next generation science standards - an overview sandi yellenberg science coordinator...

Next Generation Science Standards - an Overview Sandi Yellenberg Science Coordinator [email protected] Sylvia Solis English Learner Specialist [email protected]

Guiding Assumption of Framework & Standards: Meld Content Knowledge and Scientific Practices Science is not just a body of knowledge that reflects current understanding of the world; it is also a set of practices used to establish, extend and refine that knowledge. Both elements knowledge and practice--- are essential. a set of practices Science Both elements knowledge and practice--- are essential.

Lead Partners 3

Two-Step Process http://www.nextgenscience.org/ OR http://www.cde.ca.gov / 4

The Guiding Principles of the Framework and NGSS are Research- Based and Include... 5

NGSS Lead States 6 MD

California has adopted the NGSS with the goal of transforming science teaching and learning by providing all students with the rigorous and relevant education they need for success in college as well as careers and daily lives Goal of NGSS

Three Dimensions Intertwined NGSS will require contextual application of the three dimensions by students Focus is on how and why as well as what

These new standards shift the focus from memorization of facts to having students develop deeper conceptual understanding of core scientific ideas and be able to apply the practices of science and engineering into real world problems. Goal of NGSS

Disciplinary Core Ideas Crosscutting Concepts Science and Engineering Practices Dimension 2 Crosscutting Concepts

Dimension 1 Scientific and Engineering Practices

1.Asking questions (science) and defining problems (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 (science) and designing solutions (engineering) 7.Engaging in argument from evidence 8.Obtaining, evaluating, and communicating information For each, the Framework includes a description of the practice, the culminating 12 th grade learning goals, and what we know about progression over time. Dimension 1 Scientific and Engineering Practices 15 Inquiry = Practices

Bruce Kawanami 13 SCIENCE & ENGINEERING Scientific Process Why? Knowledge

Bruce Kawanami 14 SCIENCE & ENGINEERING Scientific Process Why? Knowledge Engineering Design Process Prototype Need Specification Science/Technology

Dimension 1 Scientific and Engineering Practices 1.Asking questions (science) and defining problems (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 (science) and designing solutions (engineering) 7.Engaging in argument from evidence 8.Obtaining, evaluating, and communicating information For each, the Framework includes a description of the practice, the culminating 12 th grade learning goals, and what we know about progression over time. Dimension 1 Scientific and Engineering Practices 15 Practices = Inquiry

Dimension 1 Scientific and Engineering Practices 1.Asking questions (science) and defining problems (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 (science) and designing solutions (engineering) 7.Engaging in argument from evidence 8.Obtaining, evaluating, and communicating information Dimension 1 Scientific and Engineering Practices 15 Practices = Inquiry

NGSS Moving from the Scientific Method to the New K-12 Science Frameworks 3 Areas of Science and Engineering Activities

3 Areas of Activity for Science & Engineering Investigating Evaluating (Argumentation) Developing Explanations & Solutions

Scientific Method Engineering Method Developed by Sandra Yellenberg

Scientific Method Ask a question Engineering Method Define problem Ask questions-Define Problems Developed by Sandra Yellenberg

Scientific Method Ask a question Do research Engineering Method Define problem Do research Ask questions-Define Problems Research existing theories & models Developed by Sandra Yellenberg

Scientific Method Ask a question Do research Construct hypothesis Engineering Method Define problem Do research Specify requirements Ask questions-Define Problems Research existing theories & models Construct hypothesis-Specify requirements Developed by Sandra Yellenberg

Scientific Method Ask a question Do research Construct hypothesis Design experiment Engineering Method Define problem Do research Specify requirements Brainstorm, evaluate, chose a solution Ask questions-Define Problems Brainstorm, evaluate Design experiment-Choose solution Construct hypothesis-Specify requirements Research existing theories & models Developed by Sandra Yellenberg

Scientific Method Ask a question Do research Construct hypothesis Design experiment Conduct experiment Engineering Method Define problem Do research Specify requirements Brainstorm, evaluate, chose a solution Develop prototype Ask questions-Define Problems Brainstorm, evaluate Design experiment-Choose solution Construct hypothesis-Specify requirements Research existing theories & models Conduct experiment -Develop prototype Developed by Sandra Yellenberg

