NGSS Update • Chris Campbell, NSTA District VII Director
COMMITTEE RECOMMENDATIONS In addition to the curriculum content, the Science Framework Revision Team proposes several recommendations for school districts in Mississippi. The recommendations are as follows: 1) Elementary science educationis essential. The concepts, principles, processes, and skills must be acquired in order to comprehend what students see, hear, read and interpret. Science at the elementary level can be used to enhance reading comprehension and should be a central, integrated part of elementary education. 2) More resources should be available for science teachers. Equipment, computer programs, primary or related documents, and other resources should be a part of a well-rounded science education program. School districts should promote the acquisition of appropriate outstanding educational resources. 3) The number of students in lab-based science courses should be limited to twenty- four (24). This makes laboratory activities safer and more meaningful for the student. 4) Lab-based science courses should include an average of twenty percent (20%) of instructional time for active laboratory activities. Those teachers should be allotted additional planning time to prepare for these essential activities.
Science Standards The next generation
A Framework for K-12 Science Education Released in July 2011 Developed by the National Research Council at the National Academies of Science Prepared by a committee of Scientists (including Nobel Laureates) and Science Educators Three-Dimensions: Scientific and Engineering Practices Crosscutting Concepts Disciplinary Core Ideas • Free PDF available from The National Academies Press (www.nap.edu) • Print Copies available from NSTA Press (www.nsta.org/store)
Developing the Standards Assessments Curricula Instruction Teacher Development July 2011 2011-2013
What is the Vision of the Framework for K-12 Science Education? Over multiple years of school, students should… • Actively engage in scientific and engineering practices • Apply crosscutting concepts to deepen their understanding of the core ideas in science • Have opportunities to carry out scientific investigations and engineering design related to disciplinary core ideas A Framework for K-12 Science Education, pp. 8-9
Learning experiences should engage students with fundamental questions about the world and how scientists investigate and find answers to questions, so that by the end of grade 12, students can… • Engage in public discussions on science-related issues, • Be critical consumers of scientific information related to their everyday lives, • Continue to learn about science throughout their lives, and • Appreciate that science and the current scientific understanding of the world are the result of many hundreds of years of creative human endeavor. A Framework for K-12 Science Education, p. 9
NGSS Development Process In addition to a number of reviews by state teams and critical stakeholders, the process includes two public reviews. • 1st Public Draft was in May 2012 • 2nd Public Draft will take place by December 2012 Final Release is expected in the Spring of 2013
Conceptual Shifts in the NGSS • K-12 Science Education should reflect the real world interconnections in science. • Using all practices and crosscutting concepts to teach all core ideas all year. • Science Concepts Build Coherently Across K-12 • The NGSS focus on deeper understanding and application of content • Science and Engineering are integrated in K-12 science education • Science Standards coordinate with ELA and Math Common Core Standards (CCSS)
Dimension 1: Practices • The practices describe behaviors that scientists engage in as they investigate and build models and theories about the natural world and the key set of engineering practices that engineers use as they design and build models and systems.
Scientific and Engineering Practices Asking questions (for science) and defining problems (for engineering) Developing and using models Planning and carrying out investigations Analyzing and interpreting data Using mathematics and computational thinking Constructing explanations (for science) and designing solutions (for engineering) Engaging in argument from evidence Obtaining, evaluating, and communicating information
Dimension 2: Crosscutting Concepts • Crosscutting concepts have application across all domains of science and include: • Patterns, similarity, and diversity • Cause and effect • Scale, proportion and quantity • Systems and system models • Energy and matter • Structure and function • Stability and change
Dimension 3: Disciplinary Core Ideas • Disciplinary core ideas have the power to focus K–12 science curriculum, instruction and assessments on the most important aspects of science. To be considered core, the ideas should should meet at least two of the following criteria and ideally all four: • Have broad importance across multiple sciences or engineering disciplines or be a key organizing concept of a single discipline; • Provide a key tool for understanding or investigating more complex ideas and solving problems; • Relate to the interests and life experiences of students or be connected to societal or personal concerns that require scientific or technological knowledge; • Be teachable and learnable over multiple grades at increasing levels of depth and sophistication.
http://vimeo.com/41704037 HowtoReadthe NGSS (if Internet available)
Performance expectations combine practices, core ideas, and crosscutting concepts into a single statement. Closer Look at a Performance Expectation Construct and use models to explain that atoms combine to form new substances of varying complexity in terms of the number of atoms and repeating subunits. [Clarification Statement: Examples of atoms combining can include Hydrogen (H2) and Oxygen (O2) combining to form hydrogen peroxide (H2O2) or water(H2O). [Assessment Boundary: Restricted to macroscopic interactions.]
Closer Look at a Performance Expectation Construct and use models to explain that atoms combine to form new substances of varying complexity in terms of the number of atoms andrepeating subunits. [Clarification Statement: Examples of atoms combining can include Hydrogen (H2) and Oxygen (O2) combining to form hydrogen peroxide (H2O2) or water(H2O). [Assessment Boundary: Restricted to macroscopic interactions.] Performance expectations combine practices, core ideas, and crosscutting concepts into a single statement.
Construct an argument that explainsthe effect of adding or removing thermal energy to a pure substance in different phases and during a phase change in terms of atomic and molecular motion. • PRACTICE: Use arguments and empirical evidence to support or refute an explanation for a phenomenon. • CCC: Evidence is used to support claims about causal relationships. DCI: Gases and liquids are made of molecules or inert atoms that are moving about relative to each other. The changes of state that occur with variations in temperature or pressure can be described and predicted using these models of matter. The term “heat” as used in everyday language refers both to thermal motion (the motion of atoms or molecules within a substance) and radiation (particularly infrared and light). Temperature is not a measure of energy; the relationship between the temperature and the total energy of a system depends on the types, states, and amounts of matter present.
Explanations vs. Arguments • Explanations – The products of science • Arguments – The process of reaching an explanation
An email from a NGSS writing member… Hi All, Just a little update on NGSS (the Next Generation Science Standards). The 2nd public draft for review should be available in November. The final document should be released in early spring of 2013. States will then make the decision whether to adopt them or not. Then the implementation, if NGSS is adopted, will be at a schedule that is determined by the state. Yes, the frameworks are outdated. Any science frameworks are outdated before they are released. We know how that goes. Teach good science, enjoy your students. Help them learn to appreciate the ever-changing nature of science. Life is short! Enjoy the kids and help them enjoy the learning. We as teachers can affect their attitude toward science forever. Smile, and enjoy the autumn colors. It is science at its most awesome. Kathy Prophet (Arkansas)
NSTA Webinars on NGSShttp://learningcenter.nsta.org/products/symposia_seminars/NGSS/webseminar.aspx
Chris Campbell • email@example.com