Leading the Way: Re-envisioning our programs for the Next Generation Craig Strang

1. Leading the Way: Re-envisioning our programs for the Next Generation Craig Strang Associate Director, Lawrence Hall of Science

2. Led by Lawrence Hall of Science, Exploratorium, and Inverness Research, BaySci is a coordinated effort by science education leaders, Science-rich Education Institutions (SREIs), districtsand teachers to systematically enhance the quantity and quality of science teaching and learning in San Francisco Bay Area and California schools.

3. National & State Context

4. Science Champion Strand (Exploratorium) National & State Context District Strand (Lawrence Hall of Science) Science-rich Educational Institutions (SREI) Strand (Inverness Research, Inc.) Science Education Forums Connections between Science and the Common Core State Standards for English Language Arts & Literacy.

5. District Strand

6. District Strand (Lawrence Hall of Science) Newark Unified School District Novato Unified School District Palo Alto Unified School District Petaluma City Schools Alameda Unified School District Oakland Unified School District Santa Barbara Unified School District Santa Clara Unified School District Orinda Union School District San Mateo-Foster City School District National & State Context

7. District Strand (Lawrence Hall of Science) National & State Context District Science Leadership Teams Leadership Seminars Science Program Planning Meetings Technical Assistance Workshops for Lead Teachers Teacher Leadership Academy FOSS Implementation Workshops Master Group Seminars Science Coordinator

8. District Strand (Lawrence Hall of Science) National & State Context Connections between Science and the Common Core State Standards for English Language Arts & Literacy.

9. Dark Days of Science Education are over • The National Research Council’s A Framework for K-12 Science Education led to: • Next Generation Science Standards (NGSS) are aligned with: • Common Core States Standards for English Language Arts & Literacy in History/Social Studies, Science and Technical Subjects

10. Notable Features: Content • Addresses the Mile Wide/Inch Deep Problem • Fewer Big Ideas arranged as progressions of learning • Written as performance expectations • Engineering, Technology and Applications of Science is Elevated • Ocean, Climate and Earth Systems Science are IN!

11. Notable Features: Practices • “Inquiry” and “Science Processes” are re-defined as Scientific and Engineering Practices • These Practices represent the convergence and strategic, synergistic overlap with Common Core Standards (ELA and Math)

12. Three Dimensions of the Science Framework • Science and Engineering Practices • Cross Cutting Concepts • Disciplinary Core Ideas

13. Three Dimensions Intertwined • The NGSS are written as Performance Expectations • NGSS will require contextual application of the three dimensions by students.

14. Crosscutting Concepts • Patterns • Cause and Effect • Scale, Proportion and Quantity • Systems and System Models • Energy and Matter: Flows, cycles and conservation • Structure and Function • Stability and Change

15. Science and Engineering Practices: • Ask questionsand define problems • Develop and use models • Plan and carry out investigations • Analyze and interpret data • Use mathematics and computational thinking • Construct explanations and design solutions • Engage in argument from evidence • Obtain, evaluate, and communicate information

16. Performance Expectations K-2nd Grade • K-ESS3-3: Communicate solutions that will reduce the impact of humans on the land, water, air and/or other living things in the local environment. • 2-ESS2-3: Obtain information to identify where water is found on Earth and that it can be solid or liquid • 2-LS4-1: Make observations of plants and animals to compare the diversity of life in different habitats.

17. Performance Expectations 5thGrade • 5-ESS2-2: Describe and graph the amounts and percentages of water and fresh water in various reservoirs to provide evidence about the distribution of water on Earth. • 5-ESS3-1: Obtain and combine information about ways individual communities use science ideas to protect Earth’s resources and environment.

18. (Old) CA Science Standards Earth Science 5th Grade 3. Water on Earth moves between the oceans and land through the processes of evaporation and condensation. As a basis for understanding this concept: • Students know most of Earth’s water is present as salt water in the oceans, which cover most of Earth’s surface. • Students know when liquid water evaporates, it turns into water vapor in the air and can reappear as a liquid when cooled or as a solid if cooled below the freezing point of water. • Students knowwater vapor in the air moves from one place to another and can form fog or clouds, which are tiny droplets of water or ice, and can fall to Earth as rain, hail, sleet, or snow. • Students know that the amount of fresh water located in rivers, lakes, underground sources, and glaciers is limited and that its availability can be extended by recycling and decreasing the use of water. • Students know the origin of the water used by their local communities.