Scientific Method Ask a question Do research Construct hypothesis Design experiment Conduct experiment Analyze data & draw conclusions Engineering Method Define problem Do research Specify requirements Brainstorm, evaluate, chose a solution Develop prototype Test solution Ask questions-Define Problems Brainstorm, evaluate Construct hypothesis-Specify requirements Research existing theories & models Conduct experiment -Develop prototype Conduct experiment Test solution Developed by Sandra Yellenberg Design experiment-Choose solution

Scientific Method Ask a question Do research Construct hypothesis Design experiment Conduct experiment Analyze data & draw conclusions Communicate results Engineering Method Define problem Do research Specify requirements Brainstorm, evaluate, chose a solution Develop prototype Test solution Communicate results Ask questions-Define Problems Brainstorm, evaluate Design experiment-Choose solution Construct hypothesis-Specify requirements Research existing theories & models Conduct experiment -Develop prototype Conduct experiment Test solution Developed by Sandra Yellenberg

Scientific Method Ask a question Do research Construct hypothesis Design experiment Conduct experiment Analyze data & draw conclusions Communicate results Engineering Method Define problem Do research Specify requirements Brainstorm, evaluate, chose a solution Develop prototype Test solution Communicate results Ask questions-Define Problems Brainstorm, evaluate Construct hypothesis-Specify requirements Research existing theories & models Conduct experiment -Develop prototype Conduct experiment Test solution Developed by Sandra Yellenberg The Practices of Science and Engineering Design experiment-Choose solution

Lets try an experiment 1.Each person take 1 cow magnet, one disc magnet, and 3 paper clips. 2.Find a partner, and take turns demonstrating the following : Magnets exert a force at a distance Magnets attract and/or repel each other Magnets can make another object magnetic 3. Justify why your demonstration is valid. Be CreativeBe Creative Science is Fun!

Dimension 1 Scientific and Engineering Practices 1.Asking questions (science) and defining problems (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 (science) and designing solutions (engineering) 7.Engaging in argument from evidence 8.Obtaining, evaluating, and communicating information For each, the Framework includes a description of the practice, the culminating 12 th grade learning goals, and what we know about progression over time. Dimension 1 Scientific and Engineering Practices 15 Inquiry = Practices

A Deeper Looking into the Practices is in NGSS Appendix F

Science & Engineering & Math Practices

English, Math, & Science Practices 32

New CCSS Paradigm : language is central to all academic areas MATH SCIENCE History Social Studies LANGUAGE ARTS * instructional discourse expressing and understanding reasoning Olsen, 2013

ELD Standards Part I: Interacting in Meaningful Ways Provides grade level CA ELD Standards that set expectations for ELs to participate in meaningful, relevant, and intellectually challenging ways in various contexts and disciplines in three modes: A. Collaborative: engagement in dialogue with others B. Interpretive: comprehension and analysis of written and spoken texts C. Productive: creation of oral presentations and written texts -CA ELD Standards Overview Pages 16,19

How To Support ELs Provide explicit instruction, modeling, and protocols for effective discussions Ensure equity in participation Provide a positive learning environment that encourages all voices to be heard Promote the acceptance of diverse view points -ELA/ELD Framework Chapter 5, Page 26

Evidence Based Practices recommended for engaging upper elementary and older students in high quality discussions Carefully prepare for the discussions Ask follow up questions Provide a task or a discussion format Develop and practice the use of specific discussion protocols -ELA/ELD Framework Chapter 5, Page 26

English, Math, & Science Practices 38

Dimension 2 Crosscutting Concepts 41

Dimension 2 Crosscutting Concepts 1. Patterns 2. Cause and effect 3. Scale, proportion, and quantity 4. Systems and system models 5. Energy and matter in systems 6. Structure and function 7. Stability and change of systems 42 Crosscutting Concepts = Disciplinary Connective Tissue

