1. Building Inquiry to Address the
Common Core and Next
Generation Science Standards

2. Quick Inventory
 What information do you already know about he
Common Core State Standards (CCSS)?
 What do you know about the Next Generation Science
Standards (NGSS)?

3. New Opportunities for All Learners
California
Common
Core State
Standards
(ELA and
Math)
Next Generation
Science
Standards
21st Century
Skills

5. Shifts in the Common Core
—Focus
 Significantly narrow the scope of content an deepen how time and
energy is spent in the classroom
 Focus deeply only on what is emphasized in the standards, so that
students gain strong foundations
—Coherence
 Carefully connect the learning within and across grades so that
students can build new understanding onto foundations built in
previous years.
 Begin to count on solid conceptual understanding of core content
and build on it. Each standard is not a new event, but an extension
of previous learning.

6. Next Generation Science
Standards
 By the end of 12th grade, all students will:
• have some appreciation of the beauty and wonder of
science;
•possess sufficient knowledge of science and engineering to
engage in public discussions on related issues;
• be careful consumers of scientific and technological
information related to their everyday lives;
•be able to continue to learn about science outside
school; and
• have the skills to enter careers of their choice, including (but
not
limited to) careers in science, engineering, and technology

7. Next Generation Science Standards
Science and
engineering
Core ideas
in the
discipline
Concepts across disciplines

8. Notebook Entry: Ice Cubes
#1. Take independent
notes as you observe
the ice cube in sample
#1.
#2. Use all senses
except taste.
#3. Take independent
notes as you observe
the ice cube in sample
#2.
#4. Use all senses
except taste.
#5. Draw an illustration
to show what you think
is happening in each
sample.

9. Poster: Partner Explanation
 •Discuss your illustration with your partner.
 •With your partner, draw a picture on the poster paper
and write a detailed explanation of what you think
happened in both samples.

10. Which “Scientific and Engineering Practices”
did you use during the investigation?
 1. Asking questions
and defining
problems
 2. Developing and
using models
 3. Planning and
carrying out
investigations
 4. Analyzing and
interpreting data
 5. Using mathematics
and information and
computer technology
 6. Developing
explanations and
designing solutions
 7. Engaging in argument
 8. Obtaining, evaluating,
and communicating
information

11. Linking Science to CaCCSS
 How did you use oral language during the
investigation?
 What language processes did you use to communicate
in the investigation?
-speaking
-listening
-writing
-reading

12. The 5E Learning Cycle
The
Learning
Cycle
Engage
Explore
Explain
Elaborate
or Extend
Evaluate

13. Engage (Initiate)
What the Student Does… What the Teacher Does…
Asks Questions Created interest
Shows interest in a topic Generate Curiosity
Raises Questions
Elicit responses that uncover what
students know or think about the topic

14. Explore
What the Student Does… What the Teacher Does…
Thinks freely but within the limits of
the activity
Encourages the students to work
together without direct instruction
from the teacher
Tests predictions and hypothesis Observes and listens as students
interact
Forms new predictions and
hypothesis
Asks Probing questions
Tries alternatives and discusses them
with others
Provides time for students to puzzle
through problems

15. Explain
What the Student Does… What the Teacher Does…
Explains possible solutions or
answers to others
Encourages the students to explain
concepts in their own words
Listen’s critically to others
explanations
Asks for clarification and justification
Questions each other Formally provides definitions,
explanations and new labels
Refers to previous activities Uses students’ previous experiences
as the basis for explaining concepts.

16. Elaborate
What the Student Does… What the Teacher Does…
Applies new labels, definitions,
explanations and skills in new but
similar situations
Expects the students to use formal
labels, definitions and explanations
Uses previous information to ask
questions, propose solutions, make
decisions
Encourages the students to apply or
extend the concepts and skills in real
world situations
Draws reasonable conclusion from
evidence
Reminds the students of alternative
explanations
Checks for understanding among
peers
Refers the students to existing data
and evidence and asks questions

17. Evaluate
What the Student Does… What the Teacher Does…
Answers open ended questions by
using observations, evidence and
previously accepted explanations
Observes the students as they apply
new concepts and skills
Demonstrates and understanding or
knowledge of the concept or skill
Assesses students’ knowledge and/or
skills
Evaluates his or her own progress
and knowledge
Looks for evidence that the students
have changed their thinking or
behaviors
Asks related questions that would
encourage future investigation
Allows students to assess their own
learning and group-process skills

