Transcript Common Core state Standards

Hilary Dito
STEAM Coordinator
Contra Costa County Office of Education
Outcomes
 Understand the big shifts of NGSS
 Describe the 3 dimensions of science
learning
 Dissect the architecture of
Performance Expectations
 Discuss Next Steps
April 2013
July 2011
1990s - 2010
NGSS Development Process
Design
Phase
2011
•
•
•
Awareness
Phase
2012
Framework for K-12
Science Education
NGSS Development
by Lead States
Public drafts and
comments
2013
•
•
•
•
Transition
Phase
Implementation
Phase
2014
NGSS Released
Adopted by states (CA
Sept. 2013)
Middle School Sequence
CDE development of
Implementation Plan
2015-
•
•
•
•
•
CA Framework
development (2014-2015)
Instructional Shifts
Curriculum Development
Professional Learning
Assessments
States Adopting NGSS (as of Feb 26, 2014)
Map from www.nsta.org RI, KS, KY, MD, VT, CA, DE, WA, D.C., and NV
CA StateTests (aka AB484)
• Outlines CA State Assessment for 2013-14
• SBAC Field Test in ELA and Math:
• Grades 3-8, all students
• Grades 9 and 10, scientific sample
• Grade 11, scientific sample all others encouraged
• Computer Administered; Not Computer Adaptive; No
paper or pencil option
• Science Testing (for NCLB)
• CST, CMA and CAPA -grades 5, 8, & 10
• New assessments will be developed aligned to NGSS
“as soon as feasibly possible”
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.
“Science is built up of facts, as a house is built
of stones;
but an accumulation of facts is no more a
science than a heap of stones is a house.”
~ Henri Poincaré,
Science and Hypothesis
Shifts of NGSS
1. Interconnected Nature of Science and the Real
2.
3.
4.
5.
6.
World
Focus and Coherence
Deeper Understanding
Science and Engineering
College, Career, and Citizenship Readiness
Alignment to the Common Core
Real world  Focused & Coherent  Integrated Within & Across Content
10
How will NGSS change teaching and learning?
Read each shift in Appendix A
• Highlight one sentence
• Underline one phrase
• Circle one word
• Develop a 25 word synopsis with
your table
Grade Level Bands
• K-5 grade specific
• 6-8 grade “band”*
• CA is a K-8 “curriculum adoption state”
• Integrated model – adopted by CA (Nov 2013)
• Additional model being developed for LEAs
• 9-12 grade span “band”
• Design of HS courses – local decision
• Appendix K: Model Course Mapping
Crosscutting
Concepts
8th
7th
6th
Stability/Change
Scale, proportion
and quantity
Energy and Matter
Cause and Effect
Patterns
Structure/function
Systems/models
Earth and
Space
Physical
Natural
Selection
History of
Earth
Space
systems
Waves/EM
Radiation
Energy
Forces and
Interactions
Ecosystems
Natural
resources
Structure and
Properties of
matter
Cells and
Organisms
Weather
and climate
Energy
Life
Human Impact
Engineering
Adopted Middle Grades Learning Progression
Framework
• Foundation for creating NGSS
• Larger context for science education
• Progression of Core Ideas, Practices and
Crosscutting Concepts across grade bands.
• Organized by grade bands:
– K-2, 3-5, 6-8, 9-12
– “By the end of grade ___”
Framework
• Take a few minutes to read the framework for
your discipline.
• Discuss these questions with others at your
table.
– How is it similar to your current teaching?
– How is it different?
Activity developed by:
Three Dimensions
7 Crosscutting
Concepts
8 Science and
Engineering Practices
44 Disciplinary Core
Ideas and Component
Ideas
•
•
•
•
Physical Sciences
Life Sciences
Earth and Space Sciences
Engineering, Technology, and
Applications of Science
Scientific and Engineering Practices
1. Asking questions and defining problems
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 and designing solutions
7. Engaging in argument from evidence
8. Obtaining, evaluating, and communicating information
• What are the behaviors of scientists and engineers?
• Science Investigation is a balance of Skills and Knowledge
• What does it mean to “do” science?
Practices in Action
Watch the video clips and consider the following
• What practices are at the forefront of the lesson?
