Understanding the Vision

Planning for Next Generation

Science Standards (NGSS)

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Lesley Merritt, Science SpecialistSTEM Center for Math & Science Education-University of Arkansas346 N. West Avenue, Room 202Fayetteville, AR 72701479-575-3875lmerritt@uark.eduWiki: cmasescience.pbworks.com

TENTATIVE Adoption Timeline

Framework for K-12

Science EdFall 2011

NGSS Standards

2013

Recommendation to State Board of

Ed for consideration of

NGSS2013

Arkansas Science

Textbook Contract

2015

2

2014

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4

5

6

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ELA Capacities Mathematical Practices Scientific and Engineering Practices

Demonstrate independence Make sense of problems and persevere in solving them

Asking questions (for science) and defining problems (for engineering)

Build strong content knowledge Reason abstractly and quantitatively

Developing and using models

Respond to the varying demands of audience, task, purpose, and

discipline

Construct viable arguments and critique the reasoning of others

Planning and carrying out investigations

Comprehend as well as critique Model with mathematics Analyzing and interpreting dataValue evidence Use appropriate tools strategically Using mathematics, information and

computer technology, and computational thinking

Use technology and digital media strategically and capably

Attend to precision Constructing explanations (for science) and designing solutions (for

engineering)

Come to understand other perspectives and cultures

Look for and make use of structure Engaging in argument from evidence

  Look for and express regularity in repeated reasoning

Obtaining, evaluating, and communicating information

ELA (pg. 7) http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf Mathematics (pgs. 6-8) http://www.corestandards.org/assets/CCSSI_Math%20Standards.pdf

Analysis of ELA/Math/Science Practices

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Framework for K-12 Science Education Document Walk

PART I: A Vision for K-12 Science Education Introduction Guiding Assumptions and Organization of the Framework

PART II: Dimensions of the Framework Scientific and Engineering Practices Crosscutting Concepts Disciplinary Core IdeasPart III: Realizing the Vision Engineering, Technology, and Applications of Science Integrating the Three Dimensions Implementation Equity and Diversity Guidance for Standards Development

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Three Dimensio

ns of the

Framework for K-12

Science Educatio

n

Practices

Crosscutting

Concepts

Core Ideas

Next Generati

on Science

Standards

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Eight Practices1.Asking questions (science) and defining

problems (engineering)2.Design and using models3.Planning and carrying out investigations4.Analyzing and interpreting data5.Using mathematics and computational

thinking 6.Developing explanations (science) and

designing solutions (engineering)7.Engaging in argument8.Obtaining, evaluating, and

communicating information15

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Science & Engineering

Practices

Asking Questions & Defining Problems

Developing & Using Models

Planning & Carrying Out Investigations

Analyzing & Interpreting Data

Using Mathematics & Computational Thinking

Constructing Explanations & Designing Solutions

Engaging in Argument from Evidence

Obtaining, Evaluating & Communicating Information

helping students understand how scientific knowledge develops and makes students’ knowledge more meaningful and embeds it more deeply into their world view.

1.Patterns2.Cause and effect:

Mechanism and explanation

3.Scale, proportion, and quantity

4.Systems and system models

5.Energy and matter: Flows, cycles, and conservation

6.Structure and function7.Stability and change

Seven Crosscutting Concepts

nanobioart.com

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Refer to Chapter 4Crosscutting Concepts TablePage 83 (PDF pg. 98)Complete Column 1 & 2 in CCC Table HOSeven Crosscutting Concepts

nanobioart.com

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Jigsaw Numbers: Complete Column 1 & 2 in CCC Table Hand-out1.Patterns2.Cause and effect: Mechanism and explanation3.Scale, proportion, and quantity4.Systems and system models5.Energy and matter: Flows, cycles, and

conservation6.Structure and function7.Stability and changeSeven Crosscutting Concepts

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AR Science Frameworks and

CCC

Review the Crosscutting Concepts (CCC) and read how they interconnect with Core Ideas. Now refer to the Arkansas Science Curriculum Frameworks you teach. http://www.arkansased.org/

Complete your CCC chart.1.Identify an SLE you teach that would facilitate

students’ understanding of each CCC?2.List some lessons/lab activities that address

some of these crosscutting concepts?

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Refer to the K-12 Core Ideas in A Framework for K-12 Science Education

Physical Sciences (Chapter 5, Pg. 103/PDF pg. 118)

Life Sciences (Chapter 6, Pg. 139/ PDF pg. 154 )

Earth and Space Sciences (Chapter 7, Pg. 169/PDF pg. 184 )

Engineering, Technology, and Applications of Science (Chapter 8, Pg. 201/ PDF pg. 216)

K-12 Core Ideas

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Physical Science Core Ideas

Core Idea PS1: Matter and Its Interactions (Book pg. 106)

Core Idea PS2: Motion and Stability: Forces and Interactions (Book pg. 113)

Core Idea PS3: Energy (Book pg. 120)

Core Idea PS4: Waves and Their Applications in Technologies for Information Transfer (Book pg. 130)

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Life Science Core Ideas

Core Idea LS1: From Molecules to Organisms: Structures and Processes (Book pg. 143)

Core Idea LS2: Ecosystems: Interactions, Energy, and Dynamics (Book pg. 150)

Core Idea LS3: Heredity: Inheritance and Variation of Traits (Book pg. 157)

Core Idea LS4: Biological Evolution: Unity and Diversity (Book pg. 161)

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Earth and Space Science Cores

Ideas

Core Idea ESS1: Earth’s Place in the Universe (Book pg. 173)

Core Idea ESS2: Earth’s Systems (Book pg. 179)

Core Idea ESS3: Earth and Human Activity (Book pg. 190)

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Engineering, Technology, &

Applications of Science

Core Idea ETS1: Engineering Design (Book pg. 204)

Core Idea ETS2: Links Among Engineering, Technology, Science, and Society (Book page 210)

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Examine a Core Idea

Table Groups: Read ESS3.B: Natural Hazards

(Book Page 192-194. Discuss the core idea and the

grade-band end points with your group.

1.How does the learning in one grade band prepare students for the next?

2.How does this core idea differ from what you teach related to current frameworks?

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