This presentation is to prepare administrators and teachers for the Next Generation of Science Standards. It provides an overview of the organization and the three
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1. Public Review of the Next Generation Science Standards
forTodays Students and Tomorrows Workforce
2. Agenda Welcome & Introductions Message from MDE The Who,
What, Why & How of the Project The Framework NGSS Organization
and Changes Three Dimensions Timeline Next Steps in Transition
3. Lead PartnersAAAS
4. The Guiding The Guiding Principles of Principles of the the
Framework Framework are Research- are Research- Based and Based and
Include. .... Include.Building Capacity in State Science Education
BCSSE
5. Organization of Framework and NGSS Standards Dimensions
Scientific and Engineering Practices Crosscutting Concepts
Disciplinary Core Ideas A Key Learning Idea Learning challenging
ideas develops across time.
6. Standards integrate core ideas, cross- cutting ideas, &
practices Standards include performance expectations that integrate
the scientific and engineering practices with the crosscutting
concepts and disciplinary core ideas. (NRC 2011, Rec 4) The
expectations should require that students demonstrate knowledge-in-
use and include criteria for identifying successful performance.
(NRC 2011, Rec 5).
7. Dimension 1 Scientific and Engineering Practices1. Asking
questions (science) 5. Using mathematics and and defining problems
computational thinking (engineering) 6. Constructing explanations2.
Developing and using (science) & designing models solutions
(engineering)3. Planning and carrying out 7. Engaging in argument
from investigations evidence4. Analyzing and interpreting 8.
Obtaining, evaluating, and data 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.
8. Scientific and Engineering Practices Practice 1: Asking
Questions and Defining ProblemsScience begins with a question about
a Engineering begins with a problem,phenomenon, such as Why is the
sky need or desire that suggests an engineeringblue? or What causes
cancer? and seeks problem that needs to be solved. A societalto
develop theories that can provide problem such as reducing the
nationsexplanatory answers to such questions. A dependence on
fossil fuels may engender abasic practice of the scientist is
formulating variety of engineering problems such asempirically
answerable questions about designing more efficient
transportationphenomena, establishing what is already systems, or
alternative power generationknown, and determining what questions
devices such as improved solar cells.have yet to be satisfactorily
answered. Engineers ask questions to define the engineering
problem, determine criteria for a successful solution, and identify
constraints.
9. 1. Asking Questions and Defining ProblemsQuestions 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?
10. What question is answered? Think, Pair, Share
ActivityStudents know evaporation and melting are changes that
occurwhen the objects are heated. (Grade 3)Students know evidence
of plate tectonics is derived from the fitof the continents; the
location of earthquakes, volcanoes, andmid-ocean ridges; and the
distribution of fossils, rock types, andancient climatic zones.
(Grade 6)Students know that when one object exerts a force on a
secondobject, the second object always exerts a force of
equalmagnitude and in the opposite direction (Newtons third
law).(Grades 9-12)
11. Time to think and pair withpartner or group
12. 2. Developing and Using Models
13. What is a Model?Think of a model as:A drawing that shows
the objects and the relationships amongthe objects to explain a
phenomenon.A representation that illustrates the objects in a
system and therelationships among the objects in order to provide a
causalmechanism that accounts for the phenomenon.A more complete
view: A scientific model may be a physicalobject, an equation, a
graph, a drawing, a computer simulation,a description with a
sketch, a mathematical formula, or even amental image that allows
for predictions and explanations byrevealing the relationships
among objects using scientific ideas.
14. Bohr Model of the Atom How is this model useful?How does it
fall short of reality?
15. ModelingThe Framework states that by the end of grade
12students should be able to:Construct drawings or diagrams as
representations of events orsystems.Represent and explain phenomena
with multiple types of models andmove flexibly between model types
when different ones are mostuseful for different purposes.Discuss
the limitations and precision of a model and suggest ways inwhich
the model might be improved.Refine a model in light of empirical
evidence or criticism to improve itsquality and explanatory
power.Use existing computer simulations as a tool for understanding
andinvestigating aspects of a system, particularly those not
readily visibleto the naked eye.Make and use a model to test a
design, or aspects of a design, andto compare the effectiveness of
different design solutions.
16. 3. Planning and Carrying Out Investigations How does the
speed at which sugar dissolves depend on temperature?Variables,
procedure, safe practices, recordingand displaying data, forming a
conclusion, etc.
17. 4. Analyzing and Interpreting Data
18. 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
the breathing rate, the greater the pulse rate.(d) On the whole,
those people with a higher breath rate had a higher pulse
rate.
19. 5. Using Mathematics and Computational Thinking 1. Who is
the tallest? 2. Who is the shortest? 3.What is the average
height?
20. 6. Constructing Explanations The Upside Down Tumbler
DemonstrationDemo There is no air inside. There is no glue on the
card. There is lots of air outside. Some of the air is hitting the
card. A force is needed to support the water.
21. 6. Constructing Explanations Example:The Shape of the Earth
1. The Earth spins once a day. 2. Rocks can be compressed with
force. 3. Gravity pulls all matter towards the center of the Earth.
4. If something is spinning, a force is needed towards the center
to keep it going round in a circle. 5. A squashed sphere is called
an oblate spheroid.Explanations are to be supported by
evidence.
22. 7. Engaging in Argument from Evidence Students must be
taught to cite evidence supporting their position,respectfully
listen toopposing viewpoints,to offer constructive criticism and to
debate in a respectful manner.
23. Something in the Air? Maria, Ted and Alexis are wondering
where the water on the outside of the glass of water with ice comes
from. 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.
