next generation science standards
DESCRIPTION
Next Generation Science Standards. Backchannel w/us on: http://todaysmeet.com/NGSS. Developing the Standards. Developing the Standards. Assessments. Curricula. Instruction. Teacher Development. July 2011. 2011-2013. Where is WI at in this process. - PowerPoint PPT PresentationTRANSCRIPT
Next Generation Science Standards
Backchannel w/us on: http://todaysmeet.com/NGSS
Developing the Standards
2
Instruction
Curricula
Assessments
Teacher Development
Developing the Standards
2011-2013July 2011
Where is WI at in this process WI was not a lead state, but input was sought by WI and a
Leadership team was developed and met regularly over the last year and a half.
WI – Decision to adopt the NGSS will be up to Tony Evers once the Standards are released.
We have one teacher from our State who is on the writing team. She works w/Elementary ELL students, she will be at our three day NGSS workshop in the summer.
Looking into developing a ‘fast track’ earth science certification for HS requirements.
Working w/CESA’s for a Statewide Roll-Out plan
Survey – of Familiarity w/Framework
How many of you read the Framework for K-12 Science
Education?
How many of you read the first draft of the NGSS? How many of you read the 2nd draft of the NGSS? 1) Read them 2) Submitted Comments individually
3) Submitted Comments as a Group
Principles in the Framework:
• Children are born investigators• Understanding builds over time• Science and Engineering require both
knowledge and practice• Connecting to students’ interests and
experiences is essential• Focusing on core ideas and practices• Promoting equity
Integration of the Three Dimensions
Core IdeasPractices
Crosscutting Concepts
The practices are the processes of building and using the core ideas to make sense of the natural and designed world, and the cross cutting concepts hold the discipline together.
7
8 44
Architecture
Closer Look at a Performance Expectation
Construct and use models to explain that atoms combine to form new substances of varying complexity in terms of the number of atoms and repeating subunits. [Clarification Statement: Examples of atoms combining can include Hydrogen (H2) and Oxygen (O2) combining to form hydrogen peroxide (H2O2) or water(H2O). [Assessment Boundary: Restricted to macroscopic interactions.]
Performance expectations combine practices, core ideas, and crosscutting concepts into a single statement of what is to be assessed.
They are not instructional strategies or objectives for a lesson.
Closer Look at a Performance Expectation
Construct and use models to explain that atoms combine to form new substances of varying complexity in terms of the number of atoms and repeating subunits. [Clarification Statement: Examples of atoms combining can include Hydrogen (H2) and Oxygen (O2) combining to form hydrogen peroxide (H2O2) or water(H2O). [Assessment Boundary: Restricted to macroscopic interactions.]
Performance expectations combine practices, core ideas, and crosscutting concepts into a single statement of what is to be assessed.
They are not instructional strategies or objectives for a lesson.
Closer Look at a Performance Expectation
Construct and use models to explain that atoms combine to form new substances of varying complexity in terms of the number of atoms and repeating subunits. [Clarification Statement: Examples of atoms combining can include Hydrogen (H2) and Oxygen (O2) combining to form hydrogen peroxide (H2O2) or water(H2O). [Assessment Boundary: Restricted to macroscopic interactions.]
Performance expectations combine practices, core ideas, and crosscutting concepts into a single statement of what is to be assessed.
They are not instructional strategies or objectives for a lesson.
Inside the NGSS Box
What is AssessedA collection of several
performance expectations describing what students
should be able to do to master this standard
Foundation BoxThe practices, core disciplinary
ideas, and crosscutting concepts from the Framework
for K-12 Science Education that were used to form the performance expectations
Connection BoxOther standards in the Next
Generation Science Standards or in the Common Core State
Standards that are related to this standard
Performance ExpectationsA statement that combines practices, core ideas, and crosscutting concepts together to describe how students can show what they have learned.
Title and CodeTwo sets of performance expectations at different grade levels may use the same name if they focus on the same topic. The code, however, is a unique identifier for each standard based on the grade level, content area, and topic of the standard.
Scientific & Engineering PracticesActivities that scientists and engineers engage in to either understand the world or solve a problem
Disciplinary Core IdeasConcepts in science and engineering that have broad importance within and across disciplines as well as relevance in people’s lives.
Crosscutting ConceptsIdeas, such as Patterns and Cause and Effect, which are not specific to any one discipline but cut across them all.
Lowercase LettersLowercase letters at the end of practices, core ideas, and crosscutting Concepts designate which Performance expectation incorporates them.
