Introducing the Next Generation Science...

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April 16, 20135:00 p.m. and 7:30 p.m. Eastern time

Introducing the Next Generation Science Standards

Presented by: Stephen Pruitt

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Introducing today’s presenters…

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Stephen PruittSenior Vice PresidentAchieve, Inc.

David EvansExecutive DirectorNational Science Teachers Association

Zipporah MillerAssociate Executive Director, Professional Programs and ConferencesNational Science Teachers Association

Ted WillardDirector, NGSS@NSTANational Science Teachers Association

Welcome!


Next Generation Science Standards

Building on the Past; Preparing for the Future

7/2011 – March 2013

1/2010 - 7/2011

1990s

1990s-2009

Phase IIPhase I

What’s Different about the Next Generation Science Standards?

Conceptual Shifts in the NGSS

1. K-12 Science Education Should Reflect the Interconnected Nature of Science as it is Practiced and Experienced in the Real World.

2. The Next Generation Science Standards 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 (English Language

Arts and Mathematics) are Aligned.

The NGSS are written as Performance Expectations

NGSS will require contextual application of the three dimensions by students

Focus is on how and why as well as what

Three Dimensions Intertwined

Weaving Practices with Content – NotJust the NGSS

K-12 Science Education FrameworkNew Advanced Placement Coursework and AssessmentPISA 2015Vision and Change in Undergraduate BiologyA New Biology for the 21st CenturyScientific Foundations for Future Physicians

6 strands – incorporates affective domain

4 strands

Motivation and Engagement

How do we know this approach works?

Mastery of subject matter.Developing scientific reasoning.Understanding the complexity and ambiguity of empirical work.Developing practical skills.Interest in science and science learning.

Currently, research indicates significant numbers of students do not have quality opportunities to engage in science and engineering practices.

Goals of Laboratory Experiences based on ALR Findings

Findings from ALR

Typical Lab PracticeContent Mastery

No better or worse than other modes of instruction

Scientific ReasoningAids development of someaspects

Interest in ScienceSome evidence of increased interest

Integrated DimensionsContent Mastery

Increased mastery of subject matter compared to other modes of instruction

Scientific ReasoningAids development of more sophisticated aspects

Interest in ScienceStrong evidence of increased interest

Science and Engineering Practices, not just teaching strategies

Science and Engineering Practices are how scientific knowledge is acquiredWhile Practices should be used in instruction, all students need to demonstrate achievement in their use and application

Current State Science Standard Sample

a. Students will explore the importance of curiosity, honesty, openness, and skepticism in science and will exhibit these traits in their own efforts to understand how the world works.

b. Students will use standard safety practices for all classroom laboratory and field investigations.

c. Students will have the computation and estimation skills necessary for analyzing data and following scientific explanations.

d. Students will use tools and instruments for observing, measuring, and manipulating equipment and materials in scientific activities utilizing safe laboratory procedures.

e. Students will use the ideas of system, model, change, and scale in exploring scientific and technological matters.

f. Students will communicate scientific ideas and activities clearly.

g. Students will question scientific claims and arguments effectively.

a. Distinguish between atoms and molecules.b. Describe the difference between pure

substances (elements and compounds) and mixtures.

c. Describe the movement of particles in solids, liquids, gases, and plasmas states.

d. Distinguish between physical and chemical properties of matter as physical (i.e., density, melting point, boiling point) or chemical (i.e., reactivity, combustibility).

e. Distinguish between changes in matter as physical (i.e., physical change) or chemical (development of a gas, formation of precipitate, and change in color).

f. Recognize that there are more than 100 elements and some have similar properties as shown on the Periodic Table of Elements.

g. Identify and demonstrate the Law of Conservation of Matter.