24. 8. Obtaining, Evaluating and Communicating Information
Speaking: presenting information, evidence and conclusions. Forms
of CommunicationListening and Evaluating ResearchingWriting: using
computer programs Evaluating Information persuasive, factual,
reports, (print, oral, & visual) presenting data, writing for a
variety of audiences.
25. Crosscutting Concepts 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
Framework 4-1
26. 2. Cause and Effect: 1. Patterns Mechanisms and
Explanations3. Scale, Proportion and Quantity
27. 4. Systems and System Models 5. Energy and Matter: Flows,
Cycles, and Conservation
28. Base for ActivitySelected themes: Scale, Proportion, and
Quantity What problems do students have in understandingscale
within the context of each discipline?How can we help students
integrate an understandingof scale across the
disciplines?http://www.youtube.com/watch?v=xmdIbp87KLgClick icon
below for brief video. Powers of 10 - YouTube.flv
29. Base for ActivitySelected themes: Energy &
MatterDescribe how energy is currently represented in the
followingdisciplines: Physics Chemistry Biology Earth
ScienceDiscuss in small groups how you might represent energy in
acommon way across the disciplines.Be prepared to share at least
one example with the group.
30. A Disciplinary Core Idea (Criteria for inclusion)1.
Disciplinary Significance - Has broad importance across multiple
science or engineering disciplines, a key organizing concept of a
single discipline2. Explanatory Power - Can be used to explain a
host of phenomena3. Generative - Provides a key tool for
understanding or investigating more complex ideas and solving
problems4. Relevant to Peoples Lives - Relates to the interests and
life experiences of students, connected to societal or personal
concerns5. Usable from K to 12 - Is teachable and learnable over
multiple grades at increasing levels of depth and
sophisticationFewer concepts are included in NGSS to allow time for
more in-depth explorations
31. Physical Sciences Matter and Its Interactions Motion and
Stability Energy Waves and Their Applications
32. Life Sciences From Molecules to Organisms: Structures and
Processes Ecosystems: Interactions, Energy, and Dynamics Heredity:
Inheritance and Variation of Traits Biological Evolution: Unity and
Diversity
33. Earth and Space Sciences Earths Place in the Universe Earth
Systems Earth and Human Activity
34. Engineering, Technology and Applications of Sciences
Engineering Design Links Among Engineering, Technology, Science and
Society Engineering design differs from projects you may have
students do at this time by including specifications, constraints
(parameters), and design testing process to collect evidence of
effectiveness.
35. Lots of work completed,underway, and left to do Resources
Assessments Curricula Instruction Professional Learning (PD)
36. Connections to CCSS Literacy Determine Central Ideas (RST
2) Evidence (RST 1 & WHST9) Analysis (RST 5) Evaluate
Hypotheses (RST 8) Synthesize Information (RST 9) Writing Arguments
(WHST 1) Use of Technology (WHST 6) Speaking and Listening (SL
1-6)
37. Connections to CCSS Mathematics Mathematical Practices 1.
Make sense of problems and persevere in solving them. 2. Reason
abstractly and quantitatively. 3. Construct viable arguments and
critique the reasoning of others. 4. Model with mathematics. 5. Use
appropriate tools strategically. 6. Attend to precision. 7. Look
for and make use of structure. 8. Look for and express regularity
in repeated reasoning.
38. Review of the draft NGSS Timeline Released to States
(embargoed) May 4th Public Released May 7th 3 week review window
closed May 28th Release was on-line through the
www.nextgenscience.org web site Revision Process 2nd review
Completion in the first quarter of 2013
39. NGSS Timeline in LA (at this time subject to change)
Framework Awareness Early 2012 Public review of draft standards
5/2012, Revisions by Achieve, Inc. Final document in 1st quarter of
2013 Decisions on state adoption 2012-13 Teacher training and PD
2013-14 Implementation 2014 -15
40. In-Depth Look at Standards Formatting and coding Standard
with Performance Expections All performance expectations are
essential to instruction Within the classroom, it might be
necessary to only assess one of these expectations Colors and codes
of 3 dimensions Connections between NGSS and CCSS in both literacy
and math Example follows - - -
41. Standards (written in the form of several Performance
Expectations (PE) )1. Explain the role of photosynthesis in the
cycling of matter and flow ofenergy on Earth. [Limit to light,
water, CO2, and oxygen] (practice 2) (core idea LS2.B)
(crosscutting-4. systems)2. Develop and use models of the cycles of
matter among living andnonliving parts of an ecosystem.Practices
Core Ideas Crosscutting Concepts1. Practice 6- LS2.B: Cycles of
Matter and 1. Concept 5 - Energy and Constructing Energy Transfer
in matter: Flows, cycles, explanations (for Ecosystems and
conservation. science) 2. Concept 2 - Systems and2. Practice 2-
Developing system models and using models
42. Summary: Shifts in the Teaching and Learning of Science
Organize around limited number of core ideas. Favor depth and
coherence over breadth of coverage. Core ideas need to be revisited
in increasing depth, and sophistication across years. Focus needs
to be on connections: Careful construction of a storyline helping
learners build sophisticated ideas from simpler explanations, using
evidence. Connections between scientific disciplines, using
powerful ideas (nature of matter, energy) across life, physical,
and environmental sciences
43. Thank You!Ann WilsonScience Program CoordinatorLouisiana
Department of [email protected] May-BrettSTEM and Math
Science PartnershipLouisiana Department of
[email protected] Q&A