4MissionThe New England Ocean Science Education Collaborative (NEOSEC) leverages and strengthens the region’s extraordinary ocean science and educational assets to advance understanding of the vital connections between people and the ocean.To support this mission, members institutions:Expand their collective capacity to bring ocean science to the public by working together and learning from each otherCreate and deliver programs to divers audiences by working in partnership with people and organizations who share our missionCreate and disseminate materials and programs that enable people of all ages, from diverse backgrounds and experiences, to learn about the oceanModel innovative and effective methods for integrating ocean sciences and scientists into education and outreach efforts
5Bringing New England’s Environmental Literacy Plans to the Next Generation 3 Subgrants of the New England Environmental Education Alliance, from EPANew England Aquarium – NEOSEC Member RepresentativesProject Oceanology/CT Sea Grant – Middle/High School EducatorsOcean Explorium – Elementary educators
7Revising the Standards Step 1- Getting the Science RightThe National Research Council (NRC), the staff arm of the National Academy of Sciences, began by developing the Framework for K–12 Science Education.Is grounded in the most current research on science and science learning and identified the science all K–12 students should knowStep 2- States Developing Next Generation Science Standardsmanaged and written by Achieve (is an independent, bipartisan, non-profit education reform organization that helps states raise academic standards and graduation requirements) and lead by 26 statesStep 3-MA Adopt them Fall of 2013?
8Who are the players?26 states will provide leadership to the writers and to other states as they consider adoption
9National Research Council's (NRC) Th Framework Describes:a vision of what it means to be proficient in sciencescience 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
10Practices Dimension 2: Crosscutting Concepts Behaviors/Skills that scientists and engineers engage in as they investigate and build models and theoriespractices instead of a term like “skills” to emphasize that engaging in scientific investigation requires not only skill but also knowledge that is specific to each practice.better explain and extend what is meant by “inquiry”.Dimension 2: Crosscutting ConceptsThemes- are a way of linking the different domains of science.Examples: Patterns, similarity, and diversity; Cause and effect; Scale,Provide an organizational schema for interrelating knowledge from various science fields into a coherent and scientifically-based view of the world.Dimension 3: Disciplinary Core IdeasContent- To be considered core, the ideas should meet at least two of the following criteria and ideally all four:Have broad importance across multiple sciences or engineering disciplines or be a key organizing concept of a single discipline;Provide a key tool for understanding or investigating more complex ideas and solving problems;Relate to the interests and life experiences of students or be connected to societal or personal concerns that require scientific or technological knowledge;Be teachable and learnable over multiple grades at increasing levels of depth and sophistication.
11THE THREE DIMENSIONS OF THE FRAMEWORK Disciplinary Core IdeasPhysical SciencesPS1: Matter and its interactionsPS2: Motion and stability: Forces and interactionsPS3: EnergyPS4: Waves and their applications in technologies for information transferLife SciencesLS1: From molecules to organisms: Structures and processesLS2: Ecosystems: Interactions, energy, and dynamicsLS3: Heredity: Inheritance and variation of traitsLS4: Biological evolution: Unity and diversityEarth and Space SciencesESS1: Earth’s place in the universeESS2: Earth’s systemsESS3: Earth and human activityEngineering, Technology, and Applications of ScienceETS1: Engineering designETS2: Links among engineering, technology, science, and societyScientific and Engineering Practices1. 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 informationCrosscutting Concepts1. 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 change
12How are they different? Content focus Inquiry skills separate Currently:Content focusInquiry skills separateDesign process presented as contentNew Standards:Verbs in standards will reflect those skills and be strategically integrated with contentWill include full list of skills and a statement emphasizing that students should continue to engage in full inquiry and design processesAttention to progressions of learningContinued inclusion of EngineeringIntegration of practices (inquiry & design skills)Career and college readiness perspectiveLinks to Mathematics & Literacy (ELA) standards
