Framework for K-12 Science Education as Foundation

for Implementing NGSS

Presented byHarold Pratt hapratt@comcast.net

Math and Science CollaborativeAllegheny Intermediate Unit

October 25, 2012

Building on the Past; Preparing for the Future

1990s

Building on the Past; Preparing for the Future

1990s

1990s-2009

Building on the Past; Preparing for the Future

1990s

1990s-2009

1/2010 - 7/2011

Building on the Past; Preparing for the Future

1990s

1990s-2009

1/2010 - 7/2011

7/2010 – Early 2013

Additional responsibilities:

Why Do We Need New Standards?

“Science , engineering and technology permeate nearly every facet of modern life, and they also hold the key to meeting many of humanity’s most pressing and current and future challenges. Yet too few U.S. workers have strong backgrounds in these fields and many people lack even fundamental knowledge of them. This national trend has created a widespread call for a new approach to K-12 science education in the United States.”From the Executive Summary of the Framework.

It was a DRAFT!Distributed to receive feedback from

interested stakeholders; to create a transparent process Opened for review May 11, 2012. Review period ended on June 1, 2012. Next public draft: early December 2012 Released: First Quarter 2013

Development Process States and other key stakeholders are engaged in the development and review of the new college and career ready science standardsState Led ProcessWriting TeamsCritical Stakeholder TeamAchieve is managing the development process

NRC Study Committee members to check the fidelity of standards based on framework

Lead State Partners and the NGSS Writing Teams

Writing Teams membersLead state onlyLead State with writing team

Why Now?

Improve knowledge about teaching and learningAdvances in scientific knowledgeA window of opportunity nationallyAn opportunity to improve teaching practice

Instruction

Curricula

Assessments

Teacher development

Framework Standards

Classroom

NRCJuly 2011 

Achieve, Inc.Final version 1st Qtr 2013

:

States & Districts2013 – 201? 

Subtitle:

What Shifts Are Needed to Meet the Vision of the Framework?

With a brief look back to identify the changes needed and a look forward to begin planning the use of the Framework and NGSS.

Shifts Called for in Framework and NGSS

Practices replaces inquiryCrosscutting concepts Integrated Performance ExpectationsEngineering designInterdependence of Science, Engineering, TechnologyElementary grade level assignment of core ideasCoordination with CCSS in ELA and Mathematics

Outline of Framework Part I: A Vision for K‐12 Science 

Education

Part II: Dimensions of the Framework

Part III: Realizing the Vision

I. Vision for Science Education “The Framework is designed to help realize a vision for education in the sciences and engineering in which (all) 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.” (pg 10)

Scientific and Engineering Practices

Crosscutting Concepts

Disciplinary Core Ideas

II. Three-Dimensions

Scientific and Engineering Practices

1. Asking questions and defining problems

2. Developing and using models

3. Planning and carrying out investigations

4. Analyzing and interpreting data

5. Using mathematics and information and computer technology 

6. Developing explanations and designing solutions

7. Engaging in argument8. Obtaining, evaluating, 

and communicating information

Why Practices

The Framework considers the practices to be central to science and engineering

They Engage students productively in inquiry Support learning process Help students understand aspects of the

science and engineering enterprise

PracticesFramework

• Asking questions and defining problems

• Planning and carrying our investigations

• Analyzing and interpreting data

• Developing and using models

• Constructing explanations and designing solutions

• Engaging in arguments from evidence

• Obtaining, evaluating and communicating information

• Using mathematics and computational thinking

InquiryNSES (Abilities)

• Identify questions and concepts that guide scientific investigations

• Design and conduct scientific investigations

• Use technology and mathematics to improve investigations and communications

• Formulate and revise scientific explanations and models using logic and evidence

• Recognize and analyze alternative explanations and models

• Communicate and defend a scientific argument

• Use mathematics in all aspects of scientific inquiry

Crosscutting Ideas• Patterns• Cause and Effect• Scale Proportion and Quantity• Systems and System Models• Energy and Matter• Structure and Function• Stability and Change

Crosscutting Concepts (NGSS), Unifying Concepts and Process (NSES), & Common Themes (BfSL)

