ngss crosscutting concepts: cause and effect:...
TRANSCRIPT
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LIVE INTERACTIVE LEARNING @ YOUR DESKTOP
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March 5, 20136:30 p.m. – 8:00 p.m. Eastern time
NGSS Crosscutting Concepts: Cause and Effect: Mechanism and Explanation
Presented by: Tina Grotzer
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Introducing today’s presenters…
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Tina GrotzerHarvard University
Ted WillardNational Science Teachers Association
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Developing the Standards
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Instruction
Curricula
Assessments
Teacher Development
Developing the Standards
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2011-2013
July 2011
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Developing the Standards
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July 2011
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A Framework for K-12 Science Education
Three-Dimensions:
Scientific and Engineering Practices
Crosscutting Concepts
Disciplinary Core Ideas
View free PDF form The National Academies Press at www.nap.edu
Secure your own copy from
www.nsta.org/store 8
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1. Asking questions (for science) and defining problems (for engineering)
2. Developing and using models
3. Planning and carrying out investigations
4. Analyzing and interpreting data
5. Using mathematics and computational thinking
6. Constructing explanations (for science) and designing solutions (for engineering)
7. Engaging in argument from evidence
8. Obtaining, evaluating, and communicating information
Scientific and Engineering Practices
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Crosscutting Concepts1. Patterns
2. Cause and effect: Mechanism and explanation
3. Scale, proportion, and quantity
4. Systems and system models
5. Energy and matter: Flows, cycles, and conservation
6. Structure and function
7. Stability and change
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Life Science Physical ScienceLS1: From Molecules to Organisms:
Structures and Processes
LS2: Ecosystems: Interactions, Energy, and Dynamics
LS3: Heredity: Inheritance and Variation of Traits
LS4: Biological Evolution: Unity and Diversity
PS1: Matter and Its Interactions
PS2: Motion and Stability: Forces and Interactions
PS3: Energy
PS4: Waves and Their Applications in Technologies for Information Transfer
Earth & Space Science Engineering & TechnologyESS1: Earth’s Place in the Universe
ESS2: Earth’s Systems
ESS3: Earth and Human Activity
ETS1: Engineering Design
ETS2: Links Among Engineering, Technology, Science, and Society
Disciplinary Core Ideas
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Life Science Earth & Space Science Physical ScienceEngineering &
TechnologyLS1: From Molecules to Organisms:
Structures and ProcessesLS1.A: Structure and FunctionLS1.B: Growth and Development of
OrganismsLS1.C: Organization for Matter and
Energy Flow in OrganismsLS1.D: Information Processing
LS2: Ecosystems: Interactions, Energy, and Dynamics
LS2.A: Interdependent Relationships in Ecosystems
LS2.B: Cycles of Matter and Energy Transfer in Ecosystems
LS2.C: Ecosystem Dynamics, Functioning, and Resilience
LS2.D: Social Interactions and Group Behavior
LS3: Heredity: Inheritance and Variation of Traits
LS3.A: Inheritance of TraitsLS3.B: Variation of Traits
LS4: Biological Evolution: Unity and Diversity
LS4.A: Evidence of Common Ancestry and Diversity
LS4.B: Natural SelectionLS4.C: AdaptationLS4.D: Biodiversity and Humans
ESS1: Earth’s Place in the UniverseESS1.A: The Universe and Its StarsESS1.B: Earth and the Solar SystemESS1.C: The History of Planet Earth
ESS2: Earth’s SystemsESS2.A: Earth Materials and SystemsESS2.B: Plate Tectonics and Large‐Scale
System InteractionsESS2.C: The Roles of Water in Earth’s
Surface ProcessesESS2.D: Weather and ClimateESS2.E: Biogeology
ESS3: Earth and Human ActivityESS3.A: Natural ResourcesESS3.B: Natural HazardsESS3.C: Human Impacts on Earth
SystemsESS3.D: Global Climate Change
