Michigan’s Public Review of the

Michigan’s PublicReview of the

Next Generation Science Standards for Today’s Students and Tomorrow’s Workforce

AGENDA

Welcome and Introductions

Overview of the Next Generation Science Standardsa.The who, what, why and how of the projectb.Research behind the developmentc.Vision of the Framework d.Three Dimensions

Science and Engineering PracticesCross-cutting ThemesCore Disciplinary Ideas

e.Summary of Purpose and Integration of the Dimensions f.Timelines from NGSS & MDEg.Next Steps in Transition

In-depth Look at the Standardsa.Implications for Curriculum and Instructionb.Format and Coding

Grade Level / Content Discussionsa.Introduce survey for standards reviewb.Participants in small groups to discuss their grade level / content and possible responses and comments for the surveyc.Completing the survey

Evaluation and Review

Michigan’s Next Generation Science Standards (NGSS)Review & Survey Session

May 23, 2012 - Macomb ISDMike Klein and Paul Drummond

Lead Partners

NGSS Lead States

Michigan Internal Review TeamUniversity Faculty

K-12 Teachers

Michigan Mathematics and Science Centers Network

ISD’s and RESA’s

Michigan Science Teachers Association

Michigan Department of Education

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 science and engineering practices and apply crosscutting concepts to deepen their understanding of the core ideas in these fields.

A Framework for K-12 Science Education p. 1-2

A New Vision of Science Learning

that Leads to a New Vision of Teaching

Vision for Science Education

Builds on Existing National Science Education Efforts

Building Capacity in State Science Education BCSSE

The Guiding Principles of

the Framework

are Research-Based and Include. . .

The Guiding Principles of

the Framework

are Research-Based and Include. . .

Next Generation?

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

Children areBorn Investigators

The framework is built on the notion of learning as a developmental progression. It is designed to help children

continually build on and revise their knowledge and abilities, starting from their curiosity about what they see around them

and their initial conceptions about how the world works. Framework 1-3

Organization of Framework

Dimensions of the Framework•Scientific and Engineering Practices•Crosscutting Concepts•Disciplinary Core Ideas

Realizing the Vision•Integrating the Three Dimensions•Implementation •Equity and Diversity•Guidance for Standards Development•Looking Toward the Future: Research to Inform K-12 Science Education Standards

Dimension 1: Science and Engineering Practices

1. Asking questions (science) and defining problems (engineering)

2. Developing and using models

3. Planning and carrying out investigations

4. Analyzing and interpreting data

5. Using mathematics and computational thinking

6. Constructing explanations (science) and designing solutions (engineering)

7. Engaging in argument from evidence

8. Obtaining, evaluating, and communicating information

For each, the Framework includes a description of the practice, the culminating 12th grade learning goals, and what we know about progression over time.

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The currently accepted model of earth’s interior is based largely on the analysis of seismic waves which indicates that earth is comprised of concentric spheres.

The earth is divided into concentric spheres. There is an iron-nickel inner core surrounded by a liquid outer core. The mantle surrounds the core and is able to flow like a plastic. The outer most layer is a rigid crust.

Next Generation of Science Standards (NGSS)Compare two presentations of science content.

Crosscutting Concepts

1.Patterns2.Cause and effect3.Scale, proportion, and quantity 4.Systems and system models 5.Energy and matter6.Structure and function 7.Stability and change

Framework 4-1

Disciplinary Core Ideas

A core idea for K-12 science instruction is a scientific idea that:

•Has broad importance across multiple science or engineering disciplines or is a key organizing concept of a single discipline

•Provides a key tool for understanding or investigating more complex ideas and solving problems

•Relates to the interests and life experiences of students or can be connected to societal or personal concerns that require scientific or technical knowledge

•Is teachable and learnable over multiple grades at increasing levels of depth and sophistication

Physical Sciences

• PS 1: Matter and Its Interactions

• PS 2: Motion and Stability

• PS 3: Energy

• PS 4: Waves and Their Applications

Life Sciences• LS 1: From Molecules to

Organisms: Structures and Processes

• LS 2: Ecosystems: Interactions, Energy, and Dynamics

• LS 3: Heredity: Inheritance and Variation of Traits

• LS 4: Biological Evolution: Unity and Diversity

Earth and Space Sciences

• ESS 1: Earth’s Place in

the Universe

• ESS 2: Earth Systems

• ESS 3: Earth and Human Activity

Engineering, Technology andApplications of Sciences

• ETS 1: Engineering Design

• ETS 2: Links Among Engineering,

Technology, Science

and Society

NGSS Architecture

Integration of practices, crosscutting concepts, and

core ideas.

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A Deeper Look at the Practices

1. Asking Questions and Defining Problems

2. Developing and Using Models

3. Planning and Carrying out Investigations

4. Analyzing and Interpreting Data

5. Using Mathematics and Computational Thinking

6. Constructing Explanations and Designing Solutions

7. Engaging in Argument from Evidence

8. Obtaining, Evaluating and Communicating Information

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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?

