Next Generation Science Standards E J Hayes
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Next Generation Science Standards E J Hayes
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Next Generation Science Standards E J Hayes. Lead Partners. NGSS Lead States. - PowerPoint PPT Presentation
Transcript of Next Generation Science Standards E J Hayes
Next Generation Science Standards
E J Hayes
Lead Partners
*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 sciences and engineering in which students, over multiple years of school, actively 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 p. 1-2
Building from
research & key
reports…
The framework is built on the notion of learning as a developmental progression. It is designed to help
children continually build on and revise their knowledge and abilities, starting from their curiosity about what
they see around them and their initial conceptions about how the world works.
Framework 1-3
1. K-12 Science education should reflect the interconnected nature of science practiced and experienced in the real world.
2. The NGSS are student performance expectations – NOT curriculum. They guide curriculum and instruction decisions at the local level.
3. The science concepts build coherently from grade to grade.4. The NGSS focus on deeper understanding of content as well as
application of content in real-world phenomena.5. Science and Engineering are integrated in the NGSS from K–12. 6. The NGSS are aligned with the Common Core State Standards
to ensure students have foundational skills to read for understanding, communicate their learning, and utilize mathematical thinking to support scientific investigations and inquiry.
*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 sciences and engineering in which students, over multiple years of school, actively 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 p. 1-2
The Framework establishes three dimensions of science learning:
Structure of the Framework:
Science and
Engineering Practices
Crosscutting Concepts
Disciplinary Core Ideas
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, information and computer technology, and
computational thinking
6. Constructing explanations (science) and designing solutions (engineering)
7. Engaging in argument from evidence
8. Obtaining, evaluating, and communicating information
Science and Engineering Practices
Patterns
Cause and effect
Scale, proportion, and quantity
Systems and system models
Energy and matter
Structure and function
Stability and change
Seven Crosscutting Concepts
Life 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 Science Engineering & TechnologyESS1: 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
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Disciplinary Core Ideas
Life Science Earth & Space Science Physical Science Engineering & Technology
LS1: From Molecules to Organisms: Structures and Processes
LS1.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 Dynamics
LS2.A: Interdependent Relationships in Ecosystems
LS2.B: Cycles of Matter and Energy Transfer in Ecosystems
LS2.C: Ecosystem Dynamics, Functioning, and Resilience
LS2.D: Social Interactions and Group Behavior
LS3: Heredity: Inheritance and Variation of Traits
LS3.A: Inheritance of TraitsLS3.B: Variation of Traits
LS4: Biological Evolution: Unity and Diversity
LS4.A: Evidence of Common Ancestry and Diversity
LS4.B: Natural SelectionLS4.C: AdaptationLS4.D: Biodiversity and Humans
ESS1: Earth’s Place in the Universe
ESS1.A: The Univrse and Its StarsESS1.B: Earth and the Solar SystemESS1.C: The History of Planet Earth
ESS2: Earth’s SystemsESS2.A: Earth Materials and
SystemsESS2.B: Plate Tectonics and Large-
Scale System InteractionsESS2.C: The Roles of Water in
Earth’s Surface ProcessesESS2.D: Weather and ClimateESS2.E: Biogeology
ESS3: Earth and Human ActivityESS3.A: Natural ResourcesESS3.B: Natural HazardsESS3.C: Human Impacts on Earth
SystemsESS3.D: Global Climate Change
PS1: Matter and Its InteractionsPS1.A: Structure and Properties of
MatterPS1.B: Chemical ReactionsPS1.C: Nuclear Processes
PS2: Motion and Stability: Forces and Interactions
PS2.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 and Their Applications in Technologies for Information Transfer
PS4.A: Wave PropertiesPS4.B: Electromagnetic RadiationPS4.C: Information Technologies
and Instrumentation
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
Note: In NGSS, the core ideas for Engineering, Technology, and the Application of Science are integrated with the Life Science, Earth & Space Science, and Physical Science core ideas
Core and Component Ideas
Standards = 3 Dimensions
Not separate treatment of “content” and “inquiry”
*Curriculum and instruction needs to do more than present and assess scientific ideas – they need to involve learners in using scientific practices to develop and apply the scientific ideas.