Framework NSES BfSLPatterns Evidence, Models ModelsCause and effect & explanationsScale proportion Evolution & Scale

& quantity EquilibriumSystems & system Systems, order & Systems

models organizationEnergy and matterStructure and function Form & functionStability and change Change, constancy Constancy &

& measurement change

Disciplinary Core Ideas

Physical Sciences Life Sciences Earth and Space Sciences Engineering, Technology and Applications

of Science**

A core idea for K-12 science instruction is a scientific idea that:

Has broad importance across multiple science or engineering disciplines or is a key organizing concept of a single discipline

Provides a key tool for understanding or investigating more complex ideas and solving problems

Relates to the interests and life experiences of students or can be connected to societal or personal concerns that require scientific or technical knowledge 

Disciplinary Core Ideas: Physical Sciences

PS1  Matter and its interactions

PS2  Motion and stability: Forces and interactions

PS3  Energy

PS4  Waves and their applications in technologies for information transfer

Disciplinary Core Ideas: Life Sciences

LS1  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

Disciplinary Core Ideas: Earth and Space Sciences

ESS1 Earth’s place in the universe

ESS2 Earth’s systems

ESS3 Earth and human activity

Disciplinary Core Ideas in Engineering, Technology, and

Applications of Science

ETS1     Engineering Design

ETS2      Links Among Engineering, Technology,      Science, and Society

Definitions of Technology, Engineering, and Applications of Science

Technology is any modification of the natural world made to fulfill human needs or desires.

Engineering is a systematic and often iterative approach to designing objects, processes, and systems to meet human needs and wants.

An application of science is any use of scientific knowledge for a specific purpose, whether to do more science; to design a product, process, or medical treatment; to develop a new technology; or to predict the impacts of human actions.

Source: A Framework for K-12 Science Education, Box 8-1, Page 8-11.

Integrating the Three Dimensions

Core IdeasPractices

Crosscutting ConceptsThe practices are

the processes of building and using the core ideas to make sense of the natural and designed world, and the cross cutting concepts hold the discipline together.

Inside the NGSS

Performance ExpectationsA collection of several 

performance expectations all of which describe 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 Expectation (PE)A statement that combines practices, core  ideas, and crosscutting concepts into a single statement describing how students can show what they have learned. 

Title and CodeTwo standards at different grade levels may use the same name of they focus on the same topic. The code, however, is a unique identifier for each standard based on the grade level, content area, and topic of the standard. 

Scientific & Engineering PracticesPractices are  the activities that scientists and engineers engage in to either understand the world or solve a problem

Disciplinary Core Ideas (DCI)Core Ideas are  those concepts in science and engineering that have broad importance within and across disciplines as well as relevance in people’s lives. 

Crosscutting ConceptsCrosscutting Concepts are  those ideas, such as  Patterns and Cause and Effect, which are not specific to any one discipline but cut across them all. 

References to Performance ExpectationsLowercase letters at the end of Practices, Core Ideas, and Crosscutting Concepts designate which Performance Expectation incorporates them.

Closer Look at a Performance Expectation

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.

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

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.

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

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.

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

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.

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.]

Questions?

III. Realizing the Dream

Preparing for Implementation

Instruction

Curricula

Assessments

Teacher development

Framework and Standards

NRCJuly 2011

Achieve, Inc.Final version 1st Qtr 2013

What is the timeline for implementation?

Early 2013: Release of NGSS2013 -14: 26? Lead states adopt2014 -?: Pennsylvania considers

adoption2014 -?: Implementation activities2015?: Assessment development

Shifts in How Science Should be Taught

Organize the curriculum around a limited number of ideas.

Depth and coherence – not breadth Core ideas should be revisited in

increasing depth and sophistication based on evidence Construction of storyline within courses From grade level to grade level

Shifts in How Science Should be Taught

Focus on connections Among science disciplines With ELA and Mathematics (CCSS)

Instructional materials should involve learners in practices to develop, use and refine scientific ideas – not explain them for students

NSTA Resources

www.nsta.org/ngss• Latest News and Updates• Web Seminars• The NSTA Reader’s Guide to A Framework for K–12

Science Education, Expanded Edition,http://www.nsta.org/store/

• NSTA Journal Series on Framework• Updates from Achieve• Calendar of Events• COMPASS

Resources Related to the Next Generation Science Standards

National Research Council: www.nap.edu/catalog

Achieve: www.nextgenscience.org

Upcoming Web Seminars on PracticesDate Topic Speaker

1 9/11 Asking Questions and Defining Problems Brian Reiser

2 9/25 Developing and Using Models Christina Schwartz and Cynthia Passmore

3 10/9 Planning and Carrying Out Investigations Rick Duschl

4 10/23 Analyzing and Interpreting Data Ann Rivet

5 11/6 Using Mathematics and Computational Thinking Robert Mayes and Bryan Shader

6 11/20 Constructing Explanations and Designing Solutions

Katherine McNeill and Leema Berland

7 12/4 Engaging in Argument from Evidence Joe Krajcik

8 12/18 Obtaining, Evaluating and Communicating Information

Philip Bell, Leah Bricker, and Katie Van Horne

All take place on Tuesdays from 6:30-8:00 pm ET

Understanding PracticesSuggested Action

•Read Chapter 3 Scientific and Engineering Practices in the Framework. www.nap.edu.•Read Chapters 3- 7 of Taking Science to School. www.nap.edu•For teachers in grades K-8 read Ready, Set, Science. www.nap.edu.•Review the discussion of argumentation and discourse in the first two above NRC publications. These practices may be new to some educators.

Understanding PracticesSuggested Action cont.

Examine your instructional materials; how many practices are in one or two chapters or units.

Find a familiar experiment and add the practice of argumentation to it.

Read Rodger Bybee’s article on the practices in the December issue in the NSTA journals.

Locate a design activity and identify the engineering practices that it incorporates.

• Read Chapter 4 Dimension 2: Crosscutting Concepts in the Framework. Download it free at www.nap.edu.

• Locate any exemplary instructional materials that can serve as models and resources for the use of cross cutting concepts.

Understanding Crosscutting Concepts - Suggested Action

Understanding Crosscutting Concepts - Suggested Action cont.

•Determine if and how the Unifying Concepts and Processes in NSES and/or the Common Themes in Benchmarks are currently incorporated in your instructional materials.

•Use the list of crosscutting concepts inthe Framework to begin planning professional development to assist in understanding and incorporating the concepts in current teaching without waiting for the completion of the NGSS.

Understanding Engineering Design - Suggested Action

•Read Chapter 8 in the Framework www.nap.edu.

•Form a study group to read and discuss the nature of engineering using the National Academy of Engineering publication, Standards for K12 Engineering Education? www.nap.edu

• Study the definitions in Box 8-1 in Chapter 8 to help clarify the distinction between engineering and technology.

Understanding Engineering Design – Suggested Action cont.

•Assess how and where engineering core ideas might be integrated in your school or district science curriculum at each grade band.

• Locate a design activity and identify the engineering practices that it incorporates. A good source: www.mos.org/TEC

•Plan professional development activities to introduce engineering design projects to become knowledgeable of the endpoints expected of students. 

• Read a Chapter about one of the Three Dimensions in the Framework. Download it at www.nap.edu.

• Locate any exemplary instructional materials that can serve as models and resources for the use of the cores ideas, practices, or cross cutting concepts.

• Use the list of core ideas, practices, or crosscutting concepts in the Framework to begin planning professional development to assist in understanding and incorporating the concepts in current teaching without waiting for the completion of the NGSS.

Standards Integrating Three Dimensions - Suggested Actions

Goal of the Framework Our Goal!

“To ensure that by the end of 12th grade, all students have some appreciation of the beauty and wonder of science; possess sufficient knowledge of science and engineering to engage in public discussions on related issues; are careful consumers of scientific and technological information related to their everyday lives; are able to continue to learn about science outside school; and have the skills to enter careers of their choice, including (but not limited to) careers in science, engineering, and technology.”

Reaching the Goal Will Require that We Change

The way we teach What we teach How we assess students How we do PD How we prepare future teachers