Disciplinary Core Ideas Crosscutting Concepts Science and Engineering Practices
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- Slide 1
- Disciplinary Core Ideas Crosscutting Concepts Science and
Engineering Practices
- Slide 2
- NGSS Vision College and Career Readiness
- Slide 3
- NGSS Vision College and Career Readiness Equity
- Slide 4
- NGSS Vision College and Career Readiness Equity Economic
Development
- Slide 5
- Overview of the Science Standards Development Process
- Slide 6
- Current State of Science Standards Science documents used by
states to develop standards are about 15 years old National
Research Councils National Science Education Standards were
published in 1996 American Association for the Advancement of
Sciences Benchmarks for Science Literacy were published in 1993
Call for new, internationally-benchmarked standards Students in the
U.S. have consistently been outperformed on international
assessments such as TIMSS and PISA Too few students are entering
STEM majors and careers Need for solid expectations and goals to
prepare students for these fields
- Slide 7
- Building on the Past; Preparing for the Future 7/2010 12/2012
1/2010 - 7/2011 1990s 1990s-2009 Phase IIPhase I
- Slide 8
- A Framework for K-12 Science Education: Practices, Crosscutting
Concepts, and Core Ideas
- Slide 9
- NSTA Readers Guide to A Framework for K12 Science Education:
Practices, Crosscutting Concepts, and Core Ideas
http://www.nsta.org/store/product_detail.aspx?id=10.2505/9781936959778
- Slide 10
- Principles of the Framework K12 Science Education Should
Reflect the Real World Interconnections in Science. The framework
is designed to help realize a vision for education in the sciences
and engineering in which students, over multiple years of school,
actively engage in scientific and engineering practices and apply
crosscutting concepts to deepen their understanding of the core
ideas in these fields.
- Slide 11
- Principles of the Framework Children are born investigators
Understanding builds over time Science and Engineering require both
knowledge and practice Connecting to students interests and
experiences is essential Focusing on core ideas and practices
Promoting equity
- Slide 12
- Principles of the Framework The vision represented in the
Framework is new in that students must be engaged at the nexus of
the three dimensions: 1. Science and Engineering Practices 2.
Crosscutting Concepts 3. Disciplinary Core Ideas
- Slide 13
- Principles of the Framework Science Concepts Build Coherently
Across K12 The focus on a few Disciplinary Core Ideas is a key
aspect to a coherent science education. The Framework identified a
basic set of core ideas that are meant to be understood by the time
a student completes high school.
- Slide 14
- Process for Development of Next Generation Science Standards
States and other key stakeholders are engaged in the development
and review of the new college and career ready science standards
State Led Process Writing Teams Critical Stakeholder Team Achieve
is managing the development process NRC Study Committee members to
check the fidelity of standards based on framework
- Slide 15
- NGSS Writing Team Members
- Slide 16
- NGSS Writing Team Will write the standards based on the NRCs
Framework for K-12 Science Education 41 members with expertise in
teaching at all grade levels, working with students with
disabilities, English language acquisition, state level
standards/assessment, workforce development, engineering,
technology, and life, earth and physical science Includes prominent
scientists and academics that have working knowledge of science
standards Selected based on recommendations from various groups
including NSTA and the Council of State Science Supervisors Led by
the K-12 and postsecondary education community
- Slide 17
- Lead State Partners
- Slide 18
- Key Features of Lead Partner States As a whole group, Lead
Partner States have the following characteristics Broad Geographic
Representation Account for 58% of the nations public school
students A bipartisan collection of states based on current
governor Are in one of the assessment consortia Slightly more than
half have grade-by-grade standards through grade eight Most require
three years of science for high school graduation
- Slide 19
- Conceptual Shifts in the NGSS 1.K-12 Science Education Should
Reflect the Interconnected Nature of Science as it is Practiced and
Experienced in the Real World. 2.The Next Generation Science
Standards are student performance expectations NOT curriculum.