• What practices are supporting the lesson?
• What is the teacher doing?
• What are the students doing?
CCSS Integration: Classroom Video
CARBON CYCLING: CREATE YOUR OWN BIOLOGY
LAB
Lesson Objective: Design and conduct your own
biology lab to examine carbon cycling
• Common Core Standards: ELA.RST.9-10.3
Run Time: 5 min
Crosscutting Concepts
1. Patterns, similarity, and diversity
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
Fundamental understanding of science
Connecting ideas across all domains
Modeling
– As a Practice
»
Develop and use models to describe, explain, predict
– As a Crosscutting Concept
»
Representation of idea / phenomena
– Models make thinking visible and explicit
Create a model to explain the following:
Choice of low gear vs. high gear while riding a 10 speed
bicycle up a hill
Disciplinary Core Ideas
Life Science
Physical Science
LS1: From Molecules to Organisms:
Structures and Processes
PS1: Matter and Its Interactions
LS2: Ecosystems: Interactions, Energy, and
Dynamics
LS3: Heredity: Inheritance and Variation of
Traits
PS2: Motion and Stability: Forces and
Interactions
PS3: Energy
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
Essential Questions frame the main concepts
Progression develops students understanding
PS2: Motion and Stability: Forces and Interactions
Essential Question: How can one explain and predict interactions between
objects and within systems of objects?
PS2.A: Forces and Motion
Essential Question: How can one predict an object’s continued motion,
changes in motion, or stability?
Progression:
Objects push
or pull when
connected;
friction
Objects at
rest have 0
net force; if
net force ≠ 0
the object
will change
its motion
Newton’s
third law;
motion det.
by sum of
forces and
mass of
object
K-2
3-5
MS
Newton’s
second law;
momentum
HS
Science and Engineering
Practices
Disciplinary Core Idea
CrossCutting Concepts
Performance Expectations
Architecture of a Standard
Performance
Expectations
Foundation
Boxes
Connection
Boxes
Performance Expectation
• What students should know and be able to do after instruction
• Communicates a “big idea”
• Assessments for and of learning
• Includes
• clarification statements (more detail and examples of topics)
• assessment boundaries (what is not expected)
Performance Expectation Code:
MS-LS1-6.
Grade
Level
DCI
PE
Number
Foundation Boxes
• Science & Engineering Practices for the
performance expectation and connections to
Nature of Science
• Disciplinary Core Ideas for all students to
Disciplinary Core Idea Code:
LS1-C
Core
Idea
Component
Idea
Aligns the DCI with
the PE
Connection Boxes
• Connections to other Disciplinary Core Ideas (DCI) at the
grade level
• Articulation of DCIs across grade levels
• Connections to Common Core State Standards
Decode the following:
MS-PS2-3
ESS1.A
HS-PS3-4
4-LS1-2
ETS2.A
Decode a PE in your discipline/ grade
From Standards to Instruction
• PE’s are not Learning Targets; and they overlap with each
other.
• If you try to teach the PE’s as a list of skills, you will never
finish them.
• PE’s that aren’t taught in an integrated manner are like
Lemony Snicket science: a series of unfortunate events.
Stephen L. Pruitt, Ph.D.
Senior Vice President for Content, Research and Development
Achieve
Instruction Builds Toward PEs
Performance
Expectation
So what is next?
CA Framework
Assessments
Instruction
NATIONAL RESEARCH COUNCIL
Of the National Academies
July 2011
2011-2013
Professional
Learning
2014 -
Prepare for the NGSS
Focus on
Practices
Read and
Bundle
PEs
Integrate
CCSS
NGSS
Develop
CCC
thread
Resources
• Contra Costa County Office of Education
www.cocoschools.org/steam
• Next Generation Science Standards
www.nextgenscience.org/
• CDE updates to the NGSS
www.cde.ca.gov/pd/ca/sc/ngssintrod.asp
• http://www.cde.ca.gov/pd/ca/sc/ngssstandards.asp
• NSTA Common Core Resources
www.nsta.org/about/standardsupdate
Thank you to:
The Integrated Middle School Science Project at Alameda
County Office of Education for collaboration on this
presentation.