Designing NYSSLS Storylines
Adapted by C. Barker / S. Fink
North Country 3D Science Cafe Blog
from Brian Reiser, nextgenstorylines.org
Link to original Reiser presentation
NGSS/NYSSLS Unit Storyline
Example storyline (Brian Reiser - link)
Driving Question:
How does society plan for stabilizing a dynamic landscape in the face of climate change?
Anchoring Phenomenon: �→ Beauty from Above - Mapping the Belize Barrier Islands - GIS and Drone Imagery
→ Portage to Paradise - Experiencing an Iconic Adirondack Riparian System
Why do shorelines look different over time?
Belize / ADK photo collections - erosion / deposition (Patterns)
Given models (maps, photos) of a landscape, students collect data to identify changes over time in erosional and depositional features of shorelines.
Shorelines exist at the dynamic interface between erosional and depositional systems. Human alteration of shorelines can have effects on the function of the system.
How does climate change influence an already dynamic system?
Belize imagery: inundated islands
ADK imagery: Duck Hole and Hurricane Irene (Cause / Effect / Systems)
Will current stabilization efforts be sufficient in the face of climate change?�Belize / ADK GIS maps, construction materials for student models (Models)
Should a dynamic landscape be left in its natural state or “fixed” after a disaster?�ADK: NYS DEC analysis of Marcy Dam
Belize: **Need source of analysis**
Given evidence from before/after images, students make a claim about the influence of climate change on dynamic systems, explaining the claim with scientific reasoning. (CER cycle)
Students construct models of shoreline features to analyze the structure and function of various bank stabilization efforts.
Students use evidence gathered from reliable text sources to write an argument advocating for or against human construction in a specific dynamic landscape.
Climate change influences dynamic shoreline systems over multiple spatial and temporal scales, from brief, severe weather events to long-term water level change.
Stabilization of a dynamic landscape involves an understanding of climate change models and long-term planning solutions, as well as an analysis of the economic and environmental costs and benefits provided by the system.
Solutions to complex real-world problems in landscapes should involve prioritizing criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts.
Phenomenon-Driven Questions
(Make use of 3C’s)
Investigate and Build Knowledge through Practices (SEP’s)
Incrementally Build Models that Explain Phenomenon (Link to DCI’s)
Driving Question:
Anchoring Phenomenon:
Phenomenon & Question -1
Analyze Data, Explain [PE1]
Initial Model
Phenomenon & Question -2
Phenomenon & Question -3
Phenomenon & Question -4
Explain, Argue, Model [PE2]
Explain, Argue, Model [PE3]
Explain, Argue, Model [PE4]
Add to / Revise Model
Add to / Revise Model
Add to / Revise Model
Revisit Driving Question
Culminating PE
Final Consensus Model
Investigate and Build Knowledge through Practices (SEPs)
Incrementally Build Models that Explain Phenomenon (Link to DCI’s)
Phenomenon-Driven Questions
(Make use of 3C’s)
Leave this page BLANK to serve as a REFERENCE MODEL
Leave this page BLANK to serve as a REFERENCE MODEL
Driving Question:
Anchoring Phenomenon:
Phenomenon & Question -1
Analyze Data, Explain [PE1]
Initial Model
Phenomenon & Question -2
Phenomenon & Question -3
Phenomenon & Question -4
Explain, Argue, Model [PE2]
Explain, Argue, Model [PE3]
Explain, Argue, Model [PE4]
Add to / Revise Model
Add to / Revise Model
Add to / Revise Model
Revisit Driving Question
Culminating PE
Final Consensus Model
Investigate and Build Knowledge through Practices (SEPs)
Incrementally Build Models that Explain Phenomenon (Link to DCI’s)
Brian Reiser - Presentation https://www.academia.edu/6884962/Designing_Coherent_Storylines_Aligned_with_NGSS_for_the_K-12_Classroom
Phenomenon-Driven Questions
(Make use of 3C’s)
Anchoring Phenomenon and Driving Question
Phenomenon & Question -1
Phenomenon & Question -2
Phenomenon & Question -3
Phenomenon & Question -4
Revisit Driving Question for Culminating Performance