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Next Generation Science Standards

Next Generation Science Standards. Taking Time to Get It Right “Have the courage to be patient !”. Presentation Font: Ar Cena. Planning for Transition: NGSS. Teachers should get to know the NGSS well enough to analyze current practices in light of the NGSS.

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Next Generation Science Standards

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  1. Next Generation Science Standards Taking Time to Get It Right “Have the courage to be patient!” Presentation Font: ArCena

  2. Planning for Transition: NGSS • Teachers should get to know the NGSS well enough to analyze current practices in light of the NGSS. • Teachers are encouraged to participate in professional development as a way to support transition. • First year goals should focus on implementing the NGSS Practices and Crosscutting Concepts.

  3. NGSS Introduction Introduction to Next Generation Science Standards Video

  4. Dimension 1: Science and Engineering Practices Dimension 2: Crosscutting Concepts Dimension 3: Disciplinary Core Ideas (Topics) Three Dimensions

  5. Science and Engineering PracticesGuiding Principles – Appendix F 1. Asking questions (for science) and defining problems (for engineering) 2. Developing and using models 3. Planning and carrying out investigations 4. Analyzing and interpreting data 5. Using mathematics and computational thinking 6. Constructing explanations (for science) and designing solutions (for engineering) 7. Engaging in argument from evidence 8. Obtaining, evaluating, and communicating information • Students in grades K-12 should engage in all eight practices over each grade band. • Practices grow in complexity and sophistication across the grades. • Practices represent what students are expected to do, and are not teaching methods or curriculum.

  6. Asking Questions… http://alphabetsummerkits.com/wp-content/uploads/2012/07/elephantstoothpaste.jpg http://navigator.compasslearning.com/wp-content/uploads/2013/04/experiment-150x150.jpg https://encrypted-tbn3.gstatic.com/images?q=tbn:ANd9GcQG97cEBC3tgqAht7x6kDzmU4TE1dI2JebPGnkMUH57k6c3CxFhCg

  7. … Defining Problems http://http://www.dulwich.org.uk/images/news-2012-13/the-junior-school-annual-team-building-day.jpg?sfvrsn=2

  8. Developing and Using Models https://encrypted-tbn1.gstatic.com/images?q=tbn:ANd9GcRVGZjzSJ9YKYvvi5_o9F-HnQ6F08QGvHbC8ITs1iyVtb5T1r4P http://www.perkins.org/assets/images/accessible-science/science/kate-student-model.jpg http://arboretum.harvard.edu/wp-content/uploads/Damoni020.jpg

  9. Planning and Carrying Out Investigations… http://www.courthill.poole.sch.uk/_files/images/users/g.rogers/science_investigation.JPG

  10. http://www.activereportsserver.com/media/default/blogpostthumbnails/business-intelligence-news/self-service-reporting-makes-interpreting-big-data-easier_big.jpghttp://www.activereportsserver.com/media/default/blogpostthumbnails/business-intelligence-news/self-service-reporting-makes-interpreting-big-data-easier_big.jpg Analyzing and Interpreting Data http://www.hrecos.org/joomla/images/stories/stories/a%20day%20in%20the%20life%2018.jpg

  11. http://www.mcdaniel.edu/images/uploads/page_images/graduate/mainimg_mathcomputerscience_blackboard.jpghttp://www.mcdaniel.edu/images/uploads/page_images/graduate/mainimg_mathcomputerscience_blackboard.jpg Using mathematics and Computational Thinking http://www.mcdaniel.edu/images/uploads/page_images/graduate/mainimg_mathcomputerscience_blackboard.jpg

  12. http://www.ops.org/District/Portals/0/PUBLIC_INFORMATION/061812_ScienceShow.jpghttp://www.ops.org/District/Portals/0/PUBLIC_INFORMATION/061812_ScienceShow.jpg Constructing Explanations (Science) and… http://www.museum4kids.net/08CM-sci-fair/08SciFairCM2.jpg

  13. http://blog.oregonlive.com/washingtoncounty/2007/07/Amaro.JPGhttp://blog.oregonlive.com/washingtoncounty/2007/07/Amaro.JPG http://molokainews.files.wordpress.com/2009/11/dsc_0058-1.jpg Designing Solutions.

  14. Engaging in Argument from Evidence . http://images.onset.freedom.com/ocregister/gallery/mhior8-b781058472z.120130131170925000g681c8nnk.1.jpg

  15. http://nemp.otago.ac.nz/science/2007/media/water_cycleL.jpg http://www.teachengineering.org/collection/cub_/lessons/cub_images/cub_bio_lesson05_activity1_image7.jpg Obtaining, Evaluating, and Communicating Information

  16. Crosscutting ConceptsGuiding Principles – Appendix G • Patterns • Cause and Effect • Scale, Proportion, and Quantity • Systems and System Models • Energy and Matter • Structure and Function • Stability and Change • Repetition in different contexts will be necessary to build familiarity. • Crosscutting concepts should grow in complexity and sophistication across the grades. • Crosscutting concepts can provide a common vocabulary for science and engineering. • Crosscutting concepts should not be assessed separately from practices or core ideas.

  17. NGSS Matrix Organized by Topics

  18. Professional Development Opportunities for NGSS • EUPISD – NGSS Rollout (Introduction) 9/11 • EUPISD – Using Scientific Models in K-8(4 day series) 10/29 • EUPISD – Collecting, Analyzing, and Interpreting Data in K-8 (4 day series) 12/3 • Brief Focus Presentations at Future Staff Meetings • Folder: Reference Handouts and Practices Poster • Survey about Practices

  19. To Find Out More…

  20. Key Message for NGSSTransition Planning AFTER we explore… • The standards (scope, intent, opportunities) • How well current practices/curriculum align with NGSS • The impact of the NGSS on instruction and student achievement • Plans and supports for NGSS assessment We will have time to… • Begin grade level curriculum design • Acquire resources and redistribute • Develop common local assessments (EUPISD ScCRT) • Identify Rollout Topics/Performance Expectations for 2014-15

  21. How to Read the Standards Watch the video!

  22. Shift Activity Optional Activity to reflect upon science shifts.

  23. Michigan Department of Education • Revised Timeline for Transition to NGSS • Summer-Fall 2013: Begin to develop transition plans; focus on BGSS Science and Engineering practices and cross-cutting concepts as they fit within current curriculum plans; build capacity for understanding how the dimensions work together. • 2013-14: Formalize transition plans, curriculum alignment plans, provide Professional Development to support transition. • 2014-15: Continue planned implementation (adjusting for changes in grade level focus and proposed plans for assessment). • 2015-16: Continue planned implementation. Some plans may call for full implementation at some (or all) grade levels depending on the scope of transition at the local level. Assessment grades have yet to be determined, and testing will take place in the spring of each year. • 2016-17: First realistic opportunity (pending funding) for full state-level assessment of new standards; could begin to focus on portions of NGSS on earlier assessments based on transition plan and available funds to support assessment development. • Source: http://www.michigan.gov/documents/mde/Rev_Timeline_for_posting_2-8-13_410943_7.pdf

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