Transitioning from the Old Frameworks to the New NGSS Inspired Standards: Argumentation

The public school teachers of Massachusetts are to consider new Science Technology/Engineering Standards come fall 2015.  These new standards grow out of United States national Next Generation Science Standards.  These standards in turn complement the United States national Common Core Standards for math and English language arts.

Keeping up with developing national resources is facilitated by an official monthly newsletter.  The timeline for implementation of the new state standards has yet to be determined.  The formal public comment and board consideration is scheduled to take place fall 2015.

Among other things, the new standards ask us to have students engage in argument from evidence.  Here are some resources that exist at this time to assist in lesson planning.  They are matched with the old and new goals.  One way to transition to the new standards is to compare them to the current ones one makes lesson plans based on.  Looking through the lenses of both helps select resources that meet the demands of both.  Choosing from existing lesson plans ones which inherently incorporate the new standards and finding new resources becomes easier.  Additionally, one can be confident in preparing students for existing assessments such as MCAS since one does not abandon the current standards with this method.

Current Massachusetts Biology Framework Content	New Massachusetts Biology Standard	Argumentation    Resources to Support Outcomes
6. Ecology                 Central Concept: Ecology is the interaction among organisms and between organisms and their environment. 6.3 Use a food web to identify and distinguish producers, consumers, and decomposers, and explain the transfer of energy through trophic levels. Describe how relationships among organisms (predation, parasitism, competition, commensalism, mutualism) add to the complexity of biological communities. 6.4 Explain how water, carbon, and nitrogen cycle between abiotic resources and organic matter in an ecosystem, and how oxygen cycles through photosynthesis and respiration.             2.  Cell Biology Central Concepts: Cells have specific structures and functions that make them distinctive. Processes in a cell can be classified broadly as growth, maintenance, and reproduction. 2.4 Identify the reactants, products, and basic purposes of photosynthesis and cellular respiration. Explain the interrelated nature of photosynthesis and cellular respiration in the cells of photosynthetic organisms.	HS-LS2-4. Use a mathematical model to describe the transfer of energy from one trophic level to another. Explain how the inefficiency of energy transfer between trophic levels affects the relative number of organisms that can be supported at each trophic level and necessitates a constant input of energy from sunlight or inorganic compounds from the environment. Explain that atoms, including elements of carbon, oxygen, hydrogen and nitrogen, are conserved even as matter is broken down, recombined, and recycled by organisms in ecosystems. [Clarification Statement: The model should illustrate the “10% rule” of energy transfer and show approximate amounts of available energy at each trophic level in an ecosystem (up to five trophic levels.)]	Scientific Argumentation in Biology 30 Classroom Activities By Sampson and Schleigh NSTA Press Surviving Winter in the Dust Bowl (Food Chains and Trophic Levels)

Current Massachusetts Biology Framework Content	New Massachusetts Biology Standard	Argumentation Resources to Support Outcomes
6.        6.  Ecology           Central Concept: Ecology is the interaction among organisms and between organisms and their environment. 6.1 Explain how birth, death, immigration, and emigration influence population size.  6.2 Analyze changes in population size and biodiversity (speciation and extinction) that result from the following: natural causes, changes in climate, human activity, and the introduction of invasive, non-native species	HS-LS2-6. Evaluate the claims, evidence, and reasoning that in stable conditions the dynamic interactions within an ecosystem tend to maintain relatively consistent numbers and types of organisms even when small changes in conditions occur but that extreme fluctuations in conditions may result in a new ecosystem. Analyze data to provide evidence that ecosystems with greater biodiversity tend to have greater resistance and resilience to change. [Clarification Statement:  Examples of changes in ecosystem conditions could include modest biological or physical changes, such as moderate hunting or a seasonal flood; and, extreme changes, such as volcanic eruption, fires, climate changes, ocean acidification, or sea level rise.]	National Center for Case Study Teaching in Science:  Improving on Nature Based on actual events in an ecosystem in Guatemala, this lesson casts students as members of the community deciding whether or not to introduce a non-native species of fish in order to improve the local economy.

