Literacy and the Next Generation Science Standards Kentucky Department of Education

 Present an overview of the structure of the Next Generation Science Standards.  Describe how the CCSS for Literacy are incorporated into the NGSS  Provide examples of integrated science/literacy instruction based on selected performance expectations from the January, 2013 NGSS public draft.

The Framework provides a New Vision of Science Teaching and Learning

Building from research & key reports…

The Framework establishes three dimensions of science learning: 1. Scientific and Engineering Practices 2. Crosscutting Concepts 3. Disciplinary Core Ideas Structure of the Framework: Three Dimensions

1. Asking questions (science) and defining problems (engineering) 2. Developing and using models 3. Planning and carrying out investigations 4. Analyzing and interpreting data 5. Using mathematics, information and computer technology, and computational thinking 6. Constructing explanations (science) and designing solutions (engineering) 7. Engaging in argument from evidence 8. Obtaining, evaluating, and communicating information Science and Engineering Practices

1. Patterns 2. Cause and effect 3. Scale, proportion, and quantity 4. Systems and system models 5. Energy and matter 6. Structure and function 7. Stability and change Seven Crosscutting Concepts

Physical Sciences  PS 1: Matter and its interactions  PS 2: Motion and stability: Forces and interactions  PS 3: Energy  PS 4: Waves and their applications in technologies for information transfer Life Sciences  LS 1: From molecules to organisms: Structures and processes  LS 2: Ecosystems: Interactions, energy, and dynamics  LS 3: Heredity: Inheritance and variation of traits  LS 4: Biological Evolution: Unity and diversity Earth and Space Sciences  ESS 1: Earth’s place in the universe  ESS 2: Earth’s systems  ESS 3: Earth and human activity Engineering, Technology, and the Applications of Science  ETS 1: Engineering design  ETS 2: Links among engineering, technology, science, and society Disciplinary Core Ideas

 Not separate treatment of “content” and “inquiry”  Curriculum and instruction needs to do more than present and assess scientific ideas – they need to involve learners in using scientific practices to develop and apply the scientific ideas. Core Ideas Practices Crosscutting Concepts

T3 KDE School Turnaround

HS-PS4 Waves and Their Applications in Technologies for Information Transfer HS-PS4-g. Evaluate claims in written materials about the effects that different wavelengths of electromagnetic radiation have when interacting with matter. [Clarification Statement: Examples of written materials can include trade books, magazines, web resources, and other passages that may reflect bias. Evaluations should include the idea that different wavelengths of light have different energies, and that high energy electromagnetic radiation is much more damaging to living tissue than is low energy, which is often converted to thermal energy.] [Assessment Boundary: Only radio, microwaves, infrared, visible, UV, gamma, and x- ray radiation are intended; qualitative descriptions only.]

 When light or longer wavelength electromagnetic radiation is absorbed in matter, it is generally converted into thermal energy (heat). (HS- PS4-g)  Shorter wavelength electromagnetic radiation (ultraviolet, X-rays, gamma rays) can ionize atoms and cause damage to living cells. (HS- PS4-g) Disciplinary Core Ideas

Obtaining, Evaluating, and Communicating Information Obtaining, evaluating, and communicating information in 9–12 builds on K–8 and progresses to evaluating the validity and reliability of the claims, methods, and designs.  Synthesize, communicate, and evaluate the validity and reliability of claims, methods, and designs that appear in scientific and technical texts or media reports, verifying the data when possible. (HS-PS4-g Science and Engineering Practices

 RST Assess the extent to which the reasoning and evidence in a text support the author’s claim or a recommendation for solving a scientific or technical problem. (HS-PS4-g), (HS-PS4-f)  RST Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information. (HS-PS4- c), (HS-PS4-b), (HS-PS4-E), (HS-PS4-g),

 Irradiated meat  UV rays and skin cancer  Microwaves and food  Light and pigments  Cell phones and brain damage  EMF and birth defects  ???

 Website rubric:  Creditability Rubric: r/files/get_group_file.phtml?fid= &gid=  Kentucky Virtual Library:  Sample discussion web: son_images/lesson819/graphic-organizer.pdf