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The Next Generation Science Standards: 6. Constructing Curricula

The Next Generation Science Standards: 6. Constructing Curricula. Professor Michael Wysession Department of Earth and Planetary Sciences Washington University, St. Louis, MO michael@seismo.wustl.edu. The NGSS Pose Special Challenges.

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The Next Generation Science Standards: 6. Constructing Curricula

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  1. The Next Generation Science Standards: 6. Constructing Curricula Professor Michael Wysession Department of Earth and Planetary Sciences Washington University, St. Louis, MO michael@seismo.wustl.edu

  2. The NGSS Pose Special Challenges • Greater emphasis on integration of science practices with science content  Challenges for Assessment • New content (e.g., greater emphasis on human connections, engineering, and technology; greater emphasis on integration between sciences (i.e., cross-cutting concepts) and with math and ELA)  Challenges for Professional Development • Inclusion of a year of Earth & Space Science in high school  Number of years of high school science •  Cannot adequately satisfy NGSS with only 2 years

  3. Number of Years of High School Science Required: 1987 1996 2006 2008 Local Decision 6 7 6 6 1 – 2 Years 40 33 16 13 3 Years 3 8 27 27 4 Years 0 2 1 4 Local decision means that graduation requirements are set by local districts and may vary within a state. In 2008, all states with statewide requirements required ≥2 years of mathematics courses; only one state (Illinois) required 1 year of science. NOTES: Data include Washington, DC. Column totals do not add to 51 because certain states did not participate in Council of Chief State School Officers (CCSSO) survey that year or used a different credit reporting system. (1987 – leaves off Vermont and Arkansas, which both required 5 total math or science years; 1996 – still leaves off Vermont for the same reason; includes DC) SOURCES: CCSSO, Key State Education Policies on PK-12 Education: 2008 (2009); Snyder TD, Digest of Education Statistics 1988, NCES 88-600 (1988); and Snyder TD, Digest of Education Statistics 1998, NCES 1999-036 (1999).

  4. How would you construct a 6-12 curriculum around the NGSS, given the amount and complexity of the Earth and Space Science? Course Map #1: Conceptual Understanding Model

  5. How would you construct a 6-12 curriculum around the NGSS, given the amount and complexity of the Earth and Space Science? Course Map #1: Conceptual Understanding Model: Courses constructed based on the most efficient and logical progression of concepts

  6. How would you construct a 6-12 curriculum around the NGSS, given the amount and complexity of the Earth and Space Science? Course Map #2: Science Domains Model: The 3 courses are Physical Science, Life Science, and Earth and Space Science (for both middle and high school)

  7. How would you construct a 6-12 curriculum around the NGSS, given the amount and complexity of the Earth and Space Science? Course Map #3: Modified Science Domains Model (for high school): Incorporate the Earth and Space Science into existing biology, chemistry, and physics courses.  Least efficient in terms of instruction time; concepts taught out of order (without adequate prerequisites)

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