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Preparing for PublicReview of the
Next Generation Science Standards for Today’s Students and Tomorrow’s Workforce
Developed by:Phil Lafontaine, Director
Professional Learning Support DivisionCalifornia Department of Education
Dean Gilbert, Science CoordinatorOrange County Department of Education
Ice Breaker
Take one item out of your pocket or purse and make up a story using the item to solve a problem.
California to Revise Science Standards
• SB 300 required the Superintendent of Public Instruction, Tom Torlakson, to submit a set of revised standards to the State Board of Education by March 2013.
• The revised standards must be based upon the NGSS
• The SBE must take action on the revised standards by July 2013.
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Lead Partners
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NGSS Lead States
California is actively participating in NGSS development. 5
K-12 Teachers College and University FacultyPracticing Scientists Leaders in Business and IndustryFormal and Informal Science programs California Science Teachers Association California Mathematics and Science ProjectsCalifornia Department of Education
California Internal Review Team
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A Framework for Science EducationPractices, Crosscutting Concepts, and Core Ideas
Vision•Science for ALL Students•Coherent Learning
Three Dimensions•Scientific and Engineering Practices•Crosscutting Concepts•Core Ideas
Important First Step in Next Generation Science Standards Development
National Research CouncilBoard on Science Education 8
Framework Dimensions •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
Organization of Framework
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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
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Vision for Science Education
Builds on Existing National Science Education Efforts
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The Guiding Principles of
the Framework
are Research-Based and Include. . .
The Guiding Principles of
the Framework
are Research-Based and Include. . .
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Learning Develops Over Time• More expert knowledge is structured around
conceptual frameworks– Guide how they solve problems, make observations,
and organized and structure new information
• Learning unfolds overtime• Learning difficult ideas takes time and often
come together as students work on a task that forces them to synthesize ideas
• Learning is facilitated when new and existing knowledge is structured around the core ideas
• Developing understanding is dependent on instruction
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Organized According to Learning Progressions
“Standards should be organized as progressions that support students’ learning over multiple grades. They should take into account how students’ command of the concepts, core ideas, and practices becomes more sophisticated over time with appropriate instructional experiences.” (NRC 2011, Rec 7)
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Three Dimensions•Scientific and Engineering Practices•Crosscutting Concepts•Disciplinary Core Ideas
Focus of the Framework
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Dimension 1 Scientific 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.
Dimension 1
Scientific and Engineering Practices
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Dimension 2
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
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Dimension 3- Disciplinary Core Idea
• Disciplinary Significance– Has broad importance across multiple science or engineering disciplines, a
key organizing concept of a single discipline• Explanatory Power
– Can be used to explain a host of phenomena • Generative
– Provides a key tool for understanding or investigating more complex ideas and solving problems
• Relevant to Peoples’ Lives– Relates to the interests and life experiences of students, connected to
societal or personal concerns • Usable from K to 12
– Is teachable and learnable over multiple grades at increasing levels of depth and sophistication
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• Fewer, clearer, higher– “Many existing national, state, and local standards
and assessments, as well as the typical curricula in use in the US, contain too many disconnected topics given equal priority.” (NRC, 2009)
– Standards and curriculum materials should be focused on a limited number of core ideas.
– Allows learners to develop understanding that can be used to solve problems and explain phenomena.
Organized Around Core Ideas
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The Partnership for 21The Partnership for 21stst Century Skills Century Skills
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• Matter and Its Interactions
• Motion and Stability
• Energy
• Waves and Their Applications
Physical Sciences
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• From Molecules to Organisms: Structures and Processes
• Ecosystems: Interactions, Energy, and Dynamics
• Heredity: Inheritance and Variation of Traits
• Biological Evolution: Unity and Diversity
Life Sciences
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• Earth’s Place in the Universe
• Earth Systems
• Earth and Human Activity
Earth and Space Sciences
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• Engineering Design
• Links Among Engineering, Technology, Science and Society
Engineering, Technology andApplications of Sciences
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Integration of 3 Dimensions:
PracticesCrosscutting Concepts
Core Ideas
Next Generation Of Science Standards Architecture
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What is the Value of Weaving the Three Dimensions of the Framework Together?
• Strengthening Scientific Thinking• Lengthening Scientific Thinking• Develop Flexible Scientific Thinking• Making Connections within
Scientific ThinkingCross Cutting Concepts
Practices
Core Ideas
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Alignment to Common Core Alignment to Common Core
• Each science standard is correlated to the cognitive demands of both English Language Arts standards and mathematics standards.
• Specific correlation of the Common Core standards are noted in the architecture of each individual science standard.
