Next Generation Science Standards

Next Generation Science Standards
Where are We Now? IMSS Introduction

Outcomes Learn what is, and is not included in NGSS
Learn about the shifts in teaching that NGSS requires Learn the relationship between the 8 Science and Engineering Practices and the Scientific Method

NGSS Adopted by CA… HOWEVER,
CA has not yet determined what content will be covered in 6th, 7th or 8th grades. That should be decided at the November 2013 State School Board Meeting. NGSS Adopted September 4, 2013

Focus of the Framework Three Dimensions
Scientific and Engineering Practices Crosscutting Concepts Disciplinary Core Ideas

Dimension 1 Scientific and Engineering Practices
Inquiry = Practices Asking questions (science) and defining problems (engineering) Developing and using models Planning and carrying out investigations Analyzing and interpreting data Using mathematics and computational thinking Constructing explanations (science) and designing solutions (engineering) Engaging in argument from evidence Obtaining, evaluating, and communicating information For each, the Framework includes a description of the practice, the culminating 12th grade learning goals, and what we know about progression over time.

Dimension 1 Scientific and Engineering Practices
GUIDING PRINCIPLES All K-12 Students should engage in all 8 practices over each grade level Practices represent what students are expected to do and are not teaching methods or curriculum Practices grow in complexity and sophistication across the grades Practices intentionally overlap and interconnect Each practice may reflect science or engineering Engagement in practices is language intensive & requires students to participate in classroom science discourse

Dimension 2 Crosscutting Concepts
Patterns Cause and effect Scale, proportion, and quantity Systems and system models Energy and matter Structure and function Stability and change Crosscutting Concepts = Disciplinary Connective Tissue

Dimension 2 Crosscutting Concepts
They are for all students They help students better understand core ideas in science and engineering They help students better understand science & engineering practices Repetition in different contexts will be necessary to build familiarity They should grow in complexity and sophistication across the grades They provide a common vocabulary for science & engineering They should not be assessed separately from practices or core ideas GUIDING PRINCIPLES

Dimension 3 Disciplinary Core Idea
Disciplinary Significance Has broad importance across multiple science or engineering disciplines, a key organizing concept of a single discipline Explanatory Power Can be used to explain a host of phenomena Generative Provides a key tool for understanding or investigating more complex ideas and solving problems Relevant to Peoples’ Lives Relates to the interests and life experiences of students, connected to societal or personal concerns Usable from K to 12 Is teachable and learnable over multiple grades at increasing levels of depth and sophistication Disciplinary Core Ideas = Defines Content Knowledge

Physical Sciences Matter and Its Interactions Motion and Stability
Energy Waves and Their Applications

Life Sciences From Molecules to Organisms: Structures and Processes
Ecosystems: Interactions, Energy, and Dynamics Heredity: Inheritance and Variation of Traits Biological Evolution: Unity and Diversity

Earth and Space Sciences
Earth’s Place in the Universe Earth Systems Earth and Human Activity

Engineering, Technology and Applications of Sciences
Engineering Design Links Among Engineering, Technology, Science and Society

Next Generation Of Science Standards Architecture
Integration of 3 Dimensions: Practices Crosscutting Concepts Core Ideas