Assessment BoundaryA statement that provides guidance about the scope of the performance expectation at a particular grade level.
Clarification StatementA statement that supplies examples or additional clarification to the performance expectation.
Changes: Draft #1 to Draft #2
- Nature of Science was included much more (expect more integration)- Technology, Engineering and Applied Science more integrated. -Math more integrated and closer look at progression. - REDUCED amount of content -Corrected some science-Appendicies were added for more support and resources-95% of the Standards were changed
Recommendations for Draft #2 from both NSTA/AAPT
NSTA Recommendations For Final Doc. Need to emphasize the importance of
Foundation Boxes versus Performance Expectations Contain the fundamental aspects of
learning goals for teaching and planning instruction
Performance Expectations to be used at the conclusion of learning for assessment
NSTA Recommendations All elements listed in Appendix H be
included in standards for all students Reduce the size and scope of the
standards: fewer concepts, less complexity at each grade level
Include guidance on the time and resources necessary for implementation
AAPT Recommendations Clarify and correct scientific inaccuracies in
the disciplinary core ideas Do not associate only one science and
engineering practice with one disciplinary core idea – prefer any practice/s with any DCI
Clarify wording of performance expectations
AAPT Recommendations Correct science content so that science
teachers do not doubt credibility of entire enterprise
Question Model Pathway 3: just a restatement of standard biology-chemistry-physics pathway Concerned about the imbalance in number of DCIs
associated with biology as compared to chemistry and physics
What is staying the SAME…
Core IdeasPractices
Crosscutting Concepts
Scientific and Engineering Practices
1. Asking questions (for science) and defining problems (for engineering)
2. Developing and using models3. Planning and carrying out investigations4. Analyzing and interpreting data5. Using mathematics and computational thinking6. Constructing explanations (for science)
and designing solutions (for engineering)7. Engaging in argument from evidence8. Obtaining, evaluating, and communicating
information
Disciplinary Core Ideas
Life 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 Science Engineering & TechnologyESS1: 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
DCI – Disciplinary Core IdeasA core idea for K-12 science instruction is a scientific idea that:
• Has broad importance across multiple science or engineering disciplines or is a key organizing concept of a single discipline
• Provides a key tool for understanding or investigating more complex ideas and solving problems
• Relates to the interests and life experiences of students or can be connected to societal or personal concerns that require scientific or technical knowledge
• Is teachable and learnable over multiple grades at increasing levels of depth and sophistication
Life Science Earth & Space Science Physical Science Engineering &
Technology LS1: From Molecules to Organisms:
Structures and ProcessesLS1.A: Structure and FunctionLS1.B: Growth and Development of
OrganismsLS1.C: Organization for Matter and
Energy Flow in OrganismsLS1.D: Information Processing
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 Behavior
LS3: Heredity: Inheritance and Variation of Traits
LS3.A: Inheritance of TraitsLS3.B: Variation of Traits
LS4: Biological Evolution: Unity and Diversity
LS4.A: Evidence of Common Ancestry and Diversity
LS4.B: Natural SelectionLS4.C: AdaptationLS4.D: Biodiversity and Humans
ESS1: Earth’s Place in the UniverseESS1.A: The Universe
and Its StarsESS1.B: Earth and the
Solar SystemESS1.C: The History of
Planet Earth
ESS2: Earth’s SystemsESS2.A: Earth Materials
and SystemsESS2.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
ESS3: Earth and Human ActivityESS3.A: Natural
ResourcesESS3.B: Natural
HazardsESS3.C: Human
Impacts on Earth SystemsESS3.D: Global Climate
Change
PS1: Matter and Its InteractionsPS1.A: Structure and Properties of
MatterPS1.B: Chemical ReactionsPS1.C: Nuclear Processes
PS2: Motion and Stability: Forces and Interactions
PS2.A: Forces and MotionPS2.B: Types of InteractionsPS2.C: Stability and Instability in
Physical Systems
PS3: EnergyPS3.A: Definitions of EnergyPS3.B: Conservation of Energy and
Energy TransferPS3.C: Relationship Between Energy
and ForcesPS3.D:Energy in Chemical Processes
and Everyday Life
PS4: Waves and Their Applications in Technologies for Information Transfer
PS4.A: Wave PropertiesPS4.B: Electromagnetic RadiationPS4.C: Information Technologies
and Instrumentation
ETS1: Engineering DesignETS1.A: Defining and
Delimiting an Engineering Problem
ETS1.B: Developing Possible Solutions
ETS1.C: Optimizing the Design Solution
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
Note: In NGSS, the core ideas for Engineering, Technology, and the Application of Science are integrated with the Life Science, Earth & Space Science, and Physical Science core ideas
Note: In NGSS, the NATURE of SCIENCE has also been ADDED more integrated.
