Introducing Teachers to the Next Generation Science Stand

Professor Michael WysessionDepartment of Earth and Planetary Sciences

Washington University, St. Louis, MOmichael@seismo.wustl.edu

Introducing Teachers to theNext Generation Science Standards

The presentation depends upon audience and length. For example, for a 5-hr workshop, I do something like:

1. Motivation for NGSS2. Components of the NGSS3. Hands-on example of unwrapping a PE,

with manipulatives 4. NGSS SWOT5. Developing an NGSS Curriculum6. A content-based PD example (like Climate

Change)

In what year were the first science standards used for secondary education in the US?

a) 1852b) 1893c) 1965d) 1995e) 2013

In what year were the first science standards used for secondary education in the US?

a) 1852 b) 1893c) 1965d) 1995e) 2013

Following what year did high school science primarily consist of biology, chemistry, and physics, omitting geology and astronomy?

a) 1852b) 1893c) 1965d) 1995e) 2013

Following what year did high school science primarily consist of biology, chemistry, and physics, omitting geology and astronomy?

a) 1852b) 1893 c) 1965d) 1995e) 2013

In what year were the first US national science K-12 standards adopted?

a) 1893b) 1965c) 1995d) 2013e) Never

In what year were the first US national science K-12 standards adopted?

a) 1893b) 1965c) 1995d) 2013e) Never

Math/Science Education Legislation

• 1965, Elementary and Secondary Education Act, signed by President Lyndon Johnson as part of his “War on Poverty.”

• Expressly forbids a national curriculum.

The new 2016 “Every Student Succeeds Act” (ESSA), which replaces No Child Left Behind, continues the shift towards states-rule Science can be included in testing, but decisions are left up to states

BRIEF HISTORY OF SCIENCE STANDARDS

• The Harvard Descriptive List of Physics Laboratories (1891)

• The Committee of Ten (1893)• A Nation at Risk (National Commission on Excellence in

Education, 1983)• Educating Americans for the 21st Century (Commission on

Precollege Education in Mathematics, Science, Technology of the National Science Board, 1983)

• PROJECT 2061 (1985)• Curriculum and Evaluation Standards for School

Mathematics (NCTM, 1989)• AMERICA 2000: An Education Strategy (1991)• Benchmarks for Science Literacy (AAAS, 1993)• National Science Education Standards (NRC, 1995)

(c. Roger Bybee)

National Science Education Standards [1995]

What most states took as “the standards”

National Science Education Standards [1995]

What most states took as “the standards”

No Integration!!!!

[NRC, 2007] [NRC, 2007]

[Center on Continuous Instructional Improvement, 2009]

[NRC, 2012]

Research shows the many benefits of Active Learning as opposed to Passive Learning

However:• Old standards assess memorization of

factoids

• Too much content

factoids

• “Inch deep and a mile wide”

factoids

• “Science” is not really “science”

factoids

• “Science” is not really “science”

• boring!

How would you design a curriculum to teach kids to play baseball or softball?

The U.S. leads countries in “boredom” in schools

How would you design a curriculum to teach kids to play baseball or softball?

Completed 2011Published 2012

NRC Framework: Three Dimensions of (1) Disciplinary Core Ideas (DCIs), (2) Science and

Engineering Practices (SEPs), and Crosscutting Concepts (CCCs)

1) Organized around disciplinary core ideas

2) Central role of science and engineering practices

3) Coherence: building and applying ideas across time, building storylines of understanding

NRC Framework: Three Dimensions of (1) Disciplinary Core Ideas (DCIs), (2) Science and

Engineering Practices (SEPs), and Crosscutting Concepts (CCCs)

(c. Brian Reiser)

Students: “We build our science knowledge, piece by piece, from evidence, revising it over time, applying to real problems”

NRC Framework Goal: More Scientifically Literate Citizens

(c. Brian Reiser)

Students: “We build our science knowledge, piece by piece, from evidence, revising it over time, applying to real problems” “We use science to explain the world, and inform how we

can develop solutions to problems” “We know more than the punch lines – we know how we

figure out these ideas from evidence” “We can evaluate how well arguments are grounded in

scientific evidence and theory” We have experiences with how models are developed to fit

evidence, and can be fine-tuned with new evidence”

(c. Brian Reiser)

Old standards: (Example) Students learn the components of the solar system and how the force of gravity holds them together.

