Presentation on theme: "An Invitation: Moving Forward With The Next Generation Science Framework Anne Grall Reichel, Ed.D."— Presentation transcript:
1An Invitation: Moving Forward With The Next Generation Science Framework Anne Grall Reichel, Ed.D.
2Session GoalsParticipants will gain firsthand experience with strategies designed to build critical foundational knowledge using A Framework for K-12 Science EducationParticipants will explore the anatomy of the Next Generation Science Standards.Anne Grall Reichel, Ed.D.
3Begin With An Understanding of the Framework and the Research Behind It The Research BaseAnne Grall Reichel, Ed.D.
4Three Dimensions of the Framework PracticesCrosscutting ConceptsCore Disciplinary IdeasAnne Grall Reichel, Ed.D.
5Dimension One: Practices Asking questions (for science) - Defining problems (for engineering)Developing and using modelsPlanning and carrying out investigationsAnalyzing and interpreting dataUsing mathematical and computational thinkingConstructing explanations (for science) - Designing solutions (for engineering)Engaging in argumentation from evidenceObtaining, evaluating and communicating informationAnne Grall Reichel, Ed.D.
6What can I do on Monday?Look critically at your current lesson objectives. Can you embed practices as a means of building an understanding of key concepts?Example: Argue the placement of an element on the periodic table.Example: Analyze data to find evidence of changes in climate.Learn More:Appendix F – Next Generation Science StandardsChapter 3 – A Framework for K-12 Science EducationAnne Grall Reichel, Ed.D.
8What can I do on Monday?Support students in making connections to the Cross Cutting Concepts.Use student notebooks with Cross Cutting Concept pages and descriptions in kid friendly language.Encourage students to reflect at the end of class in notebooksExit Slip – My connection today, evidence of a Cross Cutting ConceptLearn More:Appendix G – Next Generation Science StandardsChapter 4 – A Framework for K-12 Science EducationAnne Grall Reichel, Ed.D.
9Dimension Three: Core Disciplinary Ideas Physical ScienceLife ScienceEarth/Space ScienceEngineeringPlease Note: Engineering design for each grade band appears after second, fifth, and eighth grade in the Topic version of the standardsAnne Grall Reichel, Ed.D.
10Why is the Framework Important Why is the Framework Important? Explanatory Power: Understanding Core Disciplinary IdeasEssential Question: How do the structures of organisms enable life’s functions?Grade Band EndpointsBy the end of grade 2. All organisms have external parts. Different animals use their body parts in different ways…..By the end of grade 5. Plants and animals have both internal and external structures…..By the end of grade 8. All living things are made up of cells…..By the end of grade 12. Systems of specialized cells within organisms….Anne Grall Reichel, Ed.D.
11What can I do on Monday? Disciplinary Core Ideas Read the Grade Band Endpoints for the current content you are teaching.Compare the expectation described in the endpoint to your current expectationsUse the essential questions in the Framework to focus your instructionLearn More:Appendix E – Next Generation Science StandardsChapter 5-8 – A Framework for K-12 Science EducationAnne Grall Reichel, Ed.D.
12So Before We Dig Into The Anatomy of NGSS Let’s Check Our Foundational Knowledge Anne Grall Reichel, Ed.D.
13Disciplinary Core Ideas Classification Activity Read each statement as a group. Determine if the statement should be classified as a Practice, Crosscutting Concept, or Disciplinary Core Idea (See Folder One)PracticeCrosscutting ConceptDisciplinary Core IdeasAnne Grall Reichel, Ed.D.
14PracticesScientists formulate questions about phenomena to establish what is already known, and to determine what questions have yet to be satisfactorily answered.Scientific investigations produce data that must be analyzed to derive meaning. Scientists use a range of tools to identify significant features and patterns in data.In science, reasoning and argument are essential for clarifying strengths and weaknesses of a line of evidence and for identifying the best explanation for a natural phenomenon.Anne Grall Reichel, Ed.D.
15Cross Cutting Concepts Scale, Proportion, and Quantity: In considering phenomena, it is critical to recognize what is relevant at different measures of size, time and energy and to recognize how changes in scale, proportion, or quantity affect a system’s structure or performance.Cause & Effect: Events have causes, sometimes simple, sometimes multifaceted.Energy & Matter: Tracking fluxes of energy and matter, into, out of, and within systems helps one understand the systems’ possibilities and limitations.Anne Grall Reichel, Ed.D.
16Disciplinary Core Ideas Water is found in the oceans, rivers, lakes, and ponds. Water exists as solid ice and in liquid form.Water is found almost everywhere on Earth, as vapor; as fog as clouds in the atmosphere;Water continually cycles among land, ocean, and atmosphere via transpiration, evaporation, condensation, crystallization, and precipitation as well as downhill flows on land.Anne Grall Reichel, Ed.D.
