getting reading for the next generation science standards part 3: crosscutting concepts

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Getting Ready for the Next Generation Science Standards

Part III: Crosscutting Concepts

Kimberly Lightle, PhD

The Ohio State University

College of Education and Human Ecology

[email protected]


Agenda

• Overview of Framework for K-12 Science Education

• Explore the Crosscutting Concepts

• Review the middle level core concepts and Scientific and Engineering Practices


When do we look at the other sections of the Framework?

• Getting Ready for the Next Generation Science Standards Part 1: Core Concepts (Recorded)

• Getting Ready for the Next Generation Science Standards Part 2: Science and Engineering Practices (Recorded)

• Getting Ready for the Next Generation Science Standards Part 4: Integrating the Three Dimensions (May 16)


Science and Technical Standards found in the ELA Common Core Standards Webinars

Common Core and Reading Standards for Literacy in Science and Technical Subjects 6-12 (Recorded March 14)

Common Core and Writing Standards for Literacy in Science and Technical Subjects 6-12 (Recorded April 11)

**All recordings can be found on the Webinar Archive page on the homepage of http://msteacher2.org


The Framework describes a visionvision of what it means to be proficient in science; it rests on a view of science as both a body of knowledge and an evidence-based, model and theory building enterprise that continually extends, refines, and revises knowledge. It presents three dimensions that will be combined to form each standard:

Dimension 1: Practices

Dimension 2: Crosscutting Concepts

Dimension 3: Disciplinary Core Ideas

What is the Framework?


How can [states] use the NRC Framework?

The NRC Framework articulates a vision for science learning and teaching. States can start implementing changes to their systems for professional development and pre-service teacher training based on a deep understanding of this vision. They can also begin to think about ways to align curriculum, instruction and assessment with this vision. Once the Next Generation Science Standards are developed, the process of alignment can begin in earnest.


Who is leading the charge?

In partnership with the National Academies of Science's National Research CouncilNational Research Council (NRC), National Science Teachers AssociationNational Science Teachers Association (NSTA) and the American Association for the American Association for the Advancement of ScienceAdvancement of Science (AAAS), AchieveAchieve has begun a multi-year project to develop next-generation science standards, based around "big ideas" that will help organize curriculum, teaching and learning across the nation.


What is the difference between NGSS and NSES, AAAS Benchmarks?

• Written with performance expectations• Science and engineering practices are

continuums• Core concepts build over K-12• Greater focus on understanding and application

of content• Integration of science and engineering• Coordination with Common Core Standards

(ELA and Math)


Layout of the Draft NGSSEach standard: (i.e., LS4.D: Biodiversity and Humans)

Has a standard statement: (i.e., Students demonstrate understanding of energy in chemical processes by)

Multiple Performance Expectations that integrate at least one of each in each expectation: Core Ideas, Science and Engineering Practices, and Crosscutting Concepts

Foundation boxes that describe in detail the Core Ideas, Science and Engineering Practices, and Crosscutting Concepts covered in the standard

Connections to ELA and Math Common Core standards


Grade Band EndpointsGrade 2 – individual grade bands

Grade 5 – individual grade bands

Grade 8

Grade 12


FAQ on Achieve.org


Explore the Crosscutting Concepts


Similar to…

• Unifying Concepts and Processes in the National Science Education Standards

• Common Themes in AAAS Benchmarks

• Seemed almost an afterthought in these documents– However, Crosscutting Concepts are one of

the three dimensions in the Framework and are reflected in every performance expectation – science and engineering


1. Patterns• Definition: Observed patterns of forms and

events guide organization and classification, and they prompt questions about relationships and the factors that influence them


Science Examples• symmetry of flowers and snowflakes• cycling of seasons• repeated base pairs in DNA• classification• chemical interaction of different isotopes of the same element• changes in population abundance of several different species

in an ecosystem• sun and moon• parents and offspring• rates of change• atomic-level structure


Engineering Examples

• diagnose patterns of failure in designed systems in order to improve the design

• analyze daily and seasonal use of power to design a system that can meet the fluctuating demands


2. Cause and Effect: Mechanism and Explanation

Events have causes, sometimes simple, sometimes multifaceted. A major activity of science is investigating and explaining causal relationships and the mechanisms by which they are mediated. Such mechanisms can then be tested across given contexts and used to predict and explain events in new contexts.


Science Examples

• motion of a single object

• specific chemical reactions

• population changes

(No engineering examples provided)


3. Scale, Proportion, and Quantity • macroscopic scales that are directly observable• scales that are too small or fast to observe directly• scales that are too large or too slow to observe directly• relative scales (biggest and smallest, hottest and coolest,

fastest and slowest)• units of measurement (non-standard and standard units)• estimation• powers-of-ten scales• assign meaning to ratios and proportional relationships (linear

or exponential)• sense of numerical quantity (numeracy)• scale diagrams and models (engineering example)


4. Systems and System Models

Defining the system under study - specifying its boundaries and making explicit a model of that system - provides tools for understanding and testing ideas that are applicable throughout science and engineering.


Science Examples

• circulatory system can be seen as an entity in itself or as a subsystem of the entire human body

• a molecule can be studied as a stable configuration of atoms but also as a subsystem of a cell or a gas

• predator-prey relationships in an ecosystem


5. Energy and Matter: Flows, Cycles, and Conservation

Tracking fluxes of energy and matter into, out of, and within systems helps one understand the systems' possibilities and limitations.