3.The science concepts build coherently from K-12. 4.The NGSS Focus
on Deeper Understanding of Content as well as Application of
Content. 5.Science and Engineering Standards and Practices are
Integrated in the NGSS from K12. 6.The NGSS and Common Core State
Standards - English Language Arts and Mathematics are Aligned.
- Slide 20
- Conceptual Shifts in the NGSS And There is less content
Students should not just KNOW about sciencethey need to be able to
DO science! Students need time to delve deeper
- Slide 21
- NGSS Architecture The NGSS are written as Performance
Expectations NGSS will require contextual application of the three
dimensions by students. of
- Slide 22
- Link between NGSS and CCSS Practices
- Slide 23
- S5. Use mathematics & computational thinking M6. Attend to
precision M7. Look for & make use of structure E3. Respond to
the varying demands of audience, talk, purpose, & discipline
E1.Demonstrate independence E7. Come to understand other
perspectives & cultures S2. Develop and use models M4. Model
with mathematics M1. Make sense of problems & persevere in
solving them M8. Look for & express r egularity in repeated
reasoning S1. Ask questions & define problems S3. Plan &
carry out investigations S4. Analyze & interpret data E2. Build
strong content knowledge E4. Comprehend as well as critique E5.
Value evidence M2. Reason abstractly & quantitatively M3.
Construct viable argument & critique reasoning of others S7.
Engage in argument from evidence S6. Construct explanations &
design solutions S8. Obtain, evaluate & communicate information
E6. Use technology & digital media strategically & capably
M5. Use appropriate tools strategically MATH SCIENCE ELA Source:
Working Draft v2, 12-06-11 by Tina Cheuk, ell.stanford.edu
- Slide 24
- Slide 25
- Current State Science Standard Sample a.Students will explore
the importance of curiosity, honesty, openness, and skepticism in
science and will exhibit these traits in their own efforts to
understand how the world works. b.Students will use standard safety
practices for all classroom laboratory and field investigations.
c.Students will have the computation and estimation skills
necessary for analyzing data and following scientific explanations.
d.Students will use tools and instruments for observing, measuring,
and manipulating equipment and materials in scientific activities
utilizing safe laboratory procedures. e.Students will use the ideas
of system, model, change, and scale in exploring scientific and
technological matters. f.Students will communicate scientific ideas
and activities clearly. g.Students will question scientific claims
and arguments effectively. a.Distinguish between atoms and
molecules. b.Describe the difference between pure substances
(elements and compounds) and mixtures. c.Describe the movement of
particles in solids, liquids, gases, and plasmas states.
d.Distinguish between physical and chemical properties of matter as
physical (i.e., density, melting point, boiling point) or chemical
(i.e., reactivity, combustibility). e.Distinguish between changes
in matter as physical (i.e., physical change) or chemical
(development of a gas, formation of precipitate, and change in
color). f.Recognize that there are more than 100 elements and some
have similar properties as shown on the Periodic Table of Elements.
g.Identify and demonstrate the Law of Conservation of Matter.
Inquiry StandardsContent Standards
- Slide 26
- Standards Comparison: Illinois Science Standards EARLY
ELEMENTARYLATE ELEMENTARYMIDDLE/JUNIOR HIGH SCHOOL EARLY HIGH
SCHOOLLATE HIGH SCHOOL 12.A.1a Identify and describe the component
parts of living things (e.g., birds have feathers; people have
bones, blood, hair, skin) and their major functions. 12.A.2a
Describe simple life cycles of plants and animals and the
similarities and differences in their offspring. 12.A.3a Explain
how cells function as building blocks of organisms and describe the
require ments for cells to live. 12.A.4a Explain how genetic
combinations produce visible effects and variations among physical
features and cellular functions of organisms. 12.A.5a Explain
changes within cells and organisms in response to stimuli and
changing environmental conditions (e.g., homeostasis, dormancy).
