hilary dito steam coordinator contra costa county office of education
TRANSCRIPT
Hilary Dito
STEAM Coordinator
Contra Costa County Office of Education
OutcomesOutcomes Understand the development of the
Next Generation Science Standards
Describe the 3 dimensions of science learning and the architecture of NGSS
Dissect Performance Expectations and the integration with the 3 dimensions
Implement strategies to engage students with Common Core State Standards and science curriculum
July 2011
1990s - 2010
April 2013
NGSS Development ProcessDesign Phase
Awareness Phase
Implementation Phase
• NGSS Released• Adopted by states (CA
Sept. 2013)• Middle School Sequence• CDE development of
Implementation Plan
• Framework for K-12 Science Education
• NGSS Development by Lead States
• Public drafts and comments
• CA Framework development (2014-2015)
• Instructional Shifts• Curriculum Development• Professional Learning• Assessments
TransitionPhase
States Adopting NGSS (as of Jan 2014)RI, KS, KY, MD, VT, CA, DE, WA, and D.C.Map from www.nsta.org
CA Science Tests (aka AB484)• Outlines CA State Assessment for 2013-14
• SBAC Field Test: • Grades 3-8, all students• Grades 9 and 10, scientific sample• Grade 11, scientific sample all others encouraged• Computer Administered; Not Computer Adaptive
• Science Testing (for NCLB)• CST, CMA and CAPA -grades 5, 8, & 10• New assessments developed aligned to NGSS
These new standards shift the focus
from memorization of facts to having students develop deeper conceptual understanding
of core scientific ideas and be able to apply the practices of science and engineering into real
world problems.
Next Generation
ScienceStandards
“Science is built up of facts, as a house is built of stones;
but an accumulation of facts is no more a science than a heap of stones is a house.”
~ Henri Poincaré, Science and Hypothesis
Shifts of NGSS
1. Interconnected Nature of Science and the Real World
2. Focus and Coherence
3. Deeper Understanding
4. Science and Engineering
5. College, Career, and Citizenship Readiness
6. Alignment to the Common Core
Real world Focused & Coherent Integrated Within & Across Content
10
How will NGSS change teaching and learning?
Read each shift:
•Highlight one sentence
•Underline one phrase
•Circle one word
•Develop a 25 word synopsis
Grade Level Bands
• K-5 grade specific
• 6-8 grade “band”*• CA is a K-8 “curriculum adoption state”• Integrated model – adopted by CA (Nov 2013)• Additional model being developed for LEAs
• 9-12 grade span “band”• Design of HS courses – local decision• Appendix K: Model Course Mapping
Adopted Middle Grades Learning Progression
Framework
• Foundation for creating NGSS• Larger context for science education• Progression of Core Ideas, Practices and
Crosscutting Concepts across grade bands.• Organized by grade bands:
– K-2, 3-5, 6-8, 9-12– “By the end of grade ___”
Framework
• Take a few minutes to read the framework for your discipline.
• Discuss these questions with others at your table.– How is it similar to your current teaching?– How is it different?
Activity developed by:
Learning Progressions in NGSSSort the NGSS Performance Expectations into grade bands for:
• Life Science• Physical Science• Earth and Space Science
Read the NGSS Storyline for your discipline
•How do the Performance Expectations develop across the K-12 Continuum?•What skills do students need to engage in the NGSS?
Three Dimensions
8 Science and Engineering Practices
44 Disciplinary Core Ideas and Component
Ideas• Physical Sciences• Life Sciences• Earth and Space Sciences• Engineering, Technology, and
Applications of Science
7 Crosscutting Concepts
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 computational thinking
6. Constructing explanations and designing solutions
7. Engaging in argument from evidence
8. Obtaining, evaluating, and communicating information
Scientific and Engineering Practices
• What are the behaviors of scientists and engineers?• Science Investigation is a balance of Skills and Knowledge• What does it mean to “do” science?
Practices in Action
Watch the video clips and consider the following
•What practices are at the forefront of the lesson?•What practices are supporting the lesson?•What is the teacher doing?•What are the students doing?
