Helen!!

Thank you Helen!

Thank you!

Thank you!

Thank you Helen!

Thank you!!

Thank you.

Thank you, Helen!!

Thank you, Helen! That was awesome!

Thank you, Helen!

Thank you Helen Great Insight!

Thank you Helen!! amazing

Thank you Helen!

Pleasure to hear from you, Helen.

helen.quinn@stanford.edu

great stuff Helen..... Lots of aha's!!!!!

Please continue to ask your questions here in the chat box, we will bring them back up during the Q&A

The Godfather of NGSS and Captain NGSS :-)

Indeed ted!

helen.quinn@stanford.edu

Thank you.

or quinn@slac.stanford.edu

That is great analogy

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?

Thank you Dr. Wuimm!

Dr. Quinn!

YES! The state of Georgia is so behind on 3-D science.

How do you convince your district to adopt this to create a strong vertical alignment?

The Crosscutting Concepts are the Jan Brady of NGSS

lol Ted

Ted! lol

Ted which one is Marsha?

@kathy.jepson Openscied

@Erin The practices..... Can't you hear the CCC's saying: Practices! Practices! Practices!

The Stories of Science:https://www.heinemann.com/products/e08677.aspx

Gretchen is AMAZING!

@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!!

@Gwen! Yay

Thank you @Melissa!!!

@Gwendolynn Congratulations. Great thing for students in SC

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.

@Gwen, let’s connect!

PA is gradually getting on the train

Hi Ana! Thanks!! For sure!

yes @jen! Gretchen is a super teacher!

if you never open this container.

Holly...slowly but the new standards are better

yes - its about time

Wanting high school units for earth science and chemistry for my people.- Help, from Central New York :)

@Sarah - super important to include admins in PD RE: NGSS

A curriculum I worked on last year asked: Why do drops of water fall from window air conditioners?

@ Ted W I like that

@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."

This is brilliantly scaffolded.

Will this PPT be available to us after this evening?

Yes

We will add it to the collection

for me the learning target is for the student to choose which lens to use and be able to explain how it was useful

Here is the collection link: https://my.nsta.org/collection/PEcXrWI3oWM_E

the open sci ed storylines are very well laid out

agree

We need a taxonomy of CCC's organized by developmental stage

Yes @ Helen…!

@Travis new chem units from iHUB are great!

@ Kristin why thank you!

@Travis: PEER Physics has some great resources for HS (peerphysics.org). More physics than chem/ess but could be a start.

@ Patrick,yes

@Shannon; thank you!

This initial model you demonstrate is a really handy summary for thinking about systems

@Ash yes!!

Split these huge ones into unit-sized bites that can spread over 12 years and organize by learning pattern

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)

Use of scientific drawings/illustrations and annotations.

End of NGSS Appendix G has the CCCs organized by developmental stage

@Patrick: do the progressions in Appendix G serve the purpose?

I doctoral students at Northcentral University. I am doing my dissertation on the NGSS, can I talk with someone about what am doing?

Shannon : thx. looks like a great resource

@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.

@olufa sure

Ice cubes don’t seem to be well taken into account

@Alice and @Travis-It is :) Student-centered and great teacher support as well.

@Olufa - yes

modeling/illustration is a great way to access what students understand in terms of DCI's and CCC's

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.

@ Shannon - yes, pumped. My browser is filling up with open tabs. So grateful.

Can you provide me with contact information?

@Matt Yes! We use illustration as a formative and summative assessment

Should we address misconceptions at this point?

@Helen.quinn — YES!

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

Students love making 'science comics'

Really like bringing other phenon into it such as light energy (how light energy behaviors)…. mind blowing

@Ash - Would love to see a rubric for your illustration assessments

I like calling it the cause and effect story

You can do progressive modeling so that they can add new information as the unit progresses....

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?

I love the progressive modeling...very cool. Helping them see that things are not static

More on OpenSciEd here https://www.openscied.org/

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

Page Keeley’s Science Probe: What is a System

systems are everything to understanding tructure and function and cause and effect

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

This experiment has a lot variable for students to examine.

@diana - thanks!!

Diana and that is a good illustration of how science works

I agree!

Amen!

Reiterating

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

Thanks Joe and Brian!