12.A.1b Categorize living organisms using a variety of observable
features (e.g., size, color, shape, backbone). 12.A.2b Categorize
features as either inherited or learned (e.g., flower color or eye
color is inherited; language is learned). 12.A.3b Compare
characteristics of organisms produced from a single parent with
those of organisms produced by two parents. 12.A.4b Describe the
structures and organization of cells and tissues that underlie
basic life functions including nutrition, respiration, cellular
transport, biosynthesis and reproduction. 12.A.5b Analyze the
transmission of genetic traits, diseases and defects. 12.A.3c
Compare and contrast how different forms and structures reflect
different functions (e.g., similarities and differences among
animals that fly, walk or swim; structures of plant cells and
animal cells). 12.A.4c Describe processes by which organisms change
over time using evidence from comparative anatomy and physiology,
embryology, the fossil record, genetics and biochemistry. STATE
GOAL 12: Understand the fundamental concepts, principles and
interconnections of the life, physical and earth/space sciences.
Why This Goal Is Important: This goal is comprised of key concepts
and principles in the life, physical and earth/space sciences that
have considerable explanatory and predictive power for scientists
and non-scientists alike. These ideas have been thoroughly studied
and have stood the test of time. Knowing and being able to apply
these concepts, principles and processes help students understand
what they observe in nature and through scientific experimentation.
A working knowledge of these concepts and principles allows
students to relate new subject matter to material previously
learned and to create deeper and more meaningful levels of
understanding. A. Know and apply concepts that explain how living
things function, adapt and change.
- Slide 27
- Standards Comparison: Structure and Properties of Matter a.
Develop molecular-level models of a variety of substances,
comparing those with simple molecules to those with extended
structures. b. Design a solution that solves a practical problem by
using characteristic chemical and physical properties of pure
substances.* c. Develop a molecular level model that depicts and
predicts why either temperature change and/or change of state can
occur when adding or removing thermal energy from a pure substance.
d. Develop molecular models of reactants and products to support
the explanation that atoms, and therefore mass, are conserved in a
chemical reaction. e. Analyze and interpret the properties of
products and reactants to determine if a chemical reaction has
occurred. f. Gather and communicate information that people's needs
and desires for new materials drive chemistry forward, and that
synthetic materials come from natural resources and impact
society.* g. Design, construct, and test a device that either
releases or absorbs thermal energy by chemical processes.* NGSS
Middle School Sample
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- Slide 29
- Slide 30
- NGSS Documentation Appendices have been added to support the
NGSS and in response to feedback Appendix A Conceptual Shifts
Appendix B Responses to May Public Feedback Appendix C College and
Career Readiness Appendix D All Standards, All Students Appendix E
Disciplinary Core Idea Progressions in the NGSS Appendix F Science
and Engineering Practices in the NGSS Appendix G Crosscutting
Concepts in the NGSS Appendix H Nature of Science Appendix I
Engineering Design, Technology, and the Applications of Science in
the NGSS Appendix J Model Course Mapping in Middle and High School
Appendix K Connections to Common Core State Standards in
Mathematics
- Slide 31
- DCI Progressions
- Slide 32
- Nature of Science
- Slide 33
- Connections to CCSS Mathematics
- Slide 34
- Model Course Mapping 1. Conceptual Progressions Model (6-8 and
9-12) the 6-8 and 9-12 grade band PEs are organized so that student
understanding of concepts is built progressively throughout the
course sequence. This model maps PEs into courses based on what
concepts are needed for support without focusing on keeping
disciplines separate. 2. Science Domains Model (6-8 and 9-12) the
6-8 and 9-12 grade band PEs are organized into content-specific
courses that match the three science domains of the Framework:
Physical Science, Life Science, and Earth Science. Since the
Engineering domain is integrated into the other three in the NGSS,
it was not separated out. 3. Modified Science Domains Model (9-12)
the 9-12 grade band performance expectations are organized into
content-specific courses that do not match the domains of the
Framework, but rather match a common high school course sequence of
biology, chemistry, and physics.
