next generation science standards where are we now? imss introduction

Next Generation Science Standards Where are We Now?

IMSS Introduction

Outcomes• Learn what is, and is not

included in NGSS

• Learn about the shifts in teaching that NGSS requires

• Learn the relationship between the 8 Science and Engineering Practices and the Scientific Method

NGSS Adopted by CA…

NGSS Adopted September 4, 2013

HOWEVER,CA has not yet determined what content will be covered in 6th, 7th or 8th grades.

That should be decided at the November 2013 State School Board Meeting.

Focus of the FrameworkThree Dimensions•Scientific and Engineering Practices•Crosscutting Concepts•Disciplinary Core Ideas

Dimension 1

Scientific and Engineering Practices

Inquiry = Practices1. 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 12th grade learning goals, and what we know about progression over time.

Dimension 1

Scientific and Engineering Practices

GUIDING PRINCIPLES• All K-12 Students should engage in all 8 practices

over each grade level• Practices represent what students are expected to

do and are not teaching methods or curriculum

• Practices grow in complexity and sophistication across the grades

• Practices intentionally overlap and interconnect• Each practice may reflect science or engineering• Engagement in practices is language intensive &

requires students to participate in classroom science discourse

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

Crosscutting Concepts = Disciplinary Connective Tissue

Dimension 2

Crosscutting Concepts

• They are for all students• They help students better understand core ideas in science

and engineering• They help students better understand science & engineering

practices• Repetition in different contexts will be necessary to build

familiarity• They should grow in complexity and sophistication across

the grades• They provide a common vocabulary for science & engineering• They should not be assessed separately from practices or

core ideas

GUIDING PRINCIPLES

Dimension 3 Disciplinary Core Idea

• 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

Disciplinary Core Ideas = Defines Content Knowledge

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 and Space Sciences

• Earth’s Place in the Universe

• Earth Systems

• Earth and Human Activity

Engineering, Technology andApplications of Sciences

• Engineering Design

• Links Among Engineering, Technology, Science and Society

Next Generation Of Science Standards Architecture

Integration of 3 Dimensions:

PracticesCrosscutting Concepts

Core Ideas

Alignment to Common Core

15

Each science standard is correlated to the cognitive demands of both English Language Arts standards and mathematics standards. Specific correlation of the Common Core standards are noted in the architecture of each individual science standard.

REMEMBER:Learning Develops Over Time

• More expert knowledge is structured around conceptual frameworks– Guide how they solve problems, make

observations, and organized and structure new information

• Learning unfolds overtime• Learning difficult ideas takes time and

often come together as students work on a task that forces them to synthesize ideas

• Learning is facilitated when new and existing knowledge is structured around the core ideas

• Developing understanding is dependent on instruction

NGSS is Organized According to Learning Progressions

“Standards should be organized as progressions that support students’ learning over multiple grades. They should take into account how students’ command of the concepts, core ideas, and practices becomes more sophisticated over time with appropriate instructional experiences.” (NRC 2011, Rec 7)

What they are – What they aren’tNGSS is: NGSS is NOTa document that describes the performance expected (product) after instruction is complete

a scope and sequence for instruction (process)

the end summative assessment product for what all students should know and be able to do

a curriculum or instruction tasks ready to be taught

a document that lays a foundation for what all students need to know by defining performance expectations for different grade bands

a document intended to limit how much science students are to learn

A state-led effort to develop a new set of science standards

a document that describes how to teach

A document designed to provide greater emphasis on depth or breadth in studying a subject

Separate sets of isolated inquiry and content standards

A document that presents science as it is—a combination of what we know (core ideas and cross cutting concepts) and how we know it (practices)

3 Spheres of Activity for Science & Engineering

Investigating

Evaluating (Argumentation)

Developing Explanations & Solutions

Scientific Method Engineering Method

Developed by Sandra Yellenberg

Scientific Method• Ask a question

Engineering Method• Define problem

Ask questions-Define Problems


Scientific Method• Ask a question• Do research

Engineering Method• Define problem• Do research

Ask questions-Define Problems Research existing theories & models


Scientific Method• Ask a question• Do research• Construct hypothesis

Engineering Method• Define problem• Do research• Specify requirements

Ask questions-Define Problems Research existing theories & models

Construct hypothesis-Specify requirements


Scientific Method• Ask a question• Do research• Construct hypothesis• Design experiment

Engineering Method• Define problem• Do research• Specify requirements• Brainstorm, evaluate, chose a solution