PS1: Matter and Its InteractionsPS1.A:Structure and Properties of
MatterPS1.B: Chemical ReactionsPS1.C: Nuclear Processes
PS2: Motion and Stability: Forces and Interactions
PS2.A:Forces and MotionPS2.B: Types of InteractionsPS2.C: Stability and Instability in
Physical Systems
PS3: EnergyPS3.A:Definitions of EnergyPS3.B: Conservation of Energy and
Energy TransferPS3.C: Relationship Between Energy
and ForcesPS3.D:Energy in Chemical Processes
and Everyday Life
PS4: Waves and Their Applications in Technologies for Information Transfer
PS4.A:Wave PropertiesPS4.B: Electromagnetic RadiationPS4.C: Information Technologies
and Instrumentation
ETS1: Engineering DesignETS1.A: Defining and Delimiting an
Engineering ProblemETS1.B: Developing Possible SolutionsETS1.C: Optimizing the Design Solution
ETS2: Links Among Engineering, Technology, Science, and Society
ETS2.A: Interdependence of Science, Engineering, and Technology
ETS2.B: Influence of Engineering, Technology, and Science on Society and the Natural World
Note: In NGSS, the core ideas for Engineering, Technology, and the Application of Science are integrated with the Life Science, Earth & Space Science, and Physical Science core ideas
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Instruction
Curricula
Assessments
Teacher Development
Developing the Standards
2011-2013
July 2011
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Developing the Standards
2011-2013
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Closer Look at a Performance ExpectationMS-PS1 Matter and Its Interactions Students who demonstrate understanding can: MS-PS1-d. Develop molecular models of reactants and products to support the explanation that atoms,
and therefore mass, are conserved in a chemical reaction. [Clarification Statement: Models can include physical models and drawings that represent atoms rather than symbols. The focus is on law of conservation of matter.] [Assessment Boundary: The use of atomic masses is not required. Balancing symbolic equations (e.g. N2 + H2 -> NH3) is not required.]
The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education:Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts
Developing and Using Models Modeling in 6–8 builds on K–5 and progresses to developing, using and revising models to support explanations, describe, test, and predict more abstract phenomena and design systems. • Use and/or develop models to predict, describe,
support explanation, and/or collect data to test ideas about phenomena in natural or designed systems, including those representing inputs and outputs, and those at unobservable scales. (MS-PS1-a), (MS-PS1-c), (MS-PS1-d)
---------------------------------------------Connections to Nature of Science
Science Models, Laws, Mechanisms, and Theories Explain Natural Phenomena • Laws are regularities or mathematical descriptions
of natural phenomena. (MS-PS1-d)
PS1.B: Chemical Reactions • Substances react chemically in
characteristic ways. In a chemical process, the atoms that make up the original substances are regrouped into different molecules, and these new substances have different properties from those of the reactants. (MS-PS1-d), ( MS-PS1-e), (MS-PS1-f)
• The total number of each type of atom is conserved, and thus the mass does not change. (MS-PS1-d)
Energy and Matter • Matter is conserved because
atoms are conserved in physical and chemical processes. (MS-PS1-d)
Note: Performance expectations combine practices, core ideas, and crosscutting concepts into a single statement of what is to be assessed. They are not instructional strategies or objectives for a lesson.
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Closer Look at a Performance ExpectationMS-PS1 Matter and Its Interactions Students who demonstrate understanding can: MS-PS1-d. Develop molecular models of reactants and products to support the explanation that atoms,
and therefore mass, are conserved in a chemical reaction. [Clarification Statement: Models can include physical models and drawings that represent atoms rather than symbols. The focus is on law of conservation of matter.] [Assessment Boundary: The use of atomic masses is not required. Balancing symbolic equations (e.g. N2 + H2 -> NH3) is not required.]