18. Your Name: PUSD Science
Grade Level: 6th
grade Subject Area: Physical Science
Lesson Title: Sink or Float? Lesson Length:
Lesson Overview Students will be learning about the physical characteristics of solids, liquids and gases
Unit Objectives:
1. Asking questions and defining problems
2. Developing and using models
3. Planning and carrying out investigations
4. Analyzing and interpreting data
5. Using mathematics and information and computer technology
6. Developing explanations and designing solutions
7. Engaging in argument
8. Obtaining, evaluating, and communicating information
Standards addressed
Design a solution that solves a practical problem by using characteristic chemical and physical properties of pure substances.
List of Materials
Ice, cups, rubbing alcohol and water
Phase One: Engage the Learner
These activities mentally engage students with an event or question. Engagement activities capture students' interest and help them
to make connections with what they know and can do. The teacher provides an orientation to the unit and assesses students¹ prior
understanding of the concepts addressed in the unit.
Groups of students are given a list of objects and they need to determine if the objects will sink or float
What’s the teacher doing?
Walking around the room and listening to student discussions
What are the students doing?
Discussing and determining the correct answer for the activity
Phase Two: Explore the Concept
Students encounter hands-on experiences in which they explore the concept further. They receive little explanation and
few terms at this point, because they are to define the problem or phenomenon in their own words. The purpose at this
stage of the model is for students to acquire a common set of experiences from which they can help one another make
sense of the concept. Students must spend significant time during this stage of the model talking about their experiences,
both to articulate their own understanding and to understand another's viewpoint.
Notebook Entry: Ice Cubes
What’s the teacher doing?
Observing students and listening to student conversations
What are the students doing?
Observing and Comparing the effects of two liquids on ice

19. Phase Three: Explain the concept and define terms
Only after students have explored the concept does the curriculum and/or teacher provide the scientific explanation and
terms for what they are studying. The teacher may present the concepts via lecture, demonstration, reading, or multimedia
(video, computer-based). Students then use the terms to describe what they have experienced, and they begin to examine
mentally how this explanation fits with what they already know.
Vocabulary terms: Density, Buoyancy, solid, liquid, gas, melting,
What’s the teacher doing?
Explaining density and buoyancy- how the two concepts are
related to one another and why ships float.
What are the students doing?
Watching short video clips, defining words and creating examples
of density and buoyancy in the real world. Solve mathematical
problems related to density and buoyancy
Phase Four: Elaborate the Concept
Students elaborate on their understanding of the concept. They are given opportunities to apply the concept in unique
situations, or they are given related ideas to explore and explain using the information and experiences they have
accumulated so far. Interaction between the students is essential during the elaboration stage. By discussing their ideas
with others, students can construct a deeper understanding of the concepts.
Foil boat activity
What’s the teacher doing?
Circulating among groups and assisting as needed
What are the students doing?
Creating a boat that will hold the most paperclips
Phase Five: Evaluate students’ Understanding of Concept
The final stage of the model has a dual purpose. It is designed for the students to continue to elaborate on their
understanding and to evaluate what they know now and what they have yet to figure out. Evaluation of student
understanding should take place throughout all phases of the instructional model. The evaluate stage, however, is when
the teacher determines the extent to which students have developed a meaningful understanding of the concept.
Students will design and build a hot air balloon.
What’s the teacher doing?
Circulating and helping with materials
What are the students doing?
Constructing and testing hot air balloons

20. Try creating your own 5E
lesson
 Break into grade level groups/subjects.
 Using the standard you are given, create a 5E lesson
plan to teach that standard.

