1. David A. Bauman, Ed.D. davbauman@pa.gov
Implications of NGSS for Classrooms in Pennsylvania Swingers / Variables
David A. Bauman, Ed.D.
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2. Three Dimensional Learning NGSS PA Standards PA Framework
Agenda
Science Notebooking
Three Dimensional Learning
NGSS
PA Standards
PA Framework
Claims and Evidence
Scientific Reasoning
Implications
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3. Science lives on the strength of the argument, NOT the text.
. . . Lawrence Lowery
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4. Enhance Literacy Skills Support Differentiated Learning
Science Notebooking for Students
Cognitive Engagement
Thinking Tool
Enhance Literacy Skills
Support Differentiated Learning
Provide Authentic Documentation
Reference Document
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5. Foster Teacher Collaboration / Conversations Refinement of Practice
Science Notebooking for Teachers
Assessment
Medium for Feedback
Foster Teacher Collaboration / Conversations
Refinement of Practice
Guide Teacher Instruction
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6. Accurate Big Colorful Detailed Science Notebooking Diagrams
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7. Science Notebooking Diagrams
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8. Science Notebooking Diagrams
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9. Science Notebooking Diagrams
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10. Science Notebooking Diagrams
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11. Science Notebooking Artifacts
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12. Multiple Representation
Science Notebooking Tables/Graphs
Multiple Representation
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13. Estimating with crayon
Science Notebooking Estimation
Estimating with crayon
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14. Vocabulary = The Language of Learning
Science Notebooking Thinking
Shows Growth
No erasing
Line of understanding
Vocabulary = The Language of Learning
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15. Notebook is Student’s Personal Record
Science Notebooking Feedback
Notebook is Student’s Personal Record
Teacher does NOT write in science notebook
Science notebook is not used for grades
Post it notes
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16. Date Focus Question / Topic Pages Table of Contents
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17. Fold Last Three Pages Twice Each Column has Letter Last Column - XYZ
Index
Fold Last Three Pages Twice
Each Column has Letter
Last Column - XYZ
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18. Entries
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19. How do scientists do their work
How do scientists do their work? How would scientists describe a scientific investigation?
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20. Questions
The pursuit of scientific explanations often begins with a question about a natural phenomenon. Science is a way of developing answers, or improving explanations, for observations or events in the natural world.
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21. Topic / Title / Question Date Page Number Page 1
Set Up Science Notebook
Table of Contents
Topic / Title / Question
Date
Page Number
Page 1
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22. 38 cm long Set up swinger First Swinger www.education.state.pa.us >
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23. 15 Seconds http://www.online-stopwatch.com/ First Swinger
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24. Variables
A variable is . . .
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25. Variables
A variable is anything you can change in an experiment that might affect the outcome.
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26. Length of Swingers
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27. Record Data
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28. Length of Swingers
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29. Picture Graph
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30. Two Coordinate Graph
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31. Pendulum
A pendulum is . . .
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32. Pendulum
A pendulum is a weight hung from a fixed point so that it can swing freely backward and forward.
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33. System
A system is . . .
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34. System
A system is a group of related objects that work together to achieve a desired result.
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35. Claims and Evidence
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36. Claims and Evidence
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37. Claims and Evidence
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38. Assessment
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39. Which of the Science Practices did you use?
Ask Questions and Defining Problems
Develop and Use Models
Plan and Carry Out Investigations
Analyze and Interpret Data
Use Mathematics and Computational Thinking
Construct Explanations and Design Solutions
Engage in Argument from Evidence
Obtain, Evaluate, and Communicate Information
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40. Which of the Crosscutting Concepts did we use? Patterns
Cause and effect
Scale, proportion, and quantity
Systems and system models
Energy and matter: Flows, cycles, and conservation
Structure and function
Stability and change
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41. Assume cause – effect relationships Limited
Scientific Explanations
Made public
Tentative
Historical
Probabilistic
Assume cause – effect relationships
Limited
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42. Science lives on the strength of the argument, NOT the text.
