Transcript Slide 1

Next Generation Science
Standards Public Release II
Rhode Island Middle Level Educators
January 26, 2013
Building on the Past;
Preparing for the Future
Phase I
Phase II
1990s
1990s-2009
7/2011 – March 2013
1/2010 - 7/2011
Read It For Yourself
What’s Different about the Next
Generation Science Standards?
Conceptual Shifts in the NGSS
1. K-12 Science Education Should Reflect the Interconnected Nature
of Science as it is Practiced and Experienced in the Real World.
2. The Next Generation Science Standards are student performance
expectations – NOT curriculum.
3. The science concepts build coherently from K-12.
4. The NGSS Focus on Deeper Understanding of Content as well as
Application of Content.
5. Science and Engineering are Integrated in the NGSS from K–12.
6. The NGSS and Common Core State Standards ( English
Language Arts and Mathematics) are Aligned.
Three Dimensions Intertwined
• The NGSS are written
as Performance
Expectations
• NGSS will require
contextual application
of the three
dimensions by
students.
SCIENCE
M1. Make sense of
S2. Develop S1. Ask questions &
problems & persevere
define problems
and use models
in solving them
S5. Use mathematics & S3. Plan & carry out
investigations
computational thinking
M6. Attend to precision
M4. Model with mathematics S4. Analyze & interpret
M7. Look for & make
E2. Build strong content
data
use of structure
knowledge
M8. Look for & express
E4. Comprehend as well as critique
regularity in repeated
E5. Value evidence
reasoning
M2. Reason abstractly & quantitatively
M3. Construct viable argument & critique reasoning of
others
S7. Engage in argument from evidence
S6. Construct explanations & design solutions
S8. Obtain, evaluate & communicate information
E6. Use technology & digital media strategically & capably
M5. Use appropriate tools strategically
MATH
E1.Demonstrate independence
E3. Respond to the varying demands of
audience, talk, purpose, & discipline
E7. Come to understand other
LITERACY
Source: Working Draft v2, 12-06-11 by
perspectives & cultures
Tina Cheuk, ell.stanford.edu
Standards Comparison:
Structure and Properties of Matter
Current State Middle School Science Standard
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5a distinguishing between solutions, mixtures, and “pure” substances, i.e.
compounds and elements.
5b classifying common elements and compounds using symbols and simple
chemical formulas.
5c interpreting the symbols and formulas of simple chemical equations.
5d using symbols and chemical formulas to show simple chemical
rearrangements that produce new substances (chemical change).
5e explaining that when substances undergo physical changes, the appearance
may change but the chemical makeup and chemical properties do not.
5f explaining that when substances undergo chemical changes to form new
substances, the properties of the new combinations may be very different from
those of the old.
Standards Comparison:
Structure and Properties of Matter
Current State Middle School Science Standard
•
•
•
•
•
•
5a distinguishing between solutions, mixtures, and “pure” substances, i.e.
compounds and elements.
5b classifying common elements and compounds using symbols and simple
chemical formulas.
5c interpreting the symbols and formulas of simple chemical equations.
5d using symbols and chemical formulas to show simple chemical
rearrangements that produce new substances (chemical change).
5e explaining that when substances undergo physical changes, the appearance
may change but the chemical makeup and chemical properties do not.
5f explaining that when substances undergo chemical changes to form new
substances, the properties of the new combinations may be very different from
those of the old.
Standards Comparison:
Structure and Properties of Matter
NGSS Middle School Sample
a. Develop molecular-level models of a variety of substances, comparing those with simple
molecules to those with extended structures.
b. Design a solution that solves a practical problem by using characteristic chemical and physical
properties of pure substances.*
c. Develop a molecular level model that depicts and predicts why either temperature change and/or
change of state can occur when adding or removing thermal energy from a pure substance.
d. Develop molecular models of reactants and products to support the explanation that atoms, and
therefore mass, are conserved in a chemical reaction.
e. Analyze and interpret the properties of products and reactants to determine if a chemical reaction
has occurred.
f. Gather and communicate information that people's needs and desires for new materials drive
chemistry forward, and that synthetic materials come from natural resources and impact
society.*
g. Design, construct, and test a device that either releases or absorbs thermal energy by chemical
processes.*
Standards Comparison:
Structure and Properties of Matter
NGSS Middle School Sample
a. Develop molecular-level models of a variety of substances, comparing those with simple
molecules to those with extended structures.