13Practices: Models, argumentation Cross Cutting: Energy and Matter Example:Core Idea: ecosystemsPractices: Models, argumentationCross Cutting: Energy and MatterX
14Next Steps… Final Draft released in April 2013 States will approve in 2013/2014 (with a chance for each state to tweak to their needs)7 states have adopted: Delaware California, Kansas, Kentucky, Maryland, Rhode Island, and Vermont45 States are considering adopting the new standardsWhat does this mean for our programs?How can we align our programs with the new standards?Suggestions from DESEWork on learning and understanding the practicesModel instruction in the intersection of the three areas
15Environmental Literacy Plans Diana Payne, Connecticut Sea GrantEPA/NEEEA ELP sub grant
16What is NEOSEC’s role?NEOSEC member institutions submitted proposals to the NEEEA (NE Env. Ed. Alliance) RFP (funded by EPA) to align NGSS and New England state ELPs:NEOSEC/NEAq – Project coordination; NGSS/ELP alignmentOcean Explorium – Focus on elementary school educatorsProject Oceanology/CT Sea Grant – Focus on middle school educators; NGSS/ELP alignmentGoal: Aligning NGSS and New England state ELPsExpertise: Nicole on MA NGSS writing team; Diana on CT ELP steering committee & NGSS NMEA/COSEE critical stakeholder review team
17Components of Environmental Literacy In order to be a fully environmentally literate citizen, all of the following must be developedAwarenessKnowledgeSkillsAttitudesAction
18What is an Environmental Literacy Plan ? A comprehensive state plan to ensure all citizens are environmentally literate
19Overview & Development of ELP No Child Left Inside (NCLI)initiative launched in 2007NAAEE published a guide to developing ELPs in 2008States have differentapproaches in developmentand implementation of ELPbased on state needs andvision, but with commonelements
20Key Elements of an ELP (from NCLI legislation) States have taken different approaches, but allELPs must include the following elements:Content Standards and CurriculumInstructional OpportunitiesHigh School GraduationRequirementsProfessional DevelopmentImplementation andFundingReporting to Public andResearchSchool Facilities and Grounds
21No Child Left Inside Legislation (pending) Launched in 2007Key Goals:Provides an incentive for states to develop Environmental Literacy PlansFunding to train teachers to deliver high quality Environmental EducationEncouragement for teachers, administrators, and school systems to make time and resources available for environmental education for all studentsIntegrate Environmental Education across core subject areasProposed as an amendment to the Elementary & Secondary Education Act
22What are the benefits of an ELP? Creating an environmental literacy plan will provide the framework for school systems to expand and improve their environmental education programs.A state environmental literacy plan will:ensure that EE is aligned with student graduation requirementscontribute to increased student achievement in reading, writing, math, science, and social studiesensure that EE is fully integrated into formal education systemsensure that non-formal EE providers are partners in EE activities in schools.ensure that teacher professional development opportunities in EE are aligned state standardsensure consistency, accuracy, and excellence in EEengage underserved communities through an inclusive processFrom NAAEE “Developing a State Environmental Literacy Plan”
23ELP Development Progress? Response = 47 states and DC14 states completed ELP that have been adopted by state departments of Education, legislatures, and/or governors11 states have completed but not yet adopted23 states in planning or writing phaseWritingStage 19%Completebut notadopted 23%Adopted;Implementationbegun 29%NNot started 8%PlanningStage 21%
24New England ELP Development Complete:Connecticut, Maine, New Hampshire, Rhode Island, VermontIn progress (?):Massachusetts (use Maine as a template)Most comprehensive: New Hampshire (100+ pages!)Most succinct: Vermont (9 pages)
26Bringing New England’s Enviromental Literacy Plans to the Next Generation
27Next Generation Science Standards: Goals for All Students Learn the principles and concepts of science, the big ideas. (“learn science”)Be able to do science, the procedural skills & mental reasoning abilities needed to carry out an investigation. (“learn to do science”)Understand the nature of science as a human activity, a way of constructing knowledge (“learn about science”)
