Appendix C. NGSS: Applying Disciplinary Core Ideas (DCIs .

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Appendix C. NGSS: Applying Disciplinary Core Ideas (DCIs) in Outdoor ScienceDCIs are conceptual science understandings that are important for students to know, and they might be described as,“what science knows.” This handout is for helping activity designers make realistic and accurate connections to the NextGeneration Science Standards (NGSS) DCIs. It includes a selection of life science, earth science, and engineering designDCIs that are closely related to concepts and experiences common in outdoor science programs that have the potentialto be investigated through nature-centered activities. Left out here are DCIs that are certainly important but difficult tolearn about through direct nature studies, and are probably best taught in a classroom. Outdoor science is at its bestwhen it plays to the strength of learning through direct engagement with nature, not when it involves too many modelsand simulations of things students can’t directly experience outdoors. That’s why parts of the DCIs included here shouldbe skipped, because they would be difficult to teach through direct engagement with nature, and should not be the focusof outdoor science. This appendix is not a comprehensive list of all DCIs, but is a list of DCI topics and ideas that might beuseful for most outdoor science programs to think about to guide their instruction, and that might be possible to teachoutdoors.For more details about understanding the Disciplinary Core Ideas, see Chapter 6: Disciplinary Core Ideas—Life Sciences,Chapter 7: Disciplinary Core Ideas—Earth and Space Sciences, and Chapter 8: Engineering, Technology and Applicationsof Science in A Framework for K-12 Science Education. For information about specific grade-level performance expectations,see the NGSS, and look within the color-coded orange boxes for the DCIs associated with each grade-level performanceexpectation.When choosing DCIs to focus on, it’s important to recognize that these are complex ideas that can’t be thoroughly taughtand understood in one outdoor science experience, no matter how engaging it is! It’s also important to be realistic instating expectations for students —for instance, it shouldn’t be claimed that your program can completely address all theideas contained in a single DCI or a performance expectation.For example, the BEETLES Ecosystems, Matter and Energy Theme Hike is a series of activities that can be used with 5th-gradestudents focused on developing some foundational understanding of the DCI: LS2.A Interdependent Relationships in Ecosystems, but it’s not possible to completely address any DCI in one outdoor experience.Note: This same hike also addresses parts of other DCIs, like LS2.B Cycles of Matter and Energy Transfer in Ecosystems. How domatter and energy move through an ecosystem?Example of how a DCI can be addressed through a field experience.LS2.A Interdependent Relationships in Ecosystems. How do organisms interact with the living andnonliving environments to obtain matter and energy?By the end of grade 5:The food of almost any kind of animal can be traced back to plants. Organisms are related infood webs in which some animals eat plants for food and other animals eat the animals that eatplants. Either way, they are “consumers.” Some organisms, such as fungi and bacteria, break downdead organisms (both plants or plants parts and animals) and therefore operate as “decomposers.”Decomposition eventually restores (recycles) some materials back to the soil for plants to use.Organisms can survive only in environments in which their particular needs are met. A healthyecosystem is one in which multiple species of different types are each able to meet their needs in arelatively stable web of life. Newly introduced species can damage the balance of an ecosystem.The hike begins with a Walk & Talk where students share ideas about connections between organisms, and they discusssystems in general. Then they explore and observe their surroundings using the I Notice, I Wonder, It Reminds Me Ofroutine. In the What Lives Here? activity they identify and record evidence of different plants, as well as other living andnonliving things in the ecosystem, making a model of the ecosystem that shows connections. They keep adding to thismodel throughout the hike. Next they explore a decomposing log to learn about other interdependent relationships anddecomposition in The Case of the Disappearing Log. Then they discuss matter cycles and energy flow in the ecosystemusing the Food, Build, Do, Waste activity. They use the ecosystem models they’ve been adding to throughout the hike tohave a discussion about interdependence and how introducing new parts (like introduced species) or losing parts of theecosystem affects the balance of the ecosystem. Finally, they reflect on what they’ve learned in a Walk & Talk. The Regents of the University of CaliforniaNot for resale, redistribution, or use other than educational use without further permission.Creating Effective OutdoorScience Activites 56