Current Massachusetts Biology Framework Content	New Massachusetts Biology Standard	Argumentation Resources to Support Outcomes
3. Genetics           Central Concepts: Genes allow for the storage and transmission of genetic information. They are a set of instructions encoded in the nucleotide sequence of each organism. Genes code for the specific sequences of amino acids that comprise the proteins characteristic to that organism. 3.3 Explain how mutations in the DNA sequence of a gene may or may not result in phenotypic change in an organism. Explain how mutations in gametes may result in phenotypic changes in offspring. 2.7 Describe how the process of meiosis results in the formation of haploid cells. Explain the importance of this process in sexual reproduction, and how gametes form diploid zygotes in the process of fertilization.            4. Anatomy and Physiology Central Concepts: There is a relationship between the organization of cells into tissues and the organization of tissues into organs. The structures and functions of organs determine their relationships within body systems of an organism. Homeostasis allows the body to perform its normal functions. 4.6 Recognize that the sexual reproductive system allows organisms to produce offspring that receive half of their genetic information from their mother and half from their father, and that sexually produced offspring resemble, but are not identical to, either of their parents.	HS-LS3-2. Make and defend a claim based on evidence that inheritable genetic variations may result from:  a. new genetic combinations through meiosis; b. mutations that occur during replication; and/or c. mutations caused by environmental factors. Recognize that in general, only mutations that occur in gametes can be passed to offspring. [Clarification Statement:  New genetic combinations through meiosis occur via the processes of crossing over and random segregation of chromosomes.]	Argument-Driven Inquiry in Biology By Sampson, et.al. NSTA Press Chromosomes and Karyotypes:  How Do Two Physically Healthy Parents Produce One child With down Syndrome and a Second Child with Cri Du Chat Syndrome?

Current Massachusetts Biology Framework Content	New Massachusetts Biology Standard	Argumentation Resources to Support Outcomes
5            5. Evolution and Biodiversity Central Concepts: Evolution is the result of genetic changes that occur in constantly changing environments. Over many generations, changes in the genetic make-up of populations may affect biodiversity through speciation and extinction. 5.1 Explain how evolution is demonstrated by evidence from the fossil record, comparative anatomy, genetics, molecular biology, and examples of natural selection 5            5.3 Explain how evolution through natural selection can result in changes in biodiversity through the increase or decrease of genetic diversity within a population.	HS-LS4-2. Construct an explanation based on evidence that the process of evolution by natural selection occurs in a population when the following conditions are met:  (1) more offspring are produced than can be supported by the environment, (2) there is heritable variation among individuals, and (3) some of these variations lead to differential fitness among individuals as some individuals are better able to compete for limited resources than others. The result is the proliferation of those individuals with advantageous heritable traits that are better able to survive and reproduce in the environment.	Modeling for Understanding Science Education: Natural Selection
5. Evolution and Biodiversity Central Concepts: Evolution is the result of genetic changes that occur in constantly changing environments. Over many generations, changes in the genetic make-up of populations may affect biodiversity through speciation and extinction.	HS-LS4-3. Explain based on evidence how coevolution and sexual selection can lead to individuals with behavioral, anatomical, and physiological adaptations in a population.	Modeling for Understanding Science Education: Natural Section 4: Extending the Natural Selection Model to Anomalous Phenomena
5.           5. Evolution and Biodiversity Central Concepts: Evolution is the result of genetic changes that occur in constantly changing environments. Over many generations, changes in the genetic make-up of populations may affect biodiversity through speciation and extinction.          5.3 Explain how evolution through natural selection can result in changes in biodiversity through the increase or decrease of genetic diversity within a population. 6.             6. Ecology          Central    Concept: Ecology is the interaction among organisms and between organisms and their environment. 6.2 Analyze changes in population size and biodiversity (speciation and extinction) that result from the following: natural causes, changes in climate, human activity, and the introduction of invasive, non-native species.	HS-LS4-4. Construct an explanation based on evidence for how genetic drift and gene flow together with natural selection lead to populations that have more individuals with behavioral, anatomical, and physiological adaptations.	Modeling for Understanding Science Education: Natural Selection Lesson 3A Argument-Driven Inquiry in Biology By Sampson, et.al NSTA Press Lab 22 Biodiversity and the Fossil Record:  How Has Biodiversity on Earth Changed Over Time? Lab 23 Mechanisms of Evolution: Why Will the Characteristics of a Bug Population Change in different Ways in Response to Different Types of Predation? Lab 25 Mechanisms of Speciation: Why does Geographic Isolation Lead to the Formation of a New Species?

Transitioning From the Old Frameworks to New NGSS Inspired Standards: Modeling

The public school teachers of Massachusetts are to consider new Science Technology/Engineering Standards come fall 2015.  These new standards grow out of United States national Next Generation Science Standards.  These standards in turn complement the United States national Common Core Standards for math and English language arts.

Keeping up with developing national resources is facilitated by an official monthly newsletter.  The timeline for implementation of the new state standards has yet to be determined. The formal public comment and board consideration is scheduled to take place fall 2015.

Among other things, the new standards ask us to have students develop and use models.
At the University of Texas there is a course for non-science majors called Biology for Business, Law and Liberal Arts. They have developed a course text in which models are addressed in chapters Four and Five. The material found there may be used to prepare lessons introducing models to students. Here are more resources that exist at this time to assist in lesson planning. They are matched with the old and new goals.  One way to transition to the new standards is to compare them to the current ones one makes lesson plans based on.  Looking through the lenses of both helps select resources that meet the demands of both.  Choosing from existing lesson plans ones which inherently incorporate the new standards and finding new resources becomes easier.  Additionally, one can be confident in preparing students for existing assessments such as MCAS since one does not abandon the current standards with this method.