Identify the Crosscutting Concepts that were addressed by the activity you just did. Dimension 2 Crosscutting Concepts 1. Patterns 2. Cause and effect 3. Scale, proportion, and quantity 4. Systems and system models 5. Energy and matter in systems 6. Structure and function 7. Stability and change of systems

44 Appendix G- Crosscutting Concepts Performance Expectations for Cause & Effect

45 NGSS Appendix G Crosscutting Concept Statements in the NGSS Correlation by Grade Spans

Disciplinary Core Ideas Crosscutting Concepts Science and Engineering Practices Dimension 3 Disciplinary Core Ideas

12 Primary Core Ideas divided into 41 Sub Ideas spiraled through grades K-12

Main Topic Areas: Physical Science 4 Core Ideas 13 sub-topics Earth and Space Science 3 sub topics 12 sub-topics Dimension 3 Disciplinary Core Ideas Life Science 4 Core Ideas 14 sub topics Engineering, Technology and Application of Science 1 Core Topic 3 sub-topics

Disciplinary Core Ideas are NOT Standards Dimension 3 Disciplinary Core Ideas They define big science ideas that are explored at different conceptual levels in different grades.

NGSS are not written as traditional standards.

The Next Generation Science Standards are written as performance expectations Disciplinary Core Ideas (content) Science and Engineering Practice Crosscutting Concepts of the that identify a and identifies a related It is the INTEGTATION of these 3 Dimensions that = the NGS-Standards

Sample of an NGSS Performance Expectation 7 th Grade MS-LS1-3 Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

Sample of an NGSS Performance Expectation 7 th Grade MS-LS1-3 Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Practice: Engaging in Argument from Evidence

Sample of an NGSS Performance Expectation 7 th Grade MS-LS1-3 Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Practice: Engaging in Argument from Evidence Crosscutting Concept: Systems and System Models

Sample of an NGSS Performance Expectation 7 th Grade MS-LS1-3 Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Practice: Engaging in Argument from Evidence Crosscutting Concept: Systems and System Models Core Idea: LS1-A Structure & Function

Science is built of facts as a house is of stone But a collection of facts is no more science than a pile of stones a home

What Information is Included on Each Page of the NGSS Standards? 58

Standard Performance Expectations Foundation Boxes Common Core Connections

This Document Defines the Product Not the Process The standards are expressed as grade level Performance Expectations. Performance expectations represent the product which defines what each student should know and be able to do. It does NOT define the process Curriculum/instructional strategies that the teacher utilizes to achieve the outcome.

Performance Expectations are what students can demonstrate at the end of a unit

Performance Expectations are NOT what teachers need to present to get students there. Performance Expectation 1 Content Knowledge

Performance Expectations are NOT what teachers need to present to get students there Performance Expectation 1 Content Knowledge Performance Expectation 2 Content Knowledge

Teachers need TIME and Content Knowledge to develop these pathways Performance Expectation 1 Content Knowledge Performance Expectation 2 Content Knowledge Teachers need TIME and Content Knowledge to Develop these pathways

What might NGSS look like in a science lesson?

Thermal Expansion An Interactive Lecture Created by Kathy Phillips Teacher, Windmill Springs School Presented by: Sandi Yellenberg Science Coordinator, Santa Clara County Office of Education [email protected]

1. The student will be able to remember and understand the concept of Thermal Expansion. Learning Objectives of Part 1 2. The student will be able to apply that concept to everyday situations.

Pre-Assessment- by Page Keeley Nate measured an iron bar. He put the iron bar in the hot sun. When he measured the bar after it had been in the sun, it was slightly longer. Which sentence best describes what happened to the iron atoms after the bar was left in the hot sun? A The number of atoms increased. B The size of the atoms increased. C The space between each atom increased. D The air in the spaces between the iron atoms expanded. E Some of the atoms began to melt and spread out further in the bar. F The heat caused the atoms to flow around the bar and pushed it outward. From Volume 2 of Uncovering Student Ideas in Science by Page Keeley, Francis Eberle, & Joyce Tugel. NSTA Press