Creating Effective Outdoor Science ActivitiesThis may seem like a lot of activities for teaching about one DCI, but this example shows how complex DCIs can be, and how you need a lot of time and extended experiences to address them withstudents—in this case a 6-hour long hike! And although the 6 activities in this theme hike can do alot to develop middle school students’ understanding of parts of this DCI, all of these parts can’t beaddressed in one experience! For a more complete understanding, students will need additional experiences with these concepts throughout their K-12 education. The role of your program and your siteis to give them active outdoor learning experiences with some of these science concepts, that allowstudents to observe and think about real world examples in the context of working ecosystems.This is why we recommend focusing on DCIs that are about processes or concepts students canactually observe directly (or observe the effects of) in the outdoors and at your site. The following is alist of DCIs that can have feasibly observed effects in the outdoors, and that might lead to interestinginvestigations through outdoor nature-centered, science experiences.Life Science Core Ideas (text taken directly from A Framework for K-12 Science Education, Chapter 6)Core Idea LS1: From Molecules to Organisms: Structures and Processes. How do organisms live, grow, respond totheir environment and reproduce?LS1.A: Structure and Function. How do the structures of organisms enable life’s functions?By the end of grade 2: All organisms haveexternal parts. Different animals use theirbody parts in different ways to see, hear,grasp objects, protect themselves, movefrom place to place, and seek, find, andtake in food, water and air. Plants alsohave different parts (roots, stems, leaves,flowers, fruits) that help them survive,grow, and produce more plants.By the end of grade 5: Plants and animalshave both internal and externalstructures that serve various functionsin growth, survival, behavior, andreproduction. (Boundary: Stress at thisgrade level is on understanding themacroscale systems and their function,not microscopic processes.)Note: In grades 6–8 students are expectedto learn about microscopic structures andprocesses and how they function in the cellsof living organisms. LS1.A is not included formiddle school here, because these kinds ofinvestigations require special equipment andare not directly observable nor particularlynature-centered.LS1.B: Growth and Development of Organisms. How do organisms grow and develop?By the end of grade 2: Plants and animalshave predictable characteristics atdifferent stages of development. Plantsand animals grow and change. Adultplants and animals can have young. Inmany kinds of animals, parents and theoffspring themselves engage in behaviorsthat help the offspring to survive.By the end of grade 5: Reproduction isessential to the continued existence of everykind of organism. Plants and animals haveunique and diverse life cycles that includebeing born (sprouting in plants), growing,developing into adults, reproducing, andeventually dying.By the end of grade 8: Organismsreproduce, either sexually or asexually,and transfer their genetic informationto their offspring. Animals engage incharacteristic behaviors that increase theodds of reproduction. Plants reproduce ina variety of ways, sometimes dependingon animalLS1.C Organization for Matter and Energy Flow in Organisms. How do organisms use the matter and energy they need to live and grow?57 Creating Effective OutdoorScience ActivitiesAll materials created by BEETLES at The Lawrence Hall of Science.Find the latest activities and information at http://beetlesproject.org.

