Transcript A Framework for K-12 Science Education Changes

Next Generation Science
Standards
A Focus on Crosscutting Concepts
Summary created by:
Fred Ende
Regional Science Coordinator
Putnam/Northern Westchester BOCES
“Likely” New Standard Structure
• The Next Generation Science Standards (NGSS)
will most likely be built around three pillars:
– Scientific and Engineering Practices
– Crosscutting Concepts
– Disciplinary Core Ideas
Crosscutting Concepts
• What are they?
– A crosscutting concept is an idea that bridges
discipline boundaries (ex. stability vs. motion)
• Thematic in nature, providing for multiple
connections within and outside current topics
being investigated
– Crosscutting concepts better help students connect
ideas from one discipline to another and help
learners see the relevance and “worldview” of
information being explored
Crosscutting Concepts
• Crosscutting Concepts likely to be included in
new standards (with color visual):
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Patterns
Cause and Effect: Mechanism and Explanation
Scale, Proportion, and Quantity
Systems and System Models
• Energy and Matter: Flows, Cycles, and
Conservation
• Structure and Function
• Stability and Change
– Interdependence of Science, Engineering, and
Technology
– Influence of Science, Engineering, and Technology
on Society and the Natural World
Why Incorporate Crosscutting
Concepts?
• Learning science is best supported when
instruction interweaves content and concepts
from a variety of fields
• Focus on “science as knowing,” thereby
bolstering scientific literacy goals
• With “learning progressions,” will assist teachers
in spiraling content and skills through “grade
bands”
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K-2
3-5
6-8
9-12
A “Progressive” Example. . .
• Crosscutting Concept: Patterns
– K-2: Students recognize patterns and develop ways
to record observed patterns
– 3-5: Pattern classification should increase in detail
and show signs of scientific thinking
– 6-8: Students relate patterns to microscopic and
atomic-level structures
– 9-12: Patterns occurring at different scales are
observed and recognized. Classification at a certain
scale may need to be “retooled” at other scales.
• Note increasing “complexity” and also applicability
to “any” concept or content area!
One More. . .
• Crosscutting Concept: Energy and Matter
– K-2: Focus is on basics characteristics of matter.
Energy is not discussed in this band.
– 3-5: Macroscopic properties, states of matter, and
cycles are introduced in regard to before/after
processes. Energy is introduced, but only generally.
– 6-8: Energy transfers are discussed. Mass/weight
are distinguished and conservation laws are
explored. Core ideas of matter and energy are
emphasized here.
– 9-12: Full development of energy transfer. Introduce
nuclear processes.
• Note developmental appropriateness!
How Would Teachers Use Crosscutting
Concepts?
• Primarily as bridges from one content area or
discipline to another
– Making connections from chemistry to physics or
from 7th grade science to 8th grade
– Building opportunities for interdisciplinary instruction
(i.e. patterns in predator/prey relationships compared
to immigration)
• As benchmarks for skill development and
overarching question understanding
• As discussion starters and/or “Do Nows” to
coalesce student thinking
How Would Understanding of
Crosscutting Concepts be Assessed?
• Assessment would work best as extended
response or performance-based tasks
– A student might be asked to write about everyday
systems he/she experiences versus those of the
human body and share similarities and differences
– A student might be asked to create a plant cell out of
food products highlighting structure and function of
organelles
– Students might engage in team debates focusing on
cause and effect of global climate change
• Assessment of crosscutting concepts could easily
be incorporated into that of core ideas
– Core ideas=crops, crosscutting concepts=how you
plant them
Current NGSS Timeline
References
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Achieve, Inc. (2011). Achieve Inc. Retrieved from:
http://www.nextgenscience.org/
Duschl, Richard. (2012). The Second Dimension-Crosscutting
Concepts. Science Scope, 35 (6), 6-11.
National Research Council. (2011). A Framework for K-12 Science
Education: Practices, Crosscutting Concepts, and Core Ideas.
Retrieved from: http://www.nap.edu/catalog.php?record_id=13165
NSTA Learning Center. (2011). A Framework for K-12 Science
Education: Retrieved from:
http://learningcenter.nsta.org/products/symposia_seminars/NLC/web
seminarXI.aspx