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….

@Diana- that is the million dollar question. I get students who haven't had true science in a few years because of state testing.

@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.

@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.

@diana it helped me to do NGSX training

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.

love the equity and inclusion aspect

Phenomena can be at lesson level and unit level - sometimes it is hard to generate an anchoring UNIT level phenomenon

@aaron Science is BOTH a body of knowledge AND a way of thinking

Aaron: LOVE IT! but the tests are fact recall for our state tests

Science is Practices, Core Ideas, and CCCs

'@Alice - right?!?!?

@Alice: What state?

I agree Melissa.....we have been trying to incorporate anchoring phenom in units but not sure we are doing it correctly

@TedWillard -- can you finagle a discount for that atlas for book study participants??????

One of my students asked that question today. “What happens to all of our trash?” Can we put everything on ne island?

Ted: PA, the Bio keystone is very heavy vocab

@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.

@David, that book is worth it. I asked my district to purchase the bundle.

@Jamie - I figure that any time I can add in phenomena it’s good. ;-)

@jamie We have some OER tools to help teachers develop units based on anchoring phenomena. https://www.nextgenstorylines.org/tools

I agree - Bio Keystone is so much on vocab

@Aaron. I fully understand. I just don't want the peundulum to go to far the other way. :-)

Thank you all

worms too

Please continue to ask your questions here in the chat box, we will bring them back up during the Q&A

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

@Alice: PA is working on new standard that will be much more like NGSS. Hopefully that will lead to better tests as well.

https://www.nyusail.org/curriculum

What chapter are we to read before next week?

Can we get that link again from the last slide?

@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.

Collectionhttps://my.nsta.org/collection/PEcXrWI3oWM_E

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

Resource 4

https://www.nyusail.org/curriculum

NGSS Appendix G Crosscutting Concepts is resource 4 in the collection.

Collectionhttps://my.nsta.org/collection/PEcXrWI3oWM_E

@alice. As a former physics teacher, nice to see you so pro-3D learning. :-)

The last 3 pages are GREAT HELP!

Kristin: exactly! That is a hard sell to my Bio teachers who just see so much vocab. Any suggestions to help them see that?

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.

Is there a benefit to paring CCCs, or to sticking with one lens through which to view the phenomenon?

Can Okhee revisit the intersection of equity with CCC?

How would some of the presenters define phenomenon and the right way to introduce it.

Don't concepts match the question, not the content?

Everything is systems

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

@Jim good question

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

Celing lights don'

Is there a logical “starting” point? I feel like “systems” is the logical start for most things…

@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.

t have a concept - questions about them do -

How does STEAM/STEM education integrate with CCCs?

Great question

Kristin: Thanks. I like the idea of superfluous vocab getting in the way

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.

@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

Bingo!

SO helpful!

Thank you for @helen

@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.

But people who sign up for this PD are likely already on board with idea that science instructional best practices have changed

Thank you for the answer Joe

5D?

@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!

5D adds in student interest and identity

Meg-beat me to it!

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!"

<3

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.

Kristin: Great insights. I will share

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.

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

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. ;-)

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

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.

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.

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

But just like you learn to play a sport, you need to learn the CCC in context.

Thank you Jeff.

@Ted-great new song title ;)

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?

How about sense-making STRATEGIES? (Even though they are not phrased as verbs; they could be!)

I like that Melissa

https://create4stem.msu.edu

What was the other resource mentioned?

Agree Joe.

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

Check out Ambitious Science Teaching LOVE!

https://ambitiousscienceteaching.org

https://www.openscied.org

https://eie.org

Elementary middle and HS resources here as well https://www.nextgenstorylines.org

I feel like the CCC are similar to the math practice standards.

Heather: LOVE the work of Mark W

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…

Love EIE

Will we have access to this PPT? I want to take another look at some of Okhee’s slides.

I like NGSS is an Assessment framework.

For preservice teachers doing science seems to be conceptualized as a single unitary entity - hands-on activity devoid of CCCs, DCIs, and SEPs.

@John, yes, the ppt will be added to the collection

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.

@John the presentation will be posted in the collection within 24 hours of the web seminar

The recording will also include the chat so you can grab all of these great resources!

