Transcript An Introduction to the Next Generation Science Standards

An Introduction to the
Next Generation Science
Standards (NGSS)
Educational Service Center North
Thursday, May 8, 2014
HEINRICH SARTIN
ELEMENTARY SCIENCE SPECIALIST, ESC NORTH
[email protected]
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Today's Agenda
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•
Objectives for the Day
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Norms for Professional Learning Communities
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Engineering Design in the NGSS (Engineering Challenge)
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Background, Rationale, and Timeline for the NGSS
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Organization of the NGSS (Performance Expectations & Dimensions)
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The Nature of Science (Black Boxes Task)
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Science and Engineering Practices (Explanation Task)
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Connections to the Common Core State Standards
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Evaluation
Objectives
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Learn about the rationale for adopting the NGSS
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Understand how the NGSS are different from the
California Science Standards
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Become familiar with how the NGSS are organized
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Learn about how the NGSS are connected to the
CCSS
•
Understand what teachers can do now to prepare
for full implementation of the NGSS
Professional Learning Community Norms
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Honor time by being efficient and effective
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Ensure that each person’s voice is heard
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Avoid sidebar conversations
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Disagree agreeably
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Stay tuned in and on task
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Assume good intentions
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Focus on students
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Turn off cell phones or switch to vibrate
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Engineering Design Task
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• Cut a hole in an index card that is large
enough to pass your entire body through
• Your finished product needs to be a
continuous piece of paper that has not been
reattached in any way
• Work with a partner to accomplish this task
• You have 20 minutes
Reading: Appendix I (pp. 1-4)
Guiding Questions for Reading
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•
•
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What connections do you find between the “index
card hole” task and the Engineering Design
elements in the NGSS?
Can you think of examples of engineering design
in the FOSS modules?
Why is it a good idea to include engineering
design in these new standards?
Current CA Science Standards
Grade 1 Earth Science
Students know…
…that the weather changes from day to
day but that trends in temperature or of
rain (or snow) tend to be predictable
during a season.
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Current CA Science Standards
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Grade 1 Investigation and Experimentation
Students will…
…record observations and data with
pictures, numbers, or written statements.
Current CA Science Standards
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Grade 4 Life Science
Students know…
…producers and consumers (herbivores,
carnivores, omnivores, and decomposers)
are related in food chains and food webs
and may compete with each other for
resources in an ecosystem.
Current CA Science Standards
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Grade 4 Investigation and Experimentation
Students will…
…formulate and justify predictions based
on cause-and-effect relationships
Timeline for Implementation
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The current California Science Standards will
continue to be in effect for 2014-15 and 2015-16
• Formal instructional shifts will begin in 2016-17
• Full implementation will begin in 2017-18 with
anticipated adoption of new instructional
materials
• The CST will continue to be administered in grade
5 during 2014-15 (possibly through 2016-17)
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Why New Standards?
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The U.S. ranks 27th out of 29 developed
nations in the proportion of college
students receiving undergraduate
degrees in science and engineering.
SOURCE: NATIONAL RESEARCH COUNCIL
Why New Standards?
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“The percentage of students who pursue careers
in STEM-related fields is currently too low for the
nation’s needs. Moreover, an ever-larger number
of jobs require skills in these areas, along with
those in English language arts and math.”
SOURCE: A FRAMEWORK FOR K-12 SCIENCE EDUCATION
Why New Standards?
“Within five years, there will be 2.4
million STEM job openings.”
SOURCE: NEW YORK TIMES
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Why New Standards?
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Nearly 90 percent of high school graduates
say they’re not interested in a career or a
college major involving science, technology,
engineering or math, known collectively as
STEM, according to a survey of more than a
million students who take the ACT test.
SOURCE: NEW YORK TIMES
Why New Standards?
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The number of students who want to
pursue engineering or computer science
jobs is actually falling, precipitously, at
just the moment when the need for
those workers is soaring.
SOURCE: NEW YORK TIMES
Why New
Standards?
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What is the
Origin of the NGSS?
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NGSS Flowchart
State Assessments
State Curricula
National
Framework
NGSS
Standards
Professional
Development
Instruction
Organization of the NGSS
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Performance Expectations are statements
that describe what students should be able
to do at the end of instruction and
incorporate one or more Scientific and
Engineering Practices, Disciplinary Core
Ideas, and Crosscutting Concepts.
Organization of the NGSS
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NGSS - Three Dimensions
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Dimension 1 - Scientific and Engineering Practices
The practices describe behaviors that
scientists engage in as they investigate and
build models and theories about the natural
world and the key set of engineering
practices that engineers use as they design
and build models and systems.
