introduction to ngss and what they mean to you laura henriques, csulb, csta president this...
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Introduction to NGSS and what they mean to you
Laura Henriques, CSULB, CSTA President
This presentation is based on the work jointly developed for California’s NGSS State Rollout Symposium I
This presentation and handouts are available at [email protected]
K-12 Allia
nce
Goals of This SessionBuild understanding of the NRC
Framework for K-12 Science Education and the development of the Next Generation Science Standards
Examine the key components of the NGSS
Learn to read the architecture of the NGSS
Before We Begin…QuickwriteList 3 things you know for sure
about the NGSS
List 3 questions you have about the NGSS
Share and chart with table group
Science for All Americans NSES and Benchmarks
Research (e.g., Taking Science to School and Ready, Set, Science!)
Framework for K-12 Science Education
Next Generation Science Standards
A Natural Progression
1990’s –----------------------------------------------------2014 and beyond
A Framework for K-12 Science Education
Practices, Crosscutting Concepts, and Core Ideas
A New Vision for Teaching and Learning
Science for ALL Students3 Dimensional Coherent Learning
across Grades
The Framework’s Vision of Science Education
Progressively deeper understanding of science.
Actively engage in practices to deepen understanding of crosscutting concepts and disciplinary core ideas.
Integrated systems of standards, curriculum, instruction, and assessment based on 3 dimensions.
Conceptual Shifts in NGSS1. K-12 science education should reflect the interconnected nature of
science as it is practiced and experienced in the real world.
2. The NGSS 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 are designed to prepare students for college, career, and citizenship.
7. The NGSS and Common Core State Standards (Mathematics and English Language Arts) are aligned. 7
Conceptual Shifts in NGSS
What’s in a Logo?
Science and Engineering
Core ideas in the discipline
Concepts across disciplines
Dimension 1 Scientific and 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
Dimension 1Science and Engineering Practices
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. Developing explanations and designing solutions
7. Engaging in argument from evidence
8. Obtaining, evaluating, and communicating information
The practices work together – they are not separated!
Practices Change Science Education
From the science classroom as environments where students learn about science ideas
to places where students explore, examine, and use science ideas to explain how and why phenomena occur.
Dimension 2
Crosscutting Concepts1. 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
Making Sense of Cross Cutting Concepts
With a partner select a concept to discuss
• What is the concept?
• How might you use it in instruction?
• How are cross cutting concepts different from what we had before?
Disciplinary Significance
Has broad importance across multiple science or engineering disciplines, a key organizing concept of a single discipline
Explanatory Power
Can be used to explain a host of phenomena
Generative
Provides a key tool for understanding or investigating more complex ideas and solving problems
Relevant to Peoples’ Lives
Relates to the interests and life experiences of students, connected to societal or personal concerns
Usable from K to 12
Is teachable and learnable over multiple grades at increasing levels of depth and sophistication
Dimension 3- Disciplinary Core Ideas
PS1 - Matter and Its Interactions
PS2 - Motion and Stability
PS3 - Energy
PS4 - Waves and Their Applications
Physical Sciences - PS
DCIs: Physical Sciences
PS1 Matter and its interactionsPS1.A: Structure and Properties of MatterPS1.B: Chemical ReactionsPS1.C: Nuclear Processes
PS2 Motion and stability: Forces and interactionsPS2.A: Forces and MotionPS2.B: Types of InteractionsPS2.C: Stability and Instability in Physical Systems
PS3 EnergyPS3.A: Definitions of EnergyPS3.B: Conservation of Energy and Energy TransferPS3.C: Relationship Between Energy and ForcesPS3.D: Energy in Chemical Processes and Everyday Life
PS4 Waves & their applications in technologies for information transferPS4.A: Wave PropertiesPS4.B: Electromagnetic RadiationPS4.C: Information Technologies and Instrumentation
Life Sciences - LS
LS1 - From Molecules to Organisms: Structures and Processes
LS2 - Ecosystems: Interactions, Energy, and Dynamics
LS3 - Heredity: Inheritance and Variation of Traits
LS4 - Biological Evolution: Unity and Diversity