. . . Lawrence Lowery
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43. Novices struggle to find ways to organize and integrate knowledge
Experts vs. Novices
Novices hold disconnected and contradictory bits of knowledge as isolate facts
Novices struggle to find ways to organize and integrate knowledge
Experts understand core principles and theoretical constructs of their field
Experts use their understanding to make sense of new knowledge or tackle novel problems
Focusing on core concepts will enable students to become more like experts and less like novices
In research regarding experts, they make connections. By focusing on bits and pieces of information as the instructional model, students will never become experts. They are unable to make the necessary connections. Unifying Themes are critical in all that is taught . . That is what makes the connections among concepts for students. Practice tests do not help test scores. Inquiry centered instruction improves test scores. The PA framework focuses on core concepts.
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44. Role of ELA . . .
It is very important that you learn about traxolite. Traxolite is a newly identified form of zionter which is montilled in Ceristanna. Large amounts of fevon are gristerlated and then bractered to quasol traxolite.
I have a volunteer read each sentence. Then I reiterate what is in each sentence and praise them for pronouncing the words correctly.
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45. Please answer the following questions in complete sentences:
Role of ELA . . .
Please answer the following questions in complete sentences:
What is traxolite?
2. Where is traxolite montilled?
3. How is traxolite quasoled?
Now that they have read the text, have them answer these questions. I ensure that it is in full sentences. This demonstrates that one does not gain understanding from reading It must be a hands on experience for students to gain an understanding. Then reading can be used to reinforce and extend the learning. Kids can get these questions correct, but have no clue as to what traxolite is if it is from reading. All reading must extend experience. We never read anything before an experience or go over vocabulary before an experience It is part of the experience. Research is showing that learning of vocabulary is enhanced this way. For example, equilibrium is a first grade vocabulary word when it is embedded in a lesson. If it isn’t, then it is not appropriate. Hearing first graders use the word ‘equilibrium’ appropriately is a riot.
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46. www.education.state.pa.us > 46
Rote memorization doesn’t work. All we gotta do is think about our experiences. Context is the Unifying Themes.
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47. Best test prep should be good instruction.
In research regarding experts, they make connections. By focusing on bits and pieces of information as the instructional model, students will never become experts. They are unable to make the necessary connections. Unifying Themes are critical in all that is taught . . That is what makes the connections among concepts for students. Practice tests do not help test scores. Inquiry centered instruction improves test scores. The PA framework focuses on core concepts.
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48. First Hand – Phenomena, Concrete Second Hand – Models, Videos
Learning Experiences
First Hand – Phenomena, Concrete
Second Hand – Models, Videos
Third Hand – Abstract, Reading
Now that they have read the text, have them answer these questions. I ensure that it is in full sentences. This demonstrates that one does not gain understanding from reading It must be a hands on experience for students to gain an understanding. Then reading can be used to reinforce and extend the learning. Kids can get these questions correct, but have no clue as to what traxolite is if it is from reading. All reading must extend experience. We never read anything before an experience or go over vocabulary before an experience It is part of the experience. Research is showing that learning of vocabulary is enhanced this way. For example, equilibrium is a first grade vocabulary word when it is embedded in a lesson. If it isn’t, then it is not appropriate. Hearing first graders use the word ‘equilibrium’ appropriately is a riot.
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49. Traditional Learning Experiences Third Hand Second Hand First Hand
Reading
Writing
Second Hand
Models
Examples
First Hand
Experiences
Phenomena
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50. Traditional Research Based Learning Experiences Third Hand Second Hand
Reading
Writing
Second Hand
Models
Examples
First Hand
Experiences
Phenomena
First Hand
Experiences
Phenomena
Second Hand
Models
Examples
Third Hand
Reading
Writing
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51. Research
Research shows that weaving together science and language development can increase students’ academic performance in reading, writing, and science simultaneously.
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52. Research
Some promising practices are resulting in achievement levels that are double and even triple the state average for English learners who met or exceeded proficiency.
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53. Science Standards Documents
Historically, this has driven science education. Science for All Americans (AAAS) in 1986, Benchmarks for Science Literacy (Project 2061, AAAS) in 1993, National Science Education Standards in 1996, PA Standards (adopted by Chapter 4) in 2002, SAS Standards (voluntary in 2010), Framework for K-12 Science Education (National Academy Press) in 2012, Next Generation Science Standards which are based on the K-12 Science Framework in 2014.