Brainstorm, evaluate

Design experiment-Choose solution


Research existing theories & models



• Conduct experiment

Engineering Method• Define problem• Do research• Specify requirements• Brainstorm, evaluate, chose

a solution • Develop prototype






Conduct experiment -Develop prototype



• Conduct experiment• Analyze data & draw conclusions


a solution • Develop prototype • Test solution






Conduct experiment

Test solution




• Conduct experiment• Analyze data & draw conclusions• Communicate results


a solution • Develop prototype • Test solution• Communicate results







Conduct experiment

Test solution

Sample New StandardProduce scientific writing that communicates

how multiple lines of evidence, such as similarities in DNA sequences and anatomical

structures, contribute to the strength of science theories related to biological evolution.Practices:• Engaging in Argument from Evidence• Communicating Information

Cross Cutting Concept:• Patterns • Cause & Effect

Core Idea: Biological Evolution

Sample New StandardProduce scientific writing that

communicates how multiple lines of evidence, such as similarities in DNA sequences and anatomical structures,

contribute to the strength of science theories related to biological evolution.

Practices:• Engaging in Argument from Evidence• Communicating Information








C

California State Science Standards (1998) - Grade 5 – Physical ScienceElements and their combinations account for all the varied types of matter in the world. As a basis for understanding this concept:

– Students know that during chemical reactions the atoms in the reactants rearrange to form products with different properties.

– Students know all matter is made of atoms, which may combine to form molecules. – Students know metals have properties in common, such as high electrical and thermal conductivity.

Some metals, such as aluminum (Al), iron (Fe), nickel (Ni), copper (Cu), silver (Ag), and gold (Au), are pure elements; others, such as steel and brass, are composed of a combination of elemental metals.

– Students know that each element is made of one kind of atom and that the elements are organized in the periodic table by their chemical properties.

– Students know scientists have developed instruments that can create discrete images of atoms and molecules that show that the atoms and molecules often occur in well-ordered arrays.

– Students know differences in chemical and physical properties of substances are used to separate mixtures and identify compounds.

– Students know properties of solid, liquid, and gaseous substances, such as sugar (C6H12O6), water

(H2O), helium (He), oxygen (O2), nitrogen (N2), and carbon dioxide (CO2).

– Students know living organisms and most materials are composed of just a few elements. – Students know the common properties of salts, such as sodium chloride (NaCl).

Sample of a Current Standard

Sample New StandardNGSS Standard – High SchoolGrade 5 – Physical Science - Structure and Properties of Matter

Develop a model to describe that matter is made of particles too small to be seen.

Measure and graph quantities to provide evidence that regardless of the type of change that occurs when heating, cooling, or mixing substances, the total weight of matter is conserved.

Make observations and measurements to identify materials based on their properties.

Conduct an investigation to determine whether the mixing of two or more substances results in new substances.

Develop a model to describe that matter is made of particles too small to be seen.Elements and their combinations account for all the varied types of matter in the world. As a basis for understanding this concept:










Standards Compared

Measure and graph quantities to provide evidence that regardless of the type of change that occurs when heating, cooling, or mixing substances, the total weight of matter is conserved.

Elements and their combinations account for all the varied types of matter in the world. As a basis for understanding this concept:










Standards Compared

A New Vision of Science Learning that Leads to a New Vision of Teaching

The framework is designed to help realize a vision for education in the science and engineering in which students, over multiple years of school, acively engage in science and engineering practices and apply crosscutting concepts to deepen their understanding of the core ideas in these fields.

A Framework for K-12 Science Education -. 1-2

Shifts in the Teaching and Learning of Science

42

• Organized around limited number of core ideas. Favor depth and coherence over breadth of coverage.

• Core ideas need to be revisited in increasing depth, and sophistication across years. Focus needs to be on connections:o Careful construction of a storyline – helping learners build

sophisticated ideas from simpler explanations, using evidence.

o Connections between scientific disciplines, using powerful ideas (nature of matter, energy) across life, physical, and environmental sciences.

Shifts in the Teaching and Learning of Science (cont.)

43

• The NGSS are student performance expectations (NOT curriculum). The performance expectations should bring together scientific ideas (core ideas, cross cutting ideas) with scientific and engineering practices.

o Curriculum materials need to do more than present and assess content.

o Curriculum materials need to involve learners in practices that develop, use, and refine the scientific ideas.

Work still left to do

Teacher Development

Curricula

Assessment

Instruction

Outcomes• Learn what is, and is not

included in NGSS

• Learn about the shifts in teaching that NGSS requires

• Learn the relationship between the 8 Science and Engineering Practices and the Scientific Method

next generation science standards where are we now? imss introduction

Documents