January/February 2018 – Vol. 31 No. 2

Creating Lessons–NGSS Style

Posted: Tuesday, September 15th, 2015

by Jeff Orlinsky

As the new school year approaches, it is time to begin thinking about our science lessons. The Next Generation Science Standards (NGSS) require a different approach to lesson planning. It is my goal in this article to show you one way to approach designing a lesson. It is important to know there are other techniques and lesson models that incorporate the NGSS model. I am going to share how I approach designing a lesson using a model developed by Achieve to support NGSS implementation. I used the chart provided to set up my lesson. You could also develop whole units using a similar approach.

This lesson took me about an hour to prepare. I only used materials that my students would have access to, such as 2-liter bottles for the spirometers. I envision this lesson could take 1 to 2 weeks. (view larger image)

orlinskyWhere to Start:

For my unit on lung volumes, exercise, and homoeostasis, I found an interesting article: “Childhood Asthma Linked to Freeway Pollution.”

My Guiding Question: How can we measure and identify the lung volumes and breathing rates of a person with and without asthma?

Finding the DCI, the CCC, and the Practices

The DCIs:

  • Multicellular organisms have a hierarchical structural organization, in which any one system is made up of numerous parts and is itself a component of the next level. (HS-LS1-2)

This unit will cover the human respiratory system, as well as comparative anatomy.

  • Feedback mechanisms maintain a living system’s internal conditions within certain limits and mediate behaviors, allowing it to remain alive and functional even as external conditions change within some range. Feedback mechanisms can encourage (through positive feedback) or discourage (negative feedback) what is going on inside the living system. (HS-LS1-3)

This unit will cover the role of diseases on the human respiratory system, and the role of the nervous system on regulation of respiration.

The CCCs:

  • Structure and Function
  • Stability and Change

The Science and Engineering Practices:

  • Developing and Using Models
  • Planning and Carrying Out Investigations
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Identify the performance task of the lesson

For the Unit:

  • HS-LS1-2. Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms.
  • HS-LS1-3. Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis.

For the Lesson:

  • Using and interpreting pulmonary function graphs to determine if a patient has asthma or COPD.
  • Students make a Spirometer out of 2 liter bottle.
  • Students develop a set of procedures to measure their respiration rates or respiration volumes before, during and after exercise.
  • Students calculate lung volumes based on height and mass, and compare their results to their observed measurements.

Determine the Evidence Statements

  • Pulmonary Function Graphs
Proficient Approaching Proficient Basic Needs to improve
Correctly identifies the lung ailment based on calculations from the graph. Uses inferences to demonstrate understanding Uses inferences to demonstrate understanding Correctly identifies the healthy lung pulmonary function graphs and identifies the ailments based on “they’re different” Students may correctly identify the graphs with the ailments but make calculation errors.
  • Procedures for measuring their lung volumes
Proficient Approaching Proficient Basic Needs to improve
Student designs a set of procedures that include controls, independent and dependent variables. Hypothesis presented with reasons for the prediction Student designs a set of procedures that include controls, independent and dependent variables. Poor hypothesis given Student designs a set of procedures that include independent and dependent variables. Hypothesis and controls are incomplete Student designs a set of procedures that includes only one person doing the experiment
  • Calculating lung volumes
Proficient Approaching Proficient Basic Needs to improve
Students can correctly calculate their lung volumes from three different sources and find the average lung volume. Students can correctly calculate their lung volumes from three different sources and present their answers showing all three values. Students can correctly calculate their lung volumes from one source. Student attempts to calculate the lung volumes; makes calculation errors.

Classroom integration:

Introduction

  • Have the students read the article using close reading techniques.
  • Students discuss in groups how scientists collected the data used to reach the conclusion found in the article.
  • Ask students to explain asthma and COPD and how it affects the lungs.
  • Ask: How can we measure our lung volumes? How would asthma and COPD affect the lung volumes?

Introduce the project making a spirometer.

  • Students work on making a working spirometer.
  • Students develop a set of procedures to find the total forced vital capacity of their lungs.