Inquiry Standards Content Standards

Standards Comparison:Structure and Properties of Matter

a. Distinguish between atoms and molecules.b. Describe the difference between pure substances (elements and

compounds) and mixtures. c. Describe the movement of particles in solids, liquids, gases, and

plasmas states. d. Distinguish between physical and chemical properties of matter as

physical (i.e., density, melting point, boiling point) or chemical (i.e., reactivity, combustibility).

e. Distinguish between changes in matter as physical (i.e., physical change) or chemical (development of a gas, formation of precipitate, and change in color).

f. Recognize that there are more than 100 elements and some have similar properties as shown on the Periodic Table of Elements.

g. Identify and demonstrate the Law of Conservation of Matter.

Current State Middle School Science Standard

Standards Comparison:Structure and Properties of Matter

a. Develop molecular-level models of a variety of substances, comparing those with simple molecules to those with extended structures.

b. Design a solution that solves a practical problem by using characteristic chemical and physical properties of pure substances.*

c. Develop a molecular level model that depicts and predicts why either temperature change and/or change of state can occur when adding or removing thermal energy from a pure substance.

d. Develop molecular models of reactants and products to support the explanation that atoms, and therefore mass, are conserved in a chemical reaction.

e. Analyze and interpret the properties of products and reactants to determine if a chemical reaction has occurred.

f. Gather and communicate information that people's needs and desires for new materials drive chemistry forward, and that synthetic materials come from natural resources and impact society.*

g. Design, construct, and test a device that either releases or absorbs thermal energy by chemical processes.*

NGSS Middle School Sample

New Content

Appendices have been added to support the NGSS and in response to feedback

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

What Should the NGSS Do? What Will the NGSS Not Do?

Describe Achievement, Not Instruction

Standards articulate a clear vision of the learning goals for students.Standards articulate the student performance at the conclusion of instruction.

Standards are NOT a description of curriculum.Standards do NOT dictate instruction.

Develop Understanding of Core Ideas, Not Lessons

Successful classroom implementation of the NGSS will require students to understand and apply the Disciplinary Core Ideas, Science and Engineering Practice, and Crosscutting Concepts through the development of ideas across time.Successful implementation of the NGSS will require viewing instruction and assessment as the “bundling” of performance expectations into coherent lessons and assessments.

Unsuccessful classroom implementation of the NGSS will continue the use of the three dimensions as separate entities and lessons.Unsuccessful implementation will reflect individual practices and performance expectations as standalone lessons or units.

Quality Instruction in the NGSS

Pairing Practice with Disciplinary Core Idea are necessary to define a discrete set of blended standards, but should not be viewed as the only combinations that appear in instructional materialsQuality instructional materials and instruction must be able to flexibly apply the science practices students need to experience their use, separately and in combination, in multiple disciplinary contexts. The Practices are inextricably interlinked:

While the NGSS couples single practice with content, this is intended to be clear about the Practice sampled within that context.Quality materials and instruction cannot isolate a single practice with a single piece of content.

Moving from Standards to Instruction

Instruction Builds Toward PEs

Performance Expectation

Progressing to Understanding

K-2 3-5 6-8 9-12

PS1.A Structure of

matter

Objects can be built up from smaller parts.

Matter exists as different

substances that have

observable different

properties. Different

properties are suited to different

purposes.

Because matter exists as particles that are too small to see, matter is

always conserved even if it seems to disappear.

Measurements of a variety of observable

properties can be used to identify particular

substances.

The fact that matter is composed of atoms and molecules can be used to explain the properties of substances, diversity of materials, states of

matter, phase changes, and conservation of

matter.

The sub-atomic structural model and interactions

between electric charges at the atomic scale can be used to explain the structure and

interactions of matter, including chemical reactions.

Repeating patterns of the periodic table reflect patterns of outer electrons. A stable molecule has less energy

than the same set of atoms separated; one must provide at least this energy in order to take the molecule apart.

Building Understanding in Middle School – Concept Bundling

• Within this DCI, 4 of the 8 Practices are highlighted. For instruction, additional practices would be used to build toward these understandings.

The fact that matter is composed of atoms and molecules can be used to explain the properties of substances, diversity of materials, states of matter, phase changes, and conservation of

matter.

