NGSS Core Ideas: Ecosystems: Interactions, Energy, and Dynamics

Transcription

1 LIVE INTERACTIVE YOUR DESKTOP NGSS Core Ideas: Ecosystems: Interactions, Energy, and Dynamics Presented by: Charles W. (Andy) Anderson and Jennifer Doherty February 11, :30 p.m. ET / 5:30 p.m. CT / 4:30 p.m. MT / 3:30 p.m. PT 1

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3 NSTA Learning Center Discover over 11,300 resources 3,900+ free! Add to My Library and bundle in collections Access collections made by NSTA and other teachers Connect in the community forums Get help from online advisors Plan/document learning with free tools 3

4 Introducing today s presenters Ted Willard Director, NGSS@NSTA National Science Teachers Association Charles W. (Andy) Anderson Michigan State University Jennifer Doherty Michigan State University 4

5 5 Developing the Standards

6 Developing the Standards Assessments Curricula Instruction Teacher Development July

7 Developing the Standards July

8 A Framework for K-12 Science Education Three-Dimensions: Scientific and Engineering Practices Crosscutting Concepts Disciplinary Core Ideas 8 View free PDF from The National Academies Press at Secure your own copy from

9 Scientific and Engineering Practices 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 9

10 Crosscutting Concepts 1. 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 10

11 Disciplinary Core Ideas Life Science LS1: LS2: LS3: LS4: From Molecules to Organisms: Structures and Processes Ecosystems: Interactions, Energy, and Dynamics Heredity: Inheritance and Variation of Traits Biological Evolution: Unity and Diversity Earth & Space Science ESS1: Earth s Place in the Universe ESS2: Earth s Systems ESS3: Earth and Human Activity Physical Science PS1: Matter and Its Interactions PS2: Motion and Stability: Forces and Interactions PS3: Energy PS4: Waves and Their Applications in Technologies for Information Transfer Engineering & Technology ETS1: Engineering Design ETS2: Links Among Engineering, Technology, Science, and Society 11

12 Disciplinary Core Ideas 12 Life Science Earth & Space Science Physical Science Engineering & Technology LS1: From Molecules to Organisms: Structures and Processes LS1.A: Structure and Function LS1.B: Growth and Development of Organisms LS1.C: Organization for Matter and Energy Flow in Organisms LS1.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 Traits LS3.B: Variation of Traits LS4: Biological Evolution: Unity and Diversity LS4.A: Evidence of Common Ancestry and Diversity LS4.B: Natural Selection LS4.C: Adaptation LS4.D: Biodiversity and Humans ESS1: Earth s Place in the Universe ESS1.A: The Universe and Its Stars ESS1.B: Earth and the Solar System ESS1.C: The History of Planet Earth ESS2: Earth s Systems ESS2.A: Earth Materials and Systems ESS2.B: Plate Tectonics and Large-Scale System Interactions ESS2.C: The Roles of Water in Earth s Surface Processes ESS2.D: Weather and Climate ESS2.E: Biogeology ESS3: Earth and Human Activity ESS3.A: Natural Resources ESS3.B: Natural Hazards ESS3.C: Human Impacts on Earth Systems ESS3.D: Global Climate Change PS1: Matter and Its Interactions PS1.A: Structure and Properties of Matter PS1.B: Chemical Reactions PS1.C: Nuclear Processes PS2: Motion and Stability: Forces and Interactions PS2.A: Forces and Motion PS2.B: Types of Interactions PS2.C: Stability and Instability in Physical Systems PS3: Energy PS3.A: Definitions of Energy PS3.B: Conservation of Energy and Energy Transfer PS3.C: Relationship Between Energy and Forces PS3.D: Energy in Chemical Processes and Everyday Life PS4: Waves and Their Applications in Technologies for Information Transfer PS4.A: Wave Properties PS4.B: Electromagnetic Radiation PS4.C: Information Technologies and Instrumentation ETS1: Engineering Design ETS1.A: Defining and Delimiting an Engineering Problem ETS1.B: Developing Possible Solutions ETS1.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

13 Developing the Standards Assessments Curricula Instruction Teacher Development July

14 Developing the Standards

15 15 NGSS Lead State Partners

16 16 NGSS Writers

17 Adoption of NGSS Adopted 17 Some step in consideration has been taken by an official entity in the state (from NASBE)

18 Closer Look at a Performance Expectation MS-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 18 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.