The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education:Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts
Developing and Using Models Modeling in 6–8 builds on K–5 and progresses to developing, using and revising models to support explanations, describe, test, and predict more abstract phenomena and design systems. • Use and/or develop models to predict, describe,
support explanation, and/or collect data to test ideas about phenomena in natural or designed systems, including those representing inputs and outputs, and those at unobservable scales. (MS-PS1-a), (MS-PS1-c), (MS-PS1-d)
---------------------------------------------Connections to Nature of Science
Science Models, Laws, Mechanisms, and Theories Explain Natural Phenomena • Laws are regularities or mathematical descriptions
of natural phenomena. (MS-PS1-d)
PS1.B: Chemical Reactions • Substances react chemically in
characteristic ways. In a chemical process, the atoms that make up the original substances are regrouped into different molecules, and these new substances have different properties from those of the reactants. (MS-PS1-d), ( MS-PS1-e), (MS-PS1-f)
• The total number of each type of atom is conserved, and thus the mass does not change. (MS-PS1-d)
Energy and Matter • Matter is conserved because
atoms are conserved in physical and chemical processes. (MS-PS1-d)
Note: Performance expectations combine practices, core ideas, and crosscutting concepts into a single statement of what is to be assessed. They are not instructional strategies or objectives for a lesson.
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Closer Look at a Performance ExpectationMS-PS1 Matter and Its Interactions Students who demonstrate understanding can: MS-PS1-d. Develop molecular models of reactants and products to support the explanation that atoms,
and therefore mass, are conserved in a chemical reaction. [Clarification Statement: Models can include physical models and drawings that represent atoms rather than symbols. The focus is on law of conservation of matter.] [Assessment Boundary: The use of atomic masses is not required. Balancing symbolic equations (e.g. N2 + H2 -> NH3) is not required.]
The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education:Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts
Developing and Using Models Modeling in 6–8 builds on K–5 and progresses to developing, using and revising models to support explanations, describe, test, and predict more abstract phenomena and design systems. • Use and/or develop models to predict, describe,
support explanation, and/or collect data to test ideas about phenomena in natural or designed systems, including those representing inputs and outputs, and those at unobservable scales. (MS-PS1-a), (MS-PS1-c), (MS-PS1-d)
---------------------------------------------Connections to Nature of Science
Science Models, Laws, Mechanisms, and Theories Explain Natural Phenomena • Laws are regularities or mathematical descriptions
of natural phenomena. (MS-PS1-d)
PS1.B: Chemical Reactions • Substances react chemically in
characteristic ways. In a chemical process, the atoms that make up the original substances are regrouped into different molecules, and these new substances have different properties from those of the reactants. (MS-PS1-d), ( MS-PS1-e), (MS-PS1-f)
• The total number of each type of atom is conserved, and thus the mass does not change. (MS-PS1-d)
Energy and Matter • Matter is conserved because
atoms are conserved in physical and chemical processes. (MS-PS1-d)
Note: Performance expectations combine practices, core ideas, and crosscutting concepts into a single statement of what is to be assessed. They are not instructional strategies or objectives for a lesson.
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Closer Look at a Performance ExpectationMS-PS1 Matter and Its Interactions Students who demonstrate understanding can: MS-PS1-d. Develop molecular models of reactants and products to support the explanation that atoms,
and therefore mass, are conserved in a chemical reaction. [Clarification Statement: Models can include physical models and drawings that represent atoms rather than symbols. The focus is on law of conservation of matter.] [Assessment Boundary: The use of atomic masses is not required. Balancing symbolic equations (e.g. N2 + H2 -> NH3) is not required.]
