getting reading for the next generation science standards part 3: crosscutting concepts
Upload: the-ohio-state-university-college-of-education-and-human-ecology
Post on 19-May-2015
903 views
DESCRIPTION
What can science educators do now to prepare for the new science standards coming in the Fall of 2012? Understanding the Framework for K-12 Science Education will help tremendously! Join us in this series of webinars where we focus on the middle level and delve into each section of the Framework for K–12 Science Education using the NSTA Reader's Guide to the Framework as a guide. Both of these documents are free to download.TRANSCRIPT
msteacher2.org
Where is everybody from?
Answer using the stamping tool to the left of the whiteboard!
- www.msteacher2.org
Getting Ready for the Next Generation Science Standards
Part III: Crosscutting Concepts
Kimberly Lightle, PhD
The Ohio State University
College of Education and Human Ecology
- www.msteacher2.org
Agenda
• Overview of Framework for K-12 Science Education
• Explore the Crosscutting Concepts
• Review the middle level core concepts and Scientific and Engineering Practices
- www.msteacher2.org
When do we look at the other sections of the Framework?
• Getting Ready for the Next Generation Science Standards Part 1: Core Concepts (Recorded)
• Getting Ready for the Next Generation Science Standards Part 2: Science and Engineering Practices (Recorded)
• Getting Ready for the Next Generation Science Standards Part 4: Integrating the Three Dimensions (May 16)
- www.msteacher2.org
Science and Technical Standards found in the ELA Common Core Standards Webinars
Common Core and Reading Standards for Literacy in Science and Technical Subjects 6-12 (Recorded March 14)
Common Core and Writing Standards for Literacy in Science and Technical Subjects 6-12 (Recorded April 11)
**All recordings can be found on the Webinar Archive page on the homepage of http://msteacher2.org
- www.msteacher2.org
The Framework describes a visionvision of what it means to be proficient in science; it rests on a view of science as both a body of knowledge and an evidence-based, model and theory building enterprise that continually extends, refines, and revises knowledge. It presents three dimensions that will be combined to form each standard:
Dimension 1: Practices
Dimension 2: Crosscutting Concepts
Dimension 3: Disciplinary Core Ideas
What is the Framework?
- www.msteacher2.org
How can [states] use the NRC Framework?
The NRC Framework articulates a vision for science learning and teaching. States can start implementing changes to their systems for professional development and pre-service teacher training based on a deep understanding of this vision. They can also begin to think about ways to align curriculum, instruction and assessment with this vision. Once the Next Generation Science Standards are developed, the process of alignment can begin in earnest.
- www.msteacher2.org
Who is leading the charge?
In partnership with the National Academies of Science's National Research CouncilNational Research Council (NRC), National Science Teachers AssociationNational Science Teachers Association (NSTA) and the American Association for the American Association for the Advancement of ScienceAdvancement of Science (AAAS), AchieveAchieve has begun a multi-year project to develop next-generation science standards, based around "big ideas" that will help organize curriculum, teaching and learning across the nation.
- www.msteacher2.org
What is the difference between NGSS and NSES, AAAS Benchmarks?
• Written with performance expectations• Science and engineering practices are
continuums• Core concepts build over K-12• Greater focus on understanding and application
of content• Integration of science and engineering• Coordination with Common Core Standards
(ELA and Math)
- www.msteacher2.org
Layout of the Draft NGSSEach standard: (i.e., LS4.D: Biodiversity and Humans)
Has a standard statement: (i.e., Students demonstrate understanding of energy in chemical processes by)
Multiple Performance Expectations that integrate at least one of each in each expectation: Core Ideas, Science and Engineering Practices, and Crosscutting Concepts
Foundation boxes that describe in detail the Core Ideas, Science and Engineering Practices, and Crosscutting Concepts covered in the standard
Connections to ELA and Math Common Core standards
- www.msteacher2.org
Grade Band EndpointsGrade 2 – individual grade bands
Grade 5 – individual grade bands
Grade 8
Grade 12
- www.msteacher2.org
FAQ on Achieve.org
- www.msteacher2.org
Explore the Crosscutting Concepts
- www.msteacher2.org
Similar to…
• Unifying Concepts and Processes in the National Science Education Standards
• Common Themes in AAAS Benchmarks
• Seemed almost an afterthought in these documents– However, Crosscutting Concepts are one of
the three dimensions in the Framework and are reflected in every performance expectation – science and engineering
- www.msteacher2.org
1. Patterns• Definition: Observed patterns of forms and
events guide organization and classification, and they prompt questions about relationships and the factors that influence them
- www.msteacher2.org
Science Examples• symmetry of flowers and snowflakes• cycling of seasons• repeated base pairs in DNA• classification• chemical interaction of different isotopes of the same element• changes in population abundance of several different species
in an ecosystem• sun and moon• parents and offspring• rates of change• atomic-level structure
- www.msteacher2.org
Engineering Examples
• diagnose patterns of failure in designed systems in order to improve the design
• analyze daily and seasonal use of power to design a system that can meet the fluctuating demands
- www.msteacher2.org
2. Cause and Effect: Mechanism and Explanation
Events have causes, sometimes simple, sometimes multifaceted. A major activity of science is investigating and explaining causal relationships and the mechanisms by which they are mediated. Such mechanisms can then be tested across given contexts and used to predict and explain events in new contexts.