19 Closer Look at a Performance Expectation MS-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 19 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.

20 Closer Look at a Performance Expectation MS-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 20 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.

21 Closer Look at a Performance Expectation MS-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 21 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.

22 NGSS Ecosystems: Interactions, Energy, and Dynamics NSTA Webinar February 11, 2014 Charles W. (Andy) Anderson Jennifer Doherty Michigan State University 22

23 We Would Like to Know. What age students are you most interested in? A. Pre-K to Grade 5 B. Grades 6-8 C. Grades 9-12 D. College E. Other (adult learners, multiple grade levels) 23

24 Topics for Today s Webinar 1. Why is Ecosystems: Interactions, Energy, and Dynamics a core idea? 2. Learning progressions: What we are learning about how students ideas about ecosystems can develop. 3. Teaching students to reason about limits and constraints in ecosystems. 24

25 Topics for Today s Webinar 1. Why is Ecosystems: Interactions, Energy, and Dynamics a core idea? 2. Learning progressions: What we are learning about how students ideas about ecosystems can develop. 3. Teaching students to reason about limits and constraints in ecosystems. 25

26 What the Next Generation Science Standards Have to Say The performance expectations in LS2: Ecosystems: Interactions, Energy, and Dynamics help students formulate an answer to the question, How and why do organisms interact with their environment, and what are the effects of these interactions? The LS2 Disciplinary Core Idea includes four subideas: Interdependent Relationships in Ecosystems, Cycles of Matter and Energy Transfer in Ecosystems, Ecosystem Dynamics, Functioning, and Resilience, and Social Interactions and Group Behavior.

27 Two Main Strands of the Ecosystems Disciplinary Core Idea 1. Community ecology: Understanding relationships among populations in ecosystems. For example: MS-LS2-2. Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems. 2. Ecosystem science: Tracing matter and energy through ecosystems. For example: 5-LS2-1. Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment.

28 Two Main Strands of the Ecosystems DCI 1. Community ecology: Understanding relationships among populations in ecosystems. For example: MS-LS2-2. Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems. 2. Ecosystem science: Tracing matter and energy through ecosystems.

29 Some Key Points about Community Ecology Students need to connect different scales or levels of organization: individual organisms, populations, communities, ecosystems Students need to connect biotic communities with abiotic environments This is closely connected to the Evolution Disciplinary Core Idea: looking at changes in size and genetic composition of populations

30 Deer-Wolf Question A remote island in Lake Superior is uninhabited by humans. The primary mammal populations are whitetailed deer and wolves. The island is left undisturbed for many years. Select the best choice to complete the statement about what will happen to the average populations of the animals over time. On average, the populations of deer and wolves will fluctuate, but: A. the populations of each would be about equal. B. there will be more deer than wolves. C. there will more wolves than deer. D. sometimes there will be more deer and sometimes there will be more wolves. E. None of the above.

31 Percentage of Student Responses What Middle and High School Students Have to Say about the Deer-Wolf Question On average, the populations of deer and wolves will fluctuate, but: A. the populations of each would be about equal. B. there will be more deer than wolves. C. there will more wolves than deer. D. sometimes there will be more deer and sometimes there will be more wolves. E. None of the above % 40.00% 30.00% 20.00% 10.00% 0.00% A B C D E

32 What Middle and High School Students Have to Say about the Deer-Wolf Question The deers are on a lower trophic level, so there must be more deer to convert plants into them so the wolves can eat them. The wolves only get a fraction of the energy from the deers, so there must be more deers. The populations would balance because when one grows the other declines then it reverses I think there will be more wolves because deer don t eat wolves. Wolves eat deer.

33 What s Important Here? Need to think about populations, not just individuals Need to consider relationships among populations (predator-prey) Need to consider how different populations contribute to overall ecosystem structure and function (trophic levels, biomass pyramid)

34 Two Main Strands of the Ecosystems DCI 1. Community ecology: Understanding relationships among populations in ecosystems. 2. Ecosystem science: Tracing matter and energy through ecosystems. For example: 5-LS2-1. Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment.