• Each science standard is correlated to the cognitive demands of both English Language Arts standards and mathematics standards.
• Specific correlation of the Common Core standards are noted in the architecture of each individual science standard.
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What does this mean for content teachers?What does this mean for content teachers?CONTENT MATTERS!CONTENT MATTERS!
http://www.danielwillingham.com/videos.html
Performance Expectations Guide Summative Assessment
Shayna had a small bottle of Bromine gas. The bottle was closed with a cork. She tied a string to the cork, and then placed the bottle inside a larger bottle. She sealed the large bottle shut (Figure 1). Next, Shayna opened the small bottle by pulling the string connected to the cork. Figure 2 shows what happened after the cork of the small bottle was opened.
1. Draw a model that shows what is happening in this experiment.2. Explain in writing what is happening in your model.
Figure 1 Figure 2
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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.
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Shifts (cont.)
• Performance expectations should bring together scientific ideas (core ideas, cross cutting ideas) with scientific and engineering practices.– Curriculum materials need to do more than
present and assess content.– Curriculum materials need to involve learners in
practices that develop, use, and refine the scientific ideas.
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Lots of work completed, underway, and left to do
Instruction
Curricula
Assessments
Teacher Development
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NGSS Development Timeline
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Sept. 2011 Lead State Meeting (sponsored by Achieve)Nov./Dec. 2011 CA Internal Review Team reviews first draft
Early Jan. 2012 Lead States meet with Writers Jan./Feb. 2012 Critical Stakeholders, All States, LeadsMay 2012 Public Draft and Comment periodSummer 2012 All State Review; CA Internal ReviewEarly Fall, 2012 Public Draft and Comment PeriodLate Fall, 2012 Final Draft; CA Internal ReviewLate Fall/Early Winter Final State ReportWinter 2012 Final NGSS PostedMarch 2013 Standards presented to CA State Board of
EducationJuly 2013 CA State Board Of Education takes action on
proposed standards
California NGSS Review
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How to Read the Standards Map
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Code for the standard name
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Core and Component Ideas in the Physical SciencesCore Idea PS1: Matter and Its Interactions• PS1.A: Structure and Properties of Matter• PS1.B: Chemical Reactions• PS1.C: Nuclear Processes
Core Idea PS2: Motion and Stability: Forces and Interactions• PS2.A: Forces and Motion• PS2.B: Types of Interactions• PS2.C: Stability and Instability in Physical Systems
Core Idea PS3: Energy• PS3.A: Definitions of Energy• PS3.B: Conservation of Energy and Energy Transfer• PS3.C: Relationship Between Energy and Forces• PS3.D: Energy in Chemical Processes and Everyday Life
Core Idea PS4: Waves and Their Applications in Technologies for Information Transfer
• PS4.A: Wave Properties• PS4.B: Electromagnetic Radiation• PS4.C: Information Technologies and Instrumentation
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Core and Component Ideas in the Life SciencesCore Idea LS1: From Molecules to Organisms: Structures and Processes• LS1.A: Structure and Function• LS1.B: Growth and Development of Organisms• LS1.C: Organization for Matter and Energy Flow in Organisms• LS1.D: Information Processing
Core Idea LS2: Ecosystems: Interactions, Energy, and Dynamics• LS2.A: Interdependent Relationships in Ecosystems• LS2.B: Cycles of Matter and Energy Transfer in Ecosystems• LS2.C: Ecosystems Dynamics, Functioning, and Resilience• LS2.D: Social Interactions and Group Behavior
Core Idea LS3: Heredity: Inheritance and Variation of Traits• LS3.A: Inheritance of Traits• LS3.B: Variation of Traits
Core Idea LS4: Biological Evolution: Unity and Diversity• LS4.A: Evidence of Common Ancestry and Diversity• LS4.B: Natural Selection• LS4.C: Adaptation• LS4.D: Biodiversity and Humans
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Core and Component Ideas in the Earth/Space SciencesCore Idea ESS1: Earth’s Place in the Universe• ESS1.A: The Universe and Its Stars• ESS1.B: Earth and the Solar System• ESS1.C: The History of Planet Earth
Core Idea ESS2: Earth’s Systems• ESS2.A: Earth Materials and Systems• ESS2.B: Plate Tectonics and Large-Scale System Interactions• ESS2.C: The Roles of Water in Earth’s Surface Processes• ESS2.D: Weather and Climate• ESS2.E: Biogeology
Core Idea ESS3: Earth and Human Activity• ESS3.A: Natural Resources• ESS3.B: Natural Hazards• ESS3.C: Human Impacts on Earth Systems• ESS3.D: Global Climate Change
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Core and Component Ideas in the Engineering, Technology, and Applications of Science
Core Idea ETS1: Engineering Design• ETS1.A: Defining and Delimiting an Engineering Problem• ETS1.B: Developing Possible Solutions• ETS1.C: Optimizing the Design Solution
Core Idea ETS2: Links Among Engineering, Technology, Science, and Society• ETS2.A: Interdependence of Science, Engineering, and Technology• ETS2.B: Influence of Engineering, Technology and Science on Society and the Natural
World
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Examples of Standard Codes- Elementary• Grades K-2 Nomenclature
