1. Public Review of the Next Generation Science Standards forTodays Students and Tomorrows Workforce

2. Agenda Welcome & Introductions Message from MDE The Who, What, Why & How of the Project The Framework NGSS Organization and Changes Three Dimensions Timeline Next Steps in Transition

3. Lead PartnersAAAS

4. The Guiding The Guiding Principles of Principles of the the Framework Framework are Research- are Research- Based and Based and Include. .... Include.Building Capacity in State Science Education BCSSE

5. Organization of Framework and NGSS Standards Dimensions Scientific and Engineering Practices Crosscutting Concepts Disciplinary Core Ideas A Key Learning Idea Learning challenging ideas develops across time.

6. Standards integrate core ideas, cross- cutting ideas, & practices Standards include performance expectations that integrate the scientific and engineering practices with the crosscutting concepts and disciplinary core ideas. (NRC 2011, Rec 4) The expectations should require that students demonstrate knowledge-in- use and include criteria for identifying successful performance. (NRC 2011, Rec 5).

7. Dimension 1 Scientific and Engineering Practices1. Asking questions (science) 5. Using mathematics and and defining problems computational thinking (engineering) 6. Constructing explanations2. Developing and using (science) & designing models solutions (engineering)3. Planning and carrying out 7. Engaging in argument from investigations evidence4. Analyzing and interpreting 8. Obtaining, evaluating, and data communicating information For each, the Framework includes a description of the practice, the culminating 12th grade learning goals, and what we know about progression over time.

8. Scientific and Engineering Practices Practice 1: Asking Questions and Defining ProblemsScience begins with a question about a Engineering begins with a problem,phenomenon, such as Why is the sky need or desire that suggests an engineeringblue? or What causes cancer? and seeks problem that needs to be solved. A societalto develop theories that can provide problem such as reducing the nationsexplanatory answers to such questions. A dependence on fossil fuels may engender abasic practice of the scientist is formulating variety of engineering problems such asempirically answerable questions about designing more efficient transportationphenomena, establishing what is already systems, or alternative power generationknown, and determining what questions devices such as improved solar cells.have yet to be satisfactorily answered. Engineers ask questions to define the engineering problem, determine criteria for a successful solution, and identify constraints.

9. 1. Asking Questions and Defining ProblemsQuestions engage! How do the gears on my bike work? What is the smallest piece of matter? Can I see in a room if it is truly dark?

10. What question is answered? Think, Pair, Share ActivityStudents know evaporation and melting are changes that occurwhen the objects are heated. (Grade 3)Students know evidence of plate tectonics is derived from the fitof the continents; the location of earthquakes, volcanoes, andmid-ocean ridges; and the distribution of fossils, rock types, andancient climatic zones. (Grade 6)Students know that when one object exerts a force on a secondobject, the second object always exerts a force of equalmagnitude and in the opposite direction (Newtons third law).(Grades 9-12)

11. Time to think and pair withpartner or group

12. 2. Developing and Using Models

13. What is a Model?Think of a model as:A drawing that shows the objects and the relationships amongthe objects to explain a phenomenon.A representation that illustrates the objects in a system and therelationships among the objects in order to provide a causalmechanism that accounts for the phenomenon.A more complete view: A scientific model may be a physicalobject, an equation, a graph, a drawing, a computer simulation,a description with a sketch, a mathematical formula, or even amental image that allows for predictions and explanations byrevealing the relationships among objects using scientific ideas.

14. Bohr Model of the Atom How is this model useful?How does it fall short of reality?

15. ModelingThe Framework states that by the end of grade 12students should be able to:Construct drawings or diagrams as representations of events orsystems.Represent and explain phenomena with multiple types of models andmove flexibly between model types when different ones are mostuseful for different purposes.Discuss the limitations and precision of a model and suggest ways inwhich the model might be improved.Refine a model in light of empirical evidence or criticism to improve itsquality and explanatory power.Use existing computer simulations as a tool for understanding andinvestigating aspects of a system, particularly those not readily visibleto the naked eye.Make and use a model to test a design, or aspects of a design, andto compare the effectiveness of different design solutions.

16. 3. Planning and Carrying Out Investigations How does the speed at which sugar dissolves depend on temperature?Variables, procedure, safe practices, recordingand displaying data, forming a conclusion, etc.

17. 4. Analyzing and Interpreting Data

18. 4. Analyzing and Interpreting Data(a) One pupil had the most breaths and she also had the highest pulse rate.(b) All the people with a high breath rate had a high pulse rate.(c) The higher the breathing rate, the greater the pulse rate.(d) On the whole, those people with a higher breath rate had a higher pulse rate.

19. 5. Using Mathematics and Computational Thinking 1. Who is the tallest? 2. Who is the shortest? 3.What is the average height?

20. 6. Constructing Explanations The Upside Down Tumbler DemonstrationDemo There is no air inside. There is no glue on the card. There is lots of air outside. Some of the air is hitting the card. A force is needed to support the water.

21. 6. Constructing Explanations Example:The Shape of the Earth 1. The Earth spins once a day. 2. Rocks can be compressed with force. 3. Gravity pulls all matter towards the center of the Earth. 4. If something is spinning, a force is needed towards the center to keep it going round in a circle. 5. A squashed sphere is called an oblate spheroid.Explanations are to be supported by evidence.

22. 7. Engaging in Argument from Evidence Students must be taught to cite evidence supporting their position,respectfully listen toopposing viewpoints,to offer constructive criticism and to debate in a respectful manner.