21. What is PUSD doing?
Stage 1: Desired Outcomes
Priority Standards
What Priority Common Core and Content Standards frame the learning objectives of this unit?
NGSS
HS-LS1-a. Critically read scientific literature and produce scientific writing and/or oral presentations that communicate how the structure and function
of systems of specialized cells within organisms help perform the essential functions of life.
CCSS Mathematics
S.ID Summarize, represent, and interpret data on two categorical and quantitative variables. (HS-LS1-l)
S.IC Make inferences and justify conclusions from sample surveys, experiments, and observational studies.
CCSS Writing in Science
1. W rite argum ents focused on discipline-sp ecific content.
a. Introduce precise claim (s), distingui sh the claim (s) from alterna te or oppos ing claim s, and create an orga nization that establishes clear
relationships am ong the claim (s), counterclaim s, reasons, and evidence.
b. D evelop claim (s) and counterclaim s fairly, supplying data and evidence for each w hile pointing out the strengths and lim itatio ns of both
claim (s) and counterclaim s in a discipline-ap propriate form and in a m anner that anticipates the audience’s know ledge le vel and concerns.
c. U se w ords, phrases, and clau ses to link the m ajor sections of the text, create cohesion, and clarify the relationships betw een claim (s) and
reasons, betw een reasons and evidence, and betw een claim (s) and counterclaim s.
d. Establish and m aintain a form al style and objective tone w hile attending to the norm s and conven tions of the discipline in w hich they a re
w riting.
e. Provide a concluding statem ent or section that follow s from or supports the argum en t presented .
Supporting Standards
What supporting Common Core and Content Standards are important to the objectives of this unit?
CCSS Reading in Science:
4. D eterm ine the m eaning of sym bols, key term s, and other dom ain-sp ecific w ords and phrases as they are used in a specific scientific or
technical context relevant to grade s 9–10 texts and topi cs.
7. T ranslate quantitative or technical inform ation ex pressed in w ords in a text into visual form (e.g., a table or chart) and translate inform ation
expressed visually or m athem atically (e.g., in an eq uation) into w ords
CCSS W riting in Science:
5. D evelop and strengthe n w riting as needed by planni ng, revising, editing, rew riting, or trying a new approach, foc using on ad dressing w hat is
m o st significant for a specific purpose and audience.
10. W rite routinely over extended tim e fram es (tim e for reflection and revision) and shorter tim e fram es (a single sitting or a d ay or tw o) for a
range of discipline-specific task s, purpose s, and au diences.
21st
Century Skills
What 21
st
Century Skills will students be expected to demonstrate upon completion of this unit?
Learning & Innovation (4 C’s) Information, Media & Technology
Life & Career 21
st
Century Themes
Enduring Understandings
Big ideas at heart of the discipline; specific
understandings desired about them.
1. Stimulants are drugs that affect the heart
and brain function of all organisms.
2. Heart rate increases to move molecules
through the body faster so that cells can
produce ATP molecules at a faster rate.
3. Critically read scientific literature and
produce scientific writing and/or oral
presentations
Essential Questions
What provocative questions will foster inquiry,
understanding, and transfer of learning?
1. Should coffee, nicotine and alcohol
become illegal drugs?
Key Knowledge
As a result of this unit, students will know…
1. The heart moves the materials needed for
cellular functions and processes
2. External stimuli can affect the function of the
heart
Key Skills
As a result of this unit, students will be able to…
1. Follow precisely a complex multistep procedure when
carrying out experiments, taking measurements, or
performing technical tasks, attending to special cases or
exceptions defined in the text.
2. Critically read scientific literature and produce
scientific writing and/or oral presentations
3. Write informative/explanatory text detailing scientific
procedures/ experiments.
4. Produce clear and coherent writing in which the
development, organization, and style are appropriate to
task, purpose, and audience.
5. Present claims and findings in an oral presentation
6. Summarize, represent, and interpret data on two
categorical and quantitative variables.
7. Make inferences and justify conclusions from sample
surveys, experiments, and observational studies.

22. Stage 2: Assessment
Performance Task:
Written argument to the government supporting or
opposing the passage of a bill that will outlaw the
production and selling of coffee, alcohol and nicotine
in the United States.
Key skills addressed:
*Follow precisely a complex multistep procedure when carrying
out experiments, taking measurements, or performing technical
tasks, attending to special cases or exceptions defined in the text.
*Critically read scientific literature and produce scientific writing
and/or oral presentations
*Write informative/explanatory text detailing scientific procedures/
experiments. *Produce clear and coherent writing in which the
development, organization, and style are appropriate to task,
purpose, and audience.
*Make inferences and justify conclusions from sample surveys,
experiments, and observational studies.
Other Evidence: (project benchmarks quizzes, unit
tests, multiple choice tests, etc)
Function and structure of the heart quiz
Guided Heart Rate lab and extension
Rough draft of argument
Unit Test
See attached
·

23. PART A: S T A G E 3 O V E R V I E W
page 1
Name of Project: Legal or illegal? Duration: 3 weeks
Subject/Course: High School Biology Teacher(s): Grade
Level:
9-12
Other Subject Areas to Be
Included:
ELA
Math
Project Idea
Summary of the issue,
challenge, investigation,
scenario, or problem:
Students will learn how to measure the pulse of another person. They will also test the effects of stimulants on the heart rate of Daphnia.
Students will then design their own experiment to determine how other stimulants affect the heart rate of Daphnia. Students will present their
findings to an audience that will include
Driving Question Should the United States ban companies from producing and selling coffee, nicotine and alcohol?
Content Standards to be taught and
assessed:
NGSS
HS-LS1-a. Critically read scientific literature and produce
scientific writing and/or oral presentations that communicate
how the structure and function of systems of specialized cells
within organisms help perform the essential functions of life.
CCSS Mathematics
S.ID Summarize, represent, and interpret data on two
categorical and quantitative variables. (HS-LS1-l)
S.IC Make inferences and justify conclusions from sample
surveys, experiments, and observational studies.
CCSS Writing in Science
1. Write argum ents focused on discipline-specific
content.
a. Introduce precise claim(s), distinguish the claim(s)
from alternate or opposing claims, and create an
organization that establishes clear relationships among
the claim(s), counterclaims, reasons, and evidence.
b. Develop claim(s) and counterclaims fairly, supplying
data and evidence for each while pointing out the
strengths and limitations of both claim(s) and
counterclaims in a discipline-appropriate form and in a
manner that anticipates the audience’s knowledge level
and concerns.
c. Use words, phrases, and clauses to link the major
sections of the text, create cohesion, and clarify the
relationships between claim(s) and reasons, between
reasons and evidence, and between claim(s) and
counterclaims.
d. Establish and maintain a formal style and objective
tone while attending to the norms and conventions of the
discipline in which they are writing.
e. Provide a concluding statement or section that follows
from or supports the argument presented.
What Key Knowledge will student’s master? What will they know? Enduring Understandings?
Key Knowledge
The heart moves the materials needed for cellular functions and processes
External stimuli can affect the function of the heart
Enduring Understandings
1. Stimulants are drugs that affect the heart and brain function of all organisms.
2. Heart rate increases to move molecules through the body faster so that cells can produce ATP molecules at a faster rate.
What Key Skills will students be asked to develop and/or apply?
Critically read scientific literature and produce scientific writing and/or oral presentations
21st Century Skills to be taught
and assessed:
How will they be taught and
assessed?
Collaboration
See bie.org collaboration rubric
Creativity/Innovation
Communication (Oral Presentation)
See bie presentation rubric
Critical Thinking/Problem Solving
Life & Career: Other:

24. L E A R N I N G P L A N
Entry Event to launch inquiry, engage students:
See part B
Benchmark Order Benchmark Category
Benchmark Description -
what is the assessment?
Benchmark Skills – what will this help
them to be able to do? If a benchmark
asks them to report on what they have
researched, then they will be able to
complete independent research, summarize
information, synthesize information, etc.
Assessments
Under each type of
assessment there are
ideas as to some you
might use. These lists
are not exhaustive.
You may choose to
include others not
listed.
The number of
benchmarks may be
more or less than the
number listed. Feel
free to document the
amount that you will
use. If you need more,
you may use another
sheet.
Formative Assessments
(During Project)
i.e., Quizzes/Tests,
Journal/Learning Log,
Preliminary
Plans/Outlines/Prototypes,
Rough Drafts, Practice
Presentations, Notes,
Checklists, Concept Maps
Benchmark 1:
Know (mastery)
Do (application)
Reflect (metacognition)
Function and structure of
the heart quiz
Demonstrate knowledge about the
structure and function of the heart
Benchmark 2 : Know (mastery)
Do (application)
Reflect (metacognition)
Guided Heart Rate lab Follow a multi-step procedure
Benchmark 3: Know (mastery)
Do (application)
Reflect (metacognition)
Inquiry portion of heart rate
lab
Design and test an experiment
Benchmark 4 : Know (mastery)
Do (application)
Reflect (metacognition)
Rough draft of argument Summarize and synthesize
information from an experiment
Benchmark : Know (mastery)
Do (application)
Reflect (metacognition)
Summative Assessments
(End of Project)
i.e.,Written Product(s) with
rubric, Oral Presentation with
rubric, Multiple Choice/Short
Answer Test, Essay Test, Other
Product(s) or Performance(s)
with Rubric, Self-Evaluation,
Peer Evaluation
Benchmark 1 : Know (mastery)
Do (application)
Reflect (metacognition)
Experimental write-up Analyze data
Benchmark 2 : Know (mastery)
Do (application)
Reflect (metacognition)
Final Draft of argument Summarize and synthesize
information from an experiment.
Revise previous work
Benchmark 3: Know (mastery)
Do (application)
Reflect (metacognition)
Unit Test Demonstrate knowledge gained from
class activities

25. PART B:
Project Launch – Start with a Bang!
Students will watch various ads, both for and against alcohol, smoking and other stimulants.
Students will then be introduced to the performance task.
Launch Guiding Principles:
High interest, provocative, communicates a sense of urgency
Provides overview of project without going into too much detail
Provides models/examples of culminating products
Provides timeline with major benchmarks
Motivating - urges students to explore what is possible within the project
Presents an exciting challenge that also feels attainable, students can imagine themselves
accomplishing the project
Addresses the question of “So what…?”
What venue will you use to
launch this project (community
meeting, multiple classes,
within your class, field trip,
etc.)?
Who will be involved in the
launch (multiple teachers, just
you)?
When will you launch this
project?
Launch Agenda:
In the classroom
Staff Roles:
Action Steps/Follow Up after the launch:
· Provide details of the performance assessment
· Obtain and/or order Daphnia for experimentation
Resources Needed On-site people, facilities:
Equipment: Clock, microscope, depression slides
Materials: Daphnia, diluted nicotine, alcohol, monster, coffee, etc.
Community resources:
Reflection Methods (Individual,
Group, and/or
Whole Class)
Journal/Learning Log Focus Group
Whole-Class Discussion Fishbowl Discussion
Survey Other:

26. Two ideas you are certain about from
this session. What will you take back
to your staff?
Upon Reflection….

27. Resources