(c. Brian Reiser)

Assessment: How many planets are in the solar system?A. 6B. 7C. 8D. 9E. 10

(Ooops! Sorry, Pluto!!)

(Ooops, again! New planet!)

NGSS: (Example) Students develop an understanding of the solar system by analyzing and interpreting evidence and constructing, revising, and defending an argument for how the components of the solar system interact with each other and how this affects life on Earth.

Assessment: (Example) Students examine climate data sets of Earth’s Ice Age cycles along with the cycles of fluctuations in the shape of Earth’s orbit to identify correlations and construct hypotheses of cause and effect.

NRC Framework: The Disciplinary Core Ideas

NRC Framework: Focus on Systems

NRC Framework : Grade-Band Endpoints

Timeline for the NGSS

Geoscience “BIG IDEAS” informed bycommunity-based literacy efforts

Teacher Development

Curricula

Instructional Materials

Instruction

Assessment

NRC Framework/NGSS: Combines 3 Dimensions of: (1) Disciplinary Core Ideas (DCIs)(2) Science and Engineering Practices (SEPs)(3) Crosscutting Concepts (CCCs)

How do you Teach Earth and Space Science with the NGSS?

PRACTICES BIG IDEAS X-CUTTING CONCEPTS

Performance Expectation

Clarification Statement

Clarification Statements andAssessment Boundaries

MS-ESS3-2: Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.

But, what kinds of data? What technologies?

MS-ESS3-2: Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects. [Clarification Statement: Emphasis is on how some natural hazards, such as volcanic eruptions and severe weather, are preceded by phenomena that allow for reliable predictions, but others, such as earthquakes, occur suddenly and with no notice, and thus are not yet predictable. Examples of natural hazards can be taken from interior processes (such as earthquakes and volcanic eruptions), surface processes (such as mass wasting and tsunamis), or severe weather events (such as hurricanes, tornadoes, and floods). Examples of data can include the locations, magnitudes, and frequencies of the natural hazards. Examples of technologies can be global (such as satellite systems to monitor hurricanes or forest fires) or local (such as building basements in tornado-prone regions or reservoirs to mitigate droughts).]

CaliforniaSeattle

FLORIDA

CaliforniaChicagoFLORIDA

FLORIDA

CaliforniaChicago

St. LouisLos Angeles

FLORIDA

CaliforniaChicago

OklahomaSt. Louis

Oklahoma

FLORIDA

CaliforniaChicago

OklahomaSt. Louis

St. Louis

FLORIDA

CaliforniaChicago

OklahomaSt. Louis

St. Louis

Michigan

Foundation Boxes

Connections to Common Core

Elementary School: Grade-Level Standards, K-5

Performance Expectations

Middle School: Grade-Banded Standards, 6-81 year of Life Science1 year of Physical Science (Chemistry & Physics)1 year of Earth and Space Science

High School: Grade-Banded Standards, 9-121 year of Life Science1 year of Physical Science (Chemistry & Physics)1 year of Earth and Space Science

NRC Framework: Focus on Systems

US Paved Land is now greater than the size of Georgia

US Developed Land is now greater than the size of California

Humans now use 40% of the land to raise or grow their food (>50% in the US)

Every year > 25,000 pounds (>11 metric tons) of new non-fuel minerals must be provided for each person in the U.S., to make the items that we use every day

Human-caused erosion rates are now 6x greater than from all other natural causes combined!

The Human Need for Energy Dominates Our Global Impact and Has Extreme Consequences

The world uses energy at a rate of 18 terawatts

The world uses energy at a rate of 18 terawatts= 18 trillion joules/second= 18 trillion apples lifted 1 meter, each second

The world uses energy at a rate of 18 terawatts= 18 trillion joules/second= 18 trillion apples lifted 1 meter, each second= each person in the world bench-pressing 570 lbs, each second

But the U.S. uses energy at a rate of 3.6 terawatts= each person in the US lifting 2500 lbs up 1 meter, each second

2015: The Hottest Year Ever (….Once Again)

Earth’s vertebrate animal populations declined by more than half (52%) during 1970-2010

One-and-a-half Earths are now needed to meet humans’ current biocapacity demands

Why have half of the world’s vertebrate animals died in less than 40 years?

