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Models and Modeling

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Building Towards NGSS Classrooms

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Discussion and Supporting Materials

Thought starters

1. What are some ways that students use the Science and Engineering Practices in this lesson?

2. How does Ms. Cope use an interesting phenomenon in order to help students understand science concepts?

3. What examples do you see of students using evidence-based reasoning?

School Details

Burlington Elementary School
5946 North Orient Street
Burlington KY 41005

Data Provided By:

Teachers

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Students in Becki Cope's second grade class carry out an investigation to compare solutions designed to slow wind and/or water erosion from changing the shape of the land. Students make claims to support the effectiveness of their solution, construct arguments, and compare multiple solutions.

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The STEM Teaching Tools site has tools that can help you teach science, technology, engineering and math (STEM). We are currently focused on supporting the teaching of the Next Generation Science Standards (NGSS) . Each tool is focused on a specific issue and leverages the best knowledge from research and practice.

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Learning more about the Standards and NGSS Planning

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Learning more about the Standards and NGSS Planning

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ASET Toolkit/Next Gen ASET

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Current Uses of the ASET Three-Dimensional Mapping Tool

This tool has been used in science methods courses to help deepen understanding of three dimensional science teaching in the context of instructional design and revision.

For Unit Planning: A science unit that is designed to meet the three-dimensionality as envisioned by the Framework (NRC, 2012) should include science and engineering practices, disciplinary core ideas, and crosscutting concepts that work together to help students explain a natural phenomenon. For a particular unit you should select components from each of the three dimensions that best fit the phenomenon you are exploring throughout the unit. These should be used to help students meet the performance expectations that are aligned with your unit. The ASET 3-Dimensional Mapping Tool provides a graphic organizer to build the essential components of a unit plan while scaffolding thinking and discussion about how the three dimensions will be connected throughout the unit.

For Lesson Planning: A lesson in the context of the 3D map is not meant to imply a single day of instruction or a single activity for students. A lesson should be a subset of your larger unit that spans multiple days. Not every lesson within a unit will include components from each of the three dimensions outlined in the Framework (NRC, 2012). For a shorter period of instruction, you may focus in on a subset of the components you plan to address as part of your larger unit. While planning a single lesson that will fit into your larger unit, using the ASET 3D Map helps to situate your lesson in the larger picture. It will help you think about what components of these three dimensions you are addressing and how you plan to connect them in this lesson. It will also provide a picture of the larger goal for science instruction to identify what other dimensions need to be addressed in other lessons in the unit sequence.

For Adapting Existing Curriculum: When reviewing existing curriculum, the ASET 3D Map should be used to identify what components within each dimension are addressed, and what instructional strategies are being used to connect these dimensions. Once mapped onto the tool, users can discuss how well the current lesson aligns with the goals of a three-dimensional unit or lesson. Any weaknesses can be identified, and modifications can be made to ensure the lesson includes each of the necessary components identified as part of this map.

References

National Research Council. (2012). A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas. Committee on a Conceptual Framework for New K-12 Science Education Standards. Board on Science Education, Division of Behavioral and Social Sciences and Education. Washington, DC: The National Academies Press.

Krajcik, J., Codere, S., Dahsah, C., Bayer, R., & Mun, K. (2014). Planning instruction to meet the intent of the Next Generation Science Standards. Journal of Science Teacher Education, 25(2), 157-175.
http://link.springer.com/article/10.1007%2Fs10972-014-9383-2

Wiggins, G., & McTighe, J. (2001). What is backward design? In: Understanding by Design. Upper Saddle River, NJ: Merrill Prentice Hall, pp. 7-19.

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Current Uses of the ASET Three-Dimensional Mapping Tool This tool has been used in science methods courses to help deepen understanding of three dimensional science teaching in the context of instructional design and revision.

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Scientific Argumentation in the Early Grades

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Model-Based Claims, Evidence & Reasoning

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Students use different tools to develop model-based claims, evidence & reasoning. Second grade teacher Kitten Vaa introduces her students to a variety of tools and encourages them to use them as they root claims inside of models.

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AST:Ambitious Science Teaching

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Tools for

Ambitious
Science
Teaching

Companion Book available now on Harvard Ed Press

Pressing for evidence- based explanations

Planning for engagement with important science ideas

Supporting on-going changes in thinking

Eliciting students' ideas

What is Ambitious Science Teaching?

Great teaching can be learned. This web site provides a vision of ambitious science instruction for elementary, middle school and high school classrooms. Ambitious teaching deliberately aims to support students of all backgrounds to deeply understand science ideas, participate in the activities of the discipline, and solve authentic problems.

We feature 4 core sets of teaching practices that support these goals. These core sets make up the Ambitious Science Teaching Framework. The framework has been based on classroom research from the past 30 years-research that has asked, "What kinds of talk, tasks, and tools do students need in order to fully engage in meaningful forms of science learning?"

If you are a member of a group of science educators committed to the improvement of teaching, the vision, practices, and tools here will furnish a common language for you about teaching. You will be able to identify "what we will get better at" and how to get started.

Become Part of a Community That Shares a Common Vision of Excellence in Teaching.

Because ambitious science teaching focuses on doing four things really well in the classroom (the core practices), members of our community can speak a common language about how to continually improve instruction and support student learning. We can frame problems together and work towards solutions with help from each other. The expertise of our community comes from our members (teachers, instructional coaches, teacher educators) as well as from extensive empirical classroom research. On this site you can explore how other professionals are using core practices and the tools that go with them.

Explore New Tools That Support Student Learning

This site provides a constantly evolving set of tools to help improve student participation and learning. Some of these tools will help you plan for student engagement with "big" science ideas. Some will help students reason publicly with each other about science ideas. Others will help students engage in scientific modeling, explanation and argument with evidence. Still others will scaffold science-specific writing and talk. We have unique sets of tools for teachers, instructional coaches, and teacher educators.

But here's what is really important about our tools-they belong to the community, meaning that they need to be continually tested under different classroom conditions in order to be improved and diversified.

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Pressing for evidence- based explanations Planning for engagement with important science ideas Supporting on-going changes in thinking Eliciting students' ideas Great teaching can be learned.

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Learning more about the Standards and NGSS Planning

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Learning more about the Standards and NGSS Planning

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The Wonder of Science

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The Wonder of Science was created to support the next generation of science teachers. All of the resources are licensed under Creative Commons licensing.