Alignment to Common Core
Each science standard is correlated to the cognitive demands of both English Language Arts standards and mathematics standards. Specific correlation of the Common Core standards are noted in the architecture of each individual science standard. Dean- . . . science and engineering education should focus on a limited number of disciplinary core ideas and crosscutting concepts, be designed so that students continually build on and revise their knowledge and abilities over multiple years, and support the integration of such knowledge and abilities with the practices needed to engage in scientific inquiry and engineering design (Framework, p. ES 1). Thus it [the Framework] describes the major practices, crosscutting concepts, and disciplinary core ideas that all students should be familiar with by the end of high school, and it provides an outline of how these practices, concepts, and ideas should be developed across the grade levels (Framework, p. 1-1) . By the end of the 12th grade, students should have gained sufficient knowledge of the practices, crosscutting concepts, and core ideas of science and engineering to engage in public discussions on science-related issues, to be critical consumers of scientific information related to their everyday lives, and to continue to learn about science throughout their lives. They should come to appreciate that science and the current scientific understanding of the world are the result of many hundreds of years of creative human endeavor. It is especially important to note that the above goals are for all students, not just those who pursue careers in science, engineering, or technology or those who continue on to higher education (Framework, p. 1-2). Students actively engage in scientific and engineering practices in order to deepen their understanding of crosscutting concepts and disciplinary core ideas (Framework, p. 9-1). In order to achieve the vision embodied in the framework and to best support students’ learning, all three dimensions need to be integrated into the system of standards, curriculum, instruction, and assessment (Framework, p. 9-1). Furthermore, crosscutting concepts have value because they provide students with connections and intellectual tools that are related across the differing areas of disciplinary content and can enrich their application of practices and their understanding of core ideas (Framework, p. 9-1). Thus standards and performance expectations must be designed to gather evidence of students’ ability to apply the practices and their understanding of the crosscutting concepts in the contexts of specific applications in multiple disciplinary areas (Framework, p. 9-1 & 2). When standards are developed that are based on the framework, they will need to include performance expectations that cover all of the disciplinary core ideas, integrate practices, and link to crosscutting concepts when appropriate (Framework, p. 9-3). In sum, teachers at all levels must understand the scientific and engineering practices crosscutting concepts, and disciplinary core ideas ; how students learn them; and the range of instructional strategies that can support their learning. Furthermore, teachers need to learn how to use student-developed models, classroom discourse, and other formative assessment approaches to gauge student thinking and design further instruction based on it (Framework, p ).

REMEMBER: Learning Develops Over Time
More expert knowledge is structured around conceptual frameworks Guide how they solve problems, make observations, and organized and structure new information Learning unfolds overtime Learning difficult ideas takes time and often come together as students work on a task that forces them to synthesize ideas Learning is facilitated when new and existing knowledge is structured around the core ideas Developing understanding is dependent on instruction

NGSS is Organized According to Learning Progressions “Standards should be organized as progressions that support students’ learning over multiple grades. They should take into account how students’ command of the concepts, core ideas, and practices becomes more sophisticated over time with appropriate instructional experiences.” (NRC 2011, Rec 7)

What they are – What they aren’t
NGSS is: NGSS is NOT a document that describes the performance expected (product) after instruction is complete a scope and sequence for instruction (process) the end summative assessment product for what all students should know and be able to do a curriculum or instruction tasks ready to be taught a document that lays a foundation for what all students need to know by defining performance expectations for different grade bands a document intended to limit how much science students are to learn A state-led effort to develop a new set of science standards a document that describes how to teach A document designed to provide greater emphasis on depth or breadth in studying a subject Separate sets of isolated inquiry and content standards A document that presents science as it is—a combination of what we know (core ideas and cross cutting concepts) and how we know it (practices) Performance expectations represent “the product” which defines what each student should know and be able to do. It does NOT define “the process” Curriculum/instructional strategies that the teacher utilizes to achieve the outcome.

Investigating 3 Spheres of Activity for Science & Engineering
Evaluating (Argumentation) Developing Explanations & Solutions Talking Points: Ask, “Who has seen this image before? Remind that it is from the new K-12 Science Framework

Scientific Method Engineering Method Developed by Sandra Yellenberg

Scientific Method Engineering Method Ask a question Define problem
Ask questions-Define Problems Scientific Method Ask a question Engineering Method Define problem Developed by Sandra Yellenberg

Research existing theories & models Ask questions-Define Problems Scientific Method Ask a question Do research Engineering Method Define problem Do research Developed by Sandra Yellenberg

Research existing theories & models Ask questions-Define Problems Construct hypothesis-Specify requirements Scientific Method Ask a question Do research Construct hypothesis Engineering Method Define problem Do research Specify requirements Developed by Sandra Yellenberg

Research existing theories & models Ask questions-Define Problems Design experiment-Choose solution Brainstorm, evaluate Construct hypothesis-Specify requirements Scientific Method Ask a question Do research Construct hypothesis Design experiment Engineering Method Define problem Do research Specify requirements Brainstorm, evaluate, chose a solution Developed by Sandra Yellenberg

Brainstorm, evaluate, chose a solution Develop prototype
Research existing theories & models Ask questions-Define Problems Design experiment-Choose solution Brainstorm, evaluate Construct hypothesis-Specify requirements Conduct experiment -Develop prototype Scientific Method Ask a question Do research Construct hypothesis Design experiment Conduct experiment Engineering Method Define problem Do research Specify requirements Brainstorm, evaluate, chose a solution Develop prototype Developed by Sandra Yellenberg