35 Some Key Points about Matter and Energy in Ecosystems Students need to use a key crosscutting concept Energy and Matter: Flows, Cycles, and Conservation to trace matter and energy through ecosystems Students need to trace matter and energy through processes at different scales: Photosynthesis, cellular respiration, biosynthesis at the cellular scale Eating, breathing, growth, digestion at the organismal scale Matter cycling and energy flow at the ecosystem scale

36 Matter Cycles, Energy Flows Ecological carbon cycling 36

37 Biomass Pyramid Question This graph shows a pattern that biologists have observed in most ecosystems on Earth. The biomass of plants is much more than the biomass of herbivores, and the biomass of herbivores is much more than the biomass of carnivores. Why do you think that this is the case?

38 What Middle and High School Students Have to Say about the Biomass Pyramid Question Because only 10% of the energy in the previous level is passed on to the next level. The rest is lost as either growth or cellular respiration (the daily cost of living) Every time a living thing eats something, it is only getting ten percent of the energy that was in the food. Because as the food chain progresses, there is less food available for the next tropic level, so they must have less biomass because a lot of people and animals are resorting to eating plants

39 What s Important Here? Need to connect matter and energy at organismal and ecosystem scales. What happens to food eaten by an individual consumer? Goes to soil carbon as feces Used for cellular respiration, returns to atmosphere Used for growth Only food used for growth is available to the next trophic level

40 Why Do We Care About Ecosystems? Ecosystem services: Our lives and economies depend on the services that ecosystems provide. For example: MS-LS2-5. Evaluate competing design solutions for maintaining biodiversity and ecosystem services. Disturbances: There are important limits/constraints to ecosystems responding to disturbances. For example: HS-LS2-6. Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem. HS-LS2-7. Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.

41 Why Do We Care About Ecosystems? Ecosystem services: Our lives and economies depend on the services that ecosystems provide. For example: MS-LS2-5. Evaluate competing design solutions for maintaining biodiversity and ecosystem services. Disturbances: There are important limits/constraints to ecosystems responding to disturbances. For example:

42 Community Ecology Ecosystem Services The diversity of life provides humans with food, clothing, shelter, and medicines appropriate for every climate that we live in The genetic diversity of native populations provides resilience in the face of new threats from disease, pests, or environmental changes

43 Matter and Energy Ecosystem Services The Earth s ecosystems provide: All of our food Virtually all of our fresh water The oxygen we breathe Much of our clothing and shelter

44 Why Do We Care? Ecosystem services: Our lives and economies depend on the services that ecosystems provide. Disturbances: There are important limits/constraints to ecosystems responding to disturbances. For example: HS-LS2-6. Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem. HS-LS2-7. Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.

45 Community Ecology Responses to Disturbances Pulse disturbances (e.g., flood, plague, fire, pesticides) that affect a small number of species will spread their effect to other species through biotic and abiotic relationships Press disturbances (e.g., invasive species, climate change) can fundamentally change ecosystem structure and function depending on factors such as biodiversity in an ecosystem

46 Matter and Energy Responses to Disturbances: Keeling Curve Question

47 Matter and Energy Responses to Keeling Curve Question Disturbances Why do you think carbon dioxide concentration goes down in the summer and goes up in the winter? The MOST IMPORTANT contributor is: A. Humans burning coal and gasoline B. Changes in plant growth C. Nuclear power plants D. Changes in wind and weather

48 Percentage of Student Responses What Middle and High School Students Have to Say about the Keeling Curve Question Why do you think carbon dioxide concentration goes down in the summer and goes up in the winter? The MOST IMPORTANT contributor is: A. Humans burning coal and gasoline B. Changes in plant growth C. Nuclear power plants D. Changes wind and weather A B C D

49 What Middle and High School Students Have to Say about the Keeling Curve Question During the summer, deciduous plants reduce CO 2 levels slightly by synthesizing CO 2 and water into glucose. When these plants lose their leaves, they are no longer able to trap atmospheric CO 2 and the levels no longer decrease. Atmospheric carbon dioxide decreases every summer because less people are burning coal and gasoline for warmth. Since more people are using indoor and outdoor heating in the winter, CO 2 levels increase. Because people won't to keep worm in the winter; and not many people us the heat in the summer

50 What s Important Here? Keeling Curve seasonal cycle as an example of ecosystem services on a global scale: every summer plants sequester carbon and produce oxygen. Keeling Curve long-term trend as a press disturbance on a global scale: what are the limits and constraints on ecosystems responses to increasing CO 2 concentrations and resulting climate change?