NGSS - Three Dimensions
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Dimension 1 - Scientific and Engineering Practices
1. Asking questions and defining
problems
5. Using mathematics and
computational thinking
2. Developing and using models
6. Developing explanations and
designing solutions
3. Planning and carrying out
investigations
4. Analyzing and interpreting
data
7. Engaging in argument
8. Obtaining, evaluating, and
communicating information
NGSS - Three Dimensions
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Dimension 2 – Disciplinary Core Ideas
The NGSS Disciplinary Core Ideas:
• Have broad importance across multiple sciences or
engineering disciplines;
• Provide a key tool for understanding or investigating more
complex ideas and solving problems;
• Relate to the interests and life experiences of students or
are connected to societal or personal concerns that
require scientific or technological knowledge;
• Are teachable and learnable over multiple grades at
increasing levels of depth and sophistication.
NGSS - Three Dimensions
Dimension 2 – Disciplinary Core Ideas
Four Domains
• Physical Sciences
• Life Sciences
• Earth and Space Sciences
• Engineering, Technology and
Applications of Science
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NGSS - Three Dimensions
Dimension 2 – Disciplinary Core Ideas
Physical Sciences
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PS1 - Matter and its interactions
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PS2 - Motion and stability: Forces and interactions
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PS3 - Energy
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PS4 - Waves and their applications in technologies
for information transfer
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NGSS - Three Dimensions
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Dimension 2 – Disciplinary Core Ideas
Life Sciences
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LS1 - From molecules to organisms: Structures and
processes
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LS2 - Ecosystems: Interactions, energy, and dynamics
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LS3 - Heredity: Inheritance and variation of traits
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LS4 - Biological evolution: Unity and diversity
NGSS - Three Dimensions
Dimension 2 – Disciplinary Core Ideas
Earth and Space Sciences
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ESS1 - Earth’s place in the universe
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ESS2 - Earth’s systems
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ESS3 - Earth and human activity
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NGSS - Three Dimensions
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Dimension 2 – Disciplinary Core Ideas
Engineering, Technology, and Applications of Science
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ETS1 - Engineering design
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ETS2 - Links among engineering, technology, science
and society
NGSS - Three Dimensions
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Dimension 3 – Crosscutting Concepts
Crosscutting Concepts have applications across all
domains of science. As such, they are a way of
linking the different domains of science. These
concepts need to be made explicit for students
because they provide an organizational schema for
interrelating knowledge from various science fields
into a coherent and scientifically-based view of the
world.
NGSS - Three Dimensions
Dimension 3 – 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
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NGSS - Three Dimensions
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Integrating the Dimensions
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To facilitate students’ learning, the dimensions must
be woven together in standards, assessments,
curriculum, and instruction.
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Performance Expectations combine Practices,
Disciplinary Core Ideas, and Crosscutting Concepts
into a single statement of what is to be assessed.
They are not instructional strategies or objectives
for a lesson.
Performance Expectations
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Because Performance Expectations and the
foundation boxes in the NGSS describe learning
outcomes, they are the basis for using backward
design for the development or adaptation of
curriculum and instruction. Simply stated, the
performance expectation can and should be the
starting point of backward design.
ROGER BYBEE, NGSS WRITING LEADERSHIP TEAM
NGSS - Three Dimensions
Integrating
the Dimensions
Crosscutting
Concepts
Practices
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Disciplinary
Core Ideas
Reading: Scientific and Engineering Practices,
pp. 42-44
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Guiding Question for Reading
Why is it important for students to engage in
scientific and engineering practices?
Black Boxes
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Engaging Scenario
I found some black boxes. Each one has
a round object inside. They are
permanently glued and taped shut, so I
can’t open them. Can you help me figure
out what the inside of the these boxes
look like?
Black Boxes
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Focus Question #1
What does the inside of your box look like?
• Work in teams of two
• Write a short description of what you think the
inside of the black box looks like and include
a detailed drawing with labeled parts
• Focus on shape and location
Black Boxes
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Sharing Ideas
Locate the chart paper for your box (A-D) and
draw your team’s idea of what the inside of
your black box looks like.
Black Boxes
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Collaboration & Consensus
Get together with another team that has the
same black box (A-D) and come to consensus
about what the inside of your black box looks
like.
Black Boxes
Consensus Drawing
Choose a representative from your combined
group of four to draw a revised plan of your black
box.
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Black Boxes
Focus Question #2
How did working with other scientists
change your original thinking about your
black box?
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Black Boxes
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Debriefing the Experience
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•
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The term “black box” is a general term scientists
and engineers use to describe a system that works
in mysterious or unknown ways.
