7 Some [More Recent] History A Framework is linked toNGSS is linked to“core science standards” is linked toA Framework for K-12 Science Education provided the foundation; KY has adopted NGSS as its core science standards.
8 NGSS Partner & Adoption States Lower image is linked toUpper image is linked to1st 11 to adopt California, Delaware, Illinois, Kansas, Kentucky, Maryland, Rhode Island, Vermont, Oregon, Nevada, and Washington, along with the District of Columbia
9 What Is Different about NGSS? “It [three-dimensional learning] is the major shift in NGSS …Every lesson should have all three aspects of the NGSS in them.” –Joe Kracjik speaking at a KSTA SessionKracjik’s picture is linked toImage of Strands of NGSS is taken from it is linked to
10 Let’s Use an Example to Provide a Storyline Image is from and linked to
11 Crosscutting Concepts 1. Patterns 2. 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 function 7. Stability and changeTop link is toBottom link is toProperly-designed curriculum around the Carbon Cycle could emphasize 4. and 5. and address all 7 of theses.
12 Disciplinary Core Ideas Taught in an integrated form, curriculum around the Carbon Cycle could connect LS1, PS1, and ESS2 (and others)Image is from slide 9 of the Teaching NGSS in Elementary School PP presentation.It is linked to
13 Science & 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 informationTop link is toBottom link is to
14 FCPS Work on SEP Rubrics GradeLevelProficiency by Grade Level ForEvaluate the limitation of the model(s)KindergartenIndependently distinguishes between a model and the actual object, process, and/or events the model represents.1stIndependently distinguishes between a model and the actual object, process, and/or events the model represents. Independently compares a model and the actual object, process, and/or events the model represents.2ndIndependently compares models to identify common features and differences.3rd Independently chooses a preferred model based on comparison of common features and differences.4th Independently identifies some limitations of a particular model.5th Collaboratively identifies some limitations of multiple models.6th Identifies limitations of a model for a proposed object, tool, or process.7th Identifies and specifically describes limitations of a model for a proposed object, tool, or process.8th Evaluate limitations of a model for a proposed object, tool, or process.
15 Finding the Points of Intersection Both images are fromTop image is linked to
16 A Performance Expectation The four images are from slides 17 – 20 of the Teaching NGSS in Elementary School PP presentation.The top image is linked to
17 What Performance Expectation Applies to the Carbon Cycle? MS-ESS2 Earth’s SystemsMS-ESS3 Earth and Human ActivityMS-PS1 Matter and Its InteractionsMS-LS1 Structures and ProcessesHow do we help teachers to …… think of curriculum as connected like this?… see PEs as broader ideas the understanding of which must develop over time?… treat the Crosscutting Concepts and Practices embedded in the PEs as important as the content?MS-ESS2 is linked toMS-ESS3 is linked toMS-PS1 is linked toMS-LS1 is linked to
19 Connecting Across the National Standards “Professional development should incorporate discussion of the relationships between changes in science teaching expectations and changes in other subject areas, especially for the elementary grades, where most teachers teach multiple subjects. Understanding these relationships will allow teachers to take advantage of the synergies between science, mathematics, and English language arts by supporting development of students’ skills across the curriculum in the context of science learning activities.” –A Guide, p. 4-2Image is linked toLink is to Understanding Language
20 Image of Johnson’s book is linked to http://www. npr “There was a system lurking in the glass that was a microcosm of a vast system that had been evolving on Earth for two billions years.” –p. 87
21 Conceptual Shifts in the NGSS K-12 Science Education Should Reflect the Interconnected Nature of Science as it is Practiced and Experienced in the Real World.The Next Generation Science Standards are student performance expectations – NOT curriculum.The Science Concepts in the NGSS Build Coherently from K–12.The NGSS Focus on Deeper Understanding of Content as well as Application of Content.
22 Conceptual Shifts in the NGSS Science and Engineering are Integrated in the NGSS, from K–12.The NGSS are designed to prepare students for college, career, and citizenship.The NGSS and Common Core State Standards (English Language Arts and Mathematics) are Aligned.Left link is to right link is to
23 Conceptual Shifts Demand Assessment Shifts Characteristics of NGSS-aligned assessment tasks include multiple components that reflect the connected use of different scientific practices in the context of interconnected disciplinary ideas and crosscutting concepts;address the progressive nature of learning by providing information about where students fall on a continuum between expected beginning and ending points in a given unit or grade; andinclude an interpretive system for evaluating a range of student products that are specific enough to be useful for helping teachers understand the range of student responses and provide tools for helping teachers decide on next steps in instruction.Image is linked toBullet points are from p. 3 of the document.
24 KY Leadership Networks Build Capacity of District Teams throughout KYDistrict Leadership TeamsTeacher LeadersSchool & District AdministratorsContent SpecialistsInstructional SpecialistsHigher EducationEducational Cooperatives