Matter and Its Interactions

Reacting substances rearrange to form different molecules, but the number of atoms is conserved. Some reactions release energy and others absorb

energy.

MS-PS1-1. Develop molecular-level models to describe the atomic composition of, and differences between, simple molecules and extended structures.

MS-PS1-2. Analyze and interpret data on the properties of substances before and after they interact to determine if a chemical reaction has occurred.

MS-PS1-3. Gather and make sense of information to describe that synthetic materials come from natural resources and impact society.

MS-PS1-4. Develop a model that predicts and describes the changes in atomic motion caused by adding or removing thermal energy from a pure substance and that result in either a temperature change or change of state.

MS-PS1-5. Develop and use a model to describe a mechanism of atoms rearranging during a chemical reaction to show that atoms, and therefore mass, are conserved.

MS-PS1-6. Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes.*

Bundling, its what’s for understanding

Teaching, or attempting to teach, individual performance expectations led to a disjointed and stunted view of science.Developing instructional materials and instruction should be viewed as leading to understanding the larger core idea.Coherent instructional materials and instruction should focus on a Disciplinary Core Idea (or set of them) rather than discrete pieces that are never tied together.

Instructional Unit: Conservation and Interactions of Matter

Instructional Bundling – HS Physical Sciences

• Instructional Units should be developed with these performances as the end point or target.

• Instruction should also connect these performances with the Disciplinary Core Idea.

PS1: Matter

HS-PS1-3. Develop and use models to illustrate that the different forms of energy, both at the microscopic and macroscopic scale, can be accounted for as either motions of particles or energy stored in fields.

PS3: Energy

HS-PS2-6. Communicate scientific and technical information about why the molecular-level structure is important in the functioning of designed materials.

PS2: Forces

HS-PS1-1. Use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost energy level of atoms.HS-PS1-2. Construct and revise an explanation for the outcome of a simple chemical reaction based on the outermost electron states of atoms, trends in the periodic table, and knowledge of the patterns of chemical properties.HS-PS1-4. Develop and use a model to illustrate that the release or absorption of energy from a chemical system depends upon the changes in total bond energy.HS-PS1-5. Apply scientific principles and evidence to provide an explanation about the effects of changing the temperature or concentration of the reacting particles on the rate at which a reaction occurs. MS-PS1-7. Use mathematical representations to support the claim that atoms, and therefore mass, are conserved during a chemical reaction.

Instructional Unit: Conservation and Interactions of Matter

Instructional Bundling – HS Physical Sciences

• Within this instructional unit, four of the eight practices are highlighted in the standards.

• Classroom instruction should use additional practices to allow students to fully engage in the learning.

• The classroom instruction should have students ask questions, use investigations and analyze data to develop the explanations.

PS1: Matter

HS-PS1-3. Develop and use models to illustrate that the different forms of energy, both at the microscopic and macroscopic scale, can be accounted for as either motions of particles or energy stored in fields.

PS3: Energy

HS-PS2-6. Communicate scientific and technical information about why the molecular-level structure is important in the functioning of designed materials.

PS2: Forces

HS-PS1-1. Use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost energy level of atoms.HS-PS1-2. Construct and revise an explanation for the outcome of a simple chemical reaction based on the outermost electron states of atoms, trends in the periodic table, and knowledge of the patterns of chemical properties.HS-PS1-4. Develop and use a model to illustrate that the release or absorption of energy from a chemical system depends upon the changes in total bond energy.HS-PS1-5. Apply scientific principles and evidence to provide an explanation about the effects of changing the temperature or concentration of the reacting particles on the rate at which a reaction occurs. HS-PS1-7. Use mathematical representations to support the claim that atoms, and therefore mass, are conserved during a chemical reaction.

More Bundling

LS1: Ecosystems

Instructional/Assessment Task: Ecosystem Balance

HS-LS1-1. Plan and conduct an investigation to produce mathematical comparisons of factors that affect carrying capacity of ecosystems at different scales.