Kinetic Energy Thermal Energy - Heat The vibrations and movements of the atoms and molecules inside substances. http://www.eia.doe.gov/kids/energyfacts/science/formsofenergy.html http:// www.mansfieldct.org/schools/mms/staff/hand/atomsheat_files/image003.jpg Solids Animation http://cwx.prenhall.com/petrucci/chapter1/medialib/tutor/f20/0103.html

Animations of Thermal Expansion http://www.flashscience.com/heat/expansion.htm http://cwx.prenhall.com/petrucci/chapter1/medialib/tuto r/f20/0103.html http://cwx.prenhall.com/petrucci/chapter1/medialib/tuto r/f20/0103.html FIND A BETTER VIDEO SY.6-19-14

Modeling Thermal Expansion 1.Five students stand in a line side by side. 2. Bend your elbows away from your sides. 3. Straighten your arms away from your sides 4. Slowly spin with your arms outstretched.

Vocabulary Connection During your demonstration, you have shown the following science concepts. In your small groups, write and/or draw a definition for each term: molecule expansion vibration thermal energy

Do the modeling again but this time put a chair or desk at each end of the line What happened? WHY?

When metal train tracks become heated during hot weather, what happens? Academic Discussion With your group, predict what happens.

When metal train tracks become heated during hot weather, they expand a little bit sideways, but mostly they become longer. What happens then? Academic Discussion With your group, predict what happens.

There is not enough room for the extra length, so the tracks bend, kink, or buckle.

Buckled Train Tracks

Hopefully, buckled tracks are found soon enough that oncoming trains can be stopped If not...

Academic Discussion With your group, come up with 2 ways to model the concept of buckling. Everything you need is already at your table!

In your science notebook, write an explanation for how thermal expansion makes train tracks buckle. You may collaborate with your group, but each person writes in their own notebook.

Taking a Poll The Rules 1. Each person takes one small sticky note 2. Do not put your name on it!

Taking a Poll- The Rules 3. Write A, B, or C on it to answer the following question. 4. Roll it up so your answer cant be seen. 5. Group captains, will please bring the post- its to me.

During the polling Rule # 1 Rule # 2 Rule # 3 Be private & silent Sharing answers will come AFTER everyone has voted. Be private & silent

Imagine that this is a rectangular piece of metal with a circular hole in the center of it. What will happen to the size of the hole when the metal is heated? A. The hole will get bigger (increase) B. The hole will stay the same size. C. The hole will get smaller (decrease)

Academic Discussion With your group, 1.explain why you think your answer is the correct one 2.listen carefully to the other students thoughts. Warning! Only 21% of non-science teachers answered correctly.

Explanation Model 1. Ten students stand in a circle side by side. 2. Bend your elbows away from your sides. 3. Straighten your arms away from your sides 4. Slowly spin with your arms outstretched.

Academic Discussion With your group, come up with 1-2 examples in real life when this phenomenon (an observable fact or event ) is useful.

How to Open a Jar with a Stuck Lid

The hard way

The easy way

The metal lid expands and is easy to remove.

In your science notebook, write an explanation for how thermal expansion makes a jar lid easier to open. You may collaborate with your group, but each person writes in their own notebook.

The End of Part 1

Sentence Frames to Use During Classroom Discourse

What Content information Should be Taught in Grades 6-8?

TOM TORLAKSON State Superintendent of Public Instruction Path to MS Arrangement Given: 1. NGSS did not specify which middle school performance expectations to address in grades 6-8 2. CA instructional materials adoption dictates grade level placement 3. So a Science Expert Panel was convened

TOM TORLAKSON State Superintendent of Public Instruction California Science Expert Panel (SEP) 27 Science Experts who are representative of: K-12 Teachers, COE Science Leaders, IHE Faculty, Business, Industry, and Informal Science Centers Science Advisors Dr. Bruce Alberts Dr. Helen Quinn Dr. Art Sussman

TOM TORLAKSON State Superintendent of Public Instruction Achieve Inc. Review of High Preforming Nations Achieve examined 10 sets of international standards (i.e., Canada, Chinese Taipei, England, Finland, Hong Kong, Hungary, Ireland, Japan, Singapore, and South Korea), with the intent of informing the development of both the conceptual framework and new U.S. science standards. The major key findings include: Finding #1 - All countries require participation in integrated science instruction through Lower Secondary and seven of 10 countries continue that instruction through Grade 10, providing a strong foundation in scientific literacy. Achieve (2010).