19. Performance Expectations 6-8th Grade • MS-LS2-5: Evaluate competing design solutions for maintaining biodiversity & ecosystem services. • MS-ESS3-3: Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment. • HS-ESS1-5: Analyze geoscience data to make a claim that one change to Earth’s surface can create feedbacks that cause changes to other Earth systems.

20. Title and Code NGSS Standard (performance expectations) Foundation Box Connection Box

21. NGSS - Foundation Box Scientific & Engineering Practices

22. NGSS - Foundation Box Disciplinary Core Ideas

23. NGSS - Foundation Box Crosscutting Concepts

24. NGSS - Connection Box

25. Title and Code NGSS Standard (performance expectations) Foundation Box Connection Box

26. Common Core State StandardsEnglish Language Arts The Convergence with Science Instruction

27. 4 Key Instructional Shifts • Literacy across content and literacy embedded in content, i.e., standards for “disciplinary literacy in science” • Increase in the quantity, frequency, and complexity of writing • Direct engagement with complex text • Increased emphasis on informational text

28. Common Core ELA Standards • Reading, Grade 3: Describe a relationship between a series of scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect. • Speaking & Listening, Grade 5: Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

29. Common Core ELA Standards Reading, Grades 6-8: Follow precisely a multi-step procedure when carrying out experiments, taking measurements, or performing technical tasks.

30. Common Core ELA Task Pick a Grade Level Pick a Strand (Reading, Writing or Speaking/Listening) Find ELA standards that can be taught through science Find ELA standards that can BEST or ONLY be taught through science

31. Stage, Asturias, Cheuk, Daro & Hampton, Science, April 2013

32. Starting now… • You can no longer achieve your Common Core ELA standards without a vibrant, rigorous K-5 science program • You cannot achieve your science standards without incorporating high level language and literacy

33. CA NGSS Timeline • Sept 2013: State Board unanimously approved NGSS • Nov 2013: State Board decided Integrated Science at Grades 6-8 is Preferred • May 1, 2014: Begin work on Science Curriculum Framework

34. CA NGSS Timeline • July 1, 2015: Proposed start science test development • Nov 30, 2015: Deadline to approve curriculum framework - followed by Curriculum Endorsement • 2016/2017 School Year: Proposed implementation science assessments

35. CST is on the way out… • API suspended for next two years • 2014 LCAP needs to have a science plan including plan for 6-8 • “As valuable as STAR has been, we’re getting ready to raise the bar in California’s schools.”

36. June 2013: State budget included $1.25 billion in one-time funding to districts for CCSS, NGSS, and CA ELD Standards. • Professional development • Instructional materials • Integrating CCSS/NGSS through tech-based instruction

37. We’re moving in the right direction… • Science is Back! • The dismantling of elementary science is over! • CCSS and NGSS represent a cultural shift in teaching and learning from an era of memorizing to an era of thinking • Seamless strategic, synergistic convergence of science, language arts and mathematics results in deeper conceptual understanding of complex ideas • Students use knowledge of science & engineering to improve their lives, solve societal problems and make the world a better place

38. BaySci Messages • No need to panic or rush, but get started now • Implement Science and English Language Arts together, not in sequence • Start with professional learning around Practices, but don’t ignore DCIs and CCCs • You WILL need to make adjustments to curriculum, but start from the best available, not from scratch

39. 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

40. NGSS and Your Institution • With your mission in mind, what role could/should your institution take in helping schools to implement NGSS? • What seems natural/easy about NGSS for your institution? What seems less natural/ more of a stretch?

41. In Practice groups: • Read the passage about the practice assigned to your group (from 1 - 8). • Underline important parts, circle anything you don’t understand, write questions in margins.

42. Discuss with your group: • What is your experience with this practice (as an educator and a learner)? • How do you think it can deepen students understanding of (science)?

43. Choose an Education Experience from your Institution • How could you adapt it to directly emphasize the Practice • How much adaptation would be necessary? • Do you see the adaptation as an improvement or imposition? • What other Practices would this experience touch on?