51 Pause for Questions and Discussion 51

52 Topics for Today s Webinar 1. Why is Ecosystems: Interactions, Energy, and Dynamics a core idea? 2. Learning progressions: What we are learning about how students ideas about ecosystems can develop. 3. Teaching students to limits and constraints to reason about ecosystems. 52

53 Topics for Today s Webinar 1. Why is Ecosystems: Interactions, Energy, and Dynamics a core idea? 2. Learning progressions: What we are learning about how students ideas about ecosystems can develop. a. Overview of learning progressions b. Discourse, knowledge, and practice at different levels: elementary, middle school, high school 3. Teaching students to limits and constraints to reason about ecosystems. 53

54 Definitions Learning progressions are descriptions of increasingly sophisticated ways of reasoning about a topic A learning progression includes: A learning progression framework, describing levels of achievement Assessment tools that reveal students reasoning Teaching tools and strategies that help students make transitions from one level to the next 54

55 What Progresses? Discourse: how we use language to describe and explain the world Practices: scientific practices and their precursors Knowledge: crosscutting concepts, disciplinary core ideas, and their precursors 55

56 Discourse: Learning Science Is Like Learning a Second Language Everyday (force-dynamic) discourse: This is everyone s first language that we have to master in order to speak grammatical English (or French, Spanish, Chinese, etc.) Scientific discourse: This is a second language that is powerful for analyzing the material world We often have the illusion of communication because speakers of these languages use the same words with different meanings (e.g., energy, matter, weight, material, etc.) 56

57 Learning Progression for a Disturbance Scenario The population of rabbits in the Everglades has plunged after an invasion of Burmese pythons. What is happening? How might this affect alligators?

58 Typical Elementary Student Account of Pythons in the Everglades: Everyday Discourse This is a story about individual actors python, alligators, and rabbits and their needs and purposes The plant is there for the rabbit to eat, but it has a purpose in life, too to grow The rabbit needs grass to grow, but matter in the grass does not become matter in the rabbit The physical environment (and plants) are scenery for the actors, not parts of the system Use human analogies animals want, like, or try to be comfortable 58

59 Important Learning about Community Ecology in Elementary School All ecosystems, even the yard outside the school, have many different types of organisms (e.g., microbes, decomposers, things in soil) Different organisms have different life cycles, and many organisms die young Physical characteristics of environment affect organisms that live there 59

60 Important Learning about Tracing Matter in Elementary School Matter: Distinguishing matter (solids, liquids, gases) from nonmatter (e.g., heat, light, temperature) Measuring amount of matter (weight/mass, volume, density) Tracing matter through animal bodies: digestion, traveling through blood, used for growth and energy Tracing cause and effect through food chains (won t really be tracing matter) Energy: Wait until middle school 60

61 Typical Middle/High School Account of Pythons in the Everglades Lots of facts about organisms, cells, and molecules Facts about different scales (macrosopic, microscopic, atomic molecular) can be mixed up Reasoning about individuals interacting rather than populations changing Focus almost exclusively on predatory-prey interactions or direct competition (fighting) Physical environment affects organisms but generally unchanging Large-scale connections: matter and energy cycles Food chain as flow of matter or energy (matter and energy both recycle) Separate nutrient and O 2 -CO 2 cycles 61

62 Middle/High School: Nutrient and O 2 -CO 2 Cycles 62

63 Important Learning about Community Ecology in Middle and High School Understand the broader set of organism interactions (mutualisms and indirect competition through resources) Relate individuals interacting (e.g., pythons eat rabbits) to consequences at the population scale (predator and prey populations) Understand how the physical environment both affects organisms and is affected by organisms 63

64 Important Learning about Tracing Matter and Energy in Middle and High School Relating visible plants and animals (and invisible microorganisms) to large-scale matter pools: producers, consumers, atmospheric carbon, etc. Matter cycles, energy flows Relating visible activities eating, drinking, breathing, etc. to large-scale fluxes of matter and energy Connecting size of pools to rate of fluxes 64

65 NGSS: Scientific Account of Carbon Cycling and Energy Flow 65

66 Learning Progressions and Scale Elementary: Mostly macroscopic Middle school: Macroscopic connected to atomic-molecular and larger systems High school: Connections across scales, from atomic-molecular to ecosystem and global scales 66

67 Pause for Questions and Discussion 67

68 Topics for Today s Webinar 1. Why is Ecosystems: Interactions, Energy, and Dynamics a core idea? 2. Learning progressions: What we are learning about how students ideas about ecosystems can develop. 3. Teaching students to reason about limits and constraints in ecosystems. 68