TOM TORLAKSON State Superintendent of Public Instruction What Research Says Iowa SS&C: Found significant positive differences in learning in science concepts, process, application, creativity, attitude, and world view of SS&C compared to non-SS&C students. Liu, C., & Yager, R. E. (1997) CA SS&C: Students in integrated biology scored the same or better than students in traditional biology on the Golden State Exam. Scott, G (2000)

TOM TORLAKSON State Superintendent of Public Instruction SEP Criteria for Design PEs must : Be arranged to provide a TRANSITION from elementary to high school ALIGN with CCSS ELA and Math Build WITHIN and ACROSS grade levels Be BALANCED in complexity and quantity at each grade INTEGRATE engineering appropriately

TOM TORLAKSON State Superintendent of Public Instruction Path to Middle Grade Arrangement Action: SEP: Explored arrangements; Their decision to integrate was based on

TOM TORLAKSON State Superintendent of Public Instruction Dr. Art Sussman: the SEP very seriously considered the option of having discipline-focused concepts for grades 6, 7 and 8. It quickly became very clear that there had to be foundational physical science concepts in grade 6 to be able to do the NGSS middle school life and earth science concepts. However some of the physical science concepts were clearly too advanced for grade 6 (required math concepts and skills that are beyond grade 6 level in addition to being too complex for grade 6). That combination of needing some physical science in grade 6 but not being able to do all physical science in grade 6 made the discipline-specific approach impossible.

TOM TORLAKSON State Superintendent of Public Instruction Path to Middle Grade Arrangement Action SEP : Used input from National NGSS topics as a base to build a consensus arrangement

TOM TORLAKSON State Superintendent of Public Instruction Dr. Bruce Alberts The [arrangements] strong emphasis in the NGSS on cross-cutting concepts and on active learning has been enforced by mixing standards for the different sciences (and engineering) in each year of middle school. Thus, the students will reinforce what they learned the previous year, returning to related ideas, and the focus in every year will be on SCIENCE itself, not biology, or earth sciences, or the physical sciences.

TOM TORLAKSON State Superintendent of Public Instruction Articulation One Example Life Science 8 th Natural Selection 7 th Ecosystems 6 th Cells/Organisms

TOM TORLAKSON State Superintendent of Public Instruction Example Integration 6 th Grade Cells and organisms Weather and climate Energy Engineering and Human Impact Systems and system models Patterns

TOM TORLAKSON State Superintendent of Public Instruction Example Integration 7 th Grade Ecosystems; photosynthesis Natural resources; rocks and minerals Chemical properties and reactions Engineering and Human Impact Matter cycles; energy flows Cause and effect

TOM TORLAKSON State Superintendent of Public Instruction Example Integration 8 th Grade Natural selection Earth History and Space Science Energy Engineering and human impact scale stability

TOM TORLAKSON State Superintendent of Public Instruction And now its time

TOM TORLAKSON State Superintendent of Public Instruction Pros of the Two Choices Discipline Specific Teacher Content Expertise Teacher Passion Integration NGSS vision for science not silos Implementation of Cross Cutting Concepts Possibility of 8 th grade integrated assessment Articulated Learning progression with LEPE each year SEP recommendation

TOM TORLAKSON State Superintendent of Public Instruction Dr. Helen Quinn The recommended middle school sequence was developed with careful attention to many factors that will enhance student learning, as has been presented elsewhere. The evidence that such interleaved learning of topics, where past learning is connected to, applied and further developed in each subsequent unit or year provides the best opportunity for students to develop deeper understanding and transferrable, that is useable, knowledge. I strongly recommend that this sequence should be adopted. While it presents some challenges for teacher assignments it will in the long run be the most productive for in-depth student learning.

TOM TORLAKSON State Superintendent of Public Instruction Creative Implementation Teach Life, Earth or Physical 6 th, 7 th and 8 th grade Combine expertise at grade level students rotate; teachers stay in discipline Teachers collaborate to share expertise with colleagues Ease in implementation over the next several years State fully funds professional development!

