Common Core Mathematics, Common Core English/Language Arts, and Next Generation

Science Standards. What’s the common thread?

Today’s Objective:

Participants will

• Explore the layout of the Next Generation Science Standards and discuss the features, benefits, and drawbacks of the 3-dimension format.

• Compare features of the Science and Engineering Practices to features of the Standards of Mathematical Practice and Literacy Standards for Science and Technical Subjects.

• Evaluate their present curricula and instructional practices and determine their readiness and needs as they look to implementing CCSS and NGSS.

• Express their upcoming needs and wants regarding professional development for the upcoming implementation of these curriculum standards.

The Framework identifies three dimensions of the science standards:

• Scientific & Engineering PracticesActivities that scientists and engineers engage in to either understand the world or solve a problem.

• Crosscutting ConceptsIdeas that are not specific to any one discipline but cut across them all.

• Disciplinary Core IdeasConcepts in science and engineering that have broad importance within and across disciplines as well as relevance in people’s lives.

Scientific and Engineering Practices

1. Asking questions (for science) and defining problems (for 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 (for science) and designing solutions (for engineering)

7. Engaging in argument from evidence

8. Obtaining, evaluating, and communicating information

Crosscutting Concepts

1. Patterns

2. Cause and effect: Mechanism and explanation

3. Scale, proportion, and quantity

4. Systems and system models

5. Energy and matter: Flows, cycles, and conservation

6. Structure and function

7. Stability and change

Disciplinary Core IdeasLife Science Physical ScienceLS1: From Molecules to Organisms: Structures

and Processes

LS2: Ecosystems: Interactions, Energy, and Dynamics

LS3: Heredity: Inheritance and Variation of Traits

LS4: Biological Evolution: Unity and Diversity

PS1: Matter and Its Interactions

PS2: Motion and Stability: Forces and Interactions

PS3: Energy

PS4: Waves and Their Applications in Technologies for Information Transfer

Earth & Space Science Engineering & TechnologyESS1: Earth’s Place in the Universe

ESS2: Earth’s Systems

ESS3: Earth and Human Activity

ETS1: Engineering Design

ETS2: Links Among Engineering, Technology, Science, and Society

Putting it together—Performance ExpectationsPerformance Expectations

Foundation Box

Connection BoxOther standards in the Next Generation Science Standards or in the Common Core State Standards that are related to this standard

Closer Look at a Performance Expectation

Performance expectations combine practices, core ideas, and crosscutting concepts into a single statement of what is to be assessed.

They are not instructional strategies or objectives for a lesson.

Timeline for NGSS

• Drafts of NGSS for public review: May 2012, Jan 2013.

• Final Release of NGSS: March 31, 2013

• Approval of NGSS by Delaware Board of Education: uncertain—probably summer 2013.

What about assessment???

• Math and ELA: DCAS will run until 2014-2015 year. In 2015, math and ELA will use Smarter Balanced Assessment Consortium (SBAC), aligned to Common Core State Standards.

http://www.smarterbalanced.org/

• At this time, Smarter Balanced has no assessment for science.

Bringing it all togetherPractices in Different Disciplines

MathM1. Make sense of problems and persevere in solving them. M2. Reason abstractly and quantitatively. M3. Construct viable arguments and critique the reasoning of others. M4. Model with mathematics. M5. Use appropriate tools strategically. M6. Attend to precision. M7. Look for and make use of structure. M8. Look for and express regularity in repeated reasoning.

ScienceS1. Asking questions (for science) and defining problems (for engineering). S2. Developing and using models. S3. Planning and carrying out investigations. S4. Analyzing and interpreting data. S5. Using mathematics, information and computer technology, and computational thinking. S6. Constructing explanations (for science) and designing solutions (for engineering). S7. Engaging in argument from evidence. S8. Obtaining, evaluating, and communicating information.

English Language ArtsE1. They demonstrate independence.E2. They build strong content knowledge.E3. They respond to the varying demands of audience, task, purpose, and discipline. E4. They comprehend as well as critique. E5. They value evidence. E6. They use technology and digital media strategically and capably. E7. They come to understanding other perspectives and cultures.

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There’s a common core in all of the standards documents (ELA, Math, and Science)

At the core is:

• Reasoning with evidence;

• Building arguments and critiquing the arguments of others;

• Participating in reasoning-oriented practices with others.

Teachers will have to help all students:

• Externalize their thinking;

• Listen carefully to one anotherand take one another seriously;

• Dig deeper into the data and evidence for their positions;

• Work with the reasoning of others.

Because these “thinking practices” are inextricably linked to content, and to core ideas,

participating in productive talk is not an add-on.

It’s fundamental to the learning goals in each set of standards.

Go take a 10 minute break

From this point on:

Group 1: Go to room 135

Group 2: Go to room 136

Group 3: Go to room 113

Based on what has been presented today:

Discuss with your school, with your grade level colleagues, or with your content level colleagues the answers to the three questions.

Please write the answers to these questions on the paper you have been provided. Please turn these in at the front of the room.

All materials from this presentation will be uploaded to the Red Clay Secondary Science Wiki.

Thank you for your time this morning!