Transcript The 8 Science Practices in the framework and how they

Chris DeWald
Science Instructional Coordinator
Montana Office of Public Instruction
A Framework for
K-12 Science
Education
• Science is composed of 3
Dimensions
– Disciplinary Core Ideas
– Science and Engineering
Practices
– Crosscutting Concepts
Science and
Engineering
Practices
Student
Performance
Disciplinary
Core Ideas
Crosscutting
Concepts
NGSS Shifts
1. K-12 science education should reflect the
interconnected nature of science as it is practiced
and experienced in the real world
2. The NGSS are student performance expectations –
NOT curriculum
3. Science concepts in the NGSS build coherently from K
-12
4. The NGSS focus on deeper understanding as well as
application of content
5. Science and engineering are integrated in NGSS, from
K – 12
6. The NGSS are designed to prepare students for
college, career, and citizenship
7. The NGSS and Common Core State Standards are
Aligned
Science & Engineering Practices
Asking questions and defining problems
Developing and using models
Planning and carrying out investigations
Analyzing and interpreting data
Using mathematics and computational thinking
Constructing explanations and designing
solutions
• Engaging in argument from evidence
• Obtaining, evaluating and communicating
information
•
•
•
•
•
•
Streamlining the Practices
Gather
Evidence
• Obtaining Information
• Asking Questions & Defining Problems
• Plan & Carrying Out Investigations
• Developing & Using Models
• Analyzing Data / Using Math
Construct
Explanations
• Evaluating Information
• Designing Solutions
• Developing & Using Models
• Constructing Explanations
Communicate
Reasoning
• Communicating Information
• Developing & Using Models
• Arguing from Evidence
Crosscutting Concepts
•
•
•
•
•
•
•
Patterns
Cause and effect: mechanism and explanation
Scale, proportion and quantity
Systems and system model
Energy and matter: flows, cycles, conservation
Structure and function
Stability and Change
Disciplinary Core Ideas
“…an important role of science education is not to
teach “all the facts” but rather to prepare students
with sufficient core knowledge so that they can
later acquire additional information on their own”
• Life Sciences
• Physical Sciences
• Earth and Space Sciences
Taken from A Framework for K-12 Science Education
DCI Criteria
• Have broad importance across multiple sciences or
engineering disciplines or be a key organizing principle of
a single discipline.
• Provide a key tool for understanding or investigating
more complex ideas and solving problems.
• Relate to the interests and life experiences of students or
be connected to societal or personal concerns that
require scientific or technological knowledge.
• Be teachable and learnable over multiple grades at
increasing levels of depth and sophistication. That is, the
idea can be made accessible to younger students but is
broad enough to sustain continued investigation over
years.
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
Physical Sciences
•
•
•
•
Matter and its interactions
Motion and stability: Forces and interactions
Energy
Waves and their applications to technologies for
information transfer
Earth and Space Sciences
• Earth’s place in the universe
• Earth’s systems
• Earth and human activity
Web Resources – Click on the Image
http://www.opi.mt.gov/groups/scied/