moving the next generation science standards to the classroom
DESCRIPTION
Moving the Next Generation Science Standards to the Classroom. KSTA Pre-conference October 31, 2013 Facilitated by P-12 Math & Science Outreach Unit of PIMSER University of Kentucky. Introductions. Diane Johnson [email protected] Susan Mayo [email protected]. - PowerPoint PPT PresentationTRANSCRIPT
Moving theNext Generation Science Standardsto the Classroom
KSTA Pre-conferenceOctober 31, 2013
Facilitated by P-12 Math & Science Outreach Unit of PIMSERUniversity of Kentucky
Who’s in the room?
• Elementary• Middle• High• Curriculum Coach• Administrator• Other?
Rate Your Familiarity with NGSS
• Choose one of the following that best describes your familiarity with the NGSS:
1) Know a little about them2) Read some of the Framework and/or Standards3) Member of study group working on
implementation4) Have been using them to design curriculum,
units and/or lessons
Session Goals
• Understand the implications for CIA from the conceptual shifts detailed in the Framework
• Utilize a process for moving from a standard to a unit/lesson sequence
• Analyze materials for alignment with NGSS
Session Goals
• How do we get this right?• Not – “git r done”!
Vision of the Framework for K-12 Science Education
• Students actively engage in scientific and engineering practices in order to deepen their understanding of crosscutting concepts and disciplinary core ideas. pg. 217
How do we
know?
Teaching at the Nexus
Core IdeasPractices
Crosscutting Concepts
Moving theNext Generation Science Standardsto the Classroom
Conceptual Shifts
Conceptual Shifts in the NGSS1. K-12 Science Education Should Reflect the Interconnected Nature of Science as
it is Practiced and Experienced in the Real World.
2. The Next Generation Science Standards are student performance expectations – NOT curriculum.
3. The science concepts build coherently from K-12.
4. The NGSS Focus on Deeper Understanding of Content as well as Application of Content.
5. Science and Engineering are Integrated in the NGSS from K–12.
6. The NGSS are designed to prepare students for college, career, and citizenship.
7. The NGSS and Common Core State Standards (English Language Arts and Mathematics) are Aligned.
Conceptual Shift in the NGSS
• Scan the 5 boldfaced shifts in teaching practice detailed in the report by Brian Reiser.
• Select the one that you find most intriguing.• Read the information about it in the report.
Pgs. 3-12
Conceptual Shift in the NGSS
• Form a small group by the poster for that shift and discuss similarities and differences compared to current practices.
• Identify components of the shift that will be the easiest to make and those that might be more difficult.
• Note any components that might be unclear.• Be prepared to share a summary with the whole
group.
Conceptual Shift in the NGSS
Pg. 7
“The biggest obstacle to school change is our memories.”
-- Dr. Allen Glenn
• 5a distinguishing between solutions, mixtures, and “pure” substances, i.e. compounds and elements.
• 5b classifying common elements and compounds using symbols and simple chemical formulas.
• 5c interpreting the symbols and formulas of simple chemical equations.• 5d using symbols and chemical formulas to show simple chemical
rearrangements that produce new substances (chemical change).• 5e explaining that when substances undergo physical changes, the appearance
may change but the chemical makeup and chemical properties do not.• 5f explaining that when substances undergo chemical changes to form new
substances, the properties of the new combinations may be very different from those of the old.
Previous State Middle School Science Standards
Standards Comparison:Structure and Properties of Matter
• 5a distinguishing between solutions, mixtures, and “pure” substances, i.e. compounds and elements.
• 5b classifying common elements and compounds using symbols and simple chemical formulas.
• 5c interpreting the symbols and formulas of simple chemical equations.• 5d using symbols and chemical formulas to show simple chemical
rearrangements that produce new substances (chemical change).• 5e explaining that when substances undergo physical changes, the appearance
may change but the chemical makeup and chemical properties do not.• 5f explaining that when substances undergo chemical changes to form new
substances, the properties of the new combinations may be very different from those of the old.
Current State Middle School Science Standard
Standards Comparison:Structure and Properties of Matter
a. Develop models to describe the atomic composition of simple molecules and extended structures.
b. Gather and make sense of information to describe that synthetic materials come from natural resources and impact society.