– 2.PS-E Energy– 2.PS-SPM Structure and Properties of Matter
• Grades 3-5 Nomenclature– 4.PS-E Energy– 5.PS-SPM Structure and Properties of Matter
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Examples of Standard Codes- Middle School• Physical Science
– MS.PS-SPM Structure and Properties of Matter– MS.PS-E Energy
• Life Science– MS.LS-SFIP Structure, Function and Information Processing– MS.LS-MEE Matter and Energy in Ecosystems– MS.LS-GDRO Growth, Development and Reproduction of Organisms– MS.LS-IRE Interdependent Relationships in Ecosystems– MS.LS-OEA Organisms and Ecosystem Adaptations– MS.LS-ECAD Evidence of Common Ancestry and Diversity
• Earth/Space Science– MS.ES-S Space Systems
• Engineering Nomenclature– MS.ETS-ED Engineering Design
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Examples of Standard Codes- High School• Physical Science
– HS.PS-SPM Structure and Properties of Matter– HS.PS-E Energy
• Life Science– HS.LS-SFIP Structure, Function and Information Processing– HS.LS-IVT Inheritance and Variation of Traits– HS.LS-MEOE Matter and Energy in Organisms and Ecosystems– HS.LS-IRE Interdependent Relationships Ecosystems– HS.LS-NSE Natural Selection and Evolution
• Earth/Space Science – HS.ES-S Space Systems
• Engineering Nomenclature– HS.ETS-ED Engineering Design
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Essential Question
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Essential Question
The Essential Questions are designed to show an aspect of the world that will be explained as a student gains understanding of the disciplinary core ideas as defined by the Framework. In most cases, these questions were taken directly from the NRC Framework.
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Standard
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Standard
a) Stem: Each standard is written in the form of one sentence, with a stem statement describing the overall core idea that is important for student understanding of science, followed by several performance expectations that describe how students will demonstrate that understanding.
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Standard
b) Component statements/Student Performance Expectations: Component statements are lettered with lowercase letters, and each combines Practices, Disciplinary Core Ideas, and Crosscutting Concepts into a performance expectation.
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Blue font designates a science and engineering practice concept
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Orange font designates a disciplinary core idea
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Green font designates a crosscutting concept
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Red font designates an Assessment Boundary statement
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Assessment Boundary
Assessment Boundary Statements provide further guidance or to restrict the scope of the standard at a particular grade level.
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Foundation Boxes
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Foundation Boxes
Foundation boxes provide additional information that expands and explains the standards statements in relation to the three dimensions:
Science and Engineering Practices
Disciplinary Core Ideas
Crosscutting Concepts
Component Statement
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Science and Engineering Practices
These statements were derived from the Framework to further explain the science and engineering practices important to emphasize in each grade band. The practices are grouped by the eight categories detailed in the Framework. Most standards emphasize only a few of the practice categories. However, all practices are emphasized within a grade band.
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Disciplinary Core IdeasThese statements are taken verbatim from the Framework, and detail the sub-ideas necessary for student mastery of the core idea.
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Crosscutting Concept Statements
These statements were derived from the Framework to further explain the crosscutting concepts important to emphasize in each grade band. The crosscutting concepts are grouped by the seven categories detailed in the Framework. Most standards emphasize only a few of the crosscutting concept categories. However, all crosscutting concepts are emphasized within a grade band.
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Lowercase letters designate which of the standard statements uses this practice
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Lowercase letters designate which of the standard statements incorporates this disciplinary core idea
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Lowercase letters designate which of the standard statements incorporates this crosscutting concept
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Connection boxes
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Connection boxes
Connection Boxes provide:
a) connections to other topics in a particular grade level.
b) articulation across grade levels.
c) connections to Common Core State Standards.
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Presentation developed by:
Phil Lafontaine, Director Professional Learning Support Division
California Department of Education
Dean Gilbert, Science CoordinatorOrange County Department of Education
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