Today: 7,342,100,000 (U.S. Census Bureau)

World Population:

7% of all humans who have ever lived are alive today.

NGSS Statewise AdoptionAdoptingStates:ArkansasCaliforniaConnecticutDelawareHawaiiIllinoisIowaKansasKentuckyMarylandMichiganNevadaNew JerseyOregonRhode Isl.VermontWashington (and DC)

NGSS Statewise Adoption

(In process of adapting the NGSS: Alabama, Massachusetts, Missouri, Oklahoma, South Carolina, South Dakota, West Virginia, …..)

AdoptingStates:ArkansasCaliforniaConnecticutDelawareHawaiiIllinoisIowaKansasKentuckyMarylandMichiganNevadaNew JerseyOregonRhode Isl.VermontWashington (and DC)

Adopting/Adapting States: >40% of US Children

Adopting/Adapting States: >40% of US ChildrenAdditional Districts/Schools: ~35% of US Children

Adopting/Adapting States: >40% of US ChildrenAdditional Districts/Schools: ~35% of US ChildrenSo Far: >75% of US Children

The scientific method is a way to ask and answer scientific questions by making observations and doing experiments.

The steps of the scientific method are to: • Ask a Question• Do Background Research• Construct a Hypothesis• Test Your Hypothesis by Doing an Experiment• Analyze Your Data and Draw a Conclusion• Communicate Your Results

The Scientific Method

The scientific method is a way to ask and answer scientific questions by making observations and doing experiments.

The steps of the scientific method are to: • Ask a Question• Do Background Research• Construct a Hypothesis• Test Your Hypothesis by Doing an Experiment• Analyze Your Data and Draw a Conclusion• Communicate Your Results

The Scientific Method

1. Asking questions (for science) and defining problems (for engineering)2. Developing and using models3. Planning and carrying out investigations4. Analyzing and interpreting data5. Using mathematics and computational thinking6. Constructing explanations (for science) and designing solutions (for engineering)7. Engaging in argument from evidence8. Obtaining, evaluating, and communicating information

The Practices of Science and Engineering (SEPs)

The Practices: Guiding Principles

Guiding Principles:1. Students in grades K-12 should engage in all eight practices over each grade band

2. Practices grow in complexity and sophistication across the grades

Example: Developing and Using Models

3. Performance expectations focus on some but not all capabilities associated with a practice (i.e., students need only focus on one aspect of a practice, not the full grade or grade-band description)

Example: Developing and Using Models

3. Performance expectations focus on some but not all capabilities associated with a practice (i.e., students need only focus on one aspect of a practice, not the full grade or grade-band description)

4. The practices are interconnected – they work together

1. Patterns 2. Cause and effect3. Scale, proportion, and quantity4. Systems and system models5. Energy and matter6. Structure and function7. Stability and change

The Crosscutting Concepts

Structure and Dimension:Both “Patterns” and “Scale, Proportion, and Quantity” are ways of observing, categorizing, and classifying information, whether about physical objects or phenomena.

Causality of Components:“Structure and Function” and “Cause and Effect” take a reductionist view, focusing on processes of individual system components.

Understanding how a radio works:

But will you hear any music?

Causality of Components:“Structure and Function” and “Cause and Effect” take a reductionist view, focusing on processes of individual system components.

Systems:A holistic approach to science is exemplified by the crosscutting concepts of “Systems and System Models,” “Energy and Matter,” and “Stability and Change.” These all deal with understanding nature by examining how components of a system function together.

Systems:

NRC Framework: The Content of Science (“Disciplinary Core Ideas”) is Organized into Three Areas

(and also Science, Technology, and Engineering)

• Engineering Concepts are fully integrated throughout the NGSS

Engineering

• They appear in all 3 Foundation Boxes (Practices, Disciplinary Core Ideas, Crosscutting Concepts)

Engineering

• Engineering and Technology concepts are identified for particular Performance Expectations

Engineering

• Engineering and Technology concepts are identified for particular Performance Expectations

Life Physical Earth&SpaceMiddle School 4 5 5High School 2 5 8

Engineering

Economic:• 21st-century workforce is transitioning to a STEM-based

economy

• Postings for STEM jobs often outnumber the STEM unemployed

• Businesses rely heavily upon foreign-born workers to fill STEM jobs

Importance of a STEM-literate public

Economic:Competition:• Among States

• Among Countries

Economic:Competition:Equity:• Science Literacy has traditionally been reserved for the

more privileged individuals

• NGSS: “All standards for all students”