Analyze data & draw conclusions Engineering Method Define problem
Research existing theories & models Ask questions-Define Problems Conduct experiment Design experiment-Choose solution Test solution Brainstorm, evaluate Construct hypothesis-Specify requirements Conduct experiment -Develop prototype Scientific Method Ask a question Do research Construct hypothesis Design experiment Conduct experiment Analyze data & draw conclusions Engineering Method Define problem Do research Specify requirements Brainstorm, evaluate, chose a solution Develop prototype Test solution Developed by Sandra Yellenberg

Analyze data & draw conclusions Communicate results Engineering Method
Research existing theories & models Ask questions-Define Problems Conduct experiment Design experiment-Choose solution Test solution Brainstorm, evaluate Construct hypothesis-Specify requirements Conduct experiment -Develop prototype Scientific Method Ask a question Do research Construct hypothesis Design experiment Conduct experiment Analyze data & draw conclusions Communicate results Engineering Method Define problem Do research Specify requirements Brainstorm, evaluate, chose a solution Develop prototype Test solution Communicate results

Analyze data & draw conclusions Communicate results Engineering Method
Research existing theories & models Ask questions-Define Problems Conduct experiment Design experiment-Choose solution Test solution Brainstorm, evaluate Construct hypothesis-Specify requirements Conduct experiment -Develop prototype Scientific Method Ask a question Do research Construct hypothesis Design experiment Conduct experiment Analyze data & draw conclusions Communicate results Engineering Method Define problem Do research Specify requirements Brainstorm, evaluate, chose a solution Develop prototype Test solution Communicate results Developed by Sandra Yellenberg

Sample New Standard Produce scientific writing that communicates how multiple lines of evidence, such as similarities in DNA sequences and anatomical structures, contribute to the strength of science theories related to biological evolution. Practices: Engaging in Argument from Evidence Communicating Information Cross Cutting Concept: Patterns Cause & Effect Core Idea:  Biological Evolution

Sample New Standard Produce scientific writing that communicates how multiple lines of evidence, such as similarities in DNA sequences and anatomical structures, contribute to the strength of science theories related to biological evolution. Practices: Engaging in Argument from Evidence Communicating Information Cross Cutting Concept: Patterns Cause & Effect C

Sample New Standard Produce scientific writing that communicates how multiple lines of evidence, such as similarities in DNA sequences and anatomical structures, contribute to the strength of science theories related to biological evolution. Practices: Engaging in Argument from Evidence Communicating Information Cross Cutting Concept: Patterns Cause & Effect Core Idea:  Biological Evolution

Sample of a Current Standard
California State Science Standards (1998) - Grade 5 – Physical Science Elements and their combinations account for all the varied types of matter in the world. As a basis for understanding this concept: Students know that during chemical reactions the atoms in the reactants rearrange to form products with different properties. Students know all matter is made of atoms, which may combine to form molecules. Students know metals have properties in common, such as high electrical and thermal conductivity. Some metals, such as aluminum (Al), iron (Fe), nickel (Ni), copper (Cu), silver (Ag), and gold (Au), are pure elements; others, such as steel and brass, are composed of a combination of elemental metals. Students know that each element is made of one kind of atom and that the elements are organized in the periodic table by their chemical properties. Students know scientists have developed instruments that can create discrete images of atoms and molecules that show that the atoms and molecules often occur in well-ordered arrays. Students know differences in chemical and physical properties of substances are used to separate mixtures and identify compounds. Students know properties of solid, liquid, and gaseous substances, such as sugar (C6H12O6), water (H2O), helium (He), oxygen (O2), nitrogen (N2), and carbon dioxide (CO2). Students know living organisms and most materials are composed of just a few elements. Students know the common properties of salts, such as sodium chloride (NaCl).

Sample New Standard NGSS Standard – High School
Grade 5 – Physical Science - Structure and Properties of Matter Develop a model to describe that matter is made of particles too small to be seen. 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. Make observations and measurements to identify materials based on their properties. Conduct an investigation to determine whether the mixing of two or more substances results in new substances.