- www.msteacher2.org
Science Examples
• motion of a single object
• specific chemical reactions
• population changes
(No engineering examples provided)
- www.msteacher2.org
3. Scale, Proportion, and Quantity • macroscopic scales that are directly observable• scales that are too small or fast to observe directly• scales that are too large or too slow to observe directly• relative scales (biggest and smallest, hottest and coolest,
fastest and slowest)• units of measurement (non-standard and standard units)• estimation• powers-of-ten scales• assign meaning to ratios and proportional relationships (linear
or exponential)• sense of numerical quantity (numeracy)• scale diagrams and models (engineering example)
- www.msteacher2.org
4. Systems and System Models
Defining the system under study - specifying its boundaries and making explicit a model of that system - provides tools for understanding and testing ideas that are applicable throughout science and engineering.
- www.msteacher2.org
Science Examples
• circulatory system can be seen as an entity in itself or as a subsystem of the entire human body
• a molecule can be studied as a stable configuration of atoms but also as a subsystem of a cell or a gas
• predator-prey relationships in an ecosystem
- www.msteacher2.org
5. Energy and Matter: Flows, Cycles, and Conservation
Tracking fluxes of energy and matter into, out of, and within systems helps one understand the systems' possibilities and limitations.
- www.msteacher2.org
6. Structure and Function
The way in which an object or living thing is shaped and its substructure determine many of its properties and functions.
• wheels and axles, gears (science)
• applying relationships of structure and function are critical elements of successful designs (engineering)
- www.msteacher2.org
7. Stability and Change
For natural and built systems alike, conditions of stability and determinants of rates of change or evolution of the sytem are critical elements of study.
- www.msteacher2.org
Science Examples
• feedback is important to understanding natural systems
• equilibrium - population dynamics in an ecosystem
• evolution of the diversity of species
• changes in the surface of the earth
• changes in the structure of the universe
- www.msteacher2.org
(8). Science, Technology, and Society (NGSS)
People depend on various technologies. Scientific and engineering methods and research agendas are influenced by the development of new tools and technologies as well as new scientific discoveries. The adoption of new technological innovations depends on a number of factors. Scientists and engineers with a wide range of expertise collaborate and complement each other's work in the cycle known as research and development.
- www.msteacher2.org
Quick Review of the Core Ideas
- www.msteacher2.org
What are core ideas in science?To be considered "core", the ideas should meet at least two of the following criteria and ideally all four:
1.Have broad importance across multiple sciences or engineering disciplines or be a key organizing principle of a single discipline; 2.Provide a key tool for understanding or investigating more complex ideas and solving problems; 3.Relate to the interests and life experiences of students or be connected to societal or personal concerns that require scientific or technological knowledge; 4.Be teachable and learnable over multiple grades at increasing levels of depth and sophistication.
