2. Current New York State Science Standards Math, Science, and Technology (MST, 1996) Seven Standards: Students will… 1.Use mathematical analysis, scientific inquiry, and engineering design, as appropriate, to pose questions, seek answers, and develop solutions. 2.Access, generate, process, and transfer information using appropriate technologies. 3.Understand mathematics and become mathematically confident by communicating and reasoning mathematically, by applying mathematics in real-world settings, and by solving problems through the integrated study of number systems, geometry, algebra, data analysis, probability, an trigonometry. 4.Understand and apply scientific concepts principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science. 5.Apply technological knowledge and skills to design, construct, use, and evaluate products and systems to satisfy human and environmental needs. 6.Understand the relationships and common themes that connect mathematics, science, and technology and apply the themes to these and other areas of learning. 7.Apply the knowledge and thinking skills of mathematics, science, and technology to address real-life problems and make informed decisions.

3. Current New York State Science Standards (cont.) Standards: Key Ideas, Performance Indicators, & Sample Tasks Benchmarked at Elementary, Intermediate, Commencement Levels The Earth and celestial phenomena can be described by principles of relative motion and perspective. Students: explain complex phenomena, such as tides, variations in day length, solar insolation, apparent motion of the planets, and annual traverse of the constellations. describe current theories about the origin of the universe and solar system. This is evident, for example, when students: ▲ create models, drawings, or demonstrations to explain changes in day length, solar insolation, and the apparent motion of planets. The Earth and celestial phenomena can be described by principles of relative motion and perspective. Students: explain complex phenomena, such as tides, variations in day length, solar insolation, apparent motion of the planets, and annual traverse of the constellations. describe current theories about the origin of the universe and solar system. This is evident, for example, when students: ▲ create models, drawings, or demonstrations to explain changes in day length, solar insolation, and the apparent motion of planets. The Earth and celestial phenomena can be described by principles of relative motion and perspective. Students: explain daily, monthly, and seasonal changes on earth. This is evident, for example, when students: ▲ create models, drawings, or demonstrations describing the arrangement, interaction, and movement of the Earth, moon, and sun. ▲ plan and conduct an investigation of the night sky to describe the arrangement, interaction, and movement of celestial bodies. The Earth and celestial phenomena can be described by principles of relative motion and perspective. Students: explain daily, monthly, and seasonal changes on earth. This is evident, for example, when students: ▲ create models, drawings, or demonstrations describing the arrangement, interaction, and movement of the Earth, moon, and sun. ▲ plan and conduct an investigation of the night sky to describe the arrangement, interaction, and movement of celestial bodies. The Earth and celestial phenomena can be described by principles of relative motion and perspective. Students: describe patterns of daily, monthly, and seasonal changes in their environment. This is evident, for example, when students: ▲ conduct a long-term weather investigation, such as running a weather station or collecting weather data. ▲ keep a journal of the phases of the moon over a one-month period. This information is collected for several different one month periods and compared. The Earth and celestial phenomena can be described by principles of relative motion and perspective. Students: describe patterns of daily, monthly, and seasonal changes in their environment. This is evident, for example, when students: ▲ conduct a long-term weather investigation, such as running a weather station or collecting weather data. ▲ keep a journal of the phases of the moon over a one-month period. This information is collected for several different one month periods and compared. Standard 4: Understand and apply scientific concepts principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science. Elementary IntermediateCommencement

4. Future New York State Standards: Next Generation Science Standards (NGSS) Developed by 18 experts World Class Scientists Experts in the area of the Teaching and Learning of Science Constructed over 1.5 Years Revised with Feedback from the Field Considered by NYS Plans for Adopting ???

5. Next Generation Science Standards (NGSS) Framework Disciplinary Core Ideas (Most important aspects of science) Grouped into 4 Domains: Physical Science Life Science Earth and Space Science Engineering and Technology Science Practices (What you do in science) 1.Ask questions and define problems. 2.Plan and carry out investigations. 3.Use mathematical and computational thinking. 4.Engage in an argument from evidence. 5.Develop and use models. 6.Analyze and interpret data. 7.Construct explanations and design solutions. 8.Obtain, evaluate, and communicate information. Crosscutting Concepts (Themes across all disciplines of science) 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

6. Next Generation Science Standards (NGSS) Layout Specific standards for each grade level (K-5), middle school, and high school Standards in each domain: physical science life science earth and space science engineering and technology science. Connections drawn to: standards in other disciplines in science on the grade level (similarities) standards in other grade levels in science (articulation) standards of other disciplines (instructional integration)

9. Grade Units of Study Kindergarten Living Things and Life Cycles * Weather * Scientific Inquiry and Motion * FirstWeatherAstronomy * Organisms SecondChanges Balancing and Weighing * Plant Growth and Development ThirdFood Chains and WebsRocks and MineralsLand and Water FourthElectric CircuitsMotion and DesignScientific Inquiry FifthMicroworlds Scientific Exploration Ecosystems

10.  Organisms interact with and depend upon each other and their environment.  Natural events and human actions can “disturb” an ecosystem.  Solutions can be developed to minimize the effects of pollution. Chesapeake Bay

11.  Organisms interact with and depend upon each other and their environment.  Natural events and human actions can “disturb” an ecosystem.  Solutions can be developed to minimize the effects of pollution.