Current Massachusetts Biology Framework Content	New Massachusetts Biology Standard	Modeling Resources to Support Outcomes
3. Genetics Central Concepts: Genes allow for the storage and transmission of genetic information. They are a set of instructions encoded in the nucleotide sequence of each organism. Genes code for the specific sequences of amino acids that comprise the proteins characteristic to that organism.  3.2 Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic code. Explain the basic processes of transcription and translation, and how they result in the expression of genes.	From Molecules to Organisms:  Structures and Processes HS-LS1-1. Explain that genes are regions in the DNA that code for proteins, which carry out the essential functions of life. Construct a model of transcription and translation to explain the roles of DNA and RNA in coding the instructions for polypeptides, which make up proteins.  Explain that different classes of proteins regulate and carry out the essential functions of life.	From Gene to Protein A didactic and through activity that culminates in an application of understanding to sickle cell anemia.  Evaluation of the models is included in lesson. One commenter had students record the model creation process through video apps on their smartphones. DNA Learning Center Lego Curriculum Another scripted curriculum.  Unfortunately the sets are not currently available.  The supporting curriculum materials are available on the site.  Using different building blocks students made a stop action movie of DNA replication. Inductive Modeling via Discovery/Introduction/Application Model Rather than making literal models of the molecules and processes one might offer a parallel model.  Focus on transcription and translation.  The ultimate goal is the production of specific proteins.  Presenting a similar goal to students, that of producing bracelets with a particular sequence of beads, would allow them to experience the process directly.  Discovery: One might freely supply stretchy thread and beads of several colors.  The constraints to drive the model are that the instructions for the bracelets (length and sequence) are restricted to one location in the room. Challenge students to make enough bracelets for each student in the room.  Students will eventually come up with methods of copying the information from the restricted site. Allow the students to leave with a bracelet. Introduction: Subsequently, assign reading in a text or watching a video that describes the actual processes of transcription and translation.  Ask students to compare the bracelet model with the actual processes by responding to questions such as: -What represented the nucleus, the cell, extracellular space, the ribosomes, DNA, mRNA, tRNA, amino acids and proteins in the classroom model? -What are the limits of the model? -What assumptions were made? -Why not use the DNA template directly to produce proteins? -What happens to the proteins? Application: Have students write job descriptions for DNA, mRNA, and tRNA.  In a classroom with six groups each molecule might be described by two groups.  Peer review of rough drafts from the other molecule assigned groups ensures learning of all material by all students.

Cu     Current Massachusetts Biology Framework Content	New Massachusetts Biology Standard	Modeling Resources to Support Outcomes
2.  Cell Biology                  Central Concepts: Cells have specific structures and functions that make them distinctive. Processes in a cell can be classified broadly as growth, maintenance, and reproduction. 2.4 Identify the reactants, products, and basic purposes of photosynthesis and cellular respiration. Explain the interrelated nature of photosynthesis and cellular respiration in the cells of photosynthetic organisms.	From Molecules to Organisms:  Structures and Processes HS-LS1-5. Use a model to illustrate how photosynthesis uses light energy to transform carbon dioxide and water into oxygen and chemical energy stored in the bonds of glucose and other carbohydrates.   HS-LS1-7. Use a model to illustrate that aerobic cellular respiration is a chemical process whereby the bonds of food molecules and oxygen molecules are broken and new bonds form resulting in new compounds and a net transfer of energy. Contrast this process to anaerobic cellular respiration and compare the amount of energy released in each process.	Using Legos to Model Photosynthesis Pogil Activities for High School Biology by Flinn Science Photosynthesis:  What’s in a Leaf? pgs. 89-96 and Cellular Respiration, pgs. 97-104.

Current Massachusetts Biology Framework Content	New Massachusetts Biology Standard	Modeling Resources to Support Outcomes
6. Ecology Central Concept: Ecology is the interaction among organisms and between organisms and their environment. 6.3 Use a food web to identify and distinguish producers, consumers, and decomposers, and explain the transfer of energy through trophic levels. Describe how relationships among organisms (predation, parasitism, competition, commensalism, mutualism) add to the complexity of biological communities.	Ecosystems:  Interactions, Energy, and Dynamics HS-LS2-4. Use a mathematical model to describe the transfer of energy from one trophic level to another. Explain how the inefficiency of energy transfer between trophic levels affects the relative number of organisms that can be supported at each trophic level and necessitates a constant input of energy from sunlight or inorganic compounds from the environment. Explain that atoms, including elements of carbon, oxygen, hydrogen and nitrogen, are conserved even as matter is broken down, recombined, and recycled by organisms in ecosystems.	Pogil Activities for High School Biology Ecological Pyramids, pgs. 205-212. Student worksheet, teacher key and support materials.  Data is provided from which the development of a mathematical model is explicitly developed in a supported and step-wise fashion.

