Transcript Ellen`s PowerPoint - SJSU Geology

Next Generation Science Standards
Quick Overview
Analysis: Performance Expectations
related to Climate Change
Modified from a presentation by Paula Messina (4/12/14)
Next Generation Science Standards
Thanks to Paula Messina
San Jose State University
Science Education Program & Geology Department
Achieve, Inc; Washington D.C.
Writing Team Member, Earth & Space Sciences 2011-2013
Metadata Developer, 2013 Curriculum Framework Writer, 2013 -
Lots of work completed,
underway, and left to do
TOM TORLAKSON
State Superintendent of
Public Instruction
CA Framework
Assessment
Instruction
CISC Symposium
February 20, 2014
Be Patient…
Teacher
Development
3
CA NGSS Implementation
Timeline
Milestone
Dates
TOM TORLAKSON
State Superintendent of
Public Instruction
State Board action of framework
January 2016
State Board approves instructional materials
2017
Assessment based on the NGSS
TBD
4
NGSS Timeline:
From Awareness to Implementation
Beginning to plan
for implementation
Thinking about moving
from standards to
instruction
Understanding the
nature of the NGSS
Beginning awareness
around NGSS
Awareness
---NSTA Readers Guide to the Next Generation Science Standards, 2013, page xi
Transition
Implementation
Conceptual Shifts in the NGSS
John Spiegel, San Diego County Office of Education
1. Science education should reflect the
interconnected nature of science
2. Standards are written as performance expectations
3. Science concepts build coherently from K-12
4. Deeper understanding of content as well as
application of content.
5. Science and engineering are integrated
6. Prepare students for college, career, and citizenship
7. Alignment to CCSS
These new standards shift the focus from
memorization of facts to having students
develop deeper conceptual understanding
of core scientific ideas and be able to apply
the practices of science and engineering
into real world problems
A Shift in Our Thinking
What do we
want students
to do and
what do they
need to know
to do it.

What do we
want students
to know and
what do they
need to do to
know it.
Integration of the Three Dimensions
Disciplinary Core Ideas
Crosscutting Concepts
Science and Engineering
Practices
NGSS Architecture (1 of 7)
• The NGSS are written
as Performance
Expectations
• NGSS will require
contextual
application of the
three dimensions by
students.
NGSS Architecture (2 of 7)
Science and Engineering Practices
Disciplinary Core Ideas
1.
2.
3.
4.
5.
6.
7.
8.
Asking Questions (for science) and Defining Problems (for engineering)
Developing and Using Models
Planning and Carrying Out Investigations
Analyzing and Interpreting Data
Using Mathematics and Computational Thinking
Constructing Explanations (for science) and Designing Solutions (for engineering)
Engaging in Argument from Evidence
Obtaining, Evaluating, and Communicating Information
PHYSICAL SCIENCES
PS1: Matter and Its Interactions
PS2: Motion and Stability: Forces and Interactions
PS3: Energy
PS4: Waves and Their Applications in Technologies for Information Transfer
LIFE SCIENCES
LS1: 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
EARTH AND SPACE SCIENCES
ESS1: Earth’s Place in the Universe
ESS2: Earth’s Systems
ESS3: Earth and Human Activity
ENGINEERING, TECHNOLOGY, AND APPLICATIONS OF SCIENCE
ETS1: Engineering Design
ETS2: Links Among Engineering, Technology, Science, and Society
Science & Engineering Practices
Disciplinary Core Ideas
Crosscutting Concepts
Crosscutting Concepts
1. Patterns
2. Cause and Effect: Mechanisms 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
NGSS Architecture (3 of 7)
Example, Focus on Earth Science, grade 6:
Students know water running downhill is the dominant
process in shaping the landscape, including California's
landscape.
Students know rivers and streams are dynamic systems that
erode, transport sediment, change course, and flood their
banks in natural and recurring patterns.
Students know beaches are dynamic systems in which the
sand is supplied by rivers and moved along the coast by the
action of waves.
Students know earthquakes, volcanic eruptions, landslides,
and floods change human and wildlife habitats.