28Next Generation Science Standards (NGSS) learn sciencelearn to do sciencelearn about science
29A case study…Show examples of previous activities– wood blocks, plastic plants, sorting bags, food web cards
30Core Idea: Matter & Energy Flow in Organisms Example: Add a lab activity in which students will quantify the difference in photosynthetic activity under light vs. dark conditions using plant “chads”.Core Idea: Matter & Energy Flow in OrganismsPractice: Analyze/Interpret DataCrosscutting Concept: PatternsX
31Energy & Living Things Field Trip Grade Level_K-2, 3-5, 6-8 MA STE 2006 Standards:E (Pre-K-2) – Biology: Animals (including humans) and plants are living things that grow, reproduce, and need food, air, and water.E (Pre-K-2) – Biology: Differentiate between living and nonliving things.E (Pre-K-2) – Biology: Recognize changes in appearance that animals and plants go through as the seasons change.E (Pre-K-2) – Biology: Identify the ways in which an organism’s habitat provides for its basic needs (plants require air, water, nutrients, and light; animals require food, water, air, and shelter).E (3-5) – Biology: Identify the structures in plants (leaves, roots, flowers, stem, bark, wood) that are responsible for food production, support, water transport, reproduction, growth, and protection.E (3-5) – Biology: Describe how energy derived from the sun is used by plants to produce sugars (photosynthesis) and is transferred within a food chain from producers (plants) to consumers to decomposers.E (6-8) – Biology: Roles and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web.E (6-8) – Biology: Dead plants and animals are broken down by other living organisms and how this process contributes to the system as a whole.E (6-8) – Biology: Producers (plants that contain chlorophyll) use the energy from sunlight to make sugars from carbon dioxide and water through a process called photosynthesis. This food can be used immediately, stored for later use, or used by other organisms.
32Disciplinary Core Idea Performance Expectation K. Interdependent Relationships in Ecosystems: Animals, Plants, and Their EnvironmentK-LS1-1. Use observations to describe patterns of what plants and animals (including humans) need to survive. [Clarification Statement: Examples of patterns could include that animals need to take in food but plants do not; the different kinds of food needed by different types of animals; the requirement of plants to have light; and, that all living things need water.]Science and Engineering PracticesAnalyzing and Interpreting DataAnalyzing data in K–2 builds on prior experiences and progresses to collecting, recording, and sharing observations.Use observations (firsthand or from media) to describe patterns in the natural world in order to answer scientific questions. (K-LS1-1)- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - Connections to Nature of ScienceScientific Knowledge is Based on Empirical EvidenceScientists look for patterns and order when making observations about the world. (K-LS1-1)Disciplinary Core IdeasLS1.C: Organization for Matter and Energy Flow in OrganismsAll animals need food in order to live and grow. They obtain their food from plants or from other animals. Plants need water and light to live and grow. (K-LS1-1)Crosscutting ConceptsPatternsPatterns in the natural and human designed world can be observed, used to describe phenomena, and used as evidence. (K-LS1-1)3 Strands
37Boil it down to 1 or 2 Core Ideas NGSS Disciplinary Core IdeaLS1.C: Organization of Matter and Energy Flow in Organisms.All animals need food in order to live and grow. They obtain their food from plants or from other animals. Plants need water and light to live and grow.
38Look at what you might hit in the two other strands- NGSS Science and Engineering PracticesAnalyzing and Interpreting DataConstructing Explanations and Designing SolutionsEngaging in Argument from EvidencePlanning and Carrying Out InvestigationsUsing Mathematical and Computational ThinkingConnections to Nature of ScienceScientific Knowledge is Based on Empirical EvidenceNGSS Crosscutting ConceptsPatternsCause and EffectStructure and FunctionSystems and System Models
39A process to try- Find, learn, and DO your activity Dive into NGSS and pull up any Disciplinary Core Ideas (DCI) you think to be relevant.The BIG LIST.Pick the grade level and think… am I really teaching this? Will they really learn this?Eliminate what’s not being taught- for all 3 strands The SMALL LIST.Look at the 2 new strands carefully- have I done this before? How can I do this elsewhere?Assess the expectations for your grade level learners.