Standards Compared Develop a model to describe that matter is made of particles too small to be seen. Elements and their combinations account for all the varied types of matter in the world. As a basis for understanding this concept: Students know that during chemical reactions the atoms in the reactants rearrange to form products with different properties. Students know all matter is made of atoms, which may combine to form molecules. Students know metals have properties in common, such as high electrical and thermal conductivity. Some metals, such as aluminum (Al), iron (Fe), nickel (Ni), copper (Cu), silver (Ag), and gold (Au), are pure elements; others, such as steel and brass, are composed of a combination of elemental metals. Students know that each element is made of one kind of atom and that the elements are organized in the periodic table by their chemical properties. Students know scientists have developed instruments that can create discrete images of atoms and molecules that show that the atoms and molecules often occur in well-ordered arrays. Students know differences in chemical and physical properties of substances are used to separate mixtures and identify compounds. Students know properties of solid, liquid, and gaseous substances, such as sugar (C6H12O6), water (H2O), helium (He), oxygen (O2), nitrogen (N2), and carbon dioxide (CO2). Students know living organisms and most materials are composed of just a few elements. Students know the common properties of salts, such as sodium chloride (NaCl).

Standards Compared 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. Elements and their combinations account for all the varied types of matter in the world. As a basis for understanding this concept: Students know that during chemical reactions the atoms in the reactants rearrange to form products with different properties. Students know all matter is made of atoms, which may combine to form molecules. Students know metals have properties in common, such as high electrical and thermal conductivity. Some metals, such as aluminum (Al), iron (Fe), nickel (Ni), copper (Cu), silver (Ag), and gold (Au), are pure elements; others, such as steel and brass, are composed of a combination of elemental metals. Students know that each element is made of one kind of atom and that the elements are organized in the periodic table by their chemical properties. Students know scientists have developed instruments that can create discrete images of atoms and molecules that show that the atoms and molecules often occur in well-ordered arrays. Students know differences in chemical and physical properties of substances are used to separate mixtures and identify compounds. Students know properties of solid, liquid, and gaseous substances, such as sugar (C6H12O6), water (H2O), helium (He), oxygen (O2), nitrogen (N2), and carbon dioxide (CO2). Students know living organisms and most materials are composed of just a few elements. Students know the common properties of salts, such as sodium chloride (NaCl).

A New Vision of Science Learning that Leads to a New Vision of Teaching
The framework is designed to help realize a vision for education in the science and engineering in which students, over multiple years of school, acively engage in science and engineering practices and apply crosscutting concepts to deepen their understanding of the core ideas in these fields. A Framework for K-12 Science Education

Shifts in the Teaching and Learning of Science
Organized around limited number of core ideas. Favor depth and coherence over breadth of coverage. Core ideas need to be revisited in increasing depth, and sophistication across years. Focus needs to be on connections: Careful construction of a storyline – helping learners build sophisticated ideas from simpler explanations, using evidence. Connections between scientific disciplines, using powerful ideas (nature of matter, energy) across life, physical, and environmental sciences. Dean- . . . science and engineering education should focus on a limited number of disciplinary core ideas and crosscutting concepts, be designed so that students continually build on and revise their knowledge and abilities over multiple years, and support the integration of such knowledge and abilities with the practices needed to engage in scientific inquiry and engineering design (Framework, p. ES 1). Thus it [the Framework] describes the major practices, crosscutting concepts, and disciplinary core ideas that all students should be familiar with by the end of high school, and it provides an outline of how these practices, concepts, and ideas should be developed across the grade levels (Framework, p. 1-1) . By the end of the 12th grade, students should have gained sufficient knowledge of the practices, crosscutting concepts, and core ideas of science and engineering to engage in public discussions on science-related issues, to be critical consumers of scientific information related to their everyday lives, and to continue to learn about science throughout their lives. They should come to appreciate that science and the current scientific understanding of the world are the result of many hundreds of years of creative human endeavor. It is especially important to note that the above goals are for all students, not just those who pursue careers in science, engineering, or technology or those who continue on to higher education (Framework, p. 1-2). Students actively engage in scientific and engineering practices in order to deepen their understanding of crosscutting concepts and disciplinary core ideas (Framework, p. 9-1). In order to achieve the vision embodied in the framework and to best support students’ learning, all three dimensions need to be integrated into the system of standards, curriculum, instruction, and assessment (Framework, p. 9-1). Furthermore, crosscutting concepts have value because they provide students with connections and intellectual tools that are related across the differing areas of disciplinary content and can enrich their application of practices and their understanding of core ideas (Framework, p. 9-1). Thus standards and performance expectations must be designed to gather evidence of students’ ability to apply the practices and their understanding of the crosscutting concepts in the contexts of specific applications in multiple disciplinary areas (Framework, p. 9-1 & 2). When standards are developed that are based on the framework, they will need to include performance expectations that cover all of the disciplinary core ideas, integrate practices, and link to crosscutting concepts when appropriate (Framework, p. 9-3). In sum, teachers at all levels must understand the scientific and engineering practices crosscutting concepts, and disciplinary core ideas ; how students learn them; and the range of instructional strategies that can support their learning. Furthermore, teachers need to learn how to use student-developed models, classroom discourse, and other formative assessment approaches to gauge student thinking and design further instruction based on it (Framework, p ).