The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education:Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts
Developing and Using Models Modeling in 6–8 builds on K–5 and progresses to developing, using and revising models to support explanations, describe, test, and predict more abstract phenomena and design systems. • Use and/or develop models to predict, describe,
support explanation, and/or collect data to test ideas about phenomena in natural or designed systems, including those representing inputs and outputs, and those at unobservable scales. (MS-PS1-a), (MS-PS1-c), (MS-PS1-d)
---------------------------------------------Connections to Nature of Science
Science Models, Laws, Mechanisms, and Theories Explain Natural Phenomena • Laws are regularities or mathematical descriptions
of natural phenomena. (MS-PS1-d)
PS1.B: Chemical Reactions • Substances react chemically in
characteristic ways. In a chemical process, the atoms that make up the original substances are regrouped into different molecules, and these new substances have different properties from those of the reactants. (MS-PS1-d), ( MS-PS1-e), (MS-PS1-f)
• The total number of each type of atom is conserved, and thus the mass does not change. (MS-PS1-d)
Energy and Matter • Matter is conserved because
atoms are conserved in physical and chemical processes. (MS-PS1-d)
Note: Performance expectations combine practices, core ideas, and crosscutting concepts into a single statement of what is to be assessed. They are not instructional strategies or objectives for a lesson.
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Crosscutting Concepts:The Role of Cause and Effect in the Next
Generation Science Standards
Tina GrotzerHarvard Graduate School of Education
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Who Am I?
• Associate Professor in Science Education at the Harvard Graduate School of Education
• Researcher and Curriculum Developer at Harvard Project Zero
• Former Elementary and Middle School Teacher for 14 years
• My work focuses on how understanding the nature of causality interacts with student learning
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Overview of Session
• Cause and effect in the NGSS• Explanation involves reasoning about Cause and Effect: Pattern and Mechanism
• Some examples from different grades• The language of causality• What to watch out for…• Questions???
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Caveats to this Presentation
• While I have had the opportunity to interact with the developers of the standards, I am not one of the authors and do not have special knowledge about what led to the decisions that they made.
• My goal is to offer background on students’ causal reasoning in the science classroom and how it may interact with the Cause and Effect Crosscutting Concept.
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Moving from a description of pattern to an explanation involves
articulating causality…
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When you hear the words “cause and effect” in connection to science learning, what comes to mind?
Jot down two or three ideas.
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The NGSS Progression of Causal Concepts (Jan 2013 Draft)
Grade Concepts
K‐2 ‐Events have causes that generate observablepatterns; ‐Simple tests can be designed to gather evidence that supports or refutes ideas about causes
3‐5 ‐Can routinely identify and test cause and effect relationships and use them to explain change; ‐Can consider that events that regularly occur together may or may not be a part of a cause and effect relationship
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Grade Concepts6‐8 ‐Classify relationships as correlational or causal;
‐Understand that correlation may not imply causation; ‐Cause and effect relationships may be used to predict phenomena in natural and designed systems; ‐Phenomena may have more than one cause; ‐Some cause and effect relationships may be described using probability
9‐12 ‐Use empirical evidence to differentiate between instances of causation and correlation; ‐Make claims about specific causes and effects; ‐Cause and effect relationships can be suggested/predicted for complex natural and human designed systems, by examining what is known about smaller scale mechanisms within the system;‐One can design systems to cause a desired effect; ‐Changes in systems may have various causes and may not have equal effects
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What seems hardest to you about teaching cause and effect?
a. Figuring out how it fits into the curriculum.b. Knowing how to teach cause and effect to
different grades/ages.c. Making sense of the causal concepts in the
NGSS.d. Figuring out how to talk about it.e. Other.
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Causal Concepts within “Cause and Effect” in the NGSS
• Causes (focus on events) generate (observable) patterns
• Distinctions between correlation and causation
• Probabilistic causation
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Researchers who study causal learning refer to two aspects of
causal reasoning:
Pattern Mechanism
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Patterns: How the Impacts Unfold…1. Simple linear
2. Domino‐Like (Extended Linear)
3. Mutual
4. Cyclic
5. Spiraling
6. Relational
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When you hear the words “causal mechanism” what comes to mind?
Jot down two or three ideas.