Using mass and height to find your lung volumes.

  • Hand-out the “Finding Your Lung Volume” worksheet.
  • Have students share their results with each other.

Discuss some possible reasons they would be different.

Gender
Age
Height
Mass

Have the students compare their calculated lung volumes to their spirometer data.

  • Analyze the data
  • Create comparative graphs.

Be prepared to share your results and conclusion with your classmates.

  • Lecture on lungs and diseases of the lung

Introduction of the Pulmonary Lung Function Graphs.

  • Hand out Pulmonary Lung Function graphs of several patients.
  • Students need to determine the diagnosis based on the graphs.

Experiment

  • Students design an experiment to measure the effect of exercise on lung volumes.
  • Introduction to homeostasis and lung functions.

Run the lesson and evaluate the lesson.

Written by Jeff Orlinsky

Jeff Orlinsky

Jeff Orlinsky teaches science at Warren High School and is a member of CSTA.

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California Science Test Academy for Educators

Posted: Thursday, February 15th, 2018

California Science Test Academy for Educators

To support implementation of the California Science Test (CAST), the California Department of Education is partnering with Educational Testing Service and WestEd to offer a one-day CAST Academy for local educational agency (LEA) science educators, to be presented at three locations in California from 8:30 a.m. to 3:30 p.m. As an alternative to traveling, LEA teams can participate virtually via WebEx on one of the dates listed below.

The dates and locations for the CAST Academy are as follows:

  • Monday, April 23, 2018—Sacramento
  • Wednesday, April 25, 2018—Fresno
  • Thursday, April 26, 2018—Irvine

The CAST Academy will help participants develop a deeper understanding of the assessment design and expectations of the CAST. The academy also will provide information and activities designed to assist educators in their implementation of the California Next Generation Science Standards and three-dimensional learning to help them gain an understanding of how these new science assessment item types can inform teaching and learning. The CAST Academy dates above are intended for school and district science instructional leaders, including teacher leaders, teacher trainers, and instructional coaches. Additional trainings will be offered at a later date specifically for county staff. In addition, curriculum, professional development, and assessment leaders would benefit from this training.

A $100 registration fee will be charged for each person attending the in-person training. Each virtual team participating via WebEx will be charged $100 for up to 10 participants through one access point. Each workshop will have the capacity to accommodate a maximum of 50 virtual teams. Each virtual team will need to designate a lead, who is responsible for organizing the group locally. Registration and payment must be completed online at http://www.cvent.com/d/6tqg8k.

For more information regarding the CAST Academy, please contact Elizabeth Dilke, Program Coordinator, Educational Testing Service, by phone at 916-403-2407 or by e‑mail at caasppworkshops@ets.org.

Written by California Science Teachers Association

California Science Teachers Association

CSTA represents science educators statewide—in every science discipline at every grade level, Kindergarten through University.

Accelerating into NGSS – A Statewide Rollout Series Now Accepting Registrations

Posted: Friday, January 19th, 2018

Are you feeling behind on the implementation of NGSS? Then Accelerating into NGSS – the Statewide Rollout event – is right for you!

WHO SHOULD ATTEND
If you have not experienced Phases 1-4 of the Statewide Rollout, or are feeling behind with the implementation of NGSS, the Accelerating Into NGSS Statewide Rollout will provide you with the greatest hits from Phases 1-4!

OVERVIEW
Accelerating Into NGSS Statewide Rollout is a two-day training geared toward grade K-12 academic coaches, administrators, curriculum leads, and teacher leaders. Check-in for the two-day rollout begins at 7:30 a.m., followed by a continental breakfast. Sessions run from 8:00 a.m. to 4:15 p.m. on Day One and from 8:00 a.m. to 3:30 p.m. on Day Two.

Cost of training is $250 per attendee. Fee includes all materials, continental breakfast, and lunch on both days. It is recommended that districts send teams of four to six, which include at least one administrator. Payment can be made by check or credit card. If paying by check, registration is NOT complete until payment has been received. All payments must be received prior to the Rollout location date you are attending. Paying by credit card secures your seat at time of registration. No purchase orders accepted. No participant cancellation refunds.

For questions or more information, please contact Amy Kennedy at akennedy@sjcoe.net or (209) 468-9027.

REGISTER

http://bit.ly/ACCELERATINGINTONGSS

DATES & LOCATIONS
MARCH 28-29, 2018
Host: San Mateo County Office of Education
Location: San Mateo County Office of Education, Redwood City

APRIL 10-11, 2018
Host: Orange County Office of Education
Location: Brandman University, Irvine

MAY 1-2, 2018
Host: Tulare County Office of Education
Location: Tulare County Office of Education, Visalia

MAY 3-4, 2018
Host: San Bernardino Superintendent of Schools
Location: West End Educational Service Center, Rancho Cucamonga

MAY 7-8, 2018
Host: Sacramento County Office of Education
Location: Sacramento County Office of Education Conference Center and David P. Meaney Education Center, Mather

JUNE 14-15, 2018
Host: Imperial County Office of Education
Location: Imperial Valley College, Imperial

Presented by the California Department of Education, California County Superintendents Educational Services Association/County Offices of Education, K-12 Alliance @WestEd, California Science Project, and the California Science Teachers Association.

Written by California Science Teachers Association

California Science Teachers Association

CSTA represents science educators statewide—in every science discipline at every grade level, Kindergarten through University.

The Teaching and Learning Collaborative, Reflections from an Administrator

Posted: Friday, January 19th, 2018

by Kelly Patchen

My name is Mrs. Kelly Patchen, and I am proud to be an elementary assistant principal working in the Tracy Unified School District (TUSD) at Louis Bohn and McKinley Elementary Schools. Each of the schools I support are Title I K-5 schools with about 450 students, a diverse student population, a high percentage of English Language Learners, and students living in poverty. We’re also lucky to be part of the CA NGSS K-8 Early Implementation Initiative with the K-12 Alliance. Learn More…

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Written by NGSS Early Implementer

NGSS Early Implementer

In 2015 CSTA began to publish a series of articles written by teachers participating in the California NGSS k-8 Early Implementation Initiative. This article was written by an educator(s) participating in the initiative. CSTA thanks them for their contributions and for sharing their experience with the science teaching community.

2018 CSTA Conference Call for Proposals

Posted: Wednesday, January 17th, 2018

CSTA is pleased to announce that we are now accepting proposals for 90-minute workshops and three- and six-hour short courses for the 2018 California Science Education Conference. Workshops and short courses make up the bulk of the content and professional learning opportunities available at the conference. In recognition of their contribution, members who present a workshop or short course receive 50% off of their registration fees. Click for more information regarding proposals, or submit one today by following the links below.

Short Course Proposal

Workshop Proposal Learn More…

Written by California Science Teachers Association

California Science Teachers Association

CSTA represents science educators statewide—in every science discipline at every grade level, Kindergarten through University.

CSTA’s New Administrator Facebook Group Page

Posted: Monday, January 15th, 2018

by Holly Steele

The California Science Teachers Association’s mission is to promote high-quality science education, and one of the best practice’s we use to fulfill that mission is through the use of our Facebook group pages. CSTA hosts several closed and moderated Facebook group pages for specific grade levels, (Elementary, Middle, and High School), pages for district coaches and science education faculty, and the official CSTA Facebook page. These pages serve as an online resource for teachers and coaches to exchange teaching methods, materials, staying update on science events in California and asking questions. CSTA is happy to announce the creation of a 6th group page called, California Administrators Supporting Science. Learn More…

Written by Guest Contributor

From time to time CSTA receives contributions from guest contributors. The opinions and views expressed by these contributors are not necessarily those of CSTA. By publishing these articles CSTA does not make any endorsements or statements of support of the author or their contribution, either explicit or implicit. All links to outside sources are subject to CSTA’s Disclaimer Policy: http://www.classroomscience.org/disclaimer.