12. Grade Units of Study Kindergarten Living Things and Life Cycles * Weather * Scientific Inquiry and Motion * FirstWeatherAstronomy * Organisms SecondChanges Balancing and Weighing * Plant Growth and Development ThirdFood Chains and WebsRocks and MineralsLand and Water FourthElectric CircuitsMotion and DesignScientific Inquiry FifthMicroworlds Scientific Exploration Ecosystems

14.  All parts of the universe are interdependent.  Sun is a star upon which everything depends.  Natural objects exist from the very small to the immensely large.  Parts of the universe are in constant cyclical motions that create patterns.

15.  All parts of the universe are interdependent.  Sun is a star upon which everything depends.  Natural objects exist from the very small to the immensely large.  Parts of the universe are in constant cyclical motions that create patterns. SCIENCE ENGINEERING

16.  Focus  Fostering the Skills and Dispositions of Inquiry  Lenses Created by Student Passion and Interest  Examples  Environment, Conservation, and Sustainability  Experimentation  Engineering  Avenues within SWES Programs  Push-in Experiences, Pull-Out Experiences, Clubs  Alternative Learning Experiences  Collaboration and Co-Teaching

17.  STEAM UNITS AND OPPORTUNITIES THAT FOSTER MEANINGFUL LEARNING, INTEREST, AND PASSION  Engineering  Technology  Rich Interdisciplinary Learning  EQUITY and ACCESS  COMMUNITY AND HOME PARTNERSHIPS

18. Middle School Science

19. 6 th Grade Science: From the Atom to the Cosmos

20. 7 th Grade Science: The Physical Sciences

21. 8 th Grade Science: The Living Environment

22. Electives Science Research (6,7,8) STEM Investigations (6) Crime Scene Investigations (7) Science in Science Fiction (7,8) The Human Body (8) History of Disease & Medicine (8) Viking Explorers (8) Engineering & Structures (8) Robotics & Automation (8) Inventors Workshop (8)

23. Goals Determine best support structure for struggling students Content area literacy Vertical articulation Deepening understanding of NGSS Continue pursuit of integration of District Shared Value Outcomes STEM/STEAM – reimagining our role in 21 st century learning

24. North Shore High School Science Present & Future

25. Goals for Program Have all students find an appropriate level science class Incorporate the IB Learner Profile into all science courses Consistency of language and scientific procedures (using new tools)

26. 9 th Grade Present Students can choose between Regents level or Honors level Earth Science All students take the Regents exam in June Future Expand the use of authentic assessments (ex. student designed lab work) Interweave IB skills and procedures into 9th grade curriculum

27. 10 th Grade Present Students can choose between Regents level or Honors level Chemistry All students take the Regents exam in June Future Expand the use of authentic assessments Interweave IB skills and procedures into 10th grade curriculum Consider using “SAT II” type questions as a low stakes final exam for Honors Chem

28. IB Biology HL Present First year of a two year IB course Students are prepared to take the AP Biology exam at end of year Future Curriculum work and planning for second year of course Staffing considerations for second year Logistical planning for Internal Assessment Mentor conferencing Storage of projects

29. IB Chemistry SL Present One year IB course Students will take IB exam in May Future Group 4 project conducted with IB Biology and IB Physics

30. Physics Present Regents level Physics (students take Regents in June) AP level Physics (students take AP exam in May, Regents in June) IB Physics HL (students take Regents in June) First year of a two year course Future AP level discontinued IB Physics HL (year 1) Students prepared for AP exam in May IB Physics HL (year 2) Curriculum and logistical planning Regents level Physics (students that have passed Algebra II) Conceptual Physics (students currently in Algebra IIB)

31. Integrated Science I & II Present Open to Juniors and Seniors with departmental approval Laboratory Science courses that use both Physical & Life Science topics to instruct: Scientific method problem solving Importance of accurate measurement Writing in the sciences Communication/Presentation of student work Future Replace Integrated II with option to take conceptual Physics

32. Environmental Science Present Environmental Science-R Senior status only Departmental final in June IB Environmental Systems and Societies SL IB exam in May Future Co-Teach IB ESS with a humanities teacher

33. Elective Classes Forensics Anatomy & Physiology Astronomy/ Meteorology

34. Science Research Present First year of Dr. Mordechai leading a fully integrated 9-12 Science Research program 21 ninth grade students meet every other day for a zero period class 11 upper level students meet in both a classroom and individual (conference)setting All students will be submitting work to appropriate level competitions 3 students presenting to LISEF 1 student presenting to Intel Future Have Dr. Mordechai speak with incoming Freshmen and parents to increase our 9th grade enrollments Increase the number of students entering upper-level competitions