18The Anatomy of NGSSTitle and Code Two standards 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.Performance Expectation A statement that combines practices, core ideas, and crosscutting concepts into a single statement describing how students can show what they have learned.Standard A collection of several performance expectations describing what students should be able to do to master this standardScientific & Engineering Practices Practices are the activities that scientists and engineers engage in to either understand the world or solve a problemDisciplinary Core Ideas Core Ideas are those concepts in science and engineering that have broad importance within and across disciplines as well as relevance in people’s lives.Foundation BoxThe practices, core disciplinary ideas, and crosscutting concepts from the Framework for K-12 Science Education that were used to form the performance expectationsCrosscutting Concepts Crosscutting Concepts are those ideas, such as Patterns and Cause and Effect, which are not specific to any one discipline but cut across them all.Number Number at the end of Practices, Core Ideas, and Crosscutting Concepts designate which Performance Expectation incorporates them.Connection BoxRelated Standards: Common Core
19Integration of the Three Dimensions The Practices are the processes of building and using the Core Ideas to make sense of the natural and designed world, and the Crosscutting Concepts hold the discipline together.From NSTA WebinarCore IdeasPracticesCrosscutting Concepts
20Blending The Three Dimensions PracticeCoreDisciplinaryIdeaCross Cutting ConceptPerformance DescriptorAnne Grall Reichel, Ed.D
21Example: Blended Instruction Core Disciplinary IdeaDifferent kinds of matter exist. Solids and liquids have different properties which can be used to sort them.PracticeArgue: Provide evidence to support the grouping of substances as solids and liquids.Crosscutting ConceptPattern: Diverse solids and liquids exist, but certain features are similar for all solids and all liquids.Anne Grall Reichel, Ed.D
22Explore the Anatomy of NGSS Applying the STC Cycle of Learning Focus: Avoid the temptation to start at the top of the page. Read the Foundational Box First!Anne Grall Reichel, Ed.D.
23Focus: Read & Discuss the Foundational Box Take time to read the Foundational Boxes in Folder TwoDiscuss: What strategies will you use to support colleagues in understanding the importance of the foundational box?Anne Grall Reichel, Ed.D.
24Explore the Anatomy of NGSS Applying a Cycle of Learning Explore: Read the performance expectations, one set of expectations is defined as a standard. Look for the evidence of the Foundational Box in the descriptors. Notice the helpful system of coding.Anne Grall Reichel, Ed.D.
25Challenge: Find the Practice, the Cross Cutting Concept and the Disciplinary Core Idea Without a Foundation BoxPlan an investigation to provide evidence that the change in an object’s motion depends on the sum of the forces on the object and the mass of the object.MODEL! MODEL! MODEL!What is the practice? Planning and carrying out investigationsWhat is the disciplinary core idea? The motion of an object is determined by the sum of the forces acting on it….What is the cross cutting concept? Stability & ChangeAnne Grall Reichel, Ed.D.
26Challenge: Find the Practice, the Cross Cutting Concept and the Disciplinary Core Idea Without a Foundation BoxStructure, Function, and Information Processing Grade 1: Use materials to design a solution to a human problem by mimicking how plants and/or animals use their external parts to help them survive, grow and meet their needs.TRY IT AS A TABLE GROUP!What is the practice?What is the disciplinary core idea?What is the cross cutting concept?Anne Grall Reichel, Ed.D.
27Challenge: Find the Practice, the Cross Cutting Concept and the Disciplinary Core Idea Without a Foundation BoxENERGY GRADE 4: Use evidence to construct explanations relating the speed of an object to the energy of the object.TRY IT AS A TABLE GROUP!What is the practice?What is the disciplinary core idea?What is the cross cutting concept?Anne Grall Reichel, Ed.D.
28Challenge: Find the Practice, the Cross Cutting Concept and the Disciplinary Core Idea Without a Foundation BoxStructure & Properties of Matter MS: Measure and graph quantities to provide evidence that regardless of the type of change that occurs when heating, cooling, or mixing substances, the total weight of matter is conserved.TRY IT AS A TABLE GROUP AGAIN!What is the practice?What is the disciplinary core idea?What is the cross cutting concept?Anne Grall Reichel, Ed.D.
29Explore the Anatomy of NGSS Applying a Cycle of Learning Reflect: Think about the performance descriptors as a group. What story do they tell as a cohesive whole? How would you have students reflect and show evidence of their learning of the descriptors through a performance task? Discuss at your tables.Anne Grall Reichel, Ed.D.
30Explore the Anatomy of NGSS Applying a Cycle of Learning Apply: How would students “apply” and extend what they have learned by logically integrating meaningful reading, writing and mathematics within an assessment?Anne Grall Reichel, Ed.D.
31Apply: Logically Integrating the Common Core Investigating Biodiversity and Interdependence (p.105) (Middle School) “Read the passage about Charles Darwin on pages 104 and the article entitled “Daphnia’s Changes of Appetite” on pages Write to explain which of Darwin’s ideas are addressed in the reading selection and how those ideas are supported.” Support with textual evidence, quoting accurately from the text and your scientific investigations.Anne Grall Reichel, Ed.D.
32RI 9. Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.Students conduct research on the topic of Inventions. They begin their research using the information on inventions in the STC Reader and Kids Discover. They use those readings as a catalyst for further research. They present information orally or in writing integrating information from multiple sources. Reference: Kids Discover: The Wright Brothers and the STC Reader: Motion & DesignFormative:Summarize information in multiple textsExplain how the multiple texts support your topicPresent synthesized information
33For Further Information To access today’s power point go to To reach Dr. Anne Grall ReichelAnne Grall Reichel, Ed.D.