Upload
serc-at-carleton-college
View
98
Download
0
Embed Size (px)
Citation preview
Professor Michael WysessionDepartment of Earth and Planetary Sciences
Washington University, St. Louis, [email protected]
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]
National Science Education Standards [1995]
National Science Education Standards [1995]
National Science Education Standards [1995]
National Science Education Standards [1995]
National Science Education Standards [1995]
National Science Education Standards [1995]
National Science Education Standards [1995]
National Science Education Standards [1995]
National Science Education Standards [1995]
National Science Education Standards [1995]
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
Research shows the many benefits of Active Learning as opposed to Passive Learning
However:• Old standards assess memorization of
factoids
Research shows the many benefits of Active Learning as opposed to Passive Learning
However:• Old standards assess memorization of
factoids
• Too much content
Research shows the many benefits of Active Learning as opposed to Passive Learning
However:• Old standards assess memorization of
factoids
• Too much content
• “Inch deep and a mile wide”
Research shows the many benefits of Active Learning as opposed to Passive Learning
However:• Old standards assess memorization of
factoids
• Too much content
• “Inch deep and a mile wide”
• “Science” is not really “science”
Research shows the many benefits of Active Learning as opposed to Passive Learning
However:• Old standards assess memorization of
factoids
• Too much content
• “Inch deep and a mile wide”
• “Science” is not really “science”
• boring!
How would you design a curriculum to teach kids to play baseball or softball?
How would you design a curriculum to teach kids to play baseball or softball?
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”
NRC Framework Goal: More Scientifically Literate Citizens
(c. Brian Reiser)
Old standards: (Example) Students learn the components of the solar system and how the force of gravity holds them together.
NRC Framework Goal: More Scientifically Literate Citizens
(c. Brian Reiser)
Old standards: (Example) Students learn the components of the solar system and how the force of gravity holds them together.
NRC Framework Goal: More Scientifically Literate Citizens
Assessment: How many planets are in the solar system?A. 6B. 7C. 8D. 9E. 10
Old standards: (Example) Students learn the components of the solar system and how the force of gravity holds them together.
NRC Framework Goal: More Scientifically Literate Citizens
Assessment: How many planets are in the solar system?A. 6B. 7C. 8D. 9E. 10
Old standards: (Example) Students learn the components of the solar system and how the force of gravity holds them together.
NRC Framework Goal: More Scientifically Literate Citizens
Assessment: How many planets are in the solar system?A. 6B. 7C. 8D. 9E. 10
(Ooops! Sorry, Pluto!!)
Old standards: (Example) Students learn the components of the solar system and how the force of gravity holds them together.
NRC Framework Goal: More Scientifically Literate Citizens
Assessment: How many planets are in the solar system?A. 6B. 7C. 8D. 9E. 10
(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.
NRC Framework Goal: More Scientifically Literate Citizens
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.
NRC Framework Goal: More Scientifically Literate Citizens
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
2009
Timeline for the NGSS
Geoscience “BIG IDEAS” informed bycommunity-based literacy efforts
2009
Timeline for the NGSS
2009
2011
Timeline for the NGSS
2009
2011
2013
Timeline for the NGSS
Teacher Development
Curricula
Instructional Materials
Instruction
Assessment
2009
2011
2013
2016
Timeline for the NGSS
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
How do you Teach Earth and Space Science with the NGSS?
PRACTICES BIG IDEAS X-CUTTING CONCEPTS
How do you Teach Earth and Space Science with the NGSS?
PRACTICES BIG IDEAS X-CUTTING CONCEPTS
Performance Expectation
How do you Teach Earth and Space Science with the NGSS?
PRACTICES BIG IDEAS X-CUTTING CONCEPTS
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?
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. [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).]
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.
CaliforniaSeattle
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.
FLORIDA
CaliforniaChicagoFLORIDA
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.
FLORIDA
CaliforniaChicago
St. LouisLos Angeles
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.
FLORIDA
CaliforniaChicago
OklahomaSt. Louis
Oklahoma
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.
FLORIDA
CaliforniaChicago
OklahomaSt. Louis
St. Louis
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.
FLORIDA
CaliforniaChicago
OklahomaSt. Louis
St. Louis
Michigan
Clarification Statements andAssessment Boundaries
How do you Teach Earth and Space Science with the NGSS?
PRACTICES BIG IDEAS X-CUTTING CONCEPTS
Foundation Boxes
How do you Teach Earth and Space Science with the NGSS?
