Next Generation Science Standards

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Next Generation Science Standards
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Developing the Standards
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Developing the Standards
July 2011
2011-2013
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Where is WI at in this process

• WI was not a lead state, but input was sought by
  WI and a Leadership team was developed and met
  regularly over the last year and a half.
• WI Decision to adopt the NGSS will be up to
  Tony Evers once the Standards are released.
• We have one teacher from our State who is on the
  writing team. She works w/Elementary ELL
  students, she will be at our three day NGSS
  workshop in the summer.
• Looking into developing a fast track earth
  science certification for HS requirements.
• Working w/CESAs for a Statewide Roll-Out plan

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Survey of Familiarity w/Framework

• How many of you read the Framework for K-12
  Science
• Education?
• How many of you read the first draft of the NGSS?
• How many of you read the 2nd draft of the NGSS?
• 1) Read them 2) Submitted Comments
  individually
• 3) Submitted Comments as a Group

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Principles in the Framework

• Children are born investigators
• Understanding builds over time
• Science and Engineering require both knowledge
  and practice
• Connecting to students interests and experiences
  is essential
• Focusing on core ideas and practices
• Promoting equity

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Elementary Standards April 2013

• Students in kindergarten through fifth grade
  begin to develop an understanding of the four
  disciplinary core ideas physical sciences life
  sciences earth and space sciences and
  engineering, technology, and applications of
  science.
• In the earlier grades, students begin by
  recognizing patterns and formulating answers to
  questions about the world around them. By the end
  of fifth grade, students are able to demonstrate
  grade-appropriate proficiency in gathering,
  describing, and using information about the
  natural and designed world(s). The performance
  expectations in elementary school grade bands
  develop ideas and skills that will allow students
  to explain more complex phenomena in the four
  disciplines as they progress to middle school and
  high school. While the performance expectations
  shown in kindergarten through fifth grade couple
  particular practices with specific disciplinary
  core ideas, instructional decisions should
  include use of many practices that lead to the
  performance expectations.

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Integration of the Three Dimensions
The 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.
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Architecture
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Closer Look at a Performance Expectation
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.

• 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.

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Closer Look at a Performance Expectation
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.

• 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.

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Closer Look at a Performance Expectation
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.

• 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.

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Inside the NGSS Box
Performance ExpectationsA statement that
combines practices, core ideas, and crosscutting
concepts together to describe how students can
show what they have learned.
Title and CodeTwo sets of performance
expectations at different grade levels may use
the same name if 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.
Clarification StatementA statement that supplies
examples or additional clarification to the
performance expectation.
What is AssessedA collection of several
performance expectations describing what students
should be able to do to master this standard
Assessment BoundaryA statement that provides
guidance about the scope of the performance
expectation at a particular grade level.
Lowercase LettersLowercase letters at the end of
practices, core ideas, and crosscutting Concepts
designate which Performance expectation
incorporates them.
Foundation Box The practices, core disciplinary
ideas, and crosscutting concepts from the
Framework for K-12 Science Education that were
used to form the performance expectations
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
peoples lives.
Connection Box Other standards in the Next
Generation Science Standards or in the Common
Core State Standards that are related to this
standard
Crosscutting ConceptsIdeas, such as Patterns
and Cause and Effect, which are not specific to
any one discipline but cut across them all.
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Changes

• Draft 1 to Draft 2
• - Nature of Science was included much more
  (expect more integration)
• - Technology, Engineering and Applied Science
  more integrated.
• -Math more integrated and closer look at
  progression.
• - REDUCED amount of content
• -Corrected some science
• -Appendicies were added for more support and
  resources-95 of the Standards were changed
• Recommendations for Draft 2 from both NSTA/AAPT

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What is staying the SAME
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Scientific and Engineering Practices

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

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Across the Documents
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Kindergarten Ex. of Practice 1
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Disciplinary Core Ideas
Life Science Physical Science
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 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 Technology
ESS1 Earths Place in the Universe ESS2 Earths Systems ESS3 Earth and Human Activity ETS1 Engineering Design ETS2 Links Among Engineering, Technology, Science, and Society
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DCI Disciplinary Core Ideas

• 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
• Is teachable and learnable over multiple grades
  at increasing levels of depth and sophistication

