a conversation on ngss: for members, by members · 1/22/2013 · and defining problems (for...
TRANSCRIPT
LIVE INTERACTIVE LEARNING @ YOUR DESKTOP
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January 22, 20136:30 p.m. – 8:00 p.m. Eastern time
A Conversation on NGSS: For Members, By Members
Presented by: Harold Pratt and Ted Willard
Ted WillardDirector of NSTA’s efforts around NGSS
Introducing today’s presenters…
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Harold PrattPast President of NSTA
Howard Wahlberg Assistant Executive Director, Membership, NSTA
Facilitating tonight’s questions
Your Total Membership Experience
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NGSS and You
How familiar are you with NGSS?Use the virtual pen to mark your answer.
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I’m new to this NGSS expert
To what extent were you involved in reviewing the first draft of NGSS?
A. I didn’t see the first draft.
B. I looked at the first draft, but I didn’t send in comments.
C. I reviewed the first draft and sent in comments.
D. I was a member of a review team for the first draft.
E. I coordinated a review team for the first draft.
Did you attend this month’s web seminars on NGSS?
Use clip art to stamp your answer.
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January 7 (How to Lead a Study Group)
January 9 (Introduction to NGSS Second Public Draft)
January 15 (Engineering Practices in NGSS)
Are you planning to review the second draft of NGSS?
A. I have reviewed/plan to review the second draft.
B. I have submitted/plan to submit comments.
C. I am a member of a review team for the second draft.
D. I am coordinating a review team for the second draft.
E. Other – type in chat
What do you need to know about NGSS?Raise your hand to volunteer.
First 5 volunteers - use your text box to type a question.
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1.
2.
3.
4.
5.
Overview
Developing the Standards
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Instruction
Curricula
Assessments
Teacher Development
Developing the Standards
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2011-2013
July 2011
Developing the Standards
July 2011
A Framework for K-12 Science Education
Three-Dimensions:
Scientific and Engineering Practices
Crosscutting Concepts
Disciplinary Core Ideas
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
Scientific and Engineering Practices
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Crosscutting Concepts1. Patterns
2. Cause and effect: Mechanism and explanation
3. Scale, proportion, and quantity
4. Systems and system models
5. Energy and matter: Flows, cycles, and conservation
6. Structure and function
7. Stability and change
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Life Science Physical ScienceLS1: From Molecules to Organisms:
Structures and Processes
LS2: Ecosystems: Interactions, Energy, and Dynamics
LS3: Heredity: Inheritance and Variation of Traits
LS4: Biological Evolution: Unity and Diversity
PS1: Matter and Its Interactions
PS2: Motion and Stability: Forces and Interactions
PS3: Energy
PS4: Waves and Their Applications in Technologies for Information Transfer
Earth & Space Science Engineering & TechnologyESS1: Earth’s Place in the Universe
ESS2: Earth’s Systems
ESS3: Earth and Human Activity
ETS1: Engineering Design
ETS2: Links Among Engineering, Technology, Science, and Society
Disciplinary Core Ideas
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Life Science Earth & Space Science Physical ScienceEngineering &
TechnologyLS1: From Molecules to Organisms:
Structures and ProcessesLS1.A: Structure and FunctionLS1.B: Growth and Development of
OrganismsLS1.C: Organization for Matter and
Energy Flow in OrganismsLS1.D: Information Processing
LS2: Ecosystems: Interactions, Energy, and Dynamics
LS2.A: Interdependent Relationships in Ecosystems
LS2.B: Cycles of Matter and Energy Transfer in Ecosystems
LS2.C: Ecosystem Dynamics, Functioning, and Resilience
LS2.D: Social Interactions and Group Behavior
LS3: Heredity: Inheritance and Variation of Traits
LS3.A: Inheritance of TraitsLS3.B: Variation of Traits
LS4: Biological Evolution: Unity and Diversity
LS4.A: Evidence of Common Ancestry and Diversity
LS4.B: Natural SelectionLS4.C: AdaptationLS4.D: Biodiversity and Humans
ESS1: Earth’s Place in the UniverseESS1.A: The Universe and Its StarsESS1.B: Earth and the Solar SystemESS1.C: The History of Planet Earth
ESS2: Earth’s SystemsESS2.A: Earth Materials and SystemsESS2.B: Plate Tectonics and Large‐Scale
System InteractionsESS2.C: The Roles of Water in Earth’s
Surface ProcessesESS2.D: Weather and ClimateESS2.E: Biogeology
ESS3: Earth and Human ActivityESS3.A: Natural ResourcesESS3.B: Natural HazardsESS3.C: Human Impacts on Earth
SystemsESS3.D: Global Climate Change
PS1: Matter and Its InteractionsPS1.A:Structure and Properties of
MatterPS1.B: Chemical ReactionsPS1.C: Nuclear Processes
