Why new science standards? Why now?

Laura Henriques Science Education, CSULB [email protected]

Standards Development

 Our last science standards were adopted in 1998   We know more about how people learn Emphasis has shifted, new advances http://www.nextgenscience.org/

Standards Development

 Organized by Achieve, Inc. but led by the states. California was one of 26 Lead States  Multiple rounds of input on public and private drafts over an 18 month period  State Review Team and Science Expert Panels convened to provide input and recommendations to State Superintendent of Public Instruction Tom Torlakson

Shifts From Old to New Standards

   A marriage between the doing of science and the knowing of science Architecture is different Written in terms of how students will be assessed (Performance Expectations)

Three Dimensions

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Scientific and Engineering Practices

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Crosscutting Concepts

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Disciplinary Core Ideas

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Dimension 1

Science & Engineering Practices

1. Asking questions (science) and defining problems (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 (science) and designing solutions (engineering) 7. Engaging in argument from evidence 8. Obtaining, evaluating, and communicating information

For each, the Framework includes a description of the practice, the culminating 12 th grade learning goals, and what we know about progression over time.

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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

Dimension 3 Disciplinary Core Ideas

Physical Sciences

 Matter and Its Interactions    Motion and Stability Energy Waves and Their Applications

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

Earth & Space Sciences

 Earth’s Place in the Universe   Earth Systems Earth and Human Activity

Less emphasis on: Discrete Facts Isolated investigation and experimentation process skills Student acquisition of information Numerous Standards Uneven articulation throughout grade levels More emphasis on: Conceptual understanding with a focus on depth over breadth Integration of science and engineering practices with content Student understanding and use of scientific knowledge within and across science disciplines, and science and engineering practices Limited number of disciplinary Core Ideas and Cross Cutting Concepts that unify the study of science and engineering Learning progressions that develop K-12 *Presentation to the State Board of Education, July 10, 2013

Less emphasis on: No Engineering Assessing science knowledge Limited correlation with other subjects Limited integration of science disciplines in middle school More emphasis on: Engineering standards and practices that all students should encounter Assessing scientific understanding and reasoning specified by the performance expectations Correlation with CCSS ELA and Mathematics Integration of science disciplines in middle school *Presentation to the State Board of Education, July 10, 2013

Architecture of a Standard

Performance Expectations Foundation Boxes Connection Boxes

1998 CA Kindergarten Life Science & Earth Science

Students know how to observe and describe

similarities and differences in the appearance and behavior of plants and animals Students know characteristics of mountains, rivers, oceans, valleys, deserts, and local landforms.

NGSS Kindergarten Earth & Space Science

Use a model to represent

the relationship between the needs of different plants or animals (including humans) and the places they live. (K-ESS3-1.)

1998 CA 7

th

Life Science Grade NGSS Middle School Life Science

Students know the function of the Umbilicus and placenta during pregnancy Students know how bones and muscles work together to provide a structural framework for movement.

Use argument supported by evidence

for how the body is a system of interacting subsystems composed of groups of cells. (MS-LS1 3.)

1998 CA High School Chemistry

Students know how reaction rates depend on such factors as concentration, temperature, and pressure.

NGSS High School Physical Science

Apply scientific principles and evidence to provide

an explanation about the effects of changing the temperature or concentration of the reacting particles on the rate at which a reaction occurs.(HS-PS1-5.)

California’s Timeline

         September 4, 2013 State Board of Education adopted NGSS November 6, 2013 SBE adopted an integrated model as the preferred approach for middle school (a discipline focus model approved as an alternative) Jan-Feb 2014 Science Framework Focus Groups and Public Comment April 2014 – deadline to apply to serve on Framework Committee July 2014 Science Framework Development Begins 2014 Science Assessment Stakeholder meetings 2016 anticipated adoptions of California Science Framework 2015-16 (more likely 2016-17) implementation of NGSS in schools 2016-17 Instructional Materials Adoption Process

Where to get more information

   NGSS website: www.nextgenscience.org/ CSTA website: www.cascience.org/csta/ngss.asp

  Consider joining the NGSS listserv hosted by CED or the NGSS Blog on the CSTA website Check out the CSTA calendar of events to find NGSS review workshops NSTA’s NGSS website www.nsta.org/about/standardsupdate/default.aspx

 Framework – available as PDF or for purchase www.nap.edu/catalog.php?record_id=13165  16 CEDWorkshops at the CSTA Conference: http://www.cascience.org/csta/pdf/ConferenceHandouts/2013/Boyd_Fram ework.pdf

(Framework Timeline) http://www.cascience.org/csta/pdf/ConferenceHandouts/2013/Lafontaine _NGSSTheBasics.pdf

(NGSS Basics)