- Slide 35
- Slide 36
- 36 Resources Facilities Materials/equipment PD Training
Courses/Curriculum revisions Preparing for the NGSS
- Slide 37
- Slide 38
- PE: Related previous standard Practice: Disciplinary Core
Idea:Crosscutting Concept: Objectives Classroom Activities
Assessments
- Slide 39
- Science Assessment Well These standards dont lend themselves
well to being assessed by a multiple choice exam In your classroom,
begin assessing authentically Assess PE as written! Simulations
will likely be used in a formal exam Check out the ones on the NAEP
website University of Colorado website has some as well Commission
Calls for 'Radically Different' Tests Panel offers a 10-year plan
http://www.edweek.org/ew/articles/2013/03/13/24gordon.h
32.html?tkn=SLVFZ72EJFGmbfgpnNmEXrkVdU99gH8O2Joo&c
mp=ENL-CM-NEWS2 39
- Slide 40
- Balanced Science Assessment Formative Classroom-Level
Assessment Practices Summative End of unit / assessment to assign
grade Interim / District Benchmark Assessment Large-scale State /
National Assessment
- Slide 41
- 41 A Word About Assessments The National Academies of Sciences
National Research Council has convened a group of science educators
to create an assessment framework based on the Science Conceptual
Framework. It will be released soon after the NGSS is complete.
Discussions have centered around performance- based assessments and
computer simulations
- Slide 42
-
http://sites.nationalacademies.org/DBASSE/BOTA/Events/index.htm
- Slide 43
-
https://www7.nationalacademies.org/bota/Deeper_%20Learning_Committee_Membership_and_Bios.html
- Slide 44
- NGSS / ISBE Adoption and Implementation Initiatives IL Building
Capacity for State Science Education (BCSSE) IL NGSS Adoption
Committee Council of State Science Supervisors (CSSS) BCSSE
Multistate Collaboration NSTA / ISTA Lead State / Achieve
- Slide 45
- Update on Illinois Adoption Plans 3/29/13 Release of NGSS Final
Version BCSSE Team working to develop documents for ISBE and the
Adoption Team NGSS IL Adoption Team will meet 4/3/13 Presentation
to Illinois State Board of Education at June, 2013 Board Meeting
45
- Slide 46
- Update on Illinois Implementation Plans Implementation
Timeline: Still in conversation Proposed 3 year plan Curriculum
development and planning begins next year 46
- Slide 47
- http://www.isbe.net/ngss/default.htm
- Slide 48
- http://www.csss-science.org/bcsse/
- Slide 49
- Recommendations Current Action Steps: Study and integrate 8
Scientific and Engineering Practices (SEPs) into current lessons
Resources for SEPs: Framework / NSTA Webinars
http://learningcenter.nsta.org/products/symposia_seminars/Ngss/webseminar.aspx
Develop Assessment Literacy primarily focused on Classroom-level,
Formative Assessment Practices Effective Formative Assessment for
Students and Teachers (EFAST) PD
http://www.isbe.net/career/html/msp.htm
http://www.edweek.org/media/formative_assessment_next_generation_heritage.pdf
Advanced understanding of Framework for K-12 Science Education
http://www.nap.edu/catalog.php?record_id=13165http://www.nap.edu/catalog.php?record_id=13165
(free registration will allow download of PDF)
- Slide 50
- Recommendations Following release of NGSS at end of March,
2013: http://www.nextgenscience.org/ Professional Learning Team
Analysis of NGSS and ancillary documents Begin with focus on your
grade level and subject Secondary close examination of preceding
grade level and next grade performance expectations Examine
Scientific and Engineering Practices that are part of the
performance expectations in your grade level and subject. What
might teaching and learning look like for your classes under NGSS?
What resources are you going to need in order to teach to these
standards?
- Slide 51
- Contact Information NGSS:
www.nextgenscience.orgwww.nextgenscience.org ISBE:
http://www.isbe.net/ngss/default.htmhttp://www.isbe.net/ngss/default.htm
ISTA: www.ista-il.orgwww.ista-il.org Carol Baker:
carolkeenebaker@gmail.comcarolkeenebaker@gmail.com Gil Downey:
gdowney@isbe.netgdowney@isbe.net