Practices in the Classroom Video• CAPE COD'S AQUIFERSScience education specialist, Barbara Waters,
works with 5th grade students in Mashpee, Massachusetts, to create models of Cape Cod's unusual underground structure. Run Time: 00:04:57
CCSS Integration: Classroom Video
CARBON CYCLING: CREATE YOUR OWN BIOLOGY LABLesson Objective: Design and conduct your own biology lab to examine carbon cycling
•Common Core Standards: ELA.RST.9-10.3Run Time: 5 min
Crosscutting Concepts1. Patterns, similarity, and diversity
2. Cause and effect
3. Scale, proportion, and quantity
4. Systems and system models
5. Energy and matter
6. Structure and function
7. Stability and change
Fundamental understanding of science
Connecting ideas across all domains
Modeling
– As a Practice» Develop and use models to describe, explain, predict
– As a Crosscutting Concept» Representation of idea / phenomena
– Models make thinking visible and explicit
Create a model to explain the following:Choice of low gear vs. high gear while riding a 10 speed
bicycle up a hill
Disciplinary Core IdeasLife Science Physical ScienceLS1: From Molecules to Organisms:
Structures and Processes
LS2: Ecosystems: Interactions, Energy, and Dynamics
LS3: Heredity: Inheritance and Variation of Traits
LS4: Biological Evolution: Unity and Diversity
PS1: Matter and Its Interactions
PS2: Motion and Stability: Forces and Interactions
PS3: Energy
PS4: Waves and Their Applications in Technologies for Information Transfer
Earth & Space ScienceEngineering & Technology
ESS1: Earth’s Place in the Universe
ESS2: Earth’s Systems
ESS3: Earth and Human Activity
ETS1: Engineering Design
ETS2: Links Among Engineering, Technology, Science, and Society
Essential Questions frame the main conceptsProgression develops students understanding
PS2: Motion and Stability: Forces and Interactions
K-2 3-5 MS HS
Newton’s third law;
motion det. by sum of forces and
mass of object
Newton’s second law; momentum
Objects at rest have 0 net force; if net force ≠ 0
the object will change its motion
Objects push or pull when connected;
friction
Essential Question: How can one explain and predict interactions between objects and within systems of objects?
PS2.A: Forces and MotionEssential Question: How can one predict an object’s continued motion, changes in motion, or stability?
Progression:
Pra
ctic
es
Content
Crosscutting
Performance Expectations
Science and EngineeringPractices
Disciplinary Core Idea
CrossCutting Concepts
Performance Expectation
• What students should know and be able to do after instruction• Communicates a “big idea”• Assessments for and of learning• Includes
• clarification statements (more detail and examples of topics)• assessment boundaries (what is not expected)
• All Performance Expectations (PEs) and Foundation Boxes are rootedin the framework.
• Work in groups of 2 or 3 at your table
• Using the framework for your content:– Review your packet of PE’s– Identify the Grade Band that
each PE belongs in– Write the grade band in the
upper left-hand box(K-2, 3-5, 6-8, 9-12)
• Find your NGSS Overview Packet • Locate the pages with a detailed explanation
of:– Science Practices– Crosscutting Concepts
Deconstruct a Performance Expectations
• A main tenet of the NGSS is that each Core Idea is revisited at each grade band– Learning as developmental progression– Depth over breadth– Integrates knowledge and practice
NGSS Appendix E
• Each packet has 3-4 (PEs)• Choose 2 PEs and identify the following
component of each PE:– Science and Engineering Practices
• Enter in the BLUE section
– Crosscutting Concepts• Enter in the GREEN section
• Look at the full version of the PEs you analyzed.– Did you identify the same Practices and Crosscutters
as NGSS?– If not, in what ways were your ideas different from
the NGSS writers?
Performance Expectation Code:
5-ESS3-1
DCIGrade Level
PE Number
Disciplinary Core Idea Code:
ESS3. C
Core Idea
Sub Idea
Performance Expectations
Foundation Boxes
Connection Boxes
Architecture of a Standard
Connection Boxes
• Connections to other Disciplinary Core Ideas (DCI) at the grade level
• Articulation of DCIs across grade levels• Connections to Common Core State Standards
PS2: Motion and Stability: Forces and Interactions
K-2 3-5 MS HS
Newton’s third law;
motion det. by sum of forces and
mass of object
Newton’s second law; momentum
Objects at rest have 0 net force; if net force ≠ 0 the object will change its motion
Objects push or pull
when connected;
friction
Essential Question: How can one explain and predict interactions between objects and within systems of objects?