Current Massachusetts Biology Framework Content	New Massachusetts Biology Standard	Modeling Resources to Support Outcomes
6. Ecology                  Central Concept: Ecology is the interaction among organisms and between organisms and their environment. 6.4 Explain how water, carbon, and nitrogen cycle(s) between abiotic resources and organic matter in an ecosystem, and how oxygen cycles through photosynthesis and respiration. 2. Cell Biology                  Central Concepts: Cells have specific structures and functions that make them distinctive. Processes in a cell can be classified broadly as growth, maintenance, and reproduction. 2.4 Identify the reactants, products, and basic purposes of photosynthesis and cellular respiration. Explain the interrelated nature of photosynthesis and cellular respiration in the cells of photosynthetic organisms.	Ecosystems:  Interactions, Energy, and Dynamics HS-LS2-5. Use a model that illustrates the roles of photosynthesis, cellular respiration, decomposition, and combustion to explain the cycling of carbon in its various forms among the biosphere, atmosphere, hydrosphere, and geosphere.	POGIL Activities for High School Biology by Flinn Photosynthesis and Respiration, pg. 105-112.

Instructional Coaching How To . . . and Beyond

I just completed a MOOC through Coursera called Coaching Teachers:  Promoting Changes that Stick.  It was offered by Match Education based in Boston.   As it stands now in the field there is no particular career path or training leading to positions as instructional coaches and coaches are only beginning to be used in schools for the professional development of teachers.

Instructional coaching itself is a rather new paradigm.  A simple explanation is that feedback aimed at improving teacher skills is divorced from the evaluation process.  The work that instructional coaches do with teachers does not directly affect the administrative evaluation process.  Taking this element out of the picture reduces anxiety and more productively focuses on the intended outcome: improved student learning and performance.

Match's approach has coaches explicitly address teacher mindset. They parry the understandable tendency for teachers to take feedback personally.  Instructional practice is evaluated NOT the teacher.  I am reminded of the Japanese Lesson Study model I learned of in graduate school (Trinity University in San Antonio).

The Japanese Lesson Study model asks that all teachers consider themselves instructional coaches who work collaboratively with their peer colleagues.  The teachers select one lesson, watch one of their group teach it, discuss to create improvements and have another teacher implement them as they watch again.  Apparently there can be as many iterations as necessary. Other professional development activities such as Critical Friends and Learning Communities support this empowering and collaborative paradigm.

What would it be like if every teacher were an instructional coach?  I found that taking this MOOC increased reflection and self-assessment of my work as a teacher, not just as a coach.  Surveying the course as a lone teacher will prove productive.  But, what if those who teach the same course or a whole department or a school all take the course?

New Science Technology/Engineering Standards in Massachusetts

The public school teachers of Massachusetts are to implement new Science Technology/Engineering Standards come fall 2015.  These new standards grow out of the United States national Next Generation Science Standards.  These standards in turn complement the United States national Common Core Standards for math and English language arts.

How is a teacher to transition to these new standards?  In order to begin to understand the standards two methods come to mind: focus on the novel emphases and compare the old and new standards.  The new standards press us to help students come to understand and practice the methods of science such as modeling, argumentation and planning and caring out investigations.  The content or disciplinary core ideas remain essentially the same but are reorganized into large overarching themes. The standards themselves are stated in goal oriented language such that they describe what a student is to do in order to learn and exhibit understanding.  Here is an example of this approach applied specifically to the high school level biology standards.  The theme of interest is modeling.  Resources to support development of compliant lessons are included.

Philosophical Integrity

I'm a big fan of MOOC's (Massive Open Online Courses).  One of the latest I surveyed was Leaders of Learning by Dr. Richard Elmore of Harvard.   I found it to be a necessary update of my Educational Leadership course of more than a decade ago from the late beloved Dr. Sergiovanni at Trinity University. One thing Dr. Elmore advised was to find out what one's educational philosophy is (he provides a survey and four domains) and then find an educational environment that closely matches it.  He rather emphatically emphasizes that such a tack is necessary for health and happiness.  A decade ago following such advice was limited.  Today, although still not easy, it is within the realm of possibility to do so.  The education sector is expanding to accommodate what were once considered revolutionary perspectives on learning.

I expect to be healthier and happier as I participate in the education sector in a way consistent with my personal paradigm.  I'll keep you updated.