For most people, a TV is a black box. Electricity goes
in and a picture miraculously appears on the
screen. A telephone is another example of a black
box.
What are other examples of black boxes?
Black Boxes
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Debriefing the Experience
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Which Science and Engineering Practices were
involved?
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Which Disciplinary Core Ideas were involved?
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Which Crosscutting Concepts were involved?
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How does this activity connect to CCSS ELA and
math standards and practices?
A Closer Look at one of the Scientific and
Engineering Practices
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Read about Practice 6 “Constructing
Explanations and Designing Solutions” pp. 67-70
Ice and Alcohol
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Group Performance Task
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You and your partner will create a system that consists of a
plastic cup filled with isopropyl alcohol (100 ml) and four
ice cubes.
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In your science notebook, make observations and
detailed drawings (with labeled parts) of the system and
changes to the system over time (15 minutes).
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Formulate questions and construct an explanation for the
behavior of the system.
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Develop evidence that supports your explanation for the
causes of the changes in the system.
Individual Performance Task
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Write an explanation for the causes of the changes (effect) to
the system. (A few volunteers will share their explanations.)
Teacher Reflection
Write a reflection on the type of instruction that would lead
students to develop high-quality evidence-based
explanations.
Group Discussion
Which elements of this activity reflect the nature of science?
Ice and Alcohol
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Debriefing the Experience
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Which Science and Engineering Practices were
involved?
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Which Disciplinary Core Ideas were involved?
•
Which Crosscutting Concepts were involved?
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How does this activity connect to CCSS ELA and
math standards and practices?
Scientific Explanations
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The goal of science is to construct explanations
for the causes of phenomena. Students are
expected to construct their own explanations,
as well as apply standard explanations they
learn about from their teachers or reading.
SOURCE: NGSS APPENDIX F
Connections to the CCSS
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The timing of the release of NGSS comes as most states
are implementing the Common Core State Standards
(CCSS) in English Language Arts and Mathematics.
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The NGSS are aligned with the CCSS to ensure a symbiotic
pace of learning in all content areas. The three sets of
standards overlap in meaningful and substantive ways
and offer an opportunity to give all students equitable
access to learning standards.
SOURCE: NGSS APPENDIX A
Practices in Mathematics, Science, and English Language 51
Arts*
Math
Science
ELA
M1. Make sense of problems and
persevere in solving them.
S1. Asking questions (for science) and
defining problems (for engineering).
E1. They demonstrate
independence.
M2. Reason abstractly and
quantitatively.
S2. Developing and using models.
E2. They build strong content
knowledge.
S3. Planning and carrying out
investigations.
M3. Construct viable arguments
and critique the reasoning of others. S4. Analyzing and interpreting data.
M4. Model with mathematics.
S5. Using mathematics, information and
M5. Use appropriate tools
computer technology, and computational
strategically.
thinking.
M6. Attend to precision.
M7. Look for and make use of
structure.
M8. Look for and express regularity
in repeated reasoning.
S6. Constructing explanations (for
science) and designing solutions (for
engineering).
S7. Engaging in argument from evidence.
S8. Obtaining, evaluating, and
communicating information.
E3. They respond to the varying
demands of audience, task,
purpose, and discipline.
E4. They comprehend as well as
critique.
E5. They value evidence.
E6. They use technology and
digital media strategically and
capably.
E7. They come to understanding
other perspectives and cultures.
* The Common Core English Language Arts uses the term “student capacities” rather than the term “practices”
used in Common Core Mathematics and the Next Generation Science Standards.
Connections
to the CCSS
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What Can Teachers Do Right Now?
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“…continue to teach what you are currently
teaching, but endeavor to modify how you
teach it—align instruction with the guidance
provided in the Framework regarding
implementation of the scientific and engineering
practices.”
STEPHEN PRUITT, ACHIEVE SENIOR VICE PRESIDENT AND LEAD DEVELOPER
OF THE NGSS
Summary
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We are all learning this together.
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Engineering design in science will be new for CA.
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Feel free to do more research by reading the
Framework and the NGSS.
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Locate and examine NGSS science lessons on the
Internet to see how the three dimensions work
together with the Performance Expectations.
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Begin to integrate the Scientific and Engineering
Practices into your science lessons.
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Resources for Further Research and Learning
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The Next Generation Science Standards:
http://www.nextgenscience.org
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A Framework for K-12 Science Education
http://www.nap.edu/openbook.php?record_id=13165
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NGSS Videos from Paul Anderson (Bozeman
Science)http://www.youtube.com/watch?v=o9SrSBGDNfU
Thank you!
Heinrich Sartin
Elementary Science Specialist
ESC North Office
Email: [email protected]
Phone: (818) 654-3717
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