DCIs: Life Sciences
LS1 From molecules to organisms: Structures and processesLS1.A: Structure and FunctionLS1.B: Growth and Development of OrganismsLS1.C: Organization for Matter and Energy Flow in OrganismsLS1.D: Information Processing
LS2 Ecosystems: Interactions, energy, and dynamicsLS2.A: Interdependent Relationships in EcosystemsLS2.B: Cycles of Matter and Energy Transfer in EcosystemsLS2.C: Ecosystem Dynamics, Functioning, and ResilienceLS2.D: Social Interactions and Group Behavior
LS3 Heredity: Inheritance and variation of traitsLS3.A: Inheritance of TraitsLS3.B: Variation of Traits
LS4 Biological evolution: Unity and diversityLS4.A: Evidence of Common Ancestry and DiversityLS4.B: Natural SelectionLS4.C: AdaptationLS4.D: Biodiversity and Humans
ESS1 - Earth’s Place in the Universe
ESS2 - Earth Systems
ESS3 - Earth and Human Activity
Earth and Space Sciences - ESS
DCIs: Earth and Space Sciences
• ESS1 Earth’s place in the universe
• ESS1.A: The Universe and Its Stars
• ESS1.B: Earth and the Solar System
• ESS1.C: The History of Planet Earth• ESS2 Earth’s systems
• ESS2.A: Earth Materials and Systems
• ESS2.B: Plate Tectonics and Large-Scale System Interactions
• ESS2.C: The Roles of Water in Earth’s Surface Processes
• ESS2.D: Weather and Climate
• ESS2.E: Biogeology• ESS3 Earth and human activity
• ESS3.A: Natural Resources
• ESS3.B: Natural Hazards
• ESS3.C: Human Impacts on Earth Systems
• ESS3.D: Global Climate Change
Engineering Design
Links Among Engineering, Technology, Science and Society
Engineering, Technology andApplications of Sciences
DCIs: Engineering
ETS1 Engineering designETS1.A: Defining and Delimiting an Engineering
ProblemETS1.B: Developing Possible SolutionsETS1.C: Optimizing the Design Solution
ETS2 Links among engineering, technology, science and society
ETS2.A: Interdependence of Science, Engineering, and Technology
ETS2.B: Influence of Engineering, Technology, and Science on Society and the Natural World
Three Dimensions Intertwined The NGSS are written as
Performance Expectations
NGSS requires contextual application of the three dimensions by students.
Focus is on “how” and “why” as well as “what”
Performance Expectations
Performance
Expectations =
Standard
26
a) Stem: each standard is written in the form of one sentence, that identifies the disciplinary core idea, the scientific practice and the crosscutting concept the student is expected to demonstrate at the end of instruction.
b) The clarification statements provide a short description of a nuance of the standard
c) The assessment boundary provides the depth of understanding all students are expected to demonstrate.
Example: MS-PS1-1MS-PS1-1. Develop models to describe the atomic
composition of simple molecules and extended structures.
[Clarification Statement: Emphasis is on developing models of molecules that vary in complexity. Examples of simple molecules could include ammonia and methanol. Examples of extended structures could include sodium chloride or diamonds. Examples of molecular-level models could include drawings, 3D ball and stick structures, or computer representations showing different molecules with different types of atoms.] [Assessment Boundary: Assessment does not include valence electrons and bonding energy, discussing the ionic nature of subunits of complex structures, or a complete depiction of all individual atoms in a complex molecule or extended structure.]
Foundation Boxes SEP DCI CCC
Foundation boxes provide information that expands and explains the standard statements in relation to the three dimensions.
Connection Boxes
Connection boxes provide:
a) connections to topics in other grade levels.
b) articulation across grade levels.
c) connections to Common Core State Standards
Reading the NGSS: A New Morse Code
Grade and Core IdeaK-PS3 Energy3-LS2 Ecosystems;MS-ESS1 Earth’s Place in Universe; HS-ETS1 Engineering Design
Performance Expectation---Dashes---HS-PS1-1; HS-PS1-5
DCIs…Dots…PS3.D; PS4.A
Parenthesisat the end of each DCI, SEP, CCC to indicate PE
Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem
3 Dimensional Learning
Analyze and interpret data to provide evidence
resource availability on organisms and populations of organisms in an ecosystem
the effects of resource availability on organisms and populations of organisms in an ecosystem
3 Dimensional LearningDissected
Building Performance Expectations In groups of 3-4 people, take one card from each of the 3 envelops
Blue card: Science and Engineering Practice Orange Card: Disciplinary Core Idea Green Card: Cross Cutting Concept
Try it 1-2 times more.
