Next Generation Science Standards

Developing the Standards

2

Instruction

Curricula

Assessments

Teacher Development

Developing the Standards

2011-2013

July 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

Elementary Standards –April 2013

Students in kindergarten through fifth grade begin to develop an understanding of the four disciplinary core ideas: physical sciences; life sciences; earth and space sciences; and engineering, technology, and applications of science.

In the earlier grades, students begin by recognizing patterns and formulating answers to questions about the world around them. By the end of fifth grade, students are able to demonstrate grade-appropriate proficiency in gathering, describing, and using information about the natural and designed world(s). The performance expectations in elementary school grade bands develop ideas and skills that will allow students to explain more complex phenomena in the four disciplines as they progress to middle school and high school. While the performance expectations shown in kindergarten through fifth grade couple particular practices with specific disciplinary core ideas, instructional decisions should include use of many practices that lead to the performance expectations.

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.

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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

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 models

3. Planning and carrying out investigations

4. Analyzing and interpreting data

5. Using mathematics and computational thinking

6. Constructing explanations (for science) and designing solutions (for engineering)

7. Engaging in argument from evidence

8. Obtaining, evaluating, and communicating information

Across the Documents

Kindergarten Ex. of Practice #1

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 Ideas

A 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 ScienceEarth & Space

SciencePhysical Science

Engineering & Technology

LS1: From Molecules to Organisms: Structures and Processes

LS1.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)

DO NOT be scattershot! NGSS is getting us to be sequential and intentional. Heidi Schweingruber NSTA webinar

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. Patterns

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

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 models

3. Planning and carrying out investigations

4. Analyzing and interpreting data

5. Using mathematics and computational thinking

6. Constructing explanations (for science) and designing solutions (for engineering)

7. Engaging in argument from evidence

8. Obtaining, evaluating, and communicating information

Practices: Argument

Scientists 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 Practice

Grades K-2 Grades 3-5 Middle School High School

Make 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.