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Preparing for Public Review of the

Preparing for Public Review of the. Next Generation Science Standards for Today ’ s Students and Tomorrow ’ s Workforce Developed by:. Phil Lafontaine, Director Professional Learning Support Division California Department of Education. Dean Gilbert, Science Coordinator

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Preparing for Public Review of the

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  1. Preparing for PublicReview of the Next Generation Science Standards for Today’s Students and Tomorrow’s Workforce Developed by: Phil Lafontaine, Director Professional Learning Support Division California Department of Education Dean Gilbert, Science Coordinator Orange County Department of Education

  2. Ice Breaker Take one item out of your pocket or purse and make up a story using the item to solve a problem.

  3. California to Revise Science Standards SB 300 required the Superintendent of Public Instruction, Tom Torlakson, to submit a set of revised standards to the State Board of Education by March 2013. The revised standards must be based upon the NGSS The SBE must take action on the revised standards by July 2013.

  4. Lead Partners

  5. NGSS Lead States California is actively participating in NGSS development.

  6. California Internal Review Team K-12 Teachers College and University Faculty Practicing Scientists Leaders in Business and Industry Formal and Informal Science programs California Science Teachers Association California Mathematics and Science Projects California Department of Education

  7. Two-Step Process http://www.nextgenscience.org/

  8. A Framework for Science EducationPractices, Crosscutting Concepts, and Core Ideas Vision • Science for ALL Students • Coherent Learning Three Dimensions • Scientific and Engineering Practices • Crosscutting Concepts • Core Ideas Important First Step in Next Generation Science Standards Development National Research Council Board on Science Education

  9. Organization of Framework Framework Dimensions • Scientific and Engineering Practices • Crosscutting Concepts • Disciplinary Core Ideas Realizing the Vision • Integrating the Three Dimensions • Implementation • Equity and Diversity • Guidance for Standards Development • Looking Toward the Future: Research to Inform K-12 Science Education Standards

  10. A New Vision of Science Learning that Leads to a New Vision of Teaching The framework is designed to help realize a vision for education in the sciences and engineering in which students, over multiple years of school, actively engage in science and engineering practices and apply crosscutting concepts to deepen their understanding of the core ideas in these fields. A Framework for K-12 Science Education p. 1-2

  11. Vision for Science Education Builds on Existing National Science Education Efforts

  12. The Guiding Principles of the Framework are Research-Based and Include. . .

  13. Learning Develops Over Time • More expert knowledge is structured around conceptual frameworks • Guide how they solve problems, make observations, and organized and structure new information • Learning unfolds overtime • Learning difficult ideas takes time and often come together as students work on a task that forces them to synthesize ideas • Learning is facilitated when new and existing knowledge is structured around the core ideas • Developing understanding is dependent on instruction

  14. Organized According to Learning Progressions “Standards should be organized as progressions that support students’ learning over multiple grades. They should take into account how students’ command of the concepts, core ideas, and practices becomes more sophisticated over time with appropriate instructional experiences.” (NRC 2011, Rec 7)

  15. Focus of the Framework Three Dimensions Scientific and Engineering Practices Crosscutting Concepts Disciplinary Core Ideas

  16. Dimension 1 Scientific and Engineering Practices Dimension 1Scientific and Engineering Practices Using mathematics and computational thinking Constructing explanations (science) and designing solutions (engineering) Engaging in argument from evidence Obtaining, evaluating, and communicating information Asking questions (science) and defining problems (engineering) Developing and using models Planning and carrying out investigations Analyzing and interpreting data For each, the Framework includes a description of the practice, the culminating 12th grade learning goals, and what we know about progression over time.

  17. Dimension 2Crosscutting Concepts • Patterns • Cause and effect • Scale, proportion, and quantity • Systems and system models • Energy and matter • Structure and function • Stability and change Framework 4-1

  18. Dimension 3- Disciplinary Core Idea • Disciplinary Significance • Has broad importance across multiple science or engineering disciplines, a key organizing concept of a single discipline • Explanatory Power • Can be used to explain a host of phenomena • Generative • Provides a key tool for understanding or investigating more complex ideas and solving problems • Relevant to Peoples’ Lives • Relates to the interests and life experiences of students, connected to societal or personal concerns • Usable from K to 12 • Is teachable and learnable over multiple grades at increasing levels of depth and sophistication

  19. Organized Around Core Ideas • Fewer, clearer, higher • “Many existing national, state, and local standards and assessments, as well as the typical curricula in use in the US, contain too many disconnected topics given equal priority.” (NRC, 2009) • Standards and curriculum materials should be focused on a limited number of core ideas. • Allows learners to develop understanding that can be used to solve problems and explain phenomena.