Select the arrangement you like best
Think about a task(s) that students may need to accomplish in order to demonstrate all 3 dimensions
SEP DCI CCC
Building Performance Expectations Let’s think about instructional changes you need to make if you swap
out the SEP or CCC for a particular set of cards
SEP DCI CCC
the total number of each type of atom is conserved, and thus mass does not change
• Planning and carrying out investigations
• Analyzing and interpreting data
• Developing and using models
• Using mathematics and computational thinking
• patterns • cause & effect • energy & matter
CCC
DCISEP
Students combine a variety of different substances and make observations about the characteristics of chemical processes. Students create visual models to explain the observed phenomena and develop predictions that support their model. Students measure accurately the mass of the reactants and the products before and after the reaction.
Learning Grows Over Time
Learning difficult ideas
Takes time
Develops as students work on tasks that forces
them to synthesize ideas
Occurs when new and existing knowledge is
linked to previous ideas
Depends on instruction
Performance Expectations Build Across Years
2-PS1-1 Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties.2-PS1-2. Analyze data obtained from testing different materials to determine which materials have the properties that are best suited for an intended purpose*
5-PS1-1. Develop a model to describe that matter is made of particles too small to be seen
MS-PS1-5. Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved.
9-12
6-8
3-5
Modified from Brian Reiser
HS-PS1-3. Plan and conduct an investigation to gather evidence to compare the structure of substances at the bulk scale to infer the strength of electrical forces between particles.
K-2
Engaging students in constructing scientific explanations K – 12
Grades K - 2 Grades 3 - 5 Middle School High School
Use information from observations (firsthand and from media) to construct an evidence-based account for natural phenomena
Use evidence (e.g., measurements, observations, patterns) to construct or support an explanation or design a solution to a problem.
Construct a scientific explanation based on valid and reliable evidence obtained from sources (including the students’ own experiments) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future.
Construct and revise an explanation based on valid and reliable evidence obtained from a variety of sources (including students’ own investigations, models, theories, simulations, peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future.
Greater sophistication
Build Scientific Disposition (habits of mind)
Building 3 D learning (DCI, SEP, CCC) across time supports learners to think like scientists
Knowing when and how to seek and build knowledge What do I need to know…? I wonder, if… then…? Can I explain how...?Do I have enough evidence?
Learn to understand the purpose of evidence
New Opportunities for All Learners
Common Core Standards (ELA and Mathematics)
Next Generation Science Standards
21st Century Skills
Connections with The Common Core
Quickly read the list of practices/portraits.
Code each practice/portrait with an:
“S” for science & engineering
“M” for mathematics
“E” for English-Language Arts
Discuss your coding with a partner.
What did you notice?
Supporting Materials
Appendix A Conceptual ShiftsAppendix B Responses to Public FeedbackAppendix C College and Career ReadinessAppendix D All Standards, All StudentsAppendix E Disciplinary Core Idea Progressions in the NGSSAppendix F Science and Engineering Practices in the NGSSAppendix G Crosscutting Concepts in the NGSSAppendix H Nature of ScienceAppendix I Engineering Design in the NGSSAppendix J Science, Technology, Society, and the EnvironmentAppendix K Model Course Mapping in Middle and High SchoolAppendix L Connections to Common Core State Standards in
MathematicsAppendix M Connections to Common Core State Standards in
ELA
Stay Informed For questions and comments on Ca NGSS, email:
For background information on CA NGSS and resources visit:
http://www.cde.ca.gov/pd/ca/sc/ngssintrod.asp
http://www.cascience.org/csta/ngss.asp
For background information on NGSS on the national level, visit:
http://www.nextgenscience.org
http://www.ngss.nsta.org
How Will You Think and Teach Differently?
Past 7th Grade Life Science CA Standard
Students know plants and animals have levels of organization for structure and function, including cells, tissues, organs, organ systems and whole organism.
Current Middle Grades CA NGSS Adopted Standard
Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.