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Mechanism: What Makes Processes or Events Happen…
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Mechanisms can be described at different levels:
What makes current in a simple circuit flow?• Flipping the light switch• Opening a circuit and allowing current to flow• Voltage creates a push from the battery that pushes electrons along a circuit
• A differential between electrons and protons at the poles of the battery repels and attracts electrons so they move
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Take a moment to think about a mechanism in a topic that you teach.
What are a few different levels at which it can be talked about?
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What are some things that your students would say?
What is going on when an object sinks or floats?
List two or three likely responses.
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Pattern and Mechanism Interact
What is going on when an object sinks or floats?
“The weight makes things sink, so my diagram shows that the heavier one sinks and the lighter one floats.”
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Relational Causality
A relationship (typically one of balance or imbalance) between two things causes the outcome.
Outcome
VariableVariable
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“Sinkers and Floaters”
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Two scientifically accepted models for sinking and floating with different
mechanisms
• Buoyancy Explanations
• Density Explanations
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Pattern and Mechanism Interact
Student Models at Different Levels40
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Questions?
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Correlation vs. Causation
Correlation and Causation both involve noticing patterns. Causation involves also defining mechanisms.
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The standards at the secondary level call for understanding that
one must have evidence to say that something is causal. This means a
focus on mechanism.
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Evidence for Causality Depends Upon the Discipline
Intervention/Experimentation
Opportunity/“Natural” Experiments
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Observation vs. Intervention
• K‐ESS3‐b. Construct an explanation for how plants and animals (including humans) can change their environment while meeting their basic needs. [Clarification Statement: An example is a squirrel that digs burrows in the ground to hide its food.]
• K‐PS1‐b. Design and conduct investigations to test the idea that some materials can be a solid or liquid depending on temperature.
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Three Examples: Interdependent Relationships in Ecosystems:
• K‐ESS3‐b. Construct an explanation for how plants and animals (including humans) can change their environment while meeting their basic needs.
• MS‐LS2‐a. Use a model to support explanations of the effect of resource availability on organisms and populations of organisms in an ecosystem.
• HS‐LS2‐k. Evaluate evidence for its merits in supporting the role of group behavior on individual and species’ chances to survive and reproduce.
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Kindergarten ExampleK‐ESS3‐b. Construct an explanation for how plants and animals (including humans) can change their environment while meeting their basic needs.
Lars Falkdalen Lindahl
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Middle School ExampleMS‐LS2‐a. Use a model to support explanations of the effect of resource availability on organisms and populations of organisms in an ecosystem.
From EcoMUVE (Dede, Grotzer, Metcalf, Kamarainen, & Tutwiler)48
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High School ExampleHS‐LS2‐k. Evaluate evidence for its merits in supporting the role of group behavior on individual and species’ chances to survive and reproduce.
Bruno de Giusti
MIT Teacher Education Program (Klopfer et al.)
Modeling: Varying inputs/ Probabilistic Outcomes
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The Importance of Explicit Discussion and a Language of Causality
Teacher: What does it mean to have a relational causality?Ian: It’s not enough just to have two things in a relational
causality. There has to be a relationship between them. Stephanie: You have to be able to compare them, like one
has to be higher and one lower or they have to be equal.
Kenley: Wait yeah, actually, in a way, it is because the density of the liquid compared to the density of the object is why it sinks or floats. So it is a relational causality.
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How often do you use the language of causality in your classroom?
a. I don’t think that I do.b. I use the words “cause” and/or “effect” occasionally.c. I use vocabulary pertaining to cause and effect in my classroom regularly.d. I use vocabulary pertaining to cause and effect in my classroom regularly and encourage my students to do so, too.e. Other
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Terms/concepts to be careful with…
Cause and Effect
Event
Reliability
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Causality
Events and Processes
Probabilistic Causality and the Statistical Summing Across Patterns
vs.
vs.
vs.