HS-LS1-2. Use mathematical representations to support explanations about population changes in ecosystems of different scales including the role of new evidence in revising explanations.

HS-LS2-4. Use a mathematical representation to describe the cycling of matter and flow of energy among organisms in an ecosystem.

HS-LS1-6. Construct arguments from evidence for the interactions leading to either a more stable local ecosystem or less stable local ecosystem following modest biological or physical changes or extreme changes and the natural capacity to reestablish an ecosystem.

HS-LS1-7. Design, evaluate, and refine a solution for reducing negative impacts of human activities on the environment and biodiversity.

Future Support for NGSS

Form NGSS Network to support state adoption and implementationClarify and communicate meaning of College and Career Readiness, STEM readiness with respect to NGSSProvide tools and guidance to states and the field to build capacity to deliver NGSS in the classroomAccountability and AssessmentCommunications and Coalition Building

Immediate Next Steps –Building Capacity

Support state adoptionsAdditional Model Course Maps including AP and CTE PathwaysScience EQuIP (Educators Evaluating Quality Instructional Products) RubricPublisher’s CriteriaModel Curriculum Frameworks

Seriously…

Thank You

Contact Information

Stephen Pruitt, Ph.D.Senior Vice [email protected]

www.nextgenscience.org

What questions do you have?

On the Web

nextgenscience.org

nsta.org/ngss

Connect & Collaborate with Colleagues

NSTA Member‐only

Listserv on NGSS

Discussion forum on NGSS in the Learning center

NGSS@NSTA Online Short CoursesMoving Toward NGSS: Using Formative Assessment to Link Instruction and LearningLed by NSTA author and educator Page KeeleyLive session dates: April 18, April 25, May 2

(6:30‐8 PM EST)

Moving Toward NGSS: Visualizing K‐8 Engineering Education Led by Dr. Christine Cunningham and Martha Davisfrom the Boston Museum of Science’s Engineering is Elementary programLive session dates: May 16, May 23, May 30

(6:30‐8 PM EST)

Web Seminars on Crosscutting Concepts

April 30: Energy and Matter: Flows, Cycles, and Conservation

May 14: Structure and FunctionMay 28: Stability and ChangeJune 11: Systems and System Models

All sessions will take place from 6:30‐8:00 on Tuesdays

Also, archives of last fall’s web seminars aboutthe Scientific and Engineering Practices are available

STEM Forum and ExpoSt. Louis, Missouri, May 15‐18Sample Sessions• Common Core and Next

Generation Science Standards

• STEM and NGSS (K–12)

• Hands‐On Science Performance Assessment, the Common Core State Standards, and the Next Generation Science Standards

• Next Generation Science Exemplar PD System

• Earth and Space Science in the Next Generation Science Standards

• Any Arguments? Writing in STEM, NGSS, and CCSS

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Future Conferences

Charlotte, NCNovember 7–9

National Conference

Boston – April 3‐6, 2014

Portland, OROctober 24–26

Denver, CODecember 12–14

Thanks to today’s presenters!

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Stephen PruittSenior Vice PresidentAchieve, Inc.


Zipporah MillerAssociate Executive Director, Professional Programs and ConferencesNational Science Teachers Association

Ted WillardDirector, NGSS@NSTANational Science Teachers Association

Thank you to the sponsor of today’s web seminar:

This web seminar contains information about programs, products, and services offered by third parties, as well as links to third-party websites. The presence of a listing or such information does not constitute an endorsement by NSTA of a

particular company or organization, or its programs, products, or services.49

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National Science Teachers AssociationDavid Evans, Ph.D., Executive Director

Zipporah Miller, Associate Executive Director, Conferences and Programs

NSTA Web Seminar TeamAl Byers, Ph.D., Assistant Executive Director,

e-Learning and Government PartnershipsBrynn Slate, Manager, Web Seminars, Online

Short Courses, and SymposiaJeff Layman, Technical Coordinator, Web

Seminars, SciGuides, and Help Desk

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