PS2.A: Forces and MotionEssential Question: How can one predict an object’s continued motion, changes in motion, or stability?
Progression:
From Standards to Instruction
• PE’s are not Learning Targets; and they overlap with each other.
• If you try to teach the PE’s as a list of skills, you will never finish them.
• PE’s that aren’t taught in an integrated manner are like Lemony Snicket science: a series of unfortunate events.
Stephen L. Pruitt, Ph.D.Senior Vice President for Content, Research and DevelopmentAchieve
Why Bundle?
Teaching, or attempting to teach, individual performance expectations led to a disjointed and stunted view of science.
Developing instructional materials and instruction should be viewed as leading to understanding the larger core idea.
Coherent instructional materials and instruction should focus on a Disciplinary Core Idea (or set of them) rather than discrete pieces that are never tied together.
Instruction Builds Toward PEsInstruction Builds Toward PEs
Performance Expectation
How Does One Bundle?
NGSS Concept BundlingNGSS Concept BundlingMatter and Its Interactions
The fact that matter is composed of atoms and molecules can be used to explain the properties of
substances, diversity of materials, states of matter, phase changes, and conservation of
matter.
Reacting substances rearrange to form different molecules, but the number of
atoms is conserved. Some reactions release energy and others absorb
energy.
MS-PS1-1. Develop models to describe the atomic composition of simple molecules and extended structures. MS-PS1-2. Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred.
MS-PS1-3. Gather and make sense of information to describe that synthetic materials come from natural resources and impact society.
MS-PS1-4. Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed.
MS-PS1-5. Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved.
MS-PS1-6. Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes.*
Within this DCI, 4 of the 8 Practices are highlighted. For instruction, additional practices would be used to build toward these understandings.
Bundling By Practice
Grade 3 - Planning and Carrying Out Investigations and Analyzing and Interpreting Data
•3-PS2-1. Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object.
•3-PS2-2. Make observations and/or measurements of an object’s motion to provide evidence that that a pattern can be used to predict future motion.
For exponential models, express as a logarithm the solution to abct=d where a, c, and d are numbers and the base b is 2, 10, or e; evaluate the logarithm using technology.
Construct linear and exponential functions, including arithmetic and geometric sequences, given a graph, a description of a relationship, or two input-output pairs (include reading these from a table).
2. Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait.
6. Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.*
1. Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales.
4. Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem.
7. Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.*
Cause and E
ffect
System
s and System
Models
NGSS LS4: Biological Evolution
NGSS LS2: EcosystemsBundling Math and ScienceBundling Math and Science
Construct and compare linear, quadratic, and
exponential models and solve problems.
Mod
elin
g; R
easo
ning
Abs
trac
tly a
nd Q
uant
itativ
ely
DECONSTRUCTION OF A PERFORMANCE EXPECTATIONAdapted from Washington Educational Service Districts
• Choose a PE – record the information on the placemat for that PE only • Use yellow post-it notes: Record the concepts and skills students need• Use pink post-it notes: Record instructional strategies and shifts• Use orange post-it notes: Record CCSS activities that will engage students
So what is next?
Instruction
CA Framework
Assessments
Professional Learning
NATIONAL RESEARCH COUNCILOf the National Academies
July 2011 2011-2013
2014 -
Prepare for the NGSS
Resources• Contra Costa County Office of Education
www.cocoschools.org/steam
• Next Generation Science Standards
www.nextgenscience.org/
• CDE updates to the NGSS www.cde.ca.gov/pd/ca/sc/ngssintrod.asp
• http://www.cde.ca.gov/pd/ca/sc/ngssstandards.asp
• NSTA Common Core Resources
www.nsta.org/about/standardsupdate
Thank you to:
The Integrated Middle School Science Project at Alameda County Office of Education for collaboration on activities and slides.
Special thanks to Ai Vu, Sara Dozier and Dawn O’Connor