- www.msteacher2.org
Four Domains
•Life Sciences•Earth and Space Sciences•Physical Sciences•Engineering and Technology
- www.msteacher2.org
Core Idea LS1: From Molecules to Organisms: Structures and Processes• LS1.A: Structure and Function• LS1.B: Growth and Development of Organisms• LS1.C: Organization for Matter and Energy Flow in Organisms• LS1.D: Information ProcessingCore Idea LS2: Ecosystems: Interactions, Energy, and Dynamics• LS2.A: Interdependent Relationships in Ecosystems• LS2.B: Cycles of Matter and Energy Transfer in Ecosystems• LS2.C: Ecosystem Dynamics, Functioning, and Resilience• LS2.D: Social Interactions and Group BehaviorCore Idea LS3: Heredity: Inheritance and Variation of Traits• LS3.A: Inheritance of Traits• LS3.B: Variation of TraitsCore Idea LS4: Biological Evolution: Unity and Diversity• LS4.A: Evidence of Common Ancestry and Diversity• LS4.B: Natural Selection• LS4.C: Adaptation• LS4.D: Biodiversity and Humans
- www.msteacher2.org
LS1: From Molecules to Organisms: Structures and ProcessesLS1.A: Structure and Function
• By the end of Grade 5:– Plants and animals have internal and external
structures that serve various functions in growth, survival, behavior, and reproduction (boundary: macroscale systems)
• By the end of Grade 8:– Cells and cell structures (boundary: only a few cell
structures should be introduced)– Unicellular and multicellular organisms– Body systems (tissues and organs)
- www.msteacher2.org
Core Idea ESS1: Earth’s Place in the Universe• ESS1.A: The Universe and Its Stars• ESS1.B: Earth and the Solar System• ESS1.C: The History of Planet Earth
Core Idea ESS2: Earth’s Systems• ESS2.A: Earth Materials and Systems• ESS2.B: Plate Tectonics and Large-Scale System Interactions• ESS2.C: The Roles of Water in Earth’s Surface Processes• ESS2.D: Weather and Climate• ESS2.E: Biogeology
Core Idea ESS3: Earth and Human Activity• ESS3.A: Natural Resources• ESS3.B: Natural Hazards• ESS3.C: Human Impacts on Earth Systems• ESS3.D: Global Climate Change
- www.msteacher2.org
Core Idea PS1: Matter and Its Interactions• PS1.A: Structure and Properties of Matter• PS1.B: Chemical Reactions• PS1.C: Nuclear ProcessesCore Idea PS2: Motion and Stability: Forces and Interactions• PS2.A: Forces and Motion• PS2.B: Types of Interactions• PS2.C: Stability and Instability in Physical SystemsCore Idea PS3: Energy• PS3.A: Definitions of Energy• PS3.B: Conservation of Energy and Energy Transfer• PS3.C: Relationship Between Energy and Forces• PS3.D: Energy in Chemical Processes and Everyday LifeCore Idea PS4: Waves and Their Applications in Technologies for Information Transfer• PS4.A: Wave Properties• PS4.B: Electromagnetic Radiation• PS4.C: Information Technologies and Instrumentation
- www.msteacher2.org
Core Idea ETS1: Engineering Design• ETS1.A: Defining and Delimiting an Engineering Problem• ETS1.B: Developing Possible Solutions• ETS1.C: Optimizing the Design Solution
Core Idea ETS2: Links Among Engineering, Technology, Science, and Society• ETS2.A: Interdependence of Science, Engineering, and Technology• ETS2.B: Influence of Engineering, Technology, and Science on Society and the Natural World
- www.msteacher2.org
- www.msteacher2.org
Science and Engineering Practices
- www.msteacher2.org
Why look at science as a set of practices?
– Minimizes the tendency to reduce scientific practice to a single set of procedures (overemphasizes experimental investigation at the expense of other practices such as modeling, critique, and communication)
– Focus on practices avoids the mistaken impression that there is one distinctive approach common to all science or that uncertainty is a universal attribute of science
– Look at all practices equally
- www.msteacher2.org
How Practices are Integrated into Both Inquiry and Design
Taken from http://www.nap.edu/openbook.php?record_id=13165&page=45
- www.msteacher2.org
How Engineering and Science Differ
Science
• May or may not be driven by an immediate practical application
• One best answer
• Goal is explanation
Engineering
• Driven by an immediate practical application (problem to be solved)
• How well a need has been addressed; multiple answers possible; optimization
• Goal is a design
- www.msteacher2.org
Science Practices• SP1: Asking Questions • SP2: Developing and Using Models• SP3: Planning and Carrying Out
Investigations• SP4: Analyzing and Interpreting Data• SP5: Using Mathematics, Information
and Computer Technology, and Computational Thinking
• SP6: Constructing Explanations• SP7: Engaging in Argument from
Evidence• SP8: Obtaining, Evaluating, and
Communicating Information
Engineering Practices• EP1: Defining Problems• EP2: Developing and Using Models• EP3: Planning and Carrying Out
Investigations• EP4: Analyzing and Interpreting Data• EP5: Using Mathematics, Information
and Computer Technology, and Computational Thinking
• EP6: Designing Solutions• EP7: Engaging in Argument from
Evidence• EP8: Obtaining, Evaluating, and
Communicating Information
- www.msteacher2.org
- www.msteacher2.org
Recording of Today’s Talk
The archived version of today’s talk and links to additional resources and the slide show
will be available on the Main Page of MSP2
http://msteacher2.orgWebinar Archive Link in
MSP2 Resources Box
- www.msteacher2.org
msteacher2.org
- www.msteacher2.org
Complete today’s survey and enter for a chance to win a gift package – professional books and
Teach! Spice Box from Penzeys
and request a 1-hour certificate of completion
Survey link is in CHAT window