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Preparing for Public Review of the Next Generation Science Standards for Today’s Students and Tomorrow’s Workforce Developed by: Phil Lafontaine, Director Professional Learning Support Division California Department of Education Dean Gilbert, Science Coordinator Orange 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. 2 Lead Partners 4 NGSS Lead States California is actively participating in NGSS development. 5 California Internal Review Team K-12 Teachers College and University Faculty Practicing Scientists Leaders in Business and Industry Formal and Informal Science programs California Science Teachers Association California Mathematics and Science Projects California Department of Education 6 Two-Step Process http://www.nextgenscience.org/ 7 A Framework for Science Education Practices, 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 Council Board on Science Education 8 Organization of Framework 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 9 A New Vision of Science Learning that Leads to a New Vision of Teaching 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 10 Vision for Science Education Builds on Existing National Science Education Efforts 11 The Guiding Principles of the Framework are ResearchBased and Include. . . 12 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 13 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) 14 Focus of the Framework Three Dimensions •Scientific and Engineering Practices •Crosscutting Concepts •Disciplinary Core Ideas 15 Dimension 1 Dimension 1 Scientific and Engineering Practices Scientific and Engineering Practices 1. Asking questions (science) and defining problems (engineering) 5. Using mathematics and computational thinking 2. Developing and using models 6. Constructing explanations (science) and designing solutions (engineering) 3. Planning and carrying out investigations 7. Engaging in argument from evidence 4. Analyzing and interpreting data 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. 15 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 17 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 18 Organized Around Core Ideas • 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. 19 The Partnership for 21st Century Skills 20 Physical Sciences • Matter and Its Interactions • Motion and Stability • Energy • Waves and Their Applications 21 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 22 Earth and Space Sciences • Earth’s Place in the Universe • Earth Systems • Earth and Human Activity 23 Engineering, Technology and Applications of Sciences • Engineering Design • Links Among Engineering, Technology, Science and Society 24 Next Generation Of Science Standards Architecture Integration of 3 Dimensions: Practices Crosscutting Concepts Core Ideas 25 What is the Value of Weaving the Three Dimensions of the Framework Together? • • • • Cross Cutting Concepts Strengthening Scientific Thinking Lengthening Scientific Thinking Develop Flexible Scientific Thinking Making Connections within Scientific Thinking Core Ideas Practices 26 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. 27 What does this mean for content teachers? 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 29 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. 27 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. 31 Lots of work completed, underway, and left to do Assessments Curricula Instruction Teacher Development 32 NGSS Development Timeline 33 California NGSS Review Sept. 2011 Nov./Dec. 2011 Early Jan. 2012 Jan./Feb. 2012 May 2012 Summer 2012 Early Fall, 2012 Late Fall, 2012 Late Fall/Early Winter Winter 2012 March 2013 July 2013 Lead State Meeting (sponsored by Achieve) CA Internal Review Team reviews first draft Lead States meet with Writers Critical Stakeholders, All States, Leads Public Draft and Comment period All State Review; CA Internal Review Public Draft and Comment Period Final Draft; CA Internal Review Final State Report Final NGSS Posted Standards presented to CA State Board of Education CA State Board Of Education takes action on proposed standards 34 How to Read the Standards Map 35 Code for the standard name 36 Core and Component Ideas in the Physical Sciences Core 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 37 Core and Component Ideas in the Life Sciences Core 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 38 Core and Component Ideas in the Earth/Space Sciences Core 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 39 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 40 Examples of Standard Codes- Elementary • Grades K-2 Nomenclature – 2.PS-E – 2.PS-SPM Energy Structure and Properties of Matter • Grades 3-5 Nomenclature – 4.PS-E – 5.PS-SPM Energy Structure and Properties of Matter 41 Examples of Standard Codes- Middle School • Physical Science – MS.PS-SPM – MS.PS-E Structure and Properties of Matter Energy • Life Science – – – – – – MS.LS-SFIP MS.LS-MEE MS.LS-GDRO MS.LS-IRE MS.LS-OEA MS.LS-ECAD Structure, Function and Information Processing Matter and Energy in Ecosystems Growth, Development and Reproduction of Organisms Interdependent Relationships in Ecosystems Organisms and Ecosystem Adaptations Evidence of Common Ancestry and Diversity • Earth/Space Science – MS.ES-S Space Systems • Engineering Nomenclature – MS.ETS-ED Engineering Design 42 Examples of Standard Codes- High School • Physical Science – HS.PS-SPM – HS.PS-E Structure and Properties of Matter Energy • Life Science – – – – – HS.LS-SFIP HS.LS-IVT HS.LS-MEOE HS.LS-IRE HS.LS-NSE Structure, Function and Information Processing Inheritance and Variation of Traits Matter and Energy in Organisms and Ecosystems Interdependent Relationships Ecosystems Natural Selection and Evolution • Earth/Space Science – HS.ES-S Space Systems • Engineering Nomenclature – HS.ETS-ED Engineering Design 43 Essential Question 44 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. 45 Standard 46 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. 47 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. 48 Blue font designates a science and engineering practice concept 49 Orange font designates a disciplinary core idea 50 Green font designates a crosscutting concept 51 Red font designates an Assessment Boundary statement 52 Assessment Boundary Assessment Boundary Statements provide further guidance or to restrict the scope of the standard at a particular grade level. 53 Foundation Boxes 54 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 Foundation Boxes Component Statement 55 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. 56 Disciplinary Core Ideas These statements are taken verbatim from the Framework, and detail the sub-ideas necessary for student mastery of the core idea. 57 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. 58 Lowercase letters designate which of the standard statements uses this practice 59 Lowercase letters designate which of the standard statements incorporates this disciplinary core idea 60 Lowercase letters designate which of the standard statements incorporates this crosscutting concept 61 Connection boxes 62 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. Connection boxes 63 Presentation developed by: Phil Lafontaine, Director Professional Learning Support Division California Department of Education Dean Gilbert, Science Coordinator Orange County Department of Education 64