By the end of grade 2: All animals needfood in order to live and grow. Theyobtain their food from plants or fromother animals. Plants need water andlight to live and grow.By the end of grade 5: Animals and plantsalike generally need to take in air andwater, animals must take in food, andplants need light and minerals; anaerobiclife, such as bacteria in the gut, functionswithout air. Food provides animals withthe materials they need for body repairand growth and is digested to releasethe energy they need to maintain bodywarmth and for motion. Plants acquiretheir material for growth chiefly fromair and water and process matter theyhave formed to maintain their internalconditions (e.g., at night)By the end of grade 8: Plants, algae(including phytoplankton), and manymicroorganisms use the energy fromlight to make sugars (food) from carbondioxide from the atmosphere and waterthrough the process of photosynthesis,which also releases oxygen. These sugarscan be used immediately or stored forgrowth or later use. Animals obtainfood from eating plants or eating otheranimals. Within individual organisms,food moves through a series of chemicalreactions in which it is broken down andrearranged to form new molecules, tosupport growth, or to release energy. Inmost animals and plants (also in fungi &aquatic organisms), oxygen reacts withcarbon containing molecules (sugars)to provide energy and produce carbondioxide; anaerobic bacteria achieve theirenergy needs in other chemical processesthat do not require oxygen.Core Idea LS2: Ecosystems: Interactions, Energy and Dynamics. How and why do organisms interact with theirenvironment and what are the effects of those interactions?LS2.A Interdependent Relationships in Ecosystems. How do organisms interact with the living and non-living environments to obtainmatter and energy?By the end of grade 2: Animals dependon their surroundings to get what theyneed, including food, water, shelter, anda favorable temperature. Animals dependon plants or other animals for food. Theyuse their senses to find food and water,and they use their body parts to gather,catch, eat, and chew the food. Plantsdepend on air, water, minerals (in thesoil), and light to grow. Animals can movearound, but plants cannot, and theyoften depend on animals for pollinationor to move their seeds around. Differentplants survive better in different settingsbecause they have varied needs for water,minerals, and sunlight.By the end of grade 5: The food of almostany kind of animal can be traced backto plants. Organisms are related infood webs in which some animals eatplants for food and other animals eatthe animals that eat plants. Either way,they are “consumers.” Some organisms,such as fungi and bacteria, break downdead organisms (both plants or plantsparts and animals) and therefore operateas “decomposers.” Decompositioneventually restores (recycles) somematerials back to the soil for plantsto use. Organisms can survive only inenvironments in which their particularneeds are met. A healthy ecosystem isone in which multiple species of differenttypes are each able to meet their needsin a relatively stable web of life. Newlyintroduced species can damage thebalance of an ecosystem. The Regents of the University of CaliforniaNot for resale, redistribution, or use other than educational use without further permission.By the end of grade 8: Organisms andpopulations of organisms are dependenton their environmental interactionsboth with other living things and withnonliving factors. Growth of organismsand population increases are limited byaccess to resources. In any ecosystem,organisms and populations with similarrequirements for food, water, oxygen,or other resources may compete witheach other for limited resources, accessto which consequently constrains theirgrowth and reproduction. Similarly,predatory interactions may reduce thenumber of organisms or eliminate wholepopulations of organisms. Mutuallybeneficial interactions, in contrast, maybecome so interdependent that eachorganism requires the other for survival.Although the species involved in thesecompetitive, predatory, and mutuallybeneficial interactions vary acrossecosystems, the patterns of interactionsof organisms with their environments,both living and nonliving, are shared.Creating Effective OutdoorScience Activites 58

Creating Effective Outdoor Science ActivitiesLS2.B Cycles of Matter and Energy Transfer in Ecosystems. How do matter and energy move through an ecosystem?By the end of grade 2: Organisms obtain thematerials they need to grow and survivefrom the environment. Many of thesematerials come from organisms and areused again by other organisms.By the end of grade 5: Matter cyclesbetween the air and soil and amongplants, animals, and microbes as theseorganisms live and die. Organisms obtaingases, water, and minerals from theenvironment and release waste matter(gas, liquid, or solid) back into theenvironment.By the end of grade 8: Food websare models that demonstrate howmatter and energy is transferredbetween producers (generally plantsand other organisms that engagein photosynthesis), consumers, anddecomposers as the three groupsinteract—primarily for food—within anecosystem. Transfers of matter into andout of the physical environment occur atevery level—for example, when moleculesfrom food react with oxygen capturedfrom the environment, the carbon dioxideand water thus produced are transferredback to the environment, and ultimatelyso are waste products, such as fecalmaterial. Decomposers recycle nutrientsfrom dead plant or animal matter backto the soil in terrestrial environments orto the water in aquatic environments.The atoms (matter) that make up theorganisms in an ecosystem are cycledrepeatedly between the living andnonliving parts of the ecosystem.LS2.C Ecosystem Dynamics, Functioning and Resilience. What happens to ecosystems when the environment changes?By the end of grade 2: The places whereplants and animals live often change,sometimes slowly and sometimes rapidly.When animals and plants get too hot ortoo cold, they may die. If they cannot findenough food, water, or air, they may die.By the end of grade 5: When theenvironment changes in ways thataffect a place’s physical characteristics,temperature, or availability of resources,some organisms survive and reproduce,others move to new locations, yet othersmove into the transformed environment,and some die.By the end of grade 8: Ecosystems aredynamic in nature; their characteristicscan vary over time. Disruptions to anyphysical or biological component of anecosystem can lead to shifts in all ofits populations. Biodiversity describesthe variety of species found in Earth’sterrestrial and oceanic ecosystems.The completeness or integrity of anecosystem’s biodiversity is often used asa measure of its health.LS2.D Social Interactions and Group Behavior. How do organisms interact in groups so as to benefit individuals?By the end of grade 2: Being part of agroup helps animals obtain food, defendthemselves, and cope with changes.Groups may serve different functions andvary dramatically in size.59 Creating Effective OutdoorScience ActivitiesBy the end of grade 5: Groups canbe collections of equal individuals,hierarchies with dominant members,small families, groups of single ormixed gender, or groups composed ofindividuals similar in age. Some groupsare stable over long periods of time;others are fluid, with members moving inand out. Some groups assign specializedtasks to each member; in others, allmembers perform the same or a similarrange of functions.By the end of grade 8: Groups mayform because of genetic relatedness,physical proximity, or other recognitionmechanisms (which may be speciesspecific). They engage in a variety ofsignaling behaviors to maintain thegroup’s integrity or to warn of threats.Groups often dissolve if they no longerfunction to meet individuals’ needs, ifdominant members lose their place, orif other key members are removed fromthe group through death, predation, orexclusion by other members.All materials created by BEETLES at The Lawrence Hall of Science.Find the latest activities and information at http://beetlesproject.org.

