Planning for Next Generation Science Standards (NGSS) 1 Lesley Merritt, Science Specialist STEM Center for Math & Science Education-University of Arkansas 346 N. West Avenue, Room 202 Fayetteville, AR Wiki: cmasescience.pbworks.com Framework for K-12 Science Ed Fall 2011 NGSS Standards 2013 Recommendation to State Board of Ed for consideration of NGSS 2013 Arkansas Science Textbook Contract 3 4 5 6 7 8 9 10 ELA CapacitiesMathematical PracticesScientific and Engineering Practices Demonstrate independenceMake sense of problems and persevere in solving them Asking questions (for science) and defining problems (for engineering) Build strong content knowledgeReason abstractly and quantitativelyDeveloping and using models Respond to the varying demands of audience, task, purpose, and discipline Construct viable arguments and critique the reasoning of others Planning and carrying out investigations Comprehend as well as critiqueModel with mathematicsAnalyzing and interpreting data Value evidenceUse appropriate tools strategicallyUsing mathematics, information and computer technology, and computational thinking Use technology and digital media strategically and capably Attend to precisionConstructing explanations (for science) and designing solutions (for engineering) Come to understand other perspectives and cultures Look for and make use of structureEngaging in argument from evidence Look for and express regularity in repeated reasoning Obtaining, evaluating, and communicating information ELA (pg. 7)Mathematics (pgs. 6-8)Analysis of ELA/Math/Science Practices 11 12 PART I: A Vision for K-12 Science Education Introduction Guiding Assumptions and Organization of the Framework PART II: Dimensions of the Framework Scientific and Engineering Practices Crosscutting Concepts Disciplinary Core Ideas Part III: Realizing the Vision Engineering, Technology, and Applications of Science Integrating the Three Dimensions Implementation Equity and Diversity Guidance for Standards Development 13 Three Dimensions of the Framework for K-12 Science Education Practices Crosscutting Concepts Core Ideas Next Generation Science Standards 14 1. Asking questions (science) and defining problems (engineering) 2. Design and using models 3. Planning and carrying out investigations 4. Analyzing and interpreting data 5. Using mathematics and computational thinking 6. Developing explanations (science) and designing solutions (engineering) 7. Engaging in argument 8. Obtaining, evaluating, and communicating information 15 16 Science & Engineering Practices Asking Questions & Defining Problems Developing & Using Models Planning & Carrying Out Investigations Analyzing & Interpreting Data Using Mathematics & Computational Thinking Constructing Explanations & Designing Solutions Engaging in Argument from Evidence Obtaining, Evaluating & Communicating Information helping students understand how scientific knowledge develops and makes students knowledge more meaningful and embeds it more deeply into their world view. 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 nanobioart.com 17 Refer to Chapter 4 Crosscutting Concepts Table Page 83 (PDF pg. 98) Complete Column 1 & 2 in CCC Table HO nanobioart.com 18 Jigsaw Numbers: Complete Column 1 & 2 in CCC Table Hand-out 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 19 Review the Crosscutting Concepts (CCC) and read how they interconnect with Core Ideas. Now refer to the Arkansas Science Curriculum Frameworks you teach.Complete your CCC chart. 1. Identify an SLE you teach that would facilitate students understanding of each CCC? 2. List some lessons/lab activities that address some of these crosscutting concepts? 20 Refer to the K-12 Core Ideas in A Framework for K-12 Science Education Physical Sciences (Chapter 5, Pg. 103/PDF pg. 118) Life Sciences (Chapter 6, Pg. 139/ PDF pg. 154 ) Earth and Space Sciences (Chapter 7, Pg. 169/PDF pg. 184 ) Engineering, Technology, and Applications of Science (Chapter 8, Pg. 201/ PDF pg. 216) 21 Core Idea PS1: Matter and Its Interactions (Book pg. 106) Core Idea PS2: Motion and Stability: Forces and Interactions (Book pg. 113) Core Idea PS3: Energy (Book pg. 120) Core Idea PS4: Waves and Their Applications in Technologies for Information Transfer (Book pg. 130) 22 Core Idea LS1: From Molecules to Organisms: Structures and Processes (Book pg. 143) Core Idea LS2: Ecosystems: Interactions, Energy, and Dynamics (Book pg. 150) Core Idea LS3: Heredity: Inheritance and Variation of Traits (Book pg. 157) Core Idea LS4: Biological Evolution: Unity and Diversity (Book pg. 161) 23 Core Idea ESS1: Earths Place in the Universe (Book pg. 173) Core Idea ESS2: Earths Systems (Book pg. 179) Core Idea ESS3: Earth and Human Activity (Book pg. 190) 24 Core Idea ETS1: Engineering Design (Book pg. 204) Core Idea ETS2: Links Among Engineering, Technology, Science, and Society (Book page 210) 25 Table Groups: Read ESS3.B: Natural Hazards (Book Page Discuss the core idea and the grade-band end points with your group. 1. How does the learning in one grade band prepare students for the next? 2. How does this core idea differ from what you teach related to current frameworks? 26 Sign Up! 27