TOM TORLAKSON State Superintendent of Public Instruction The SBEs clear intent in their November action was for there to be one Integrated NGSS Model in California for grades 6- 8 that was preferred by the State Superintendent of Public Instruction and the State Board of Education, and one Discipline Specific NGSS Model in California for grades 6-8, as an alternate. http://www.cde.ca.gov/pd/ca/sc/ngssintrod.asp

What Can Districts Do Now? Start to plan for: 1.High quality professional learning opportunities for educators to prepare teachers to teach to the levels of rigor and depth required by the NGSS. 2.Provide NGSS-aligned instructional resources designed to meet the diverse needs of all students. 3.Develop and transition to NGSS-aligned assessment systems to inform instruction 4.Communicate and collaborate with parents, guardians, and the early childhood and extended learning communities to integrate the NGSS into programs and activities beyond the K 12 school setting. 5.Communicate and collaborate with business communities and additional stakeholders

Offered by CDE: 2 Day Regional NGSS Toolkit Training (October 20 and 21, 2014) For District teams of administrators and science leaders - up to 6 members per team Unofficial estimate of cost: $200 per person includes materials, 2 day training, breakfasts and lunches Location Hilton Hotel in Oakland

Appendices have been added to support the NGSS and in response to feedback Appendix A Conceptual Shifts Appendix B Responses to Public Feedback Appendix C College and Career Readiness Appendix D All Standards, All Students Appendix E Disciplinary Core Idea Progressions in the NGSS Appendix F Science and Engineering Practices in the NGSS Appendix G Crosscutting Concepts in the NGSS Appendix H Nature of Science Appendix I Engineering Design in the NGSS Appendix J Science, Technology, Society, and the Environment Appendix K Model Course Mapping in Middle and High School Includes California Integrated Model for Grades 6-8 Appendix L Connections to Common Core State Standards in Mathematics Appendix M Connections to Common Core State Standards in ELA NGSS Supporting Materials

TOM TORLAKSON State Superintendent of Public Instruction Lots of work completed, underway, and left to do Teacher Development Curricula Assessment Instruction

TOM TORLAKSON State Superintendent of Public Instruction Step 1: Vision for Science Step 2: Develop NGSS 20122011 Begin CA Science Framework State Adoption of NGSS 2013 2014 Middle School Sequence Finalized Start Discussing Middle School Sequence Finalized Start Discussing Design Phase Awareness Phase Whats Next? Oct-CDE presents Bay Area Tool Kit More Resources: Evidence Statements Accelerated Pathways Instructional Materials Rubric

TOM TORLAKSON State Superintendent of Public Instruction NGSS Timeline: From Awareness to Implementation Beginning awareness around NGSS Understanding the nature of the NGSS Thinking about moving from standards to instruction Beginning to plan for implementation Awareness 2014 TransitionImplementation 2016-2017 ---NSTA Readers Guide to the Next Generation Science Standards, 2013, page xi

TOM TORLAKSON State Superintendent of Public Instruction Opportunities to learn about the NGSS for California CDE NGSS web pages http://www.cde.ca.gov/pd/ca/sc/ngssintrod.asp California Science Teachers Association (CSTA) http://www.cascience.org/csta/ngss.asp California STEM Learning Network (CSLNet) http://cslnet.org/

TOM TORLAKSON State Superintendent of Public Instruction NGSS Resources

Summary of the Goals of NGSS California is adopting NGSS with the goal of transforming science teaching and learning by providing all students with the rigorous and relevant education they need for success in college as well as careers and daily lives

Summary of the Key Shifts of NGSS These new standards shift the focus from mostly memorization of facts to having students develop deeper conceptual understanding of core scientific ideas and be able to apply the practices of science and engineering into real world problems.

Questions? Sandi Yellenberg [email protected]

Handouts

next generation science standards - an overview sandi yellenberg science coordinator...

Documents

practices of science

knowledge slide

scientific practices

inquiry slide

set of practices science

md slide

problems engineering

concepts science