kcas science progressions

kedcnextgenscience.org

Richard DeLong & Latishia Sparks

ISLN October 18, 2013

KCAS Science Progressions


*Target

*I can study a sample progression within the KCAS Science (NGSS) and recognize implications for curriculum development.


* Vision of the framework and standards.


*Learning as a developmental progression.


*Focuses on a limited number of core ideas in science and engineering and allows students to explore ideas in greater depth.


*Learning about science and engineering involves integration of the knowledge of scientific explanations and the practices to engage in scientific inquiry and engineering design.

Three Dimensions Intertwined

Practices-Skills necessary for inquiry

Core Ideas-Science Content

Cross-Cutting Concepts-Connections across disciplines.


*Lets look at one topic in NGSS

*ESS1.A The Universe and its Stars.

*Use one color to highlight what students are doing. (construct an argument, build a mathematical model)

*Use a second color to highlight the content.

*Use a third color to highlight the crosscutting connection.

*Progressions in the NGSSESS1.A The Universe and its Stars.

1st Grade

ESS1-1. Use observations of the sun, moon, and starts to describe patterns that can be predicted.

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*What are the grade level “gaps” you notice?

*Gallery Walk


*What does that mean for classroom instruction?


*What does that mean for classroom assessment?


*The framework defines curriculum as: “the knowledge and practices in subject matter areas that teachers teach and that students are supposed to learn. A curriculum generally consists of a scope, or breadth of content, in a given subject area and of a sequence of concepts and activities for learning.” (p. 246)

* What does that mean for curriculum development?



Connections to other Content at the same grade level.

Connections to KCAS Reading and Writing

Standards

Connections to KCAS Math Standards


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1. Asking Questions and Defining Problems

Questions 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?

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2. Developing and Using Models

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3. Planning and Carrying Out Investigations

How does the speed at which sugar dissolves depend on temperature?

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4. Analyzing and Interpreting Data

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5. Using Mathematics and Computational Thinking

1. Who is the tallest

2. Who is the smallest

3. What is the average?

6. Constructing Explanations

The upside down tumblerThere are no air inside

There is no glue on the card

There are lots of air outside.

Some of the air is hitting the card

A force is needed to support the water

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7. Engaging in Argument from Evidence

The Significance of Argument?

Construction [Recall and Explanation]

Critique [Juxtaposition &

Evaluation

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8. Obtaining, Evaluating and Communicating Information


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*2nd Grade

*2-ESS1-1 Use information from several sources to provide evidence that Earth events can occur quickly or slowly.

*Some events happen very quickly; others occur very slowly, over time period much longer than one can observe.


*4th Grad

e*4-ESS1-1 Identify evidence from patterns in rock formations and fossils in rock layers to support an explanation for changes in a landscape over time.

*Local, regional, and global patterns of rock formations reveal changes over time due to earth forces, such as earthquakes. The presence and location of certain fossil types indicate the order in which rock layers where formed.


*6th Grade

*06-ESS2-3 (secondary) Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions.

*Tectonic processes continually generate new ocean sea floor at ridges and destroy old sea floor at trenches.


*8th Grade

*08-ESS1-4 Construct a scientific explanation based on evidence from rock strata for how geologic time scale is used to organize Earth’s 4.6-billion-year-old-history.

*The geologic time scale interpreted from rock strata provides a way to organize Earth’s history. Analyses of rock strata and the fossil record provide only relative dates, not an absolute scale.


*High School

*HS-ESS1-5 Evaluate evidence of the past and current movements of continental and oceanic crust and the theory of plate tectonics to explain the ages of crustal rocks.

*Continental rocks, which can be older than 4 billion years, are generally much older than the rocks of the ocean floor, which are less than 200 million years old.


*High Scho

ol*HS-ESS1-6 Apply scientific reasoning and evidence from ancient Earth materials, meteorites, and other planetary surfaces to construct an account of Earth’s formation and early history.

*Although active geologic processes, such as plate tectonics and erosion, have destroyed or altered most oh the very early rock record on Earth, other objects in the solar system, such as lunar rocks, asteroids, and meteorites, have changed little over billions of years. Studying these objects can provide information about Earth’s formation and early history.


*Horizontal Connections

Performance Expectation: 08-ESS1-4 Construct a scientific explanation based on evidence from rock strata for how geologic time scale is used to organize Earth’s 4.6-billion-year-old-history.


Other Disciplinary Core Idea’s

MS.LS4.A Evidence of Common Ancestry and Diversity

MS.LS4.C Adaptation


Common Core ELA

RST 6-8.1 Cite specific textual evidence to support analysis of science and technical text.

WHST 6-8.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through a selection, organization, and analysis or relevant content.


KCAS Math

6.EE.B.6 Use variables to represent numbers and write expressions when solving a real-world or mathematical problem; understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set.

7.EE.B.4 Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities.

kcas science progressions

Documents

kcas science ngss

curriculum development

engineering design

kcas reading

kcas math

breadth of content

problems questions

subject matter areas