Core Ideas
Practices
Crosscutting Concepts
Inside the NGSS
Box
Based on the January 2013 Draft of NGSS
Inside the NGSS
BoxWhat is
AssessedA collection of several
performance expectations describing
what students should be able to do to master this
standard
Foundation Box
The practices, core disciplinary ideas, and crosscutting concepts
from the Framework for K-12 Science Education that were used to form
the performance expectations
Connection Box
Other standards in the Next Generation Science
Standards or in the Common Core State
Standards that are related
to this standard
Title and CodeThe titles of standard pages are not necessarily unique and may be reused at several different grade levels . The code, however, is a unique identifier for each set based on the grade level, content area, and topic it addresses.
Based on the January 2013 Draft of NGSS
Inside the NGSS
Box
Foundation Box
The practices, core disciplinary ideas, and crosscutting concepts
from the Framework for K-12 Science Education that were used to form
the performance expectations
Scientific & Engineering PracticesActivities that scientists and engineers engage in to either understand the world or solve a problemDisciplinary Core IdeasConcepts in science and engineering that have broad importance within and across disciplines as well as relevance in people’s lives. Crosscutting ConceptsIdeas, such as Patterns and Cause and Effect, which are not specific to any one discipline but cut across them all.
Connections to Engineering, Technology and Applications of ScienceThese connections are drawn from the disciplinary core ideas for engineering, technology, and applications of science in the Framework.Connections to Nature of ScienceConnections are listed in either the practices or the crosscutting connections section of the foundation box. Based on the
January 2013 Draft of NGSS
Inside the NGSS
Box
Foundation Box
The practices, core disciplinary ideas, and crosscutting concepts
from the Framework for K-12 Science Education that were used to form
the performance expectations
Scientific & Engineering PracticesActivities that scientists and engineers engage in to either understand the world or solve a problemDisciplinary Core IdeasConcepts in science and engineering that have broad importance within and across disciplines as well as relevance in people’s lives. Crosscutting ConceptsIdeas, such as Patterns and Cause and Effect, which are not specific to any one discipline but cut across them all.
Based on the January 2013 Draft of NGSS
Inside the NGSS
Box
Foundation Box
The practices, core disciplinary ideas, and crosscutting concepts
from the Framework for K-12 Science Education that were used to form
the performance expectations Connections to Engineering,
Technology and Applications of ScienceThese connections are drawn from the disciplinary core ideas for engineering, technology, and applications of science in the Framework.Connections to Nature of ScienceConnections are listed in either the practices or the crosscutting connections section of the foundation box. Based on the
January 2013 Draft of NGSS
Inside the NGSS
BoxWhat is
AssessedA collection of several
performance expectations describing
what students should be able to do to master this
standard
Performance ExpectationsA statement that combines practices, core ideas, and crosscutting concepts together to describe how students can show what they have learned.
Assessment BoundaryA statement that provides guidance about the scope of the performance expectation at a particular grade level.
Clarification StatementA statement that supplies examples or additional clarification to the performance expectation.
Engineering Connection (*)An asterisk indicates an engineering connection in the practice, core idea or crosscutting concept that supports the performance expectation.
Based on the January 2013 Draft of NGSS
Inside the NGSS
Box
Codes for Performance ExpectationsCodes designate the relevant performance expectation for an item in the foundation box and connection box. In the connections to common core, italics indicate a potential connection rather than a required prerequisite connection.
Based on the January 2013 Draft of NGSS
Inside the NGSS
BoxWhat is
AssessedA collection of several
performance expectations describing
what students should be able to do to master this
standard
Foundation Box
The practices, core disciplinary ideas, and crosscutting concepts
from the Framework for K-12 Science Education that were used to form
the performance expectations
Connection Box
Other standards in the Next Generation Science
Standards or in the Common Core State
Standards that are related
to this standard
Performance ExpectationsA statement that combines practices, core ideas, and crosscutting concepts together to describe how students can show what they have learned.
Title and CodeThe titles of standard pages are not necessarily unique and may be reused at several different grade levels . The code, however, is a unique identifier for each set based on the grade level, content area, and topic it addresses.
Scientific & Engineering PracticesActivities that scientists and engineers engage in to either understand the world or solve a problemDisciplinary Core IdeasConcepts in science and engineering that have broad importance within and across disciplines as well as relevance in people’s lives. Crosscutting ConceptsIdeas, such as Patterns and Cause and Effect, which are not specific to any one discipline but cut across them all.