69 Community ecology: encountering and analyzing local biodiversity Activities to familiarize students with the life cycles and activities of non-human organisms Differences in reproduction Differences in death rates Differences in interactions

70 Community ecology: encountering and analyzing local biodiversity Activities to familiarize students with their local biodiversity at all scales Collection, observation, and analysis of the diversity of plants, vertebrates, invertebrates, and microbes Activities to familiarize students with the local environment Collection and analysis of temperature, soil and water nutrients, dissolved oxygen, light availability

71 Community ecology: encountering and analyzing local biodiversity Activities to help students analyze the interactions between organisms (biota) and their abiotic environment Changes in the biota will affect the abiotic environment which will affect biota

72 Teaching about Tracing Matter and Energy Examples from the Carbon: Transformations in Matter and Energy (Carbon TIME) materials. Currently in development, available in 2015 on the National Geographic Website. Three questions Simulations Animations

73 Three Questions Large Scale Poster Question Rules to Follow Connecting Atoms to Evidence The Carbon Pools Question: Where are the carbon pools in our environment? Atoms last forever. Carbon atoms stay in pools unless a process moves them in or out. The air has carbon atoms in CO 2 Organic materials are made of molecules with carbon atoms Fuels Living and dead plants and animals (including foods) The Carbon Fluxes Question: How are carbon atoms moving among pools? Carbon-transforming processes move carbon atoms among pools Carbon atoms cycle within environmental systems Evidence of carbon movement or carbon-transforming processes: organisms eating, breathing, dying decay combustion If a carbon pool size changes, that means carbon atoms moved 73 The Energy Question: How does energy flow through environmental systems? Carbon-transforming processes change energy from: sunlight to chemical energy to work or motion energy and eventually to heat radiated into space Energy flows through environmental systems We can observe indicators of different forms of energy Organic materials with chemical energy Light Heat energy Work or motion energy

74 The Carbon Dice Game Students play the role of carbon atoms They roll dice to determine how they move among carbon pools in a meadow ecosystem. 74

75 The Carbon Dice Game If you are a carbon atom in an organic molecule you have chemical energy in your bonds. Pick up one yellow twist tie from the basket when you have chemical energy. Keep your yellow twist tie when you move between pools if your molecule still has chemical energy. Leave your yellow twist tie in the heat basket when your molecule no longer has chemical energy. 75

76 Animations Video Relating pictures to pools Using fluxes to show annual cycle Using fluxes to show effects of disturbances

77 Pause for Questions and Discussion 77

78 On the Web nextgenscience.org nsta.org/ngss 78

79 Connect and Collaborate NSTA Member-only Listserv on NGSS Discussion forum on NGSS in the Learning center 79

80 Web Seminars on Core Ideas January 28: From Molecules to Organisms: Structures and Processes February 11: Interactions, Energy, and Dynamics February 25: Heredity: Inheritance and Variation of Traits March 11: Biological Evolution: Unity and Diversity Coming in March/April: Engineering design and nature of science 80

81 NSTA Resources on NGSS Web Seminar Archives Practices (Fall 2012) Crosscutting Concepts (Spring 2013) Disciplinary Core Ideas (Fall 2013 and Spring 2014) Assessment (January 2014) 81 Journal Articles Science and Children Science Scope The Science Teacher

82 NSTA Virtual Conference NGSS Practices in Action Saturday, March 8, 10 a.m. 6 p.m. ET NSTA members: $79; Nonmembers $99 Sessions on modeling, explanation and argumentation, and engineering Breakouts by grade level and discipline Live chat discussions with NGSS experts and other teachers Register in the NSTA Learning Center 82

83 83 From the NSTA Bookstore

84 84 NGSS App

85 Future Conferences National Conference Boston April 3-6,

86 Thanks to today s presenters! Ted Willard Director, NGSS@NSTA National Science Teachers Association Charles W. (Andy) Anderson Michigan State University Jennifer Doherty Michigan State University 86

87 Thank you to the sponsor of today s web seminar: 87 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.

88 National Science Teachers Association David Evans, Ph.D., Executive Director Al Byers, Ph.D., Acting Associate Executive Director, Services NSTA Web Seminar Team Flavio Mendez, Senior Director, NSTA Learning Center Brynn Slate, Manager, Web Seminars, Online Short Courses, and Symposia Jeff Layman, Technical Coordinator, Web Seminars, SciGuides, and Help Desk 88