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54. Science Standards Documents
Since the standards documents were released, we also have learned significantly more about the teaching and learning of science. First and foremost is How People Learn from the National Academy Press (free download from nap.edu). NGSS takes into account the research on learning and brain research.
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55. 2002 Standards 2009-2016 Standards PDE Standards Documents
In PA, the 2002 documents were adopted by Chapter 4. Since 2009, the documents were added as voluntary resources. NOT chapter 4.
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56. 2002 Standards 2009-2016 Standards PDE Standards Documents
Then Assessment Anchors and Eligible Content for grades 4 and 8 were added, along with biology and chemistry.
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57. 2002 Standards 2009-2016 Standards PDE Standards Documents
Then, Assessment Anchors and Eligible Content were added for grades 3, 5, 6, These are NOT used by the assessment folks at PDE. They were created for CDTs and not for curriculum.
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58. PA Science Education Framework
PDE Standards Documents
PA Science Education Framework
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59. Fourth and Eighth Grade PSSA based on 2002 Standards
Assessment Anchors and Eligible Content
Fourth and Eighth Grade PSSA based on 2002 Standards
Only use 4th and 8th Grade AA / EC
50% of PSSA is Nature of Science
50% of PSSA is Physical, Life, Earth and Space Sciences
Biology Keystone
Use Biology Keystone AA / EC
Chemistry Keystone
Use Chemistry AA / EC
Keep this in mind PDE uses ONLY THE 4th and 8th GRADE AA/EC.
50% of the PSSA is based upon Nature of Science, which means that if schools don’t address Unifying Themes and Inquiry, they are putting their students at an immediate disadvantage for the PSSA. Hands-on, inquiry driven science instruction is crucial. Reading science will not address this component.
17% of the PSSA is on physical science. 17% is on life science. 17% is on earth and space science.
The Biology Keystone is based upon the SAS Standards.
There will never be a Chemistry Keystone Exam.
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60. 2002 Science Standards www.education.state.pa.us > 60
This is an example of the 2002 PA Standards. They were built upon Bloom to become more advanced as students progress. We’ve learned since that the standards must include Unifying Themes and Inquiry. This is a very low level approach to science instruction and doesn’t reflect what we’ve learned in science education. However, the 2002 PA Standards, when taking into account Unifying Themes and Inquiry align nicely with the NGSS.
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61. 2002 Science Standards
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62. Science Framework Expectations
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63. SAS Academic Standards
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64. 50% of PSSA is Nature of Science
SAS Academic Standards
50% of PSSA is Nature of Science
50% of PSSA is Physical, Life, Earth and Space Sciences
Fourth and Eighth Grade PSSA based on 2002 Standards
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65. SAS Science Standards www.education.state.pa.us > 65
An example of the SAS Standards in physical science. In grade three students are to determine conductors and insulators. Then in grade four they are to build circuits. In science, it is impossible to determine conductors and insulators before one builds a circuit. A circuit is necessary to determine conductors/insulators. Ohm’s Law is unnecessary It isn’t used until high school. All of these standards should be taught together in 4th grade. This is an example of several things It goes contrary to the research we know of high performing countries and is a prime example of why we in the US score lower than other countries. The sequencing is incorrect scientifically. To do this in schools, one will focus on the bits and pieces rather than concepts We are reinforcing the development of novices.
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66. SAS Science Standards
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67. SAS Science Standards
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68. SAS Voluntary Standards
Competency Descriptors
SAS Voluntary Standards
Explain 72
Describe 65
Identify 42
Recognize 24
Demonstrate 16
Differentiate 13
Examine 10
NGSS
Develop/Use Models
Construct Argument
Plan and Conduct Investigation
Analyze Data
Make/Use Observations 14
Mathematical Representation
They are both science documents. The SAS Standards descriptors are ELA focused. They are very low level when it comes to science. On the right is the NGSS document. In developing and using a model, it takes much more of an understanding than merely explaining something. Using NGSS it is increasing the rigor and learning significantly. Using the SAS standards is lowering the expectations and learning in our schools.
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69. A tool to utilize in developing K-12 science curriculum
The Framework is . . .