Codes for Performance ExpectationsCodes designate the relevant performance expectation for an item in the foundation box and connection box. In the connections to common core, italics indicate a potential connection rather than a required prerequisite connection.
Assessment BoundaryA statement that provides guidance about the scope of the performance expectation at a particular grade level.
Clarification StatementA statement that supplies examples or additional clarification to the performance expectation.
Connections to Engineering, Technology and Applications of ScienceThese connections are drawn from the disciplinary core ideas for engineering, technology, and applications of science in the Framework.Connections to Nature of ScienceConnections are listed in either the practices or the crosscutting connections section of the foundation box.
Engineering Connection (*)An asterisk indicates an engineering connection in the practice, core idea or crosscutting concept that supports the performance expectation.
Based on the January 2013 Draft of NGSS
Questions thus far?
INSTRUCTIONAL SHIFTS FOR MIDDLE SCHOOL
oPresented to KBOE
oRecommended model
oDistricts have final decision
oSee Appendix K of NGSS for
more information.
*NGSS Conceptual Progressions Model for Middle School
This model reflects an integrated approach that includes life, earth and physical science concepts in every grade
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* NGSS Connections to
*Practices in Math, Science, and ELA*
Practices in Mathematics, Science, and English Language Arts*Math Science English Language Arts
M1. Make sense of problems and persevere in solving them.
M2. Reason abstractly and quantitatively.
M3. Construct viable arguments and critique the reasoning of others.
M4. Model with mathematics.
M5. Use appropriate tools strategically.
M6. Attend to precision.
M7. Look for and make use of structure.
M8. Look for and express regularity in repeated reasoning.
S1. Asking questions (for science) and defining problems (for engineering).
S2. Developing and using models.
S3. Planning and carrying out investigations.
S4. Analyzing and interpreting data.
S5. Using mathematics, information and computer technology, and computational thinking.
S6. Constructing explanations (for science) and designing solutions (for engineering).
S7. Engaging in argument from evidence.
S8. Obtaining, evaluating, and communicating information.
E1. They demonstrate independence.
E2. They build strong content knowledge.
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.
*Let’s
the Practices
Based on work by Tina Chuekell.stanford.ed
u
Math Science
ELA
M1: Make sense of problems and persevere in solving them
M2: Reason abstractly & quantitatively
M6: Attend to precisionM7: Look for & make
use of structureM8: Look for &
make use of regularity in repeated reasoning
S1: Ask questions and define problemsS3: Plan & carry out
investigationsS4: Analyze & interpret data
S6: Construct explanations & design solutions
M4. Models with
mathematicsS2: Develop & use
modelsS5: Use mathematics
& computational thinking
E1: Demonstrate independence in reading complex texts, and writing and speaking about them
E7: Come to understand other perspectives and cultures through reading, listening,
and collaborations
E6: Use technology & digital media strategically & capably
M5: Use appropriate tools strategically
E2: Build a strong base of knowledge through content rich texts
E5: Read, write, and speak grounded in evidenceM3 & E4: Construct viable
arguments and critique reasoning of othersS7: Engage in
argument from evidence
S8: Obtain,
evaluate, &
communicate information
E3: Obtain, synthesize,
and report findings clearly and effectively in response to task and purpose
Commonalities Among the Practices in Science, Mathematics and English Language Arts
NGSS Appendix M
Connections to KCAS for Literacy in Science and Technical Subjects
Literacy skills are critical to building knowledge in science. To ensure the CCSS literacy standards work in tandem with the specific content demands outlined in the NGSS, the NGSS development team worked with the CCSS writing team to identify key literacy connections to the specific content demands outlined in the NGSS. As the CCSS affirms, reading in science requires an appreciation of the norms and conventions of the discipline of science, including understanding the nature of evidence used, an attention to precision and detail, and the capacity to make and assess intricate arguments, synthesize complex information, and follow detailed procedures and accounts of events and concepts. Students also need to be able to gain knowledge from elaborate diagrams and data that convey information and illustrate scientific concepts. Likewise, writing and presenting information orally are key means for students to assert and defend claims in science, demonstrate what they know about a concept, and convey what they have experienced, imagined, thought, and learned. NGSS Release May 2013
NGSS Resources:
http://concord.org/publications/newsletter/2013-spring/ngss-path
http://www.nextgenscience.org
http://www.nsta.org/about/standardsupdate/
http://teachscience4all.wordpress.com/
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