PRACTICES BIG IDEAS X-CUTTING CONCEPTS
Connections to Common Core
Elementary School: Grade-Level Standards, K-5
Performance Expectations
Elementary School: Grade-Level Standards, K-5
Middle School: Grade-Banded Standards, 6-81 year of Life Science1 year of Physical Science (Chemistry & Physics)1 year of Earth and Space Science
Performance Expectations
Elementary School: Grade-Level Standards, K-5
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
Performance Expectations
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
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
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
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)
NGSS Statewise Adoption
Adopting/Adapting States: >40% of US Children
(In process of adapting the NGSS: Alabama, Massachusetts, Missouri, Oklahoma, South Carolina, South Dakota, West Virginia, …..)
AdoptingStates: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 ChildrenAdditional Districts/Schools: ~35% of US Children
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 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
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
Example: Developing and Using Models
Example: Developing and Using Models
Example: Developing and Using Models
Example: Developing and Using Models
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
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
Example: Developing and Using Models
Example: Developing and Using Models
Example: Developing and Using Models
Example: Developing and Using Models
Example: Developing and Using Models
Example: Developing and Using Models
Example: Developing and Using Models
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
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.
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.
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.
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.
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.
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.
The Crosscutting Concepts
Understanding how a radio works:
Understanding how a radio works:
But will you hear any music?
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.
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.
The Crosscutting Concepts
The Crosscutting Concepts
Systems:
The Crosscutting Concepts
Systems:
The Crosscutting Concepts
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
• Engineering Concepts are fully integrated throughout the NGSS
• They appear in all 3 Foundation Boxes (Practices, Disciplinary Core Ideas, Crosscutting Concepts)
Engineering
• Engineering Concepts are fully integrated throughout the NGSS
• They appear in all 3 Foundation Boxes (Practices, Disciplinary Core Ideas, Crosscutting Concepts)
• Engineering and Technology concepts are identified for particular Performance Expectations
Engineering
• Engineering Concepts are fully integrated throughout the NGSS
• They appear in all 3 Foundation Boxes (Practices, Disciplinary Core Ideas, Crosscutting Concepts)
• 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
Importance of a STEM-literate public
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
Importance of a STEM-literate public
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.)
Importance of a STEM-literate public
• Engineering Concepts are fully integrated throughout the NGSS
• They appear in all 3 Foundation Boxes (Practices, Disciplinary Core Ideas, Crosscutting Concepts)
• 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”
Constructing a Curriculum Around the NGSS
Constructing a Curriculum Around the NGSS
Constructing a Curriculum Around the NGSS
1. Start with the Performance Expectations Use the Achieve “Evidence Statements” Look at Achieve’s “NGSS for All Students”
Constructing a Curriculum Around the NGSS
1. Start with the Performance Expectations
2. Determine how you will be organizing them Use the Appendix K Course Maps as a guide
Constructing a Curriculum Around the NGSS
Course Map #1: Conceptual Understanding Model
Constructing a Curriculum Around the NGSS
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)
1. Start with the Performance Expectations
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
Constructing a Curriculum Around the NGSS
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.
Example of Bundling PEs: (High School) - Fossils and Evolution
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.
Example of Bundling PEs: (High School) - Fossils and Evolution
Example of Bundling PEs: (High School) - Fossils and Evolution
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.
Example of Bundling PEs: (High School) - Fossils and Evolution
Ex/ MI-STAR Curriculum (Michigan)
Constructing a Curriculum Around the NGSS
1. Start with the Performance Expectations
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
Constructing a Curriculum Around the NGSS
1. Start with the Performance Expectations.
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 Look at Achieve’s Science Tasks
Constructing a Curriculum Around the NGSS
1. Start with the Performance Expectations.
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 Look at Achieve’s Science Tasks
Constructing a Curriculum Around the NGSS
1. Start with the Performance Expectations.
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 Look at Achieve’s Science Tasks
Constructing a Curriculum Around the NGSS
1. Start with the Performance Expectations.
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 Look at Achieve’s Science Tasks Be sure to teach what you love; love what you teach
Constructing a Curriculum Around the NGSS
1. Start with the Performance Expectations.
2. Determine how you will be organizing them
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
Constructing a Curriculum Around the NGSS
1. Start with the Performance Expectations.
2. Determine how you will be organizing them
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
Constructing a Curriculum Around the NGSS
1. Start with the Performance Expectations.
2. Determine how you will be organizing them
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)
Constructing a Curriculum Around the NGSS
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.”
Deeper Understanding of Concepts
• There is no shortage of information out there: Google “volcano” and you get over 80 million web sites.
Deeper Understanding of Concepts
• 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.
Deeper Understanding of Concepts
• 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%?
Deeper Understanding of Concepts
• 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!