Progressions The science standards are written providing a
progression to facilitate coherence in learning of these ideas over the course of schooling.
Science 25 January 2013: Vol. 339 no. 6118 pp. 396-397
AAAS
“Descriptions of the successively more sophisticated ways of thinking about an idea that follow one another as students learn” (Wilson & Bertenthal, 2005)
Progressions“ If mastery of a core idea in a science discipline
is the ultimate educational destination, then well-designed learning progressions provide a map of the routes that can be taken to reach that destination. Such progressions describe both how students’ understanding of the idea matures over time and the instructional supports and experiences that are needed in order for them to make progress.”
Framework
Need for CLOSE reading & Understanding:
If you read the above without specialized knowledge, it implies at first glance that we need telescopes to see planets. A careful reading dispels this, since obviously the moon can be seen without a scope, but if you're an elementary school teacher without a background in science you may not be aware that several planets are quite obvious in the night sky.
That we can see Saturn easily in this particular part of the world surprises most folks.
Science Teacher blogspot
CCC – Cross Cutting Concepts
Cross Cutting Concepts
1. Patterns2. Cause and effect3. Scale, proportion, and quantity 4. Systems and system models 5. Energy and matter6. Structure and function 7. Stability and change
Framework 4-1
CCC – Scale, Proportion, and Quantity
NSTA – Webinar 3/19/13
More examples of scale
NSTA Webinar 3/19/13
Understandings: CCC Scale, Proportion, and Quantity
NSTA Webinar 3/19/13
Some suggestions for teaching scale
http://www.youtube.com/watch?v=0fKBhvDjuy0
Scientific and Engineering Practices
1. Asking questions (for science) and defining problems (for engineering)
2. Developing and using models3. Planning and carrying out investigations4. Analyzing and interpreting data5. Using mathematics and computational thinking6. Constructing explanations (for science)
and designing solutions (for engineering)7. Engaging in argument from evidence8. Obtaining, evaluating, and communicating
information
Practices: ArgumentScientists engage in argument to :
Defend claims using evidence and reasoning Defend models using evidence Critique the claims of other scientists
- Look for sufficient and appropriate evidence
Joe Krajcik, Lead Physics Writer of Science Framework
Reasons Scientists use argumentsScientist use argument to defend Interpretation of data Experimental designs Method of data analysis The appropriateness of a question“In science, the production of knowledge is
dependent on a process of reasoning from evidence that requires a scientist to justify a claim about the world. In response, other scientists attempt to identify the claim’s weakness and limitations to obtain the best possible explanation.”
Framework
Explanations in Science “The goal of science is the construction of
theories that provide explanatory accounts of the world. A theory becomes accepted when it has multiple lines of empirical evidence and greater explanatory power of phenomena than previous theories”
- Explains the How or Why- Relies on Evidence
*The products of science are explanation and products of engineering are solutions.
Argument vs Explanation Argument is part of the process of science that
defends those explanations by carefully ruling out other alternative explanations and building the case that the data collected is sufficient and appropriate to serve as evidence for the current claim.
What are some examples of this… Ex. Claim, Evidence, Arugument, and Explanation
Progression of a PracticeGrades K-2 Grades 3-5 Middle School High SchoolMake a claim and use evidence.
Construct and support scientific arguments drawing on evidence, data, or a model. Consider other ideas.
Construct and present oral and written arguments supported by empirical evidence and reasoning to support or refute an explanation for a phenomenon.
Construct a counter argument that is based in data and evidence that challenges another proposed argument. By Gr. 12-Identify possible weaknesses in argument and discuss them using reasoning and evidence. -Identify flaws in their own arguments and respond to criticism of others.
Greater sophistication
Appendices – College and Career Ready Appendix C –
Summary: http://www.biologycorner.com/2013/02/24/ngss-college-readiness/Apply Text Rendering Protocol: 1. Everyone read and jot some notes. Select a Facilitator and Recorder for next Activity: 2. Then go around your group ONLY one person
sharing at a time for 3 rounds. 1st round everyone shares a single significant sentence and why they selected it.
2nd round – phrase, 3rd round a word. 3. Post the summary to share in Gallery Walk.