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What Question is answered?

Students know evaporation and melting are changes that occur when the objects are heated. (Grade 3)Students know evidence of plate tectonics is derived from the fit of the continents; the location of earthquakes, volcanoes, and mid-ocean ridges; and the distribution of fossils, rock types, and ancient climatic zones. (Grade 6)Students know that when one object exerts a force on a second object, the second object always exerts a force of equal magnitude and in the opposite direction (Newton's third law). (grade 9-12)Students know atoms combine to form molecules by sharing electrons to form covalent or metallic bonds or by exchanging electrons to form ionic bonds.

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2. Developing and Using Models

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Water and Bicycle Models of an Electric Circuit

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Bohr Model of the Atom

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3. Planning and Carrying Out Investigations

How does the speed at which sugar dissolves depend on temperature?

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4. Analyzing and Interpreting Data

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4. Analyzing and Interpreting Data

(a) One pupil had the most breaths and she also had the highest pulse rate.

(b) All the people with a high breath rate had a high pulse rate.

(c) The higher your breathing rate, the greater the pulse rate.

(d) On the whole, those people with a higher breath rate had a higher pulse rate.

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5. Using Mathematics and Computational Thinking

1. Who is the tallest

2. Who is the smallest

3. What is the average?

6. Constructing Explanations

The upside down tumblerThere are no air inside

There is no glue on the card

There are lots of air outside.

Some of the air is hitting the card

A force is needed to support the water

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6. Constructing ExplanationsThe Shape of the Earth.

1. The Earth spins once a day

2. Rocks can be squeezed.

3. Gravity pulls all matter towards towards the center of the Earth

4. A squashed sphere is called an oblate spheroid

5. If something is spinning a force is needed towards the center to keep it going round in a circle.

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6. Constructing Explanations

Why do objects fall at the same rate in the absence of air?

• Gravity pulls on all objects

• If the mass is double, the pull of gravity will double

• Twice the mass takes twice as long to speed up

• Think of two objects, one twice as massive as the other• Force is double but so is the mass

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7. Engaging in Argument from Evidence

The Significance of Argument?

Construction [Recall and Explanation]

Critique [Juxtaposition &

Evaluation

vs

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Something in the Air?

Maria: The water came through holes in the glass.

Ted: The water came over the top of the glass.

Alexis: The water came from the air.

Maria, Ted and Alexis are wondering where the water on the outside of the glass of water with ice comes from.

8. Obtaining, Evaluating and Communicating Information

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Views of Reading

Complex View of Reading

• Perspective Taking

• Complex Reasoning

• Academic Language

• Background Knowledge

Simple View of Reading

•Decoding Words on paper

•Knowing the Vocabulary

Not Learning to Read BUT Reading to Learn

1.What is this picture telling us?

2. What does the heading suggest the text will be about?

3. What is the author trying to tell us in the first paragraph?

4. How does the second paragraph add to the first?

5. Why does the author compare a cloud to a mirror?

6. What does the author mean when he talks about the ‘wavelength of light’?

7. Could you draw a picture to explain why the sunsets are red?

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a. For a friend who missed the lesson in schoolb. For their mother to explain what they did in school todayc. As a poemd. As an article for a school magazinee. As a set of instructions for someone else to do the experimenth. As a letter to a pen-palj. As a report in the New York Timesk. As an entry in your diaryl. For a younger pupil to explain why science is fascinatingn. As an article for a popular magazinep. As a time traveller from the 16th Centuryq. As a piece for a student textbookr. As part of a a science fiction story.s. As a text messaget. As a tweet.

Changing the Audience

Lots of work completed, underway, and left to do

Instruction

Curricula

Assessments

Teacher Development

NGSS Development Timeline

Already Accomplished:• Lead State Meeting (Achieve, Sept. 2011)• First draft to Lead States (late November 2011)• MI Internal Review Team reviews first draft (February 2012)• Lead States meet with Writers (late Feb 2012)• Lead States Implementation Planning (February – April)• First Public Draft; MI State Review Meetings (May 2012)

If Achieve Stays on Schedule:• All State Review; MI Internal Review (Summer 2012)• Second Public Draft (Summer 2012)• Final Draft; MI Internal Review (Fall)• Final State Report (Fall)• NGSS Posted (December 2012)• Lead State Adoption Planning (January 2013)

Intelligent guessing from here on…• Begin aligning and integrating into district curriculum (Fall 2013)• Assessed on MEAP and MME (Spring 2015)

Michigan NGSS Review

Let’s take an in-depth look at the standards

Things to watch for:• Formatting and coding• Colors and codes of 3 dimensions• Connection boxes within NGSS• Connections between NGSS and CCSS in both

literacy and math

Go to www.nextgenscience.org