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Next Generation Science Standards. A Framework for K-12 Science Education. 1. What is the purpose of educating our students? Productive citizens Enjoy science Self-sufficient Competitive in global markets. A Framework for K-12 Science Education.

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next generation science standards
Next Generation Science Standards

A Framework for K-12 Science Education

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slide2

What is the purpose of educating our students?

  • Productive citizens
  • Enjoy science
  • Self-sufficient
  • Competitive in global markets
a framework for k 12 science education
A Framework for K-12 Science Education

View free PDF from The National Academies Press at:

http://www.nap.edu/catalog.php?record_id=13165

Secure your own copy from

www.nsta.org/store

3

from the framework
From ‘The Framework’
  • “Science, engineering, and technology permeate nearly every facet of modern life, and they also hold the key to meeting many of humanity’s most pressing current and future challenges. Yet too few U.S. workers have strong backgrounds in these fields, and many people lack even fundamental knowledge of them. This national trend has created a widespread call for a new approach to K-12 science education in the united states.”

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a framework for k 12 science education1
A Framework for K-12 Science Education

Three-Dimensions:

  • Scientific and Engineering Practices
  • Crosscutting Concepts
  • Disciplinary Core Ideas

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the goal of the framework
The Goal of the Framework…

…for K-12 science education is to ensure that by the end of 12th grade all students:

  • have some appreciation of the beauty and wonder of science
  • possess sufficient knowledge of science and engineering to engage in public discussions on related issues

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the goal of the framework1
The Goal of the Framework…

…for K-12 science education is to ensure that by the end of 12th grade all students:

  • are careful consumers of scientific and technological information related to their everyday lives
  • are able to continue to learn about science outside school
  • have the skills to enter careers of their choice, including (but not limited to) careers in science, engineering, and technology

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The Framework is consistent with the Common Core State Standards for Literacy

All students will gain skills to:

  • Communicate effectively using science language and reasoning.
  • Use writing as a tool for learning.
  • Use writing as a tool to communicate ideas; write for a variety of purposes and audiences.

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with the previous goals in mind
With the previous goals in mind…
  • the Framework is a shift from what we formerly understood science to be about – the sharing of knowledge (i.e. explain, describe, identify, compare, etc.). AKA Filling the pail
  • students will be asked to perform their understandings (i.e. design, use models, use empirical evidence, investigate and present, analyze and interpret, gather and communicate, develop, construct, generate and revise, evaluate etc.). AKA Lighting the fire

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intention of the framework
Intention of the Framework
  • guide the development of new standards that in turn guide revisions of science-related curriculum, instruction, assessment, and professional development for educators.
  • realizes a vision that students, over multiple years of school, actively engage in science and engineering practices and apply crosscutting concepts to deepen their understanding of each field’s disciplinary core ideas. p.2

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elaborating dimensions of the framework
Elaborating:Dimensions of the Framework
  • 1. Scientific and Engineering Practices
  • 2. Crosscutting Concepts
  • 3. Disciplinary Core Ideas

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cross cutting concepts
Cross-cutting Concepts
  • Patterns
  • Cause and effect: Mechanism and explanation
  • Scale, proportion, and quantity
  • Systems and system models
  • Energy and matter: Flows, cycles, and conservation.
  • Structure and function
  • Stability and change

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Cross-cutting Concepts

  • Cross disciplinary boundaries and contribute to sense making and support students in valuing and using science and engineering practices.
  • The crosscutting concepts, when made explicit for students, contribute to their understanding of a coherent and scientifically-based view of the world.

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a core idea for k 12 science instruction is a scientific idea that
A core idea for K-12 science instruction is a scientific idea that:

Disciplinary Core Ideas

  • 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

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a core idea for k 12 science instruction is a scientific idea that1
A core idea for K-12 science instruction is a scientific idea that:

Disciplinary Core Ideas

  • 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

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where is az on ngss
Where is AZ on NGSS?
  • NGSS released on April 9, 2013
  • NGSS in AZ is feeling the backlash of the Common Core
  • ADE projection of AZ adoption – Spring 2014

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Inside the NGSS Box

Based on the January 2013 Draft of NGSS

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Inside the NGSS Box

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.

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.

Engineering Connection (*)An asterisk indicates an engineering connection in the practice, core idea or crosscutting concept that supports the performance expectation.

Scientific & Engineering PracticesActivities that scientists and engineers engage in to either understand the world or solve a problem

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

Disciplinary 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.

Connection Box

Other standards in the Next Generation Science Standards or in the Common Core State Standards that are related to this standard

Connections to Nature of ScienceConnections are listed in either the practices or the crosscutting connections section of the foundation 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

slide20

Inside the NGSS Box

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.

What 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

Based on the January 2013 Draft of NGSS

slide21

Inside the NGSS Box

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.

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

slide22

Inside the NGSS Box

Scientific & Engineering PracticesActivities that scientists and engineers engage in to either understand the world or solve a problem

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

Disciplinary 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

slide23

Inside the NGSS Box

Scientific & Engineering PracticesActivities that scientists and engineers engage in to either understand the world or solve a problem

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

Disciplinary 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

slide24

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

slide25

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

slide26

Inside the NGSS Box

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.

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.

Engineering Connection (*)An asterisk indicates an engineering connection in the practice, core idea or crosscutting concept that supports the performance expectation.

Scientific & Engineering PracticesActivities that scientists and engineers engage in to either understand the world or solve a problem

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

Disciplinary 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.

Connection Box

Other standards in the Next Generation Science Standards or in the Common Core State Standards that are related to this standard

Connections to Nature of ScienceConnections are listed in either the practices or the crosscutting connections section of the foundation 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

slide27

Resources

  • http://www.nextgenscience.org/next-generation-science-standards
  • http://www.nap.edu/catalog.php?record_id=1365
  • http://www.nsta.org/ngss
  • http://www.azed.gov/standards-practices/next-generation-science-standards/
  • http://www.bozemanscience.com/next-generation-science-standards

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