Shifts in the Teaching and Learning of Science (cont.)
The NGSS are student performance expectations (NOT curriculum). The performance expectations should bring together scientific ideas (core ideas, cross cutting ideas) with scientific and engineering practices. Curriculum materials need to do more than present and assess content. Curriculum materials need to involve learners in practices that develop, use, and refine the scientific ideas. Dean- . . . science and engineering education should focus on a limited number of disciplinary core ideas and crosscutting concepts, be designed so that students continually build on and revise their knowledge and abilities over multiple years, and support the integration of such knowledge and abilities with the practices needed to engage in scientific inquiry and engineering design (Framework, p. ES 1). Thus it [the Framework] describes the major practices, crosscutting concepts, and disciplinary core ideas that all students should be familiar with by the end of high school, and it provides an outline of how these practices, concepts, and ideas should be developed across the grade levels (Framework, p. 1-1) . By the end of the 12th grade, students should have gained sufficient knowledge of the practices, crosscutting concepts, and core ideas of science and engineering to engage in public discussions on science-related issues, to be critical consumers of scientific information related to their everyday lives, and to continue to learn about science throughout their lives. They should come to appreciate that science and the current scientific understanding of the world are the result of many hundreds of years of creative human endeavor. It is especially important to note that the above goals are for all students, not just those who pursue careers in science, engineering, or technology or those who continue on to higher education (Framework, p. 1-2). Students actively engage in scientific and engineering practices in order to deepen their understanding of crosscutting concepts and disciplinary core ideas (Framework, p. 9-1). In order to achieve the vision embodied in the framework and to best support students’ learning, all three dimensions need to be integrated into the system of standards, curriculum, instruction, and assessment (Framework, p. 9-1). Furthermore, crosscutting concepts have value because they provide students with connections and intellectual tools that are related across the differing areas of disciplinary content and can enrich their application of practices and their understanding of core ideas (Framework, p. 9-1). Thus standards and performance expectations must be designed to gather evidence of students’ ability to apply the practices and their understanding of the crosscutting concepts in the contexts of specific applications in multiple disciplinary areas (Framework, p. 9-1 & 2). When standards are developed that are based on the framework, they will need to include performance expectations that cover all of the disciplinary core ideas, integrate practices, and link to crosscutting concepts when appropriate (Framework, p. 9-3). In sum, teachers at all levels must understand the scientific and engineering practices crosscutting concepts, and disciplinary core ideas ; how students learn them; and the range of instructional strategies that can support their learning. Furthermore, teachers need to learn how to use student-developed models, classroom discourse, and other formative assessment approaches to gauge student thinking and design further instruction based on it (Framework, p ).

Work still left to do Assessment Curricula Instruction
Phil Teacher Development

Outcomes Learn what is, and is not included in NGSS
Learn about the shifts in teaching that NGSS requires Learn the relationship between the 8 Science and Engineering Practices and the Scientific Method

Next Generation Science Standards

Similar presentations

Presentation on theme: "Next Generation Science Standards"— Presentation transcript:

Similar presentations

About project

Feedback

Log in

Auth with social network:

Next Generation Science Standards

Similar presentations

Presentation on theme: "Next Generation Science Standards"— Presentation transcript:

Similar presentations

About project

Feedback