23. Something in the Air? Maria, Ted and Alexis are wondering where the water on the outside of the glass of water with ice comes from. Maria: The water came through holes in the glass. Ted: The water came over the top of the glass. Alexis: The water came from the air.

24. 8. Obtaining, Evaluating and Communicating Information Speaking: presenting information, evidence and conclusions. Forms of CommunicationListening and Evaluating ResearchingWriting: using computer programs Evaluating Information persuasive, factual, reports, (print, oral, & visual) presenting data, writing for a variety of audiences.

25. Crosscutting Concepts 1. Patterns 2. Cause and effect 3. Scale, proportion, and quantity 4. Systems and system models 5. Energy and matter 6. Structure and function 7. Stability and change Framework 4-1

26. 2. Cause and Effect: 1. Patterns Mechanisms and Explanations3. Scale, Proportion and Quantity

27. 4. Systems and System Models 5. Energy and Matter: Flows, Cycles, and Conservation

28. Base for ActivitySelected themes: Scale, Proportion, and Quantity What problems do students have in understandingscale within the context of each discipline?How can we help students integrate an understandingof scale across the disciplines?http://www.youtube.com/watch?v=xmdIbp87KLgClick icon below for brief video. Powers of 10 - YouTube.flv

29. Base for ActivitySelected themes: Energy & MatterDescribe how energy is currently represented in the followingdisciplines: Physics Chemistry Biology Earth ScienceDiscuss in small groups how you might represent energy in acommon way across the disciplines.Be prepared to share at least one example with the group.

30. A Disciplinary Core Idea (Criteria for inclusion)1. Disciplinary Significance - Has broad importance across multiple science or engineering disciplines, a key organizing concept of a single discipline2. Explanatory Power - Can be used to explain a host of phenomena3. Generative - Provides a key tool for understanding or investigating more complex ideas and solving problems4. Relevant to Peoples Lives - Relates to the interests and life experiences of students, connected to societal or personal concerns5. Usable from K to 12 - Is teachable and learnable over multiple grades at increasing levels of depth and sophisticationFewer concepts are included in NGSS to allow time for more in-depth explorations

31. Physical Sciences Matter and Its Interactions Motion and Stability Energy Waves and Their Applications

32. Life Sciences From Molecules to Organisms: Structures and Processes Ecosystems: Interactions, Energy, and Dynamics Heredity: Inheritance and Variation of Traits Biological Evolution: Unity and Diversity

33. Earth and Space Sciences Earths Place in the Universe Earth Systems Earth and Human Activity

34. Engineering, Technology and Applications of Sciences Engineering Design Links Among Engineering, Technology, Science and Society Engineering design differs from projects you may have students do at this time by including specifications, constraints (parameters), and design testing process to collect evidence of effectiveness.

35. Lots of work completed,underway, and left to do Resources Assessments Curricula Instruction Professional Learning (PD)

36. Connections to CCSS Literacy Determine Central Ideas (RST 2) Evidence (RST 1 & WHST9) Analysis (RST 5) Evaluate Hypotheses (RST 8) Synthesize Information (RST 9) Writing Arguments (WHST 1) Use of Technology (WHST 6) Speaking and Listening (SL 1-6)

37. Connections to CCSS Mathematics Mathematical Practices 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning.

38. Review of the draft NGSS Timeline Released to States (embargoed) May 4th Public Released May 7th 3 week review window closed May 28th Release was on-line through the www.nextgenscience.org web site Revision Process 2nd review Completion in the first quarter of 2013

39. NGSS Timeline in LA (at this time subject to change) Framework Awareness Early 2012 Public review of draft standards 5/2012, Revisions by Achieve, Inc. Final document in 1st quarter of 2013 Decisions on state adoption 2012-13 Teacher training and PD 2013-14 Implementation 2014 -15

40. In-Depth Look at Standards Formatting and coding Standard with Performance Expections All performance expectations are essential to instruction Within the classroom, it might be necessary to only assess one of these expectations Colors and codes of 3 dimensions Connections between NGSS and CCSS in both literacy and math Example follows - - -

41. Standards (written in the form of several Performance Expectations (PE) )1. Explain the role of photosynthesis in the cycling of matter and flow ofenergy on Earth. [Limit to light, water, CO2, and oxygen] (practice 2) (core idea LS2.B) (crosscutting-4. systems)2. Develop and use models of the cycles of matter among living andnonliving parts of an ecosystem.Practices Core Ideas Crosscutting Concepts1. Practice 6- LS2.B: Cycles of Matter and 1. Concept 5 - Energy and Constructing Energy Transfer in matter: Flows, cycles, explanations (for Ecosystems and conservation. science) 2. Concept 2 - Systems and2. Practice 2- Developing system models and using models

42. Summary: Shifts in the Teaching and Learning of Science Organize around limited number of core ideas. Favor depth and coherence over breadth of coverage. Core ideas need to be revisited in increasing depth, and sophistication across years. Focus needs to be on connections: Careful construction of a storyline helping learners build sophisticated ideas from simpler explanations, using evidence. Connections between scientific disciplines, using powerful ideas (nature of matter, energy) across life, physical, and environmental sciences

43. Thank You!Ann WilsonScience Program CoordinatorLouisiana Department of Educationann.wilson@la.govJean May-BrettSTEM and Math Science PartnershipLouisiana Department of EducationJean.May-Brett@la.gov Q&A