1. Moving to the

2. Objectives: To provide an overview of SCPS’s transition to the Next Generation Science Standards. To outline the development of the Next Generation Science Standards. To highlight the successes and challenges thus far in the transition.

3. What are the Next Generation Science Standards? The NGSS are a new set of K-12 science standards that were developed by states, for states. They were released in their final form in April of 2013 and adopted by the MD State BoE in June of that same year.

4. How were the standards developed? Maryland was one of the 26 lead states directly involved in the writing of the NGSS. The 40 member writing team consisted of teachers, scientists, and education researchers. The draft standards went through a rigorous 2 year review process before being released in their final form in 2013.

5. Why are these standards important? It has been over 17 years since science standards have been revised. Since that time major advances have taken place in science and in our knowledge of how students learn science. Remember the days when we reached for these when we had a question?

6. Now we reach for this…..

7. When our high school students graduate more jobs will require skills in science, technology, engineering and mathematics (STEM) than in the past. The NGSS provides a strong education that equips students to think critically, analyze information and solve complex problems.

8. What will the NGSS look like in the classroom? Science lessons will be more hands-on, collaborative and student centered. Scientific concepts will be rooted in inquiry and discovery rather than the rote memorization of facts. Instruction will be 3- dimensional.

9. The Previous Standards

10. 3 Dimensional Instruction

11. Integrating the 3 Dimensions The Main Ingredient The tools & techniques The spices that bring it to life

12. Integrating the 3 Dimensions The Main Ingredient The tools & techniques The spices that bring it to life DCIs Practices Crosscutting Concepts

13. Plan and Instruct in

14. Dimension 1: 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 information Dimension 2: 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 change Dimension 3: Core Ideas in Four Disciplinary Areas Earth and Space Sciences ESS 1: Earth’s place in the universe ESS 2: Earth’s systems ESS 3: Earth and human activity 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 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 Engineering, Technology, and the Applications of Science ETS 1: Engineering design ETS 2: Links among engineering, technology, science, and society The Three Dimensions of the NGSS Crosscutting Concepts Disciplinary Core Ideas Science & Engineering Practices

15. Students must DO science……

16. The Engineering Design Process

17. Timeline for Implementation: 2013-2014 Professional Development on Scientific and Engineering Practices (K-5 teachers) 2014-2015 All teachers began using the new standards while continuing to administer the MSA Science Assessment in grades 5 and 8 2015-2016—All teachers using NGSS standards/Last year for MSA Science Professional Development on Moving to 3-D Lessons that match the PE’s 2016-2017 –New MISA (Maryland Integrated Science Assessment) will be administered as a pilot test

18. High School Sequence: 9 th grade Environmental Earth Science: Earth & Space Science ESS1: Earth’s Place in the Universe ESS2: Earth’s Systems ESS3: Earth and Human Activity Life Science LS2: Ecosystems: Interactions, Energy, and Dynamics

19. 10 th Grade Biology Life Science LS1: From Molecules to Organisms: Structures and Processes LS3: Heredity: Inheritance and Variation of Traits LS4: Biological Evolution: Unity and Diversity

20. 11 th Grade Physical Science Physical Science PS1: Matter and Its Interactions PS2: Motion and Stability: Forces and Interactions PS3: Energy PS4: Waves and Their Applications in Technologies for Information Transfer

21. High School Requirements: Maryland requires a minimum of 3 credits in science to graduate. SCPS requires 4 credits in science. Seniors may take electives in science to include Dual Enrollment Courses or Advanced Placement Courses.

22. Lesson Comparison

23. Osmosis Lesson SWBAT: Define Osmosis and explain the importance of this process to life. 1. Osmosis – The process of water moving across a membrane from areas of high concentration to areas of low concentration. 2. Hypertonic – A solution with a relatively high concentration of solute (low concentration of water) 3. Hypotonic – A solution with a relatively low concentration of solute (high concentration of water) ***In osmosis, water always moves from hypotonic to hypertonic

24. Osmosis Notes con’t 4. Turgor Pressure – water pressure in a cell 5. Cytolysis – a cell bursts due to increased turgor pressure 6. Plasmolysis – a cell shrivels due to decreased turgor pressure. 7. Contractile Vacuole – a special organelle that pumps excess water out of a cell. Found in organisms that live in ___________ environments. Prevents ____________.

26. Osmosis Lab Examine an Elodea leaf with the microscope under two conditions: 1.Fresh water 2.Salt water Label the cell wall, cell membrane, cytoplasm, and chloroplasts. Conclusion: Use your notes to write an explanation for the difference you observed.

27. Same Content – Different Approach

28. Elodea Lab You have the following materials: Live Elodea, distilled water, salt water solution, sugar water solution. SWBAT: Identify and describe the process by which water moves into/out of cells. Explain the importance of this process to life. Plan and carry out an investigation to gather evidence regarding a cell’s response to environmental change. Construct and present an argument using this evidence and appropriate scientific terminology to support the claim that Elodea’s natural environment is fresh water ponds.

29. Gather Data

30. Students Take Action

31. Successes: Increased Professional Development Opportunities including work with NASA, Maryland Environmental Literacy Partnership (MELP), and the Maryland Science Partnership with Salisbury University and surrounding counties. Engineering Is Elementary Units in grades 1 st -5 th and Project Lead the Way at the elementary and secondary levels.

32. Challenges: Teachers’ comfort level with the new standards. Time for teaching science with the demands of other contents. Development of new local assessments to prepare students for the state assessment. Development of curriculum documents to support the NGSS. Funding to support new equipment, materials of instruction and field experiences.

33. For More Information: www.nextgenscience.org www.eie.org www.pltw.org

34. All children begin life as natural-born scientists. We, as educators, need to continue to channel that enthusiasm well into adulthood. We owe that to our children.

35. Thank you for your time!