1. Richard DeLong & Latishia Sparks ISLN October 18, 2013 kedcnextgenscience.org

2. * I can study a sample progression within the KCAS Science (NGSS) and recognize implications for curriculum development.

3. kedcnextgenscience.org

5. * Learning as a developmental progression.

6. kedcnextgenscience.org * Focuses on a limited number of core ideas in science and engineering and allows students to explore ideas in greater depth.

7. kedcnextgenscience.org * Learning about science and engineering involves integration of the knowledge of scientific explanations and the practices to engage in scientific inquiry and engineering design.

8. Three Dimensions Intertwined  Practices-Skills necessary for inquiry  Core Ideas-Science Content  Cross-Cutting Concepts- Connections across disciplines.

10. kedcnextgenscience.org * ESS1.A The Universe and its Stars.

11. kedcnextgenscience.org

13. * Use one color to highlight what students are doing. (construct an argument, build a mathematical model) * Use a second color to highlight the content. * Use a third color to highlight the crosscutting connection. 1 st Grade ESS1-1. Use observations of the sun, moon, and starts to describe patterns that can be predicted. todaysmeet.com/kedcnextgenscience

14. * What are the grade level “gaps” you notice? todaysmeet.com/kedcnextgenscience

15. * What does that mean for classroom instruction? todaysmeet.com/kedcnextgenscience

16. * What does that mean for classroom assessment? todaysmeet.com/kedcnextgenscience

17. * The framework defines curriculum as: “the knowledge and practices in subject matter areas that teachers teach and that students are supposed to learn. A curriculum generally consists of a scope, or breadth of content, in a given subject area and of a sequence of concepts and activities for learning.” (p. 246) * What does that mean for curriculum development? todaysmeet.com/kedcnextgenscience

18. kedcnextgenscience.org Connections to other Content at the same grade level. Connections to KCAS Reading and Writing Standards Connections to KCAS Math Standards

19. kedcnextgenscience.org

20. * richard.delong@education.ky.gov richard.delong@education.ky.gov * Cell: 606 369 4781 * kedcnextgenscience.org kedcnextgenscience.org

21. 21 1. Asking Questions and Defining Problems Questions engage! How do the gears on my bike work? What is the smallest piece of matter? Can I see in a room if it is truly dark?

22. 22 2. Developing and Using Models

23. 23 3. Planning and Carrying Out Investigations How does the speed at which sugar dissolves depend on temperature?

24. 24 4. Analyzing and Interpreting Data

25. 25 5. Using Mathematics and Computational Thinking 1. Who is the tallest 2. Who is the smallest 3. What is the average?

26. 6. Constructing Explanations The upside down tumbler There are no air insideThere is no glue on the cardThere are lots of air outside.Some of the air is hitting the cardA force is needed to support the water

27. 27 7. Engaging in Argument from Evidence The Significance of Argument? Construction [Recall and Explanation] Critique [Juxtaposition & Evaluation vs

28. 8. Obtaining, Evaluating and Communicating Information

29. kedcnextgenscience.org

30. * 2-ESS1-1 Use information from several sources to provide evidence that Earth events can occur quickly or slowly. * Some events happen very quickly; others occur very slowly, over time period much longer than one can observe.

31. kedcnextgenscience.org * 4-ESS1-1 Identify evidence from patterns in rock formations and fossils in rock layers to support an explanation for changes in a landscape over time. * Local, regional, and global patterns of rock formations reveal changes over time due to earth forces, such as earthquakes. The presence and location of certain fossil types indicate the order in which rock layers where formed.

32. kedcnextgenscience.org * 06-ESS2-3 (secondary) Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions. * Tectonic processes continually generate new ocean sea floor at ridges and destroy old sea floor at trenches.

33. kedcnextgenscience.org * 08-ESS1-4 Construct a scientific explanation based on evidence from rock strata for how geologic time scale is used to organize Earth’s 4.6-billion- year-old-history. * The geologic time scale interpreted from rock strata provides a way to organize Earth’s history. Analyses of rock strata and the fossil record provide only relative dates, not an absolute scale.

34. kedcnextgenscience.org * HS-ESS1-5 Evaluate evidence of the past and current movements of continental and oceanic crust and the theory of plate tectonics to explain the ages of crustal rocks. * Continental rocks, which can be older than 4 billion years, are generally much older than the rocks of the ocean floor, which are less than 200 million years old.

35. kedcnextgenscience.org * HS-ESS1-6 Apply scientific reasoning and evidence from ancient Earth materials, meteorites, and other planetary surfaces to construct an account of Earth’s formation and early history. * Although active geologic processes, such as plate tectonics and erosion, have destroyed or altered most oh the very early rock record on Earth, other objects in the solar system, such as lunar rocks, asteroids, and meteorites, have changed little over billions of years. Studying these objects can provide information about Earth’s formation and early history.

36. kedcnextgenscience.org Performance Expectation: 08-ESS1-4 Construct a scientific explanation based on evidence from rock strata for how geologic time scale is used to organize Earth’s 4.6- billion-year-old-history.

37. kedcnextgenscience.org Other Disciplinary Core Idea’s MS.LS4.A Evidence of Common Ancestry and Diversity MS.LS4.C Adaptation

38. kedcnextgenscience.org Common Core ELA RST 6-8.1 Cite specific textual evidence to support analysis of science and technical text. WHST 6-8.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through a selection, organization, and analysis or relevant content.

39. kedcnextgenscience.org KCAS Math 6.EE.B.6 Use variables to represent numbers and write expressions when solving a real-world or mathematical problem; understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set. 7.EE.B.4 Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities.