Update and Dis cussion on NGSS

Institute for Collaborative Research in Education, Assessment, and Teaching Environments for STEM

Update and Discussion on NGSS

Joe Krajcik

CREATE for STEMMichigan State University

RitenourJanuary 2013


What will we do today?

• Build similar understanding of Framework for K – 12 Science Education

• Discuss the Framework and NGSS

• Do a little activity that illustrates the practices

• Introduce IQWST• Allow time for questions,

discussion and interaction


• Science, engineering and technology are cultural achievements and a shared good of humankind

• Science, engineering and technology permeate modern life and as such is essential at the individual level

• Understanding of science and engineering is critical to participation in public policy and good decision-making

NGSS – Science for All Students


How Well Do You Understand the NGSS?How Well Do You Understand the NGSS?

1. I don’t. Should I?

2. I’ve heard of the NGSS, but don’t really know how it impacts students.

3. I’m familiar with the NGSS, but I have questions and would like more specifics

4. I’m very familiar with the NGSS. I may be able to help others understand what it is and its impact.

From Peter McLaren

NGSS Trivia • Was NGSS a Federal initiative?

• The federal government was not involved in this effort and did not fund it. • Who funded NGSS?

• The work undertaken by the NRC and Achieve was being supported by the Carnegie Corporation of New York.

• Who Developed NGSS? • It was state-led, and states will decide whether or not to adopt the standards.• Achieve oversaw the process.• Professional organizations (like ASSS, NSTA), teachers, scientists, engineers, etc. were

heavily involved in development.

• Was the public (teachers or stake holders) involved in the process of creating NGSS?

• The first two drafts were released to the public. The final draft responded to public feedback.

• Lead States provided invaluable feedback throughout the process.


NGSS and Framework

For one minute, discuss with a partner

•What is new in the Framework and NGSS?

•What is different in the NGSS from previous standards?


The NRC Framework and NGSS

What is new?

1.Organized around disciplinary core explanatory ideas

2.Coherence: building and applying ideas across time

3.Central role of scientific practices

4.Use of crosscutting concepts

5.Focus on explaining phenomena

What is new?

1.Organized around disciplinary core explanatory ideas

2.Coherence: building and applying ideas across time

3.Central role of scientific practices

4.Use of crosscutting concepts

5.Focus on explaining phenomena


Disciplinary Core Ideas

With a partner, discuss for 1 minute

•What is a disciplinary core idea?

•How is a disciplinary core idea different from traditional science content?


NGSS Organized around Disciplinary Core Ideas

• Fewer, clearer, higher• “Many existing national, state, and local standards and

assessments, as well as the typical curricula in use in the US, contain too many disconnected topics given equal priority.” (NRC, 2009)

• Standards and curriculum materials should be focused on a limited number of core ideas.

• Provide a framework to solve problems, explain phenomena, and engage in future learning

• Develop over time

A core idea in K-12 science…• 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: Physical Sciences• PS1 Matter and its interactions

• PS1.A: Structure and Properties of Matter• PS1.B: Chemical Reactions• PS1.C: Nuclear Processes

• PS2 Motion and stability: Forces and interactions• PS2.A: Forces and Motion• PS2.B: Types of Interactions• PS2.C: Stability and Instability in Physical Systems

• PS3 Energy• PS3.A: Definitions of Energy• PS3.B: Conservation of Energy and Energy Transfer• PS3.C: Relationship Between Energy and Forces• PS3.D: Energy in Chemical Processes and Everyday Life

• PS4 Waves & their applications in technologies for information transfer• PS4.A: Wave Properties• PS4.B: Electromagnetic Radiation• PS4.C: Information Technologies and Instrumentation

Disciplinary Core Ideas: Life Sciences• LS1 From molecules to organisms: Structures and processes

• LS1.A: Structure and Function• LS1.B: Growth and Development of Organisms• LS1.C: Organization for Matter and Energy Flow in Organisms• LS1.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 Traits• LS3.B: Variation of Traits

• LS4 Biological evolution: Unity and diversity• LS4.A: Evidence of Common Ancestry and Diversity• LS4.B: Natural Selection• LS4.C: Adaptation• LS4.D: Biodiversity and Humans

Disciplinary Core Ideas: 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


Disciplinary Core Ideas: Engineering

• ETS1 Engineering design• ETS1.A: Defining and Delimiting an Engineering Problem• ETS1.B: Developing Possible Solutions• ETS1.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


How are DCIs Different than Science Concepts1. The Framework and NGSS move

teaching away from a focus on presenting numerous disconnected facts to a focus on a smaller number of disciplinary core ideas which learners can use to explain phenomena and solve problems.

2. The ideas in Framework and NGSS describe what students should be able to explain and be able to solve, rather than providing disconnected facts and definitions.


Crosscutting Concepts

For 1 minute, discuss with your partner

•What are crosscutting concepts?

•How are they different from what we had before?


Crosscutting ConceptsIdeas that cut across and are important to all the science disciplines

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


Science and Engineering Practices


•What are science and engineering practices?

•How are science and engineering practices different from inquiry?


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!

The multiple ways of knowing and doing that scientists and engineers use to study the natural world and design world.


How practices differ from Inquiry• Practices build on and extend earlier efforts of students

engaging in inquiry to a focus on students investigating, developing, evaluating, and refining ideas to explain phenomena and solve problem.

• Practices shift the focus from science classrooms as an environment where students learn about science ideas to places where students explore, examine and use science ideas to explain how and why phenomena occur.


Practices Change Science Education

Practices shift the focus 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.


Performance Expectations


•What are performance expectations?

•How are performance expectations different from traditional standards?


Content (scientific ideas) is not enough!

• Understanding content is inextricably linked to engaging in practices. Simply “consuming” information leads to declarative, isolated pieces of information.

• Research on how students learn shows that students can’t learn disciplinary content without engaging in disciplinary practices, and they can’t learn these practices without learning the content

• To form useable understanding, knowing and doing cannot be separated, but rather must be learned together

• Allows for problem-solving, decision making, explaining real-world phenomena, and integrating new ideas.


Content and Practice Work together to Build Understanding

• Scientific ideas are best learned when students engage in practices

• To form useable understanding, knowing and doing cannot be separated, but rather must be learned together

• Allows for problem-solving, decisions making, explaining real-world phenomena, and integrating new ideas

Core Ideas

Practices

Crosscutting Concepts


Standards integrate core ideas, crosscutting ideas & practices

• “Standards should emphasize all three dimensions articulated in the framework—not only crosscutting concepts and disciplinary core ideas but also scientific and engineering practices.” (NRC 2011, Rec 4)

• “Standards should include performance expectations that integrate the scientific and engineering practices with the crosscutting concepts and disciplinary core ideas. These expectations should require that students demonstrate knowledge-in-use and include criteria for identifying successful performance.” (NRC 2011, Rec 5).

Core idea: PS1.B: Chemical Reactions Substances react chemically in characteristic ways. In a chemical process, the atoms that make up the original substances are regrouped into different molecules, and these new substances have different properties from those of the reactants. (MS-PS1-2), (MS-PS1-5)The total number of each type of atom is conserved, and thus the mass does not change. (MS-PS1-5)

Creating performance expectations from core idea + practice

Performance expectation: MS-PS-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.

Practice: Developing and using models

Crosscutting Concept: Energy and matter

An ExampleMiddle School: Chemical Reactions

How is NGSS different from previous standards?

■Students know all matter is made of atoms, which may combine to form molecules.

5th grade state standard, CA 1998

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

5th grade NGSS performance expectation 5-PS1-1

Current state standard NGSS Performance expectation

What does it mean to learn that “matter is made of molecules”?


Learning Grows Over Time

Learning difficult ideas •Takes time

•Develops as students work on a task 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-PS1-2. Analyze data obtained from testing different materials to determine which materials have the properties that are best suited for an intended purpose

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-PS1-3. Make observations and measurements to identify materials based on their properties.5-PS1-3. Make observations and measurements to identify materials based on their properties.

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

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

Modified from Brian Reiser

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-PS1-1. 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.


Build scientific disposition• Building core ideas, scientific and engineering

practices, and crosscutting concepts across time will support learners building scientific dispositions – think like a scientist

• Knowing when and how to seek and build knowledge • Hmm, what do I need to know? • I wonder if? • I can I explain....?• Do I have enough evidence?

• Students will learn to think like scientists and understand the purpose of evidence


NGSS is Different

• Standards expressed as performance expectations

• Combine practices, core ideas, and crosscutting concepts into a single statement of what is to be assessed at the end of grade for K – 5 and grade band for 6 – 8 and 9 – 12.

• They are not instructional strategies or objectives for a lesson.


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.

Instruction Builds Toward PEs

Performance Expectation


Lots of work completed, underway, and left to do

Instruction

Curricula

Assessments

Teacher developmentCompleted

Completed!

My dream: engaging students in constructing scientific explanations throughout K – 12

Students of all ages and backgrounds can take part in modeling!

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


• Business is not the same!

• NGSS is different!

• Revolution and not evolution


Questions??????• Questions about core ideas?• Questions about scientific practices?• Questions about crosscutting concepts?• Questions about performance

expectations?• Questions about modeling?• Questions of scientific explanations?

Contact information: [email protected]: http://create4stem.msu.edu/

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mailto:[email protected]

mailto:[email protected]


Activity: Let’s Engage in Science!

Chemistry Grade 7Lesson 6What happens when I mix substances together?

From: IQWST: Investigating and questioning our world through science and technology, (Middle School Science Curriculum Materials). Sangari Global Education/Active Science, USA., Krajcik, J., Reiser, B., Sutherland, L. and Fortus, D. (2011).


What do students know at this point?• Matter is composed of atoms & molecules in

constant motion.• Substances can exist in solid, liquid, and

gaseous states.• Substances have characteristic properties that

help identify substances and distinguish them from one another.

• Solubility, density, and melting point are properties of substances.

• Both baking soda and road salt are soluble in water (determined in a previous investigation).


Discussion Questions(before the investigation)

• What do you think might happen when you mix substances together with other substances?

• How would you know whether new substances formed?


What happens when I mix substances together?• Activity Sheet 6

• Read Purpose• Follow safety rules • Teacher demonstrates procedure• Students complete Activity Sheet 6

• Observe and Describe• Investigate• Discuss• Observe and Describe• Write an Explanation


DISCUSSION

• Talk with your group about what you observed. • Write a scientific explanation to answer the

question:

What happens when I mix substances together?


Share your explanations with the group.

What are the features of your explanations?


Scaffolding Scientific Explanation• Scaffolds provide students with support for

completing challenging tasks they normally they could not accomplish only. • Provide structure for complex tasks.

• Making scientific thinking strategies explicit to students can facilitate their use and understanding of these strategies.

• Revealing the underlying and tacit framework of scientific explanation through scaffolds can facilitate students’ explanation construction.


What is a scientific explanation?

A discussion/argument of how or why a phenomenon occurs and the conditions and consequences of the observed event

A Framework for a Scientific Explanations

• Claim: a conclusion about a problem. Typically the claim answers a question

• Evidence: scientific data that supports the claim

• Appropriate and sufficient evidence

• Reasoning: a justification that shows why the data counts as evidence to support the claim and includes appropriate scientific principles

• Consider alternative explanations

• Adapted from Toulmin’s model of argumentation

CER Framework Adapted from Toulmin (1958)

Data

Data

Data

Scientific ideas &reasoning

Evidence

Evidence

Evidence

Claim Not Claim 2 because of evidence and reasoning

Rebuttal

From: McNeill, K. L. & Krajcik, J. (2011). Supporting grade 5-8 students in constructing explanations in science: The claim, evidence and reasoning framework for talk and writing. New York, NY: Pearson Allyn & Bacon.

Question


Teacher Background Knowledge

• A chemical reaction occurs between sodium bicarbonate (baking soda) and calcium chloride (road salt).

• sodium bicarbonate(aq) + calcium chloride(aq) sodium

chloride(aq) + calcium carbonate(s) + carbon dioxide(g)

• Sodium chloride in solution plus carbon dioxide gas plus solid calcium carbonate (chalk) forms.

• The water that is added to the sodium chloride and sodium bicarbonate is not involved in the chemical reaction but is necessary to dissolve the calcium chloride and sodium bicarbonate so that they can react together.


Let’s examine what we did

NGGS Feature: Standards should include performance expectations that integrate the scientific and engineering practices with the crosscutting concepts and disciplinary core ideas

Investigating and questioning our world through science and technology, (Middle School Science Curriculum Materials). Sangari Global Education/Active Science, USA., Krajcik, J., Reiser, B., Sutherland, L. and Fortus, D. (2011).


The IQWST ProjectDesign

• Coherent curriculum: Understanding of scientific content and practices builds across the school year (6th grade) and across middle school (6-8th grades)

• Focus on core ideas and practices of science and engineering

• Apply Learning-goals driven design

• Use learning performance to express learning goals

• Use what we know about learning (PBS model)

• Engage students in complex tasks• Promote scientific literacy


What makes IQWST different?• Units are learning-goals-driven and focus on core ideas and

practices• Aligned with the intent of NGSS• Uses project-based framework• Students construct understanding within a lesson, across

lessons, across units, and across 6-8 grades – coherence • Addresses diverse learners’ needs and their everyday

experiences • Literacy is integrated and contextualized, focus on reading

comprehension, as well as talking and writing in science• Employs a variety of supports and scaffolds • Students investigate phenomena, collaborate, and use

technology • Provides numerous formative assessment opportunities


Development of Science Ideas: What typically

happensPhysics Chem EarthScience

LifeScience

6th

7th

8th

StudentUnderstanding


What happens in IQWSTPhysics Chem Earth

ScienceLifeScience

6th

7th

8th

StudentUnderstanding

Update and Dis cussion on NGSS

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