A tool to utilize in developing K-12 science curriculum
Not a standards document
Not a curriculum
A means to make sense of multiple documents
Conceptually based
Utilizes current research in teaching and learning science
Utilizes international research in science curriculum
Aligned with multiple assessment instruments
Provide direction for the coming years
The PA document is NOT a standards document, however, it can be used to develop curricula. PDE will need to address standards in the coming years, but I view them as being based upon the framework.
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70. Inquiry (NGSS: Science Practices)
Science Framework
Nature of Science
Inquiry (NGSS: Science Practices)
Unifying Themes (NGSS: Crosscutting Concepts)
Content (DCI)
Physical Sciences
Life Science
Earth and Space Sciences
Alignment with Standards / AA & EC
Repetition / Gaps
In comparing our framework with NGSS Use the following terminology. NGSS does not use the word ‘inquiry’ because other content areas (mainly ELA) usurped it and they don’t use it the same way that the science community does . . .we now use science practices.
The framework eliminates gaps and reduces the repetition in the PA documents. It also is aligned with national programs.
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71. Inquiry Three Dimensional Learning Inquiry (Science Practices) Student
Performance
Unifying
Themes
(Crosscutting
Concepts)
Districts will be hearing more and more about three dimensional learning. To raise student performance, all these areas need to be addressed As it is in the PA framework:
Inquiry
Unifying Themes
Content
Content
(DCI)
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72. Inquiry Three Dimensional Learning Unifying Themes Content
(Crosscutting
Concepts)
Content
(DCI)
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73. Built on Constructivist Learning Theory
Conceptual Framework
Built on Constructivist Learning Theory
Utilizes three dimensional teaching and learning
Describes expectations of students to use knowledge and make sense of phenomena as a result of previous experiences
Inquiry Centered
Unifying Themes support students
in making sense of phenomena
Unifying Themes provide a structure
for engaging students in thinking
Focuses on making meaning
Standards based learning model
The framework is based on a conceptual understanding of science and learning of science. That is the K-12 Framework (free download from nap.edu)
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74. Organization of Physical Science
The big ideas are based upon the framework for k-12 science education. For example, here is physical science There are four big ideas that go along k-12.
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75. Organization of Life Science
There are four big ideas for life science.
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76. Organization of Earth and Space
There are three big ideas for earth and space science.
All essential questions come from this document and are aligned with the framework.
The NGSS has to be consistent with this document. Therefore, the PA framework is consistent with the 2002 standards, the SAS standards, and the NGSS.
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77. Topic Progression - Elementary
This is the K-5 sequence . . The top row are the unifying themes. Second row inquiry, and content follows. All national programs will follow this sequence. If they don’t now, they are in development.
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78. Topic Progression - Middle School
Middle school is by content because some districts:
- do a content each year
- integrate their teaching
- do a combination of the two A bit of life science, a bit of physical science, etc.
Secondary is by content.
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79. Science Framework Components
In the NGSS, the areas are as follows:
Disciplinary Core Ideas 79

80. Science Framework Components80

81. Science Framework Components81

82. Science Framework Components82

83. Science Framework Components83

84. Science Framework Organization
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85. Science Framework
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86. Science Framework
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87. Crosscutting Concepts
Three Dimensional Learning
Science Practices
Crosscutting Concepts
They are both science documents. The SAS Standards descriptors are ELA focused. They are very low level when it comes to science. On the right is the NGSS document. In developing and using a model, it takes much more of an understanding than merely explaining something. Using NGSS it is increasing the rigor and learning significantly. Using the SAS standards is lowering the expectations and learning in our schools.
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88. Reflect Inquiry (Science Practices)?
Does your curriculum . . .
Include all AA / EC?
Include all Standards?
Reflect Inquiry (Science Practices)?
Reflect Unifying Themes (Crosscutting Concepts)?
Incorporate 3-Dimensional Learning?
Match grade level progressions?
Follow progression of concepts / topics?
Include vocabulary?
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89. Anything for clarification? Any questions? Implications for classroom?
Anything needed?
Any changes?
Next?
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90. Unlocking Learning: Science as a Lever for English Learner Equity
Resources
Unlocking Learning: Science as a Lever for English Learner Equity
A Framework for K-12 Science Education
How People Learn
NGSS
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