  20. The Partnership for 21st Century Skills

  21. Physical Sciences • Matter and Its Interactions • Motion and Stability • Energy • Waves and Their Applications

  22. Life Sciences • From Molecules to Organisms: Structures and Processes • Ecosystems: Interactions, Energy, and Dynamics • Heredity: Inheritance and Variation of Traits • Biological Evolution: Unity and Diversity

  23. Earth and Space Sciences • Earth’s Place in the Universe • Earth Systems • Earth and Human Activity

  24. Engineering, Technology andApplications of Sciences • Engineering Design • Links Among Engineering, Technology, Science and Society

  25. Next Generation Of Science StandardsArchitecture Integration of 3 Dimensions: Practices Crosscutting Concepts Core Ideas

  26. What is the Value of Weaving the Three Dimensions of the Framework Together? • Strengthening Scientific Thinking • Lengthening Scientific Thinking • Develop Flexible Scientific Thinking • Making Connections within Scientific Thinking Cross Cutting Concepts Core Ideas Practices

  27. Alignment to Common Core • Each science standard is correlated to the cognitive demands of both English Language Arts standards and mathematics standards. • Specific correlation of the Common Core standards are noted in the architecture of each individual science standard.

  28. What does this mean for content teachers?CONTENT MATTERS! http://www.danielwillingham.com/videos.html

  29. Performance Expectations GuideSummative Assessment Shayna had a small bottle of Bromine gas. The bottle was closed with a cork. She tied a string to the cork, and then placed the bottle inside a larger bottle. She sealed the large bottle shut (Figure 1). Next, Shayna opened the small bottle by pulling the string connected to the cork. Figure 2 shows what happened after the cork of the small bottle was opened. 1. Draw a model that shows what is happening in this experiment.2. Explain in writing what is happening in your model. Figure 1 Figure 2

  30. Shifts in the Teaching and Learning of Science • Organize around limited number of core ideas. Favor depth and coherence over breadth of coverage. • Core ideas need to be revisited in increasing depth, and sophistication across years. Focus needs to be on connections: • Careful construction of a storyline – helping learners build sophisticated ideas from simpler explanations, using evidence. • Connections between scientific disciplines, using powerful ideas (nature of matter, energy) across life, physical, and environmental sciences.

  31. Shifts (cont.) • Performance expectations should bring together scientific ideas (core ideas, cross cutting ideas) with scientific and engineering practices. • Curriculum materials need to do more than present and assess content. • Curriculum materials need to involve learners in practices that develop, use, and refine the scientific ideas.

  32. Instruction Curricula Assessments Teacher Development Lots of work completed, underway, and left to do

  33. NGSS Development Timeline

  34. California NGSS Review Sept. 2011 Lead State Meeting (sponsored by Achieve) Nov./Dec. 2011CA Internal ReviewTeam reviews first draft Early Jan. 2012 Lead States meet with Writers Jan./Feb. 2012 Critical Stakeholders, All States, Leads May 2012 Public Draft and Comment period Summer 2012 All State Review; CA Internal Review Early Fall, 2012Public Draft and Comment Period Late Fall, 2012 Final Draft; CA Internal Review Late Fall/Early Winter Final State Report Winter 2012 Final NGSS Posted March 2013 Standards presented to CA State Board of Education July 2013 CA State Board Of Education takes action on proposed standards 

  35. How to Read the Standards Map

  36. Code for the standard name

  37. Core and Component Ideas in the Physical Sciences Core Idea PS1: Matter and Its Interactions • PS1.A: Structure and Properties of Matter • PS1.B: Chemical Reactions • PS1.C: Nuclear Processes Core Idea PS2: Motion and Stability: Forces and Interactions • PS2.A: Forces and Motion • PS2.B: Types of Interactions • PS2.C: Stability and Instability in Physical Systems Core Idea PS3: Energy • PS3.A: Definitions of Energy • PS3.B: Conservation of Energy and Energy Transfer • PS3.C: Relationship Between Energy and Forces • PS3.D: Energy in Chemical Processes and Everyday Life Core Idea PS4: Waves and Their Applications in Technologies for Information Transfer • PS4.A: Wave Properties • PS4.B: Electromagnetic Radiation • PS4.C: Information Technologies and Instrumentation

