1. Science Standards 2009: Themes, Implications, Metaphors Nancy Butler Songer The University of Michigan 10 October 2009 NSF DR-K12 Principal Investigator’s Meeting

2. National-Level Science Standards Themes 1.Fewer, Clearer, Higher

3. NSTA Science Anchors scienceanchors.nsta.org Science Anchors serve as a model for K-12 science education standards that draw from current national standards documents, but would be more streamlined and focused. Propose 12 or fewer Big Ideas that develop over several years and unify many component concepts. Big Ideas spiral through grade levels building in complexity until full understanding in high school.

4. National Academies BOSE: New Science Education Standards http://www7.nationalacademies.org/bose/Science_Standards_Framework_Ho mepage.html Opportunity to rethink and revise science education standards over the next two years Fewer, clearer and higher standards representing core disciplinary and cross- disciplinary ideas in the natural and applied sciences Held two half day meetings in October to discuss plans

5. College Board Science Standards for College Success http://professionals.collegeboard.com/k- 12/standards Emphasize the “big ideas” of science 6-12 th grade discipline-specific content knowledge and scientific practices that college faculty expect students to possess by the time they enter college. “Created to close the gap between secondary school requirements and college-level expectations”

6. National-Level Science Standards Themes 2. Dimensionality (2D, 3D integration of content and practices)

7. Example: NSTA Anchors Abacus Model

8. The Universe consists of all known space, time, matter and energy 11-12 evolution of the universe 9-10 stars and galaxies 6-8 solar system 4-5 earth in space 2-3 daily motion K-1 observing sun and moon

9. Standard LS.4 Matter and Energy Biological systems utilize energy and molecular building blocks to carry out life’s essential functions. Objective LS 4.1 Matter Cycling Students understand that matter is continuously recycled within the biological system and between the biological (biotic) and physical (abiotic) components of an ecosystem. Performance Expectations ( 6-8) LSM-PE 4.1.3 Predict and justify what might happen to an ecosystem if there were no bacteria or fungi present. Predictions and justification are based on ideas about matter recycling between the biological (biotic) and physical (abiotic) parts of an ecosystem. College Board Science Standards

10. Why these trends: What research tells us We do poorly, particularly on complex reasoning tasks Way to success is not to lower the bar (e.g., states) but to raise it Fewer topics allow time for complex reasoning about core ideas Dimensionality promotes systematic building of concepts on one another Dimensionality supports systematic guidance

11. What the trends do not tell us

12. Implications of Standards for Work in our DR-K12 Portfolio 1. Focus on deep thinking about essential science 2. Design resources that support the ability to revisit and deepen understandings in a systematic manner 3. Study systematic guidance in developing more complex ideas 4. Assessment: Include “messy middle knowledge” tasks that characterize the path towards complex thinking

13. Curr 5 th curricular activity/ embedded assessment illustrating content and reasoning scaffolds

14. Results: Achievement by Completion as Measured by Three Tests (N= 1885)