PS2: Motion and Stability: Forces and Interactions
PS2.A:Forces and MotionPS2.B: Types of InteractionsPS2.C: Stability and Instability in
Physical Systems
PS3: EnergyPS3.A:Definitions of EnergyPS3.B: Conservation of Energy and
Energy TransferPS3.C: Relationship Between Energy
and ForcesPS3.D:Energy in Chemical Processes
and Everyday Life
PS4: Waves and Their Applications in Technologies for Information Transfer
PS4.A:Wave PropertiesPS4.B: Electromagnetic RadiationPS4.C: Information Technologies
and Instrumentation
ETS1: Engineering DesignETS1.A: Defining and Delimiting an
Engineering ProblemETS1.B: Developing Possible SolutionsETS1.C: Optimizing the Design Solution
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
Note: In NGSS, the core ideas for Engineering, Technology, and the Application of Science are integrated with the Life Science, Earth & Space Science, and Physical Science core ideas
Instruction
Curricula
Assessments
Teacher Development
Developing the Standards
2011-2013
July 2011
Developing the Standards
2011-2013
Second Public Draft
Second (and Final) Public Draft is now available for review
More flexibility of viewing of the standards has been provided with two official arrangements of the performance expectations: by Topics and by Core Idea
The public feedback survey has been completed revised
Review period ends on January 29th
Final release is expected by the end of March
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Conceptual Shifts in NGSS
1. K-12 Science Education Should Reflect the Interconnected Nature of Science as it is Practiced and Experienced in the Real World.
2. The Next Generation Science Standards are student performance expectations – NOT curriculum.
3. The science concepts build coherently from K-12.
4. The NGSS Focus on Deeper Understanding of Content as well as Application of Content.
5. Science and Engineering are Integrated in the NGSS from K–12.
6. The NGSS and Common Core State Standards (Mathematics and English Language Arts) are Aligned.
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AppendicesA Conceptual ShiftsB Responses to May Public FeedbackC College and Career ReadinessD All Standards, All StudentsE Disciplinary Core Idea Progressions in the NGSSF Science and Engineering Practices in the NGSSG Crosscutting Concepts in the NGSSH Nature of ScienceI Engineering Design, Technology, and the Applications of Science in
the NGSSJ Model Course Mapping in Middle and High SchoolK Connections to Common Core State Standards in Mathematics
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Inside the NGSS Box
What is AssessedA collection of several
performance expectations describing what students
should be able to do to master this standard
Foundation BoxThe practices, core disciplinary
ideas, and crosscutting concepts from the Framework
for K‐12 Science Education that were used to form the performance expectations
Connection BoxOther standards in the Next
Generation Science Standards or in the Common Core State
Standards that are relatedto this standard
Performance ExpectationsA statement that combines practices, core ideas, and crosscutting concepts together to describe how students can show what they have learned.
Title and CodeThe titles of standard pages are not necessarily unique and may be reused at several different grade levels . The code, however, is a unique identifier for each set based on the grade level, content area, and topic it addresses.
Scientific & Engineering PracticesActivities that scientists and engineers engage in to either understand the world or solve a problem
Disciplinary Core IdeasConcepts in science and engineering that have broad importance within and across disciplines as well as relevance in people’s lives.
Crosscutting ConceptsIdeas, such as Patterns and Cause and Effect, which are not specific to any one discipline but cut across them all.
Codes for Performance ExpectationsCodes designate the relevant performance expectation for an item in the foundation box and connection box. In the connections to common core, italics indicate a potential connection rather than a required prerequisite connection.
Assessment BoundaryA statement that provides guidance about the scope of the performance expectation at a particular grade level.
Clarification StatementA statement that supplies examples or additional clarification to the performance expectation.
Connections to Engineering, Technology and Applications of ScienceThese connections are drawn from the disciplinary core ideas for engineering, technology, and applications of science in the Framework.
Connections to Nature of ScienceConnections are listed in either the practices or the crosscutting connections section of the foundation box.
Engineering Connection (*)An asterisk indicates an engineering connection in the practice, core idea or crosscutting concept that supports the performance expectation.
