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The Next Generation Science Standards (NGSS) call teachers to move away from lectures and labs toward engaging students in authentic science and engineering practices to develop understanding of disciplinary ideas within the context of scientific phenomena (Bybee, 2014; NRC, 2015) “The goal for students is to construct logically coherent explanations of phenomena that incorporate their current understanding of science, or a model that represents it, and are consistent with the available evidence.” (NRC, 2012, p 52) Yet this is a difficult challenge to meet. How do we as chemistry teachers select and effectively present phenomena to support instruction, and implement curriculum units based in these phenomena that also weave together the 3-dimensions of NGSS? As a part of a larger NSF-funded project, the Next Gen ASET Toolkit was developed to support teachers in developing and adjusting curriculum to meet the vision of NGSS. The toolkit consists of a one-page overarching graphic organizer (3D Map), a phenomenon tool, and eight Science and Engineering Practice Tools (SEP Tools). As a group we will engage in phenomenon-based episodes that are content specific and student-centered based on the Living by Chemistry (LBC) high school curriculum. We will use the ASET Toolkit to guide our reflection of our experience using the LBC unit focused on matter and the periodic table then discuss how these tools can be extended for use when designing other curriculum or when evaluating and modifying existing curriculum to align with NGSS.

Audience:
Cross-cutting Thread(s):
Organizer 1

Michelle Sinapuelas

Organizer 1 Email
mshaver@berkeley.edu
Organizer 2

Jennifer Claesgens

Organizer 2 Email
jenn@jclaes.com
Organizer 3

Angelica Stacy

Organizer 3 Email
astacy@berkeley.edu