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Assumptions About the Patterns and Features of Causality:
1. linear (vs. non‐linear)2. direct (vs. indirect)3. uni‐directional (vs. bi‐directional)4. sequential (vs. simultaneous) 5. obvious (vs. non‐obvious)6. active or intentional agents (vs. non‐agentive)7. event‐based (vs. processes or steady states) 8. deterministic (vs. probabilistic)9. local (vs. spatially distant)10. immediate (vs. delayed)11. centralized (vs. decentralized)
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What is a RECAST Activity?
RECAST activities are designed to REveal CAusal STructure or help students RECAST their understandings so that they fit with the causal patterns that scientists use. The RECAST activity is designed to push the students' attention to the underlying causal structure.
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Presently at: http://www.old‐pz.gse.harvard.edu/ucp/ causalpatternsinscience/
Moving soon to: www.causalpatterns.org
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Questions?
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This work is supported by the National Science Foundation, Grant No. REC‐9725502, REC‐0106988 to Tina Grotzer and David Perkins and ESI‐0455664 to Tina Grotzer. All opinions, findings, conclusions or recommendations expressed here are those of the authors and do not necessarily reflect the views of the National Science Foundation.
The Understandings of Consequence Project
EcoMUVE ProjectThis work is supported by the Institute of Education Sciences, U.S. Department of Education, Grant No. R305A080514 to Chris Dede and Tina Grotzer. All opinions, findings, conclusions or recommendations expressed here are those of the authors and do not necessarily reflect the views of the Institute for Education Sciences.
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NSTA Resources on NGSSwww.nsta.org
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NSTA Resources on NGSSwww.nsta.org/ngss
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Community Forums
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NSTA Print Resources
NSTA Reader’s Guide to the Framework
NSTA Journal Articles about the Framework and the Standards
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NSTA National Conference
San Antonio, TexasApril 11-14
The place to be to learn about
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Web Seminars on Crosscutting Concepts
Feb. 19: PatternsMarch 5: Cause and effect: Mechanism and explanationMarch 19: Scale, proportion, and quantityApril 16: Systems and system modelsApril 30: Energy and matter: Flows, cycles, and conservationMay 14: Structure and functionMay 28: Stability and change
All sessions will take place from 6:30-8:00 on Tuesdays
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Web Seminars on NGSS
Archives of past programs
Fall 2012Scientific and Engineering Practices (series of 8)
January 2013Second Draft of NGSSEngineering in NGSSNGSS in the Elementary Grades
February 2013Connecting NGSS with Common Core Math and ELACrosscutting Concepts: Patterns
http://learningcenter.nsta.org/products/symposia_seminars/NGSS/webseminar.aspx
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on NGSS
Moving Toward NGSS: Using Formative Assessment to Link Instruction and LearningMembers: $179; Non-members $199Live web seminars on April 18, 25, May 2Presenter: Page Keeley
Moving Toward NGSS: Visualizing K-8 Engineering Education Members: $179; Non-members $199Live web seminars on May 16, 23, 30Presenters: Christine Cunningham and Martha Davis
Register at: learningcenter.nsta.org/products/online_courses/shortcourses.aspx68
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Thanks to today’s presenters!
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Ted WillardNational Science Teachers Association
Tina GrotzerHarvard University
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Thank you to the sponsor of tonight’s web seminar:
This web seminar contains information about programs, products, and services offered by third parties, as well as links to third-party websites. The presence of a listing or such information does not constitute an endorsement by NSTA of a
particular company or organization, or its programs, products, or services.70
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National Science Teachers AssociationDr. David Evans, Executive Director
Zipporah Miller, Associate Executive Director, Conferences and Programs
Dr. Al Byers, Assistant Executive Director, e-Learning and Government Partnerships
Flavio Mendez, Senior Director, NSTA Learning Center
NSTA Web SeminarsBrynn Slate, Manager
Jeff Layman, Technical Coordinator71