Supporting the NYSSLS

1. Supporting the NYSSLS October 26, 2016 Jessica Whisher-Hehl Center for Innovative Science Education

2. Building on the Past; Preparing for the Future 1990s-2009 New York State Phase I Phase II 1990s 7/2011 – April 2013 1/2010 - 7/2011

3. New Science Standards Timeline

4. Instructional Shifts • Focus on explaining phenomena or designing solutions to problems • Three-dimensional learning • Disciplinary core ideas • Science and engineering practices • Crosscutting concepts • Coherent learning progression: conceptual change overtime NOT layering “schooled knowledge” over naïve understanding. • Science for ALL students

5. Goal of K-12 Science Education “By the end of 12th grade, students should have gained sufficient knowledge of the practices, crosscutting concepts, and core ideas of science and engineering to engage in public discussion on science-related issues, to be critical consumers of scientific information related to their everyday lives, and to continue to learn about science throughout their lives. They should come to appreciate that science and the current scientific understanding of the world are the results of many hundreds of years of creative human endeavor. It is especially important to note that the above goals are for all students, not just those who pursue careers in science, engineering, or technology or those who continue on to higher education.” (NRC, 2012, p. 9)

6. Goal is building understanding “There is a great difference between knowing and understanding: you can know a lot about something and not really understand.” - Charles Kettering

7. Three-Dimensional Learning Blending of Three Dimensions • Science and engineering practices • Crosscutting concepts • Disciplinary core ideas

8. Dimension 1: Science and Engineering Practices • Ask questions (for science) and define problems (for engineering) • Develop and use models • Plan and carry out investigations • Analyze and interpret data • Use mathematics and computational thinking • Construct explanations (for science) and design solutions (for engineering) • Engage in argument from evidence • Obtain, evaluate, and communicate information

9. Asking questions and defining problems Obtaining, evaluating, and communicating information Developing and Using Models Engaging in argument from evidence Planning and carrying out investigations Analyzing and interpreting data Construction explanations and designing solutions Using mathematics and computational thinking Credit: Okhee Lee

10. Dimension 2: Crosscutting Concepts • Patterns • Cause and effect • Scale, proportion, and quantity • Systems and system models • Energy and matter • Structure and function • Stability and change

11. Dimension 3: Disciplinary Core Ideas • Physical sciences • Life sciences • Earth and space sciences • Engineering, technology and applications of science

12. Dimension 3: Disciplinary Core Ideas Physical Sciences PS 1: Matter and its interactions PS 2: Motion and stability: Forces and interactions PS 3: Energy PS 4: Waves and their applications in technologies for information transfer Life Sciences LS 1: From molecules to organisms: Structures and processes LS 2: Ecosystems: Interactions, energy, and dynamics LS 3: Heredity: Inheritance and variation of traits LS 4: Biological Evolution: unity and diversity Earth and Space Sciences ESS 1: Earth’s place in the universe ESS 2: Earth’s systems ESS 3: Earth and human activity Engineering, Technology, and the Applications of Science ETS 1: Engineering design ETS 2: Links among engineering, technology, science, and society

13. Scientific and Engineering Practices 1. Asking questions (for science) and defining problems (for 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 (for science) and designing solutions (for engineering) 7. Engaging in argument from evidence 8. Obtaining, evaluating, and communicating information Crosscutting Concepts 1. Patterns 2. Cause and effect: Mechanism and explanation 3. Scale, proportion, and quantity 4. Systems and system models 5. Energy and matter: Flows, cycles, and conservation 6. Structure and function 7. Stability and change Disciplinary Core Ideas Physical Sciences PS 1: Matter and its interactions PS 2: Motion and stability: Forces and interactions PS 3: Energy PS 4: Waves and their applications in technologies for information transfer Life Sciences LS 1: From molecules to organisms: Structures and processes LS 2: Ecosystems: Interactions, energy, and dynamics LS 3: Heredity: Inheritance and variation of traits LS 4: Biological evolution: Unity and diversity Earth and Space Sciences ESS 1: Earth’s place in the universe ESS 2: Earth’s systems ESS 3: Earth and human activity Engineering, Technology, and Applications of Science ETS 1: Engineering design ETS 2: Links among engineering, technology, science, and society

14. Question What about the phenomena do we need to explain? Science and Engineering Practices How are we modeling, explaining, etc. the phenomena, or designing a solution to solve the problem? Phenomena What was the Process or event(s) in the world that happened that we need to explain? New Ideas What did we figure out using these practices? What pieces of the DCIs or CCCs did we figure out? What new ideas do we have? EleC • Three Dimensional Teaching and Learning “in service to” Phenomena Slide Provided by Trish Shelton

15. Coherence in Lessons • What do students figure out in a lesson? • How is this related to the DCIs? Slide by nextgenstorylines.com

16. Slide by nextgenstorylines.com

17. Performance Expectations Foundation Boxes Connection Boxes

19. 3-Dimensional Learning Analogy Basic Ingredients (Core Ideas) Herbs, Spices, & Seasonings (Crosscutting Concepts) Kitchen Tools & Techniques(Practices) Preparing a Meal (Three dimensional Learning) Source: NSTA

22. Maker Movement and the NYSSL • Avoid impulse building – Focus on Design Process • Support comparing designs and developing a consensus design “In some ways, children are natural engineers. They spontaneously build sand castles, dollhouses, and hamster enclosures, and they use a variety of tools and materials for their own playful purposes. ...Children’s capabilities to design structures can then be enhanced by having them pay attention to points of failure and asking them to create and test redesigns of the bridge so that it is stronger.” (NRC, 2012, p. 70).

23. The Design Process K-2 Define Identify situations that people want to change as problems that can be solved through engineering. Develop Solutions Combine parts of different solutions to create new solutions Optimize Use systematic processes to iteratively test and refine a solution

24. The Design Process HS Define Attend to a broad range of considerations in criteria and constraints for problems of social and global significance Develop Solutions Break a major problem into smaller problems that can be solved separately Optimize Prioritize criteria, consider tradeoffs, and assess social and environmental impacts as a complex solution is tested and refined.

25. Explain the patterns you seen in the video

26. Explain the patterns you seen in the video

27. Discussing Both Videos • Compare and contrast the two videos • What did you notice?

28. Bring Real Data into the Classroom How does our brain process the signals that reach it? Slide designed by Trish Shelton

29. Bring phenomena into the classroom Slide by Trish Shelton

30. This

31. Not this

32. Resources • www.ngssphenomena.com • NSTA • Next Generation Science Standards • Achieve • STEM Teaching Tools • NASA Picture of the day • ANYTHING that will allow STUDENTS to do the THINKING and EXPLAINING

33. Most Importantly • Provide spaces for students to: • ask questions • investigate to build explanations • communicate clearly • share their thinking • test their ideas