Next Generation Science Standards

1. Next Generation Science Standards

2. Developing the Standards

3. Developing the Standards Assessments Curricula Instruction Teacher Development July 2011 2011-2013

4. Where is WI at in this process • WI was not a lead state, but input was sought by WI and a Leadership team was developed and met regularly over the last year and a half. • WI – Decision to adopt the NGSS will be up to Tony Evers once the Standards are released. • We have one teacher from our State who is on the writing team. She works w/Elementary ELL students, she will be at our three day NGSS workshop in the summer. • Looking into developing a ‘fast track’ earth science certification for HS requirements. • Working w/CESA’s for a Statewide Roll-Out plan

5. Survey – of Familiarity w/Framework • How many of you read the Framework for K-12 Science Education? • How many of you read the first draft of the NGSS? • How many of you read the 2nd draft of the NGSS? 1) Read them 2) Submitted Comments individually 3) Submitted Comments as a Group

6. Principles in the Framework: • Children are born investigators • Understanding builds over time • Science and Engineering require both knowledge and practice • Connecting to students’ interests and experiences is essential • Focusing on core ideas and practices • Promoting equity

7. Elementary Standards –April 2013 Students in kindergarten through fifth grade begin to develop an understanding of the four disciplinary core ideas: physical sciences; life sciences; earth and space sciences; and engineering, technology, and applications of science. In the earlier grades, students begin by recognizing patterns and formulating answers to questions about the world around them. By the end of fifth grade, students are able to demonstrate grade-appropriate proficiency in gathering, describing, and using information about the natural and designed world(s). The performance expectations in elementary school grade bands develop ideas and skills that will allow students to explain more complex phenomena in the four disciplines as they progress to middle school and high school. While the performance expectations shown in kindergarten through fifth grade couple particular practices with specific disciplinary core ideas, instructional decisions should include use of many practices that lead to the performance expectations.

8. Integration of the Three Dimensions The practices are the processes of building and using the core ideas to make sense of the natural and designed world, and the cross cutting concepts hold the discipline together. Crosscutting Concepts Core Ideas 8 44 Practices 7

11. Architecture

12. Closer Look at a Performance Expectation Performance expectations combine practices, core ideas, and crosscutting concepts into a single statement of what is to be assessed. They are not instructional strategies or objectives for a lesson. Construct and use models to explain that atoms combine to form new substances of varying complexity in terms of the number of atoms and repeating subunits. [Clarification Statement: Examples of atoms combining can include Hydrogen (H2) and Oxygen (O2) combining to form hydrogen peroxide (H2O2) or water(H2O). [Assessment Boundary: Restricted to macroscopic interactions.]

13. Closer Look at a Performance Expectation Performance expectations combine practices, core ideas, and crosscutting concepts into a single statement of what is to be assessed. They are not instructional strategies or objectives for a lesson. Construct and use models to explain that atoms combine to form new substances of varying complexity in terms of the number of atoms and repeating subunits. [Clarification Statement: Examples of atoms combining can include Hydrogen (H2) and Oxygen (O2) combining to form hydrogen peroxide (H2O2) or water(H2O). [Assessment Boundary: Restricted to macroscopic interactions.]

14. Closer Look at a Performance Expectation Performance expectations combine practices, core ideas, and crosscutting concepts into a single statement of what is to be assessed. They are not instructional strategies or objectives for a lesson. Construct and use models to explain that atoms combine to form new substances of varying complexity in terms of the number of atoms and repeating subunits. [Clarification Statement: Examples of atoms combining can include Hydrogen (H2) and Oxygen (O2) combining to form hydrogen peroxide (H2O2) or water(H2O). [Assessment Boundary: Restricted to macroscopic interactions.]

15. Inside the NGSS Box Title and CodeTwo sets of performance expectations at different grade levels may use the same name if they focus on the same topic. The code, however, is a unique identifier for each standard based on the grade level, content area, and topic of the standard. Performance ExpectationsA statement that combines practices, core ideas, and crosscutting concepts together to describe how students can show what they have learned. Clarification StatementA statement that supplies examples or additional clarification to the performance expectation. What is AssessedA collection of several performance expectations describing what students should be able to do to master this standard Assessment BoundaryA statement that provides guidance about the scope of the performance expectation at a particular grade level. Lowercase LettersLowercase letters at the end of practices, core ideas, and crosscutting Concepts designate which Performance expectation incorporates them. 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 problem Disciplinary Core IdeasConcepts in science and engineering that have broad importance within and across disciplines as well as relevance in people’s lives. Connection Box Other standards in the Next Generation Science Standards or in the Common Core State Standards that are related to this standard Crosscutting ConceptsIdeas, such as Patterns and Cause and Effect, which are not specific to any one discipline but cut across them all.