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Life Science Earth Space Science Physical Science Engineering Technology
 LS1 From Molecules to Organisms Structures and Processes LS1.A Structure and Function LS1.B Growth and Development of Organisms LS1.C Organization for Matter and Energy Flow in Organisms LS1.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 Traits LS3.B Variation of Traits   LS4 Biological Evolution Unity and Diversity LS4.A Evidence of Common Ancestry and Diversity LS4.B Natural Selection LS4.C Adaptation LS4.D Biodiversity and Humans ESS1 Earths Place in the Universe ESS1.A The Universe and Its Stars ESS1.B Earth and the Solar System ESS1.C The History of Planet Earth   ESS2 Earths Systems ESS2.A Earth Materials and Systems ESS2.B Plate Tectonics and Large-Scale System Interactions ESS2.C The Roles of Water in Earths Surface Processes ESS2.D Weather and Climate ESS2.E Biogeology   ESS3 Earth and Human Activity ESS3.A Natural Resources ESS3.B Natural Hazards ESS3.C Human Impacts on Earth Systems ESS3.D Global Climate Change  PS1 Matter and Its Interactions PS1.A Structure and Properties of Matter PS1.B Chemical Reactions PS1.C Nuclear Processes   PS2 Motion and Stability Forces and Interactions PS2.A Forces and Motion PS2.B Types of Interactions PS2.C Stability and Instability in Physical Systems   PS3 Energy PS3.A Definitions of Energy PS3.B Conservation of Energy and Energy Transfer PS3.C Relationship Between Energy and Forces PS3.D Energy in Chemical Processes and Everyday Life   PS4 Waves and Their Applications in Technologies for Information Transfer PS4.A Wave Properties PS4.B Electromagnetic Radiation PS4.C Information Technologies and Instrumentation  ETS1 Engineering Design ETS1.A Defining and Delimiting an Engineering Problem ETS1.B Developing Possible Solutions ETS1.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
Note In NGSS, the NATURE of SCIENCE has also
been ADDED more integrated.
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Progressions

• The science standards are written providing a
  progression to facilitate coherence in learning
  of these ideas over the course of schooling.
• Science 25 January 2013 Vol. 339 no. 6118
  pp. 396-397
• AAAS
• Descriptions of the successively more
  sophisticated ways of thinking about an idea that
  follow one another as students learn (Wilson
  Bertenthal, 2005)
• DO NOT be scattershot! NGSS is getting us to be
  sequential and intentional. Heidi Schweingruber
  NSTA webinar

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Progressions

• If mastery of a core idea in a science
  discipline is the ultimate educational
  destination, then well-designed learning
  progressions provide a map of the routes that can
  be taken to reach that destination. Such
  progressions describe both how students
  understanding of the idea matures over time and
  the instructional supports and experiences that
  are needed in order for them to make progress.
• Framework

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Need for CLOSE reading Understanding
If you read the above without specialized
knowledge, it implies at first glance that we
need telescopes to see planets. A careful reading
dispels this, since obviously the moon can be
seen without a scope, but if you're an elementary
school teacher without a background in science
you may not be aware that several planets are
quite obvious in the night sky.That we can see
Saturn easily in this particular part of the
world surprises most folks.
Science Teacher blogspot
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CCC Cross Cutting Concepts
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Cross Cutting Concepts

• Patterns
• Cause and effect
• Scale, proportion, and quantity
• Systems and system models
• Energy and matter
• Structure and function
• Stability and change
• Framework 4-1

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CCC Scale, Proportion, and Quantity
NSTA Webinar 3/19/13
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More examples of scale
NSTA Webinar 3/19/13
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Understandings CCC Scale, Proportion, and
Quantity
NSTA Webinar 3/19/13
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Some suggestions for teaching scale
http//www.youtube.com/watch?v0fKBhvDjuy0
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Scientific and Engineering Practices

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

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Practices Argument

• Scientists engage in argument to
• Defend claims using evidence and reasoning
• Defend models using evidence
• Critique the claims of other scientists
• - Look for sufficient and appropriate
  evidence Joe Krajcik, Lead Physics Writer
  of Science
  Framework

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Reasons Scientists use arguments

• Scientist use argument to defend
• Interpretation of data
• Experimental designs
• Method of data analysis
• The appropriateness of a question
• In science, the production of knowledge is
  dependent on a process of reasoning from evidence
  that requires a scientist to justify a claim
  about the world. In response, other scientists
  attempt to identify the claims weakness and
  limitations to obtain the best possible
  explanation.
• 
  Framework

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Explanations in Science

• The goal of science is the construction of
  theories that provide explanatory accounts of the
  world. A theory becomes accepted when it has
  multiple lines of empirical evidence and greater
  explanatory power of phenomena than previous
  theories
• - Explains the How or Why
• - Relies on Evidence
• The products of science are explanation and
  products of engineering are solutions.

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Argument vs Explanation

• Argument is part of the process of science that
  defends those explanations by carefully ruling
  out other alternative explanations and building
  the case that the data collected is sufficient
  and appropriate to serve as evidence for the
  current claim.
• What are some examples of this
• Ex. Claim, Evidence, Arugument, and Explanation

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Progression of a Practice
Greater sophistication
Grades K-2 Grades 3-5 Middle School High School
Make a claim and use evidence. Construct and support scientific arguments drawing on evidence, data, or a model. Consider other ideas. Construct and present oral and written arguments supported by empirical evidence and reasoning to support or refute an explanation for a phenomenon. Construct a counter argument that is based in data and evidence that challenges another proposed argument. By Gr. 12-Identify possible weaknesses in argument and discuss them using reasoning and evidence. -Identify flaws in their own arguments and respond to criticism of others.
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Appendices

• College and Career Ready Appendix C Summary
• http//www.biologycorner.com/2013/02/24/ngss-colle
  ge-readiness/
• Apply Text Rendering Protocol
• 1. Everyone read and jot some notes.
• Select a Facilitator and Recorder for next
  Activity
• 2. Then go around your group ONLY one person
  sharing at a time for 3 rounds. 1st round
  everyone shares a single significant sentence and
  why they selected it.
• 2nd round phrase, 3rd round a word.
• 3. Post the summary to share in Gallery Walk.