next generation science standards: taking the first steps
DESCRIPTION
Next Generation Science Standards: Taking the first steps. Hilary Dito STEAM Coordinator Contra Costa County Office of Education. 20+ years of Science Education Research. April 2013. July 2011. 1990s - 2010. NGSS Development Process. Design Phase. Awareness Phase. Transition Phase. - PowerPoint PPT PresentationTRANSCRIPT
Hilary Dito
STEAM Coordinator
Contra Costa County Office of Education
July 2011
1990s - 2010
April 2013
NGSS Development ProcessDesign Phase
Awareness Phase
Implementation Phase
• NGSS Released• Adopted by states (CA
Sept. 2013)• Middle School Sequence• CDE development of
Implementation Plan
• Framework for K-12 Science Education
• NGSS Development by Lead States
• Public drafts and comments
• CA Framework development (2014-2015)
• Instructional Shifts• Curriculum Development• Professional Learning• Assessments
TransitionPhase
States Adopting NGSS (as of Feb 26, 2014)RI, KS, KY, MD, VT, CA, DE, WA, D.C., and NVMap from www.nsta.org
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”
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 ___”
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 World
2. Focus and Coherence
3. Deeper Understanding
4. Science and Engineering
5. College, Career, and Citizenship Readiness
6. 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 SBE in Nov 2013• Additional model being developed for LEAs
• 9-12 grade span “band”• Design of HS courses – local decision• Appendix K: Model Course Mapping
Preferred Middle Grades Learning Progression
Three Dimensions
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
7 Crosscutting Concepts
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
Scientific and Engineering Practices
• 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 clip 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?
Practices in the Classroom Video• CAPE COD'S AQUIFERSScience education specialist, Barbara Waters,
works with 5th grade students in Mashpee, Massachusetts, to create models of Cape Cod's unusual underground structure. Run Time: 00:04:57
Crosscutting Concepts1. 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 IdeasLife Science Physical ScienceLS1: 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
PS1: Matter and Its Interactions
PS2: Motion and Stability: Forces and Interactions
PS3: Energy
PS4: Waves and Their Applications in Technologies for Information Transfer
Earth & Space ScienceEngineering & Technology
ESS1: Earth’s Place in the Universe
ESS2: Earth’s Systems
ESS3: Earth and Human Activity
ETS1: Engineering Design
ETS2: Links Among Engineering, Technology, Science, and Society
Essential Questions frame the main conceptsProgression develops students understanding
PS2: Motion and Stability: Forces and Interactions
K-2 3-5 MS HS
Newton’s third law;
motion det. by sum of forces and
mass of object
Newton’s second law; momentum
Objects at rest have 0 net force; if net force ≠ 0
the object will change its motion
Objects push or pull when connected;
friction
Essential Question: How can one explain and predict interactions between objects and within systems of objects?
PS2.A: Forces and MotionEssential Question: How can one predict an object’s continued motion, changes in motion, or stability?
Progression:
Appendix E – Progressions Within the NGSS (page 7)
Pra
ctic
es
Content
Crosscutting
Performance Expectations
Science and EngineeringPractices
Disciplinary Core Idea
CrossCutting Concepts
Performance Expectations
Foundation Boxes
Connection Boxes
Architecture of a Standard
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 understand• Crosscutting Concepts and connections to Nature of Science
provides a big picture for emphasis
Disciplinary Core Idea Code:
LS1-CCore 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
So what is next?
Instruction
CA Framework
Assessments
Professional Learning
NATIONAL RESEARCH COUNCILOf the National Academies
July 2011 2011-2013
2014 -
Prepare for the NGSS
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