Next Generation Science Standards. Paula Messina San Jose State University Science Education Program & Geology Department Achieve, Inc; Washington D.C. Writing Team Member, Earth & Space Sciences 2011-2013 Metadata Developer, 2013 - Curriculum Framework Writer, 2013 -
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Next Generation Science Standards
San Jose State UniversityScience Education Program & Geology Department
Achieve, Inc; Washington D.C.
Writing Team Member, Earth & Space Sciences 2011-2013
Metadata Developer, 2013 -
Curriculum Framework Writer, 2013 -
BAESI, Workshop April 12, 2014
1893 Scope & Sequence:
2013 Scope (Sequence, TBD)
Where is E.S. Taught in U.S?
A “fourth-dimensional” intellectual capacity is a fairly sophisticated hallmark of a formal operational stage of cognitive development. This level of abstract thought may first evolve in adolescents, but some individuals never achieve this level, even well into adulthood.--Piaget and Inhelder, 1958
Secondary Science Credentials
STEM Ed in the United States
2/11 – 4/9/13
Lead state partners
Writing Team Representatives
Writing Team (N= 41)
Number of Years of High School Science Required:
Local Decision 6 7 6 6
1 – 2 Years40331613
3 Years 3 82727
4 Years 0 2 1 4
Local decision means that graduation requirements are set by local districts and may vary within a state. In 2008, all states with statewide requirements required ≥2 years of mathematics courses; only one state (Illinois) required 1 year of science.
NOTES: Data include Washington, DC. Column totals do not add to 51 because certain states did not participate in Council of Chief State School Officers (CCSSO) survey that year or used a different credit reporting system. (1987 – leaves off Vermont and Arkansas, which both required 5 total math or science years; 1996 – still leaves off Vermont for the same reason; includes DC)
SOURCES: CCSSO, Key State Education Policies on PK-12 Education: 2008 (2009); Snyder TD, Digest of Education Statistics 1988, NCES 88-600 (1988); and Snyder TD, Digest of Education Statistics 1998, NCES 1999-036 (1999).
*see Appendix K
By Cross Cutting Concepts
*see Appendix K
*see Appendix K
Course Map #1: Conceptual Understanding Model
Course Map #1: Conceptual Understanding Model:
Courses constructed based on the most efficient and logical progression of concepts
Course Map #2: Science Domains Model:
The 3 courses are Physical Science, Life Science, and Earth and Space Science
(for both middle and high school)
Course Map #3: Modified Science Domains Model (for high school):
Incorporate the Earth and Space Science into existing biology, chemistry, and physics courses.
Least efficient in terms of instruction time; concepts taught out of order (without adequate prerequisites)