Based on the January 2013 Draft of NGSS
Inside the NGSS Box
What is AssessedA collection of several
performance expectations describing what students
should be able to do to master this standard
Foundation BoxThe practices, core disciplinary
ideas, and crosscutting concepts from the Framework
for K‐12 Science Education that were used to form the performance expectations
Connection BoxOther standards in the Next
Generation Science Standards or in the Common Core State
Standards that are relatedto this standard
Title and CodeThe titles of standard pages are not necessarily unique and may be reused at several different grade levels . The code, however, is a unique identifier for each set based on the grade level, content area, and topic it addresses.
Based on the January 2013 Draft of NGSS
Closer Look at a Performance ExpectationMS-PS1 Matter and Its Interactions Students who demonstrate understanding can: MS-PS1-d. Develop molecular models of reactants and products to support the explanation that atoms,
and therefore mass, are conserved in a chemical reaction. [Clarification Statement: Models can include physical models and drawings that represent atoms rather than symbols. The focus is on law of conservation of matter.] [Assessment Boundary: The use of atomic masses is not required. Balancing symbolic equations (e.g. N2 + H2 -> NH3) is not required.]
The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education:Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts
Developing and Using Models Modeling in 6–8 builds on K–5 and progresses to developing, using and revising models to support explanations, describe, test, and predict more abstract phenomena and design systems. • Use and/or develop models to predict, describe,
support explanation, and/or collect data to test ideas about phenomena in natural or designed systems, including those representing inputs and outputs, and those at unobservable scales. (MS-PS1-a), (MS-PS1-c), (MS-PS1-d)
---------------------------------------------Connections to Nature of Science
Science Models, Laws, Mechanisms, and Theories Explain Natural Phenomena • Laws are regularities or mathematical descriptions
of natural phenomena. (MS-PS1-d)
PS1.B: Chemical Reactions • Substances react chemically in
characteristic ways. In a chemical process, the atoms that make up the original substances are regrouped into different molecules, and these new substances have different properties from those of the reactants. (MS-PS1-d), ( MS-PS1-e), (MS-PS1-f)
• The total number of each type of atom is conserved, and thus the mass does not change. (MS-PS1-d)
Energy and Matter • Matter is conserved because
atoms are conserved in physical and chemical processes. (MS-PS1-d)
Note: Performance expectations combine practices, core ideas, and crosscutting concepts into a single statement of what is to be assessed. They are not instructional strategies or objectives for a lesson.
Closer Look at a Performance ExpectationMS-PS1 Matter and Its Interactions Students who demonstrate understanding can: MS-PS1-d. Develop molecular models of reactants and products to support the explanation that atoms,
and therefore mass, are conserved in a chemical reaction. [Clarification Statement: Models can include physical models and drawings that represent atoms rather than symbols. The focus is on law of conservation of matter.] [Assessment Boundary: The use of atomic masses is not required. Balancing symbolic equations (e.g. N2 + H2 -> NH3) is not required.]
The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education:Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts
Developing and Using Models Modeling in 6–8 builds on K–5 and progresses to developing, using and revising models to support explanations, describe, test, and predict more abstract phenomena and design systems. • Use and/or develop models to predict, describe,
support explanation, and/or collect data to test ideas about phenomena in natural or designed systems, including those representing inputs and outputs, and those at unobservable scales. (MS-PS1-a), (MS-PS1-c), (MS-PS1-d)
---------------------------------------------Connections to Nature of Science
Science Models, Laws, Mechanisms, and Theories Explain Natural Phenomena • Laws are regularities or mathematical descriptions
of natural phenomena. (MS-PS1-d)
PS1.B: Chemical Reactions • Substances react chemically in
characteristic ways. In a chemical process, the atoms that make up the original substances are regrouped into different molecules, and these new substances have different properties from those of the reactants. (MS-PS1-d), ( MS-PS1-e), (MS-PS1-f)
• The total number of each type of atom is conserved, and thus the mass does not change. (MS-PS1-d)
Energy and Matter • Matter is conserved because
atoms are conserved in physical and chemical processes. (MS-PS1-d)
Note: Performance expectations combine practices, core ideas, and crosscutting concepts into a single statement of what is to be assessed. They are not instructional strategies or objectives for a lesson.
Closer Look at a Performance ExpectationMS-PS1 Matter and Its Interactions Students who demonstrate understanding can: MS-PS1-d. Develop molecular models of reactants and products to support the explanation that atoms,
and therefore mass, are conserved in a chemical reaction. [Clarification Statement: Models can include physical models and drawings that represent atoms rather than symbols. The focus is on law of conservation of matter.] [Assessment Boundary: The use of atomic masses is not required. Balancing symbolic equations (e.g. N2 + H2 -> NH3) is not required.]