• White men: 55% of STEM jobs

• White women: 18% of STEM jobs

• Hispanic men and women: 4% of STEM jobs

• Black men and women: 3% of STEM jobs

Economic:Competition:Equity:Informed Citizenry:• STEM-related topics are directly related to peoples’ lives

(vaccinations, food content, environmental concerns)

• People are asked to vote based upon many STEM-related topics (energy resources, natural hazard mitigation, health care, etc.)

• Engineering and Technology concepts are identified for particular performance expectations

Life Physical Earth/SpaceMiddle School 4 5 5High School 2 5 8

Nature of Science

• Specific performance expectations are identified

• They are associated with either the:• Practices (the Practice of Science) or • Crosscutting Concepts (the Nature of Knowledge)

• Good opportunities for the History of Science

Nature of Science

1. Start with the Performance Expectations

Constructing a Curriculum Around the NGSS

1. Start with the Performance Expectations Use the Achieve “Evidence Statements”

1. Start with the Performance Expectations Use the Achieve “Evidence Statements” Look at Achieve’s “NGSS for All Students”

2. Determine how you will be organizing them Use the Appendix K Course Maps as a guide

Course Map #1: Conceptual Understanding Model

Course Map #2: Science Domains Model:

The 3 courses are Physical Science, Life Science, and Earth and Space Science (for both middle and high school)

Course Map #3: Modified Science Domains Model (for high school):

Incorporate the Earth and Space Science into existing biology, chemistry, and physics courses.

Least efficient in terms of instruction time; concepts taught out of order (without adequate prerequisites)

Accelerated Model Course Pathway: 5-Year Model (For Gifted Students)

Accelerated Model Course Pathway: 4-Year Model (For Very Gifted Students)

2. Determine how you will be organizing them Use the Appendix K Course Maps as a guide Bundle Performance Expectations where possible to

create coherent storylines

Construct Storylines by Bundling Performance Expectations:Example of Bundling PEs: (High School) - Fossils and Evolution

Example of Bundling PEs: (High School) - Fossils and Evolution

Life Science:HS-LS4-1: Communicate

scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence.

HS-LS4-5: Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species.

Earth Science:MS-ESS1-4: Construct a scientific explanation based on evidence from

rock strata for how the geologic time scale is used to organize Earth’s 4.6-billion-year-old history.

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.

Physical Science:HS-PS1-8: Develop models to illustrate the changes in the composition of

the nucleus of the atom and the energy released during the processes of fission, fusion, and radioactive decay.

Ex/ MI-STAR Curriculum (Michigan)

2. Determine how you will be organizing them

3. Determine what you will teach to support the PE’s Use the Clarification Statements and Assessment

Boundaries as a guide

1. Start with the Performance Expectations.

Boundaries as a guide Look at Achieve’s Science Tasks

Boundaries as a guide Look at Achieve’s Science Tasks Be sure to teach what you love; love what you teach

3. Determine what you will teach to support the PE’s

4. Look for connections to Nature of Science and Engineering, Technology, and Aspects of Science

5. Look for connections to Common Core for Math and ELA

6. Obtain curricular materials (data sets, lab materials, textbooks, media materials, etc.) Use the EQuIP Rubric for Lessons & Units Use the Publishers' Criteria: Primary Evaluation of

Essential Criteria for Alignment (PEEC-Alignment)

Deeper Understanding of Concepts

• No more “Mile wide and an inch deep”

NRC Framework:“Experts understand the core principles and theoretical constructs of their field, and they use them to make sense of new information or tackle novel problems. Novices, in contrast, tend to hold disconnected and even contradictory bits of knowledge as isolated facts and struggle to find a way to organize and integrate them.”

• There is no shortage of information out there: Google “volcano” and you get over 80 million web sites.

• Ira Flatow (“Science Friday”): American’s get 3% of their scientific understanding from school.

• What will you do with your 3%?

Help students construct a mental bookcase for their lifetime of scientific understanding.

Be their coach!

Introducing Teachers to the Next Generation Science Stand

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