  38. Core and Component Ideas in the Life Sciences Core Idea LS1: From Molecules to Organisms: Structures and Processes • LS1.A: Structure and Function • LS1.B: Growth and Development of Organisms • LS1.C: Organization for Matter and Energy Flow in Organisms • LS1.D: Information Processing Core Idea LS2: Ecosystems: Interactions, Energy, and Dynamics • LS2.A: Interdependent Relationships in Ecosystems • LS2.B: Cycles of Matter and Energy Transfer in Ecosystems • LS2.C: Ecosystems Dynamics, Functioning, and Resilience • LS2.D: Social Interactions and Group Behavior Core Idea LS3: Heredity: Inheritance and Variation of Traits • LS3.A: Inheritance of Traits • LS3.B: Variation of Traits Core Idea LS4: Biological Evolution: Unity and Diversity • LS4.A: Evidence of Common Ancestry and Diversity • LS4.B: Natural Selection • LS4.C: Adaptation • LS4.D: Biodiversity and Humans

  39. Core and Component Ideas in the Earth/Space Sciences Core Idea ESS1: Earth’s Place in the Universe • ESS1.A: The Universe and Its Stars • ESS1.B: Earth and the Solar System • ESS1.C: The History of Planet Earth Core Idea ESS2: Earth’s Systems • ESS2.A: Earth Materials and Systems • ESS2.B: Plate Tectonics and Large-Scale System Interactions • ESS2.C: The Roles of Water in Earth’s Surface Processes • ESS2.D: Weather and Climate • ESS2.E: Biogeology Core Idea ESS3: Earth and Human Activity • ESS3.A: Natural Resources • ESS3.B: Natural Hazards • ESS3.C: Human Impacts on Earth Systems • ESS3.D: Global Climate Change

  40. Core and Component Ideas in the Engineering, Technology, and Applications of Science Core Idea ETS1: Engineering Design • ETS1.A: Defining and Delimiting an Engineering Problem • ETS1.B: Developing Possible Solutions • ETS1.C: Optimizing the Design Solution Core Idea ETS2: Links Among Engineering, Technology, Science, and Society • ETS2.A: Interdependence of Science, Engineering, and Technology • ETS2.B: Influence of Engineering, Technology and Science on Society and the Natural World

  41. Examples of Standard Codes- Elementary • Grades K-2 Nomenclature • 2.PS-E Energy • 2.PS-SPM Structure and Properties of Matter • Grades 3-5 Nomenclature • 4.PS-E Energy • 5.PS-SPM Structure and Properties of Matter

  42. Examples of Standard Codes- Middle School • Physical Science • MS.PS-SPM Structure and Properties of Matter • MS.PS-E Energy • Life Science • MS.LS-SFIP Structure, Function and Information Processing • MS.LS-MEE Matter and Energy in Ecosystems • MS.LS-GDRO Growth, Development and Reproduction of Organisms • MS.LS-IRE Interdependent Relationships in Ecosystems • MS.LS-OEA Organisms and Ecosystem Adaptations • MS.LS-ECAD Evidence of Common Ancestry and Diversity • Earth/Space Science • MS.ES-S Space Systems • Engineering Nomenclature • MS.ETS-ED Engineering Design

  43. Examples of Standard Codes- High School • Physical Science • HS.PS-SPM Structure and Properties of Matter • HS.PS-E Energy • Life Science • HS.LS-SFIP Structure, Function and Information Processing • HS.LS-IVT Inheritance and Variation of Traits • HS.LS-MEOE Matter and Energy in Organisms and Ecosystems • HS.LS-IRE Interdependent Relationships Ecosystems • HS.LS-NSE Natural Selection and Evolution • Earth/Space Science • HS.ES-S Space Systems • Engineering Nomenclature • HS.ETS-ED Engineering Design

  44. Essential Question

  45. Essential Question The Essential Questions are designed to show an aspect of the world that will be explained as a student gains understanding of the disciplinary core ideas as defined by the Framework. In most cases, these questions were taken directly from the NRC Framework.

  46. Standard

  47. Standard • Stem: Each standard is written in the form of one sentence, with a stem statement describing the overall core idea that is important for student understanding of science, followed by several performance expectations that describe how students will demonstrate that understanding.

  48. Standard b) Component statements/Student Performance Expectations: Component statements are lettered with lowercase letters, and each combines Practices, Disciplinary Core Ideas, and Crosscutting Concepts into a performance expectation.

  49. Blue font designates a science and engineering practice concept

  50. Orange font designates a disciplinary core idea

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