Core Idea LS4: Biological Evolution: Unity and Diversity. How can there be so many similarities among organismsyet so many different kinds of plants, animals and microorganisms? How does biodiversity affect humans?LS4.B Natural Selection. How does genetic variation among organisms affect survival and reproduction?By the end of grade 2: (not addressed atthis grade level)By the end of grade 5: Sometimes thedifferences in characteristics betweenindividuals of the same species provideadvantages in surviving, finding mates,and reproducing.By the end of grade 8: Genetic variationsamong individuals in a populationgive some individuals an advantagein surviving and reproducing in theirenvironment. This is known as naturalselection. It leads to the predominanceof certain traits in a population and thesuppression of others.{In artificial selection, humans havethe capacity to influence certaincharacteristics of organisms by selectivebreeding. One can choose desiredparental traits determined by genes,which are then passed onto offspring.}Note: This artificial selection is only observableif you have domesticated plants or animals atyour site.LS4.C Adaptation. How does the environment influence populations of organisms over multiple generations?By the end of grade 2: Living things cansurvive only where their needs are met.If some places are too hot or too cold orhave too little water or food, plants andanimals may not be able to live there.By the end of grade 5: Changes in anorganism’s habitat are sometimesbeneficial to it and sometimes harmful.For any particular environment, somekinds of organisms survive well, somesurvive less well, and some cannotsurvive at all.By the end of grade 8: Adaptation bynatural selection acting over generationsis one important process by whichspecies change over time in response tochanges in environmental conditions.Traits that support successful survivaland reproduction in the new environmentbecome more common; those that donot become less common. Thus, thedistribution of traits in a populationchanges.{In separated populations with differentconditions, the changes can be largeenough that the populations, providedthey remain separated (a process calledreproductive isolation), evolve to becomeseparate species.}Note: The process of speciation is not easilyobservable though there may be evidence ofits occurrence at your site.LS4.D Biodiversity and Humans. What is biodiversity, how do humans affect it, and how does it affect humans?By the end of grade 2: There are manydifferent kinds of living things in any area,and they exist in different places on landand in water.By the end of grade 5: Scientists haveidentified and classified many plants andanimals. Populations of organisms live ina variety of habitats, and change in thosehabitats affects the organisms livingthere. Humans, like all other organisms,obtain living and nonliving resourcesfrom their environments. The Regents of the University of CaliforniaNot for resale, redistribution, or use other than educational us

For more details about understanding the Disciplinary Core Ideas, see Chapter 6: Disciplinary Core Ideas—Life Sciences, Chapter 7: Disciplinary Core Ideas—Earth and Space Sciences, and Chapter 8: Engineering, Technology and Applications of Science in A Framework for K-12 Science

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