b. Design a solution that solves a practical problem by using characteristic chemical and physical
properties of pure substances.*
c. Develop a molecular level model that depicts and predicts why either temperature change
and/or change of state can occur when adding or removing thermal energy from a pure
substance.
d. Develop molecular models of reactants and products to support the explanation that atoms, and
therefore mass, are conserved in a chemical reaction.
e. Analyze and interpret the properties of products and reactants to determine if a chemical reaction
has occurred.
f. Gather and communicate information that people's needs and desires for new materials drive
chemistry forward, and that synthetic materials come from natural resources and impact society.*
g. Design, construct, and test a device that either releases or absorbs thermal energy by chemical
processes.*
RI Adoption Plan
• October, 2011 – RI State Leadership Team Formed
• October , 2011 – Present
– Communication to field (listservs, webpages, districts)
– Participation in Multi-State BCSSE Project
– Participation in draft reviews
• March, 2013 – NGSS Released
– RI Board of Education begins authority
• Anticipated Adoption – Summer, 2013 (necap 2017)
• Implementation began in October, 2011
Appendices for the NGSS
New Content
 Appendices have been added to support the NGSS and in response to feedback
 Appendix A – Conceptual Shifts
 Appendix B – Responses to May Public Feedback
 Appendix C – College and Career Readiness
 Appendix D – All Standards, All Students
 Appendix E – Disciplinary Core Idea Progressions in the NGSS
 Appendix F – Science and Engineering Practices in the NGSS
 Appendix G – Crosscutting Concepts in the NGSS
 Appendix H – Nature of Science
 Appendix I – Engineering Design, Technology, and the Applications of Science
in the NGSS
 Appendix J – Model Course Mapping in Middle and High School
 Appendix K – Connections to Common Core State Standards in Mathematics
Topic Arrangement Coding
Interpreting the Standards
Performance Expectations
- Assessable Components
- NOT Curriculum
Foundation Boxes
- Practices
- Core Ideas
- Crosscutting Concepts
Engineering & Application
Nature of Science
Connection Boxes
- Common Core (ELA & Math)
- Other grade-level core ideas
- Prior grade-level core ideas
Interpreting the Standards
Grade Level & Title
Performance Expectation
- based on core idea order
Clarification Statement
Assessment Boundary
Cross-Cutting
*Engineering Connection
Engineering
Practices
Disciplinary
Core Ideas
Nature of Science
DCI Progressions
Other Supplementary Documents for
NGSS Public Release II
 Google: NGSS Web Seminars (NSTA Learning Center)
 Supplementary Documents and Materials Available at
nextgenscience.org
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Why Standards Matter?
How to Read the NGSS
How to Complete the NGSS Survey
Glossary of Terms
 Additional Aspects of the NGSS Public Release II
 More flexibility of viewing of the standards has been provided with two official
arrangements of the performance expectations: by topics and by DCI.
 Additional flexibility was added to the website views of standards, allowing users
to turn off pop up” description boxes.
 The public feedback survey has been completed revised
Scientific and Engineering Practices
1. Asking questions (for science)
and defining problems (for 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 (for science)
and designing solutions (for engineering)
7. Engaging in argument from evidence
8. Obtaining, evaluating, and communicating information
Crosscutting Concepts
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
Disciplinary Core Ideas
Life Science
Physical Science
LS1: From Molecules to Organisms: Structures and PS1: Matter and Its Interactions
Processes
PS2: Motion and Stability: Forces and Interactions
LS2: Ecosystems: Interactions, Energy, and
PS3: Energy
Dynamics
LS3: Heredity: Inheritance and Variation of Traits
PS4: Waves and Their Applications in
Technologies for Information Transfer
LS4: Biological Evolution: Unity and Diversity
Earth & Space Science
Engineering & Technology
ESS1: Earth’s Place in the Universe
ETS1: Engineering Design
ESS2: Earth’s Systems
ETS2: Links Among Engineering, Technology,
Science, and Society
ESS3: Earth and Human Activity
How To Access The NGSS
Survey?
Opportunity
Contact Information
Peter McLaren & Jenn Golenia
Science and Technology Specialists
RI Department of Education
[email protected]
[email protected]
www.nextgenscience.org