The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education:Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts
Developing and Using Models Modeling in 6–8 builds on K–5 and progresses to developing, using and revising models to support explanations, describe, test, and predict more abstract phenomena and design systems. • Use and/or develop models to predict, describe,
support explanation, and/or collect data to test ideas about phenomena in natural or designed systems, including those representing inputs and outputs, and those at unobservable scales. (MS-PS1-a), (MS-PS1-c), (MS-PS1-d)
---------------------------------------------Connections to Nature of Science
Science Models, Laws, Mechanisms, and Theories Explain Natural Phenomena • Laws are regularities or mathematical descriptions
of natural phenomena. (MS-PS1-d)
PS1.B: Chemical Reactions • Substances react chemically in
characteristic ways. In a chemical process, the atoms that make up the original substances are regrouped into different molecules, and these new substances have different properties from those of the reactants. (MS-PS1-d), ( MS-PS1-e), (MS-PS1-f)
• The total number of each type of atom is conserved, and thus the mass does not change. (MS-PS1-d)
Energy and Matter • Matter is conserved because
atoms are conserved in physical and chemical processes. (MS-PS1-d)
Note: Performance expectations combine practices, core ideas, and crosscutting concepts into a single statement of what is to be assessed. They are not instructional strategies or objectives for a lesson.
Closer Look at a Performance ExpectationMS-PS1 Matter and Its Interactions Students who demonstrate understanding can: MS-PS1-d. Develop molecular models of reactants and products to support the explanation that atoms,
and therefore mass, are conserved in a chemical reaction. [Clarification Statement: Models can include physical models and drawings that represent atoms rather than symbols. The focus is on law of conservation of matter.] [Assessment Boundary: The use of atomic masses is not required. Balancing symbolic equations (e.g. N2 + H2 -> NH3) is not required.]
The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education:Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts
Developing and Using Models Modeling in 6–8 builds on K–5 and progresses to developing, using and revising models to support explanations, describe, test, and predict more abstract phenomena and design systems. • Use and/or develop models to predict, describe,
support explanation, and/or collect data to test ideas about phenomena in natural or designed systems, including those representing inputs and outputs, and those at unobservable scales. (MS-PS1-a), (MS-PS1-c), (MS-PS1-d)
---------------------------------------------Connections to Nature of Science
Science Models, Laws, Mechanisms, and Theories Explain Natural Phenomena • Laws are regularities or mathematical descriptions
of natural phenomena. (MS-PS1-d)
PS1.B: Chemical Reactions • Substances react chemically in
characteristic ways. In a chemical process, the atoms that make up the original substances are regrouped into different molecules, and these new substances have different properties from those of the reactants. (MS-PS1-d), ( MS-PS1-e), (MS-PS1-f)
• The total number of each type of atom is conserved, and thus the mass does not change. (MS-PS1-d)
Energy and Matter • Matter is conserved because
atoms are conserved in physical and chemical processes. (MS-PS1-d)
Note: Performance expectations combine practices, core ideas, and crosscutting concepts into a single statement of what is to be assessed. They are not instructional strategies or objectives for a lesson.
Closer Look at a Performance ExpectationMS-PS1 Matter and Its Interactions Students who demonstrate understanding can: MS-PS1-d. Develop molecular models of reactants and products to support the explanation that atoms,
and therefore mass, are conserved in a chemical reaction. [Clarification Statement: Models can include physical models and drawings that represent atoms rather than symbols. The focus is on law of conservation of matter.] [Assessment Boundary: The use of atomic masses is not required. Balancing symbolic equations (e.g. N2 + H2 -> NH3) is not required.]
The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education:Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts
Developing and Using Models Modeling in 6–8 builds on K–5 and progresses to developing, using and revising models to support explanations, describe, test, and predict more abstract phenomena and design systems. • Use and/or develop models to predict, describe,
support explanation, and/or collect data to test ideas about phenomena in natural or designed systems, including those representing inputs and outputs, and those at unobservable scales. (MS-PS1-a), (MS-PS1-c), (MS-PS1-d)
---------------------------------------------Connections to Nature of Science
Science Models, Laws, Mechanisms, and Theories Explain Natural Phenomena • Laws are regularities or mathematical descriptions
of natural phenomena. (MS-PS1-d)
PS1.B: Chemical Reactions • Substances react chemically in
characteristic ways. In a chemical process, the atoms that make up the original substances are regrouped into different molecules, and these new substances have different properties from those of the reactants. (MS-PS1-d), ( MS-PS1-e), (MS-PS1-f)
• The total number of each type of atom is conserved, and thus the mass does not change. (MS-PS1-d)
Energy and Matter • Matter is conserved because
atoms are conserved in physical and chemical processes. (MS-PS1-d)
Note: Performance expectations combine practices, core ideas, and crosscutting concepts into a single statement of what is to be assessed. They are not instructional strategies or objectives for a lesson.