NGSS Architecture (4 of 7)
Example, NGSS ESS (6 - 8 grade band)
• Construct a scientific explanation based on evidence
for how the uneven distributions of Earth's mineral,
energy, and groundwater resources are the result of
past and current geoscience processes. (MS-ESS3-1)
• Develop a model to describe the cycling of Earth's materials
and the flow of energy that drives this process. (MS-ESS2-1)
NGSS Architecture (5 of 7)
NGSS are written as
three-dimensional
Performance Expectations
Example, NGSS ESS (6 - 8 grade band)
Develop a model to describe
the cycling of Earth's materials
and the flow of energy that
drives this process.
NGSS Architecture (6 of 7)
NGSS Architecture (7 of 7)
How to Read the Next Generation
Science Standards
The Next Generation Science Standards (NGSS) are distinct from
prior science standards in three essential ways.
How to Read the Next Generation
Science Standards
The Next Generation Science Standards (NGSS) are distinct from
prior science standards in three essential ways.
1) Performance.
a) Prior standards documents listed what students should
“know” --- the NGSS list what students should “do.”
How to Read the Next Generation
Science Standards
The Next Generation Science Standards (NGSS) are distinct from
prior science standards in three essential ways.
1) Performance.
a) Prior standards documents listed what students should
“know” --- the NGSS list what students should “do.”
How to Read the Next Generation
Science Standards
The Next Generation Science Standards (NGSS) are distinct from
prior science standards in three essential ways.
1) Performance.
b) These are presented as “Performance Expectations”
How to Read the Next Generation
Science Standards
The Next Generation Science Standards (NGSS) are distinct from
prior science standards in three essential ways.
1) Performance.
c) The performance expectations have a main statement,
and can also have a Clarification Statement and/or an Assessment
Boundary
How to Read the Next Generation
Science Standards
The Next Generation Science Standards (NGSS) are distinct from
prior science standards in three essential ways.
2) Foundations. Each performance expectation incorporates three
dimensions from the National Research Council Framework—a
science or engineering practice, a core disciplinary idea, and a
crosscutting concept.
MS-ESS2 Earth’s Systems
How to Read the Next Generation
Science Standards
The Next Generation Science Standards (NGSS) are distinct from
prior science standards in three essential ways.
3) Coherence. Each set of performance expectations lists
connections to other ideas within the disciplines of science and
engineering, and with Common Core State Standards in
Mathematics and English Language Arts.
How to Read the Next Generation
Science Standards
3) Coherence. Each set of performance expectations lists
connections to other ideas within the disciplines of science and
engineering, and with Common Core State Standards in
Mathematics and English Language Arts.
How to Read the Next Generation
Science Standards
How to Read the Next Generation
Science Standards
This is all for ONE PERFORMANCE EXPECTATION!
MS-ESS2 Earth’s Systems
This is all for ONE PERFORMANCE EXPECTATION!
Placemat Activity
Pick a Performance Expectation
What Standard Did You Choose?
Text of a Performance Expectation
3 Dimensions - Foundation Boxes
3 Dimensions - Foundation Boxes
Connection Boxes - To Other DCIs
Just record the
codes for now
DCIs Before and After
Connections to the Common Core
Analyzing a Performance Expectation
Highlights, Comments, and Captions
Three Parts to this Protocol
Part 1: Record Data-make no judgments,
inferences, or conclusions
Part 2: Record “what it means”-this is your
opportunity to make those inferences and
conclusions
Part 3: Reflect and Summarize your findings
What It Means?
I notice that students will
have to make observation
and comparisons. I will have
to teach these skills in
multiple settings
Analyzing a Performance Expectation
Highlights, Comments, and Captions
Three Parts to this Protocol
Part 1: Record Data-make no judgments,
inferences, or conclusions
Part 2: Record “what it means”-this is your
opportunity to make those inferences and
conclusions
Part 3: Reflect and Summarize your findings
Caption
• If this place mat was a picture in a book, what
caption would you give it?
• Write a one to three sentence caption
describing what you have created so that the
reader understands the implications of the
image.
Resources
• http://www.nextgenscience.org/implementation
Sign up for e-mail updates
• From NSTA: User-Friendly Access
http://standards.nsta.org/Standards/AccessStandardsByTopic.aspx