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Next Generation Science Standards. Putting the Three Dimensions of Science into REAL Lessons. Disciplinary Core Ideas (DCI). Physical Sciences PS 1: Matter and its interactions PS 2: Motion and stability: Forces and interactions PS 3: Energy

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next generation science standards
Next Generation Science Standards

Putting the Three Dimensions of Science

into REAL Lessons

disciplinary core ideas dci
Disciplinary Core Ideas (DCI)

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

science and engineering practices
Science and Engineering Practices

1. Asking questions (science) and defining problems (engineering)

2. Developing and using models

3. Planning and carrying out investigations

4. Analyzing and interpreting data

5. Using mathematics, information and computer technology, and computational thinking

6. Constructing explanations (science) and designing solutions (engineering)

7. Engaging in argument from evidence

8. Obtaining, evaluating, and communicating information

crosscutting concepts
Crosscutting Concepts

1. Patterns

2. Cause and effect

3. Scale, proportion, and quantity

4. Systems and system models

5. Energy and matter

6. Structure and function

7. Stability and change

slide5

Sample #1-A teacher gives each student in her class a picture of a different dinosaur. The students then do research on their dinosaur’s characteristics. They use the results of this research to create both a poster and a model of their dinosaur.

slide6

Sample #2-A teacher shares the envelope of an old letter with his students. The students are asked to examine the envelope and make a list of observations about the cover that could be clues as to who sent the letter, the purpose of the letter, and the relationship between the sender and receiver. Each group shares their observations and what these observations may imply. After all the groups have shared the class is given a list of possible scenarios about the letter. Each group then selects what they consider to be the most likely scenario along with the observations they feel support their choice.

Which of these scenarios is best supported by the evidence?

This letter contains registration materials for a WKU sponsored event.

This letter is an invitation to a wedding.

This letter is a thank you note for help provided to a teacher.

This letter is a thank you note for a wedding gift.

This letter is an application for a WKU summer workshop.

slide7

Example #1-A teacher uses a compressed air rocket launcher as part of a lesson. During the lesson she gives instructions on how to make a paper rocket. She uses a completed paper rocket as an example. Each student then builds and launches a rocket. The time of each flight is measured.

slide8

Example #2-Same as #1 but adding that each student builds a rocket to identical specifications except length. Each student chooses one of five different rocket lengths. The mass and length of each rocket is measured.

slide9

Example #3-Same as #2 but adding that all the rockets are launched with the same pressure. The pressure is recorded.

slide10

Example #4-Same as #3 but adding that before the class launches any rockets the teacher leads a class discussion on how the differing mass and length of each rocket might influence the flight time.

slide11

Example #5-Same as #4 but adding that students use the data collected during the flights to create a graph of length of rocket vs. rocket mass and a second graph of length of rocket vs. flight time.

slide12

Example 6- Same as #5 except after the launch data is graphed the teacher leads a discussion on how the results of actual flights compare with the discussion before the launch.

slide13

Example 7- Same as #6 except each student uses the results of the flight testing and the class discussions to design and build a rocket intended to have the longest possible flight. These designs are then built and flown. The actual flight times are compared with predicted values.

Example 6- Same as #5 except after the launch data is graphed the teacher leads a discussion on how the results compare with the discussion before the launch.