I teach earth science and find that some really good diagrams incorporate several cccs and ask kids to decipher cause and effect and patterns

Good Elementary Resources from CREATE here https://mlpbl.open3d.science/

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 :)

Local phenomena are very powerful for students/

adds value and real-world connections Jim. I love doing them

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.

Melting ice blocks really captures students’ attention https://www.youtube.com/watch?v=yvB8Qd02oWk

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

Lots of science happening all around up!!

Drill down to the "Considering the Crosscutting Concepts" collect

detritivores - Structure and Function.

Yes! Okhee!!

thank you for elaborating on these points

That is why teachers need to get to know their local community—pays off in finding that local phenomena.

If you are a new teacher and have not discovered Facebook NGSS groups, you should join. Teachers helping teachers

Every season — brings new phenomena! Look at all the rapid growth that is happening right now.

OMG yes with the Facebook groups. They have been tremendous help

https://www.facebook.com/groups/NGSSeducators/

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

Why I like local phenomena is that it gets all learners ask questions and wonder about their world in which they live.

@joe yes!!

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!

Book study landing pagehttps://my.nsta.org/event/crosscutting-concepts-a-professional-book-study-for-k-12-educators#

@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.

Thank you all so much for sharing all these links/resources and ideas tonight

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. :-)

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.

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.

yes

I cannot get there

@Brian.. I just worry about misinterpretation of terminology. :-)

Where is the padlet?

When it says join program it only goes to zoom

Local phenomena gives learners a sense of power — I understand that, I can explain that “phenomenon” that happens in my environment!

Book study landing pagehttps://my.nsta.org/event/crosscutting-concepts-a-professional-book-study-for-k-12-educators#

Thanks!

Will you send out the homework in an email?

@Kim The homework is in the private forum

Perfect!

Book study landing pagehttps://my.nsta.org/event/crosscutting-concepts-a-professional-book-study-for-k-12-educators#

do you go to resources or collection it only brings me to my library

Diana are you logged into NSTA?

Thanks!

Yes I am

This is the padlet if you want to go direct https://padlet.com/katesor1027/CCCMay21

Can the chat be saved as a Doc that we can use to activate hyperlinks?

Thank you to all of tonight's presenters!

Thank you!

Collectionhttps://my.nsta.org/collection/PEcXrWI3oWM_E

Thank you so much! This was wonderful!

Thank you!!

Thank you!

Thank you!

Thank you!

Thank you!

Thank you!

Thank you so much!!

Thank you!

Thank you

Thank you very much. That was good!

Thank you so much!!!

thank you

Thank you Everyone!

Miigwech!

Thank you!

Thank you

Thank you!!!

thank you

Thank you

Thank you!

Thank you!

Thanks you!

Thank you!

Thank you so much!

This has been great, thank you

Thank you!!!

Thank you!

awesome....my brain hurts!

Thank you!

Thank you very much!

This is so exciting, thank you!

Thank you!

Thank you, this was very helpful!

How do we find the padlet?

Thank you!!

Thank You!

Thank you

Thanks to all! Stay well.

Thank you to all presenters!

­­­­Thank you, everyone!

Good luck with you teaching everyone! Using the three dimensions can really support students in learning! You can contact me on Twitter @krajcikjoe

Exciting times. Thank you.

Thank you!

Thank you

Thank you!

Thank you!

Thank you. It's great to have the "rock stars" of NGSS.

Thank you, this was great!! Love the connections I was able to make!

Thank you for tonight. This is wonderful.

Thank you. I really enjoyed this!

Thank you so much! Lots of great ideas.

Thank you - what a treat to have such a stellar slate of speakers all in one place!

Thank you everyone!

Thank you.

Thank you!!

Thank you!!

Thank you

So amazing. Thanks

Thank you for sharing your expertise!

Thank you!

Thank you to all the speakers! Extremely knowledgeable!!

Thanks everybody for your interest and questions. Please follow up. You can contact me on twitter @reiserbrianj

Collectionhttps://my.nsta.org/collection/PEcXrWI3oWM_E

Thank you!

What a great first session! Thank you! I’m ooking forward to our time together :)

Thank you!

Could you show the resource page again

Collectionhttps://my.nsta.org/collection/PEcXrWI3oWM_E