6. Structure and Function

The way in which an object or living thing is shaped and its substructure determine many of its properties and functions.

• wheels and axles, gears (science)

• applying relationships of structure and function are critical elements of successful designs (engineering)


7. Stability and Change

For natural and built systems alike, conditions of stability and determinants of rates of change or evolution of the sytem are critical elements of study.


Science Examples

• feedback is important to understanding natural systems

• equilibrium - population dynamics in an ecosystem

• evolution of the diversity of species

• changes in the surface of the earth

• changes in the structure of the universe


(8). Science, Technology, and Society (NGSS)

People depend on various technologies. Scientific and engineering methods and research agendas are influenced by the development of new tools and technologies as well as new scientific discoveries. The adoption of new technological innovations depends on a number of factors. Scientists and engineers with a wide range of expertise collaborate and complement each other's work in the cycle known as research and development.


Quick Review of the Core Ideas


What are core ideas in science?To be considered "core", the ideas should meet at least two of the following criteria and ideally all four:

1.Have broad importance across multiple sciences or engineering disciplines or be a key organizing principle of a single discipline; 2.Provide a key tool for understanding or investigating more complex ideas and solving problems; 3.Relate to the interests and life experiences of students or be connected to societal or personal concerns that require scientific or technological knowledge; 4.Be teachable and learnable over multiple grades at increasing levels of depth and sophistication.


Four Domains

•Life Sciences•Earth and Space Sciences•Physical Sciences•Engineering and Technology


Core Idea 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 ProcessingCore Idea 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 BehaviorCore Idea LS3: Heredity: Inheritance and Variation of Traits• LS3.A: Inheritance of Traits• LS3.B: Variation of TraitsCore Idea 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


LS1: From Molecules to Organisms: Structures and ProcessesLS1.A: Structure and Function

• By the end of Grade 5:– Plants and animals have internal and external

structures that serve various functions in growth, survival, behavior, and reproduction (boundary: macroscale systems)

• By the end of Grade 8:– Cells and cell structures (boundary: only a few cell

structures should be introduced)– Unicellular and multicellular organisms– Body systems (tissues and organs)


Core Idea ESS1: Earth’s 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

Core Idea ESS2: Earth’s Systems• ESS2.A: Earth Materials and Systems• ESS2.B: Plate Tectonics and Large-Scale System Interactions• ESS2.C: The Roles of Water in Earth’s Surface Processes• ESS2.D: Weather and Climate• ESS2.E: Biogeology

Core Idea 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


Core Idea PS1: Matter and Its Interactions• PS1.A: Structure and Properties of Matter• PS1.B: Chemical Reactions• PS1.C: Nuclear ProcessesCore Idea PS2: Motion and Stability: Forces and Interactions• PS2.A: Forces and Motion• PS2.B: Types of Interactions• PS2.C: Stability and Instability in Physical SystemsCore Idea 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 LifeCore Idea PS4: Waves and Their Applications in Technologies for Information Transfer• PS4.A: Wave Properties• PS4.B: Electromagnetic Radiation• PS4.C: Information Technologies and Instrumentation


Core Idea ETS1: Engineering Design• ETS1.A: Defining and Delimiting an Engineering Problem• ETS1.B: Developing Possible Solutions• ETS1.C: Optimizing the Design Solution

Core Idea 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


Science and Engineering Practices


Why look at science as a set of practices?

– Minimizes the tendency to reduce scientific practice to a single set of procedures (overemphasizes experimental investigation at the expense of other practices such as modeling, critique, and communication)

– Focus on practices avoids the mistaken impression that there is one distinctive approach common to all science or that uncertainty is a universal attribute of science

– Look at all practices equally


How Practices are Integrated into Both Inquiry and Design

Taken from http://www.nap.edu/openbook.php?record_id=13165&page=45


How Engineering and Science Differ

Science

• May or may not be driven by an immediate practical application

• One best answer

• Goal is explanation

Engineering

• Driven by an immediate practical application (problem to be solved)

• How well a need has been addressed; multiple answers possible; optimization

• Goal is a design


Science Practices• SP1: Asking Questions • SP2: Developing and Using Models• SP3: Planning and Carrying Out

Investigations• SP4: Analyzing and Interpreting Data• SP5: Using Mathematics, Information

and Computer Technology, and Computational Thinking

• SP6: Constructing Explanations• SP7: Engaging in Argument from

Evidence• SP8: Obtaining, Evaluating, and

Communicating Information

Engineering Practices• EP1: Defining Problems• EP2: Developing and Using Models• EP3: Planning and Carrying Out

Investigations• EP4: Analyzing and Interpreting Data• EP5: Using Mathematics, Information

and Computer Technology, and Computational Thinking

• EP6: Designing Solutions• EP7: Engaging in Argument from

Evidence• EP8: Obtaining, Evaluating, and

Communicating Information


Recording of Today’s Talk

The archived version of today’s talk and links to additional resources and the slide show

will be available on the Main Page of MSP2

http://msteacher2.orgWebinar Archive Link in

MSP2 Resources Box


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getting reading for the next generation science standards part 3: crosscutting concepts

Education

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performanceexpectation

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theadvancement of science

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