Closer Look at a Performance ExpectationMS-PS1 Matter and Its Interactions Students who demonstrate understanding can: MS-PS1-d. Develop molecular models of reactants and products to support the explanation that atoms,
and therefore mass, are conserved in a chemical reaction. [Clarification Statement: Models can include physical models and drawings that represent atoms rather than symbols. The focus is on law of conservation of matter.] [Assessment Boundary: The use of atomic masses is not required. Balancing symbolic equations (e.g. N2 + H2 -> NH3) is not required.]
The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education:Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts
Developing and Using Models Modeling in 6–8 builds on K–5 and progresses to developing, using and revising models to support explanations, describe, test, and predict more abstract phenomena and design systems. • Use and/or develop models to predict, describe,
support explanation, and/or collect data to test ideas about phenomena in natural or designed systems, including those representing inputs and outputs, and those at unobservable scales. (MS-PS1-a), (MS-PS1-c), (MS-PS1-d)
---------------------------------------------Connections to Nature of Science
Science Models, Laws, Mechanisms, and Theories Explain Natural Phenomena • Laws are regularities or mathematical descriptions
of natural phenomena. (MS-PS1-d)
PS1.B: Chemical Reactions • Substances react chemically in
characteristic ways. In a chemical process, the atoms that make up the original substances are regrouped into different molecules, and these new substances have different properties from those of the reactants. (MS-PS1-d), ( MS-PS1-e), (MS-PS1-f)
• The total number of each type of atom is conserved, and thus the mass does not change. (MS-PS1-d)
Energy and Matter • Matter is conserved because
atoms are conserved in physical and chemical processes. (MS-PS1-d)
Note: Performance expectations combine practices, core ideas, and crosscutting concepts into a single statement of what is to be assessed. They are not instructional strategies or objectives for a lesson.
Time for Questions
NSTA Resources About NGSS
NSTA Resources on NGSSwww.nsta.org
NSTA Resources on NGSSwww.nsta.org/ngss
Community Forums
NSTA Print Resources
NSTA Reader’s Guide to the Framework
NSTA Journal Articles about the Frameworkand the Standards
NSTA National Conference
San Antonio, TexasApril 11-14
The place to be to learn about
Upcoming Web Seminars about NGSS
Engineering Practices in the NGSSMariel Milano, Orange County Public Schools & NGSS Writer6:30-8:00, on Tuesday, January 15th
Using the NGSS Practices in the Elementary GradesHeidi Schweingruber, National Research Counciland Deborah Smith, Pennsylvania State University6:30-8:00, on Tuesday, January 29th
Connections between the Practices in NGSS, Common Core Math, and Common Core ELASarah Michaels, Clark University and author of Ready, Set, Science6:30-8:00, on Tuesday, February 12th
Web Seminars on Crosscutting Concepts
Feb. 19: PatternsMarch 5: Cause and effect: Mechanism and explanationMarch 19: Scale, proportion, and quantityApril 16: Systems and system modelsApril 30: Energy and matter: Flows, cycles, and conservationMay 14: Structure and functionMay 28: Stability and change
All sessions will take place from 6:30-8:00 on Tuesdays
Also, archives of last fall’s web seminars aboutthe Scientific and Engineering Practices are available
Thanks to today’s presenters…
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Ted WillardDirector of NSTA’s efforts around NGSS
Harold PrattPast President of NSTA
Howard Wahlberg Assistant Executive Director, Membership, NSTA
Facilitating tonight’s questions
Thank you, NSTA members, for your involvement!
We appreciate your participation in tonight’s program and in the NGSS review process.
This web seminar contains information about programs, products, and services offered by third parties, as well as links to third-party websites. The presence of a listing or such information does not constitute an endorsement by NSTA of a
particular company or organization, or its programs, products, or services.47
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National Science Teachers AssociationGerry Wheeler, Interim Executive Director
Zipporah Miller, Associate Executive Director, Conferences and Programs
Al Byers , Ph.D., Assistant Executive Director, e-Learning and Government Partnerships
Flavio Mendez, Senior Director, NSTA Learning Center
NSTA Web SeminarsBrynn Slate, Manager
Jeff Layman, Technical Coordinator