16. Changes: • Draft #1 to Draft #2 - Nature of Science was included much more (expect more integration) - Technology, Engineering and Applied Science more integrated. -Math more integrated and closer look at progression. - REDUCED amount of content -Corrected some science -Appendicies were added for more support and resources-95% of the Standards were changed • Recommendations for Draft #2 from both NSTA/AAPT

17. What is staying the SAME… Crosscutting Concepts Core Ideas Practices

18. Scientific and Engineering Practices • Asking questions (for science) and defining problems (for engineering) • Developing and using models • Planning and carrying out investigations • Analyzing and interpreting data • Using mathematics and computational thinking • Constructing explanations (for science) and designing solutions (for engineering) • Engaging in argument from evidence • Obtaining, evaluating, and communicating information

19. Across the Documents

21. Kindergarten Ex. of Practice #1

22. Disciplinary Core Ideas

23. DCI – Disciplinary Core Ideas • A core idea for K-12 science instruction is a scientific idea that: • Has broad importance across multiple science or engineering disciplines or is a key organizing concept of a single discipline • Provides a key tool for understanding or investigating more complex ideas and solving problems • Relates to the interests and life experiences of students or can be connected to societal or personal concerns that require scientific or technical knowledge • Is teachable and learnable over multiple grades at increasing levels of depth and sophistication

24. 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 Note: In NGSS, the NATURE of SCIENCE has also been ADDED more integrated.

25. Progressions • The science standards are written providing a progression to facilitate coherence in learning of these ideas over the course of schooling. Science 25 January 2013: Vol. 339 no. 6118 pp. 396-397 AAAS • “Descriptions of the successively more sophisticated ways of thinking about an idea that follow one another as students learn” (Wilson & Bertenthal, 2005) • DO NOT be scattershot! NGSS is getting us to be sequential and intentional. Heidi Schweingruber NSTA webinar

26. Progressions “ If mastery of a core idea in a science discipline is the ultimate educational destination, then well-designed learning progressions provide a map of the routes that can be taken to reach that destination. Such progressions describe both how students’ understanding of the idea matures over time and the instructional supports and experiences that are needed in order for them to make progress.” Framework

27. Need for CLOSE reading & Understanding: If you read the above without specialized knowledge, it implies at first glance that we need telescopes to see planets. A careful reading dispels this, since obviously the moon can be seen without a scope, but if you're an elementary school teacher without a background in science you may not be aware that several planets are quite obvious in the night sky.That we can see Saturn easily in this particular part of the world surprises most folks. Science Teacher blogspot

28. CCC – Cross Cutting Concepts

29. Cross Cutting Concepts • Patterns • Cause and effect • Scale, proportion, and quantity • Systems and system models • Energy and matter • Structure and function • Stability and change Framework 4-1

30. CCC – Scale, Proportion, and Quantity NSTA – Webinar 3/19/13

31. More examples of scale NSTA Webinar 3/19/13

32. Understandings: CCC Scale, Proportion, and Quantity NSTA Webinar 3/19/13

33. Some suggestions for teaching scale http://www.youtube.com/watch?v=0fKBhvDjuy0

34. Scientific and Engineering Practices • Asking questions (for science) and defining problems (for engineering) • Developing and using models • Planning and carrying out investigations • Analyzing and interpreting data • Using mathematics and computational thinking • Constructing explanations (for science) and designing solutions (for engineering) • Engaging in argument from evidence • Obtaining, evaluating, and communicating information

35. Practices: Argument Scientists engage in argument to : • Defend claims using evidence and reasoning • Defend models using evidence • Critique the claims of other scientists - Look for sufficient and appropriate evidenceJoe Krajcik, Lead Physics Writer of Science Framework

36. Reasons Scientists use arguments Scientist use argument to defend • Interpretation of data • Experimental designs • Method of data analysis • The appropriateness of a question “In science, the production of knowledge is dependent on a process of reasoning from evidence that requires a scientist to justify a claim about the world. In response, other scientists attempt to identify the claim’s weakness and limitations to obtain the best possible explanation.” Framework

37. Explanations in Science • “The goal of science is the construction of theories that provide explanatory accounts of the world. A theory becomes accepted when it has multiple lines of empirical evidence and greater explanatory power of phenomena than previous theories” - Explains the How or Why - Relies on Evidence *The products of science are explanation and products of engineering are solutions.

38. Argument vs Explanation • Argument is part of the process of science that defends those explanations by carefully ruling out other alternative explanations and building the case that the data collected is sufficient and appropriate to serve as evidence for the current claim. • What are some examples of this… Ex. Claim, Evidence, Arugument, and Explanation

39. Progression of a Practice Greater sophistication

40. Appendices – • College and Career Ready Appendix C – Summary: http://www.biologycorner.com/2013/02/24/ngss-college-readiness/ Apply Text Rendering Protocol: 1. Everyone read and jot some notes. Select a Facilitator and Recorder for next Activity: 2. Then go around your group ONLY one person sharing at a time for 3 rounds. 1st round everyone shares a single significant sentence and why they selected it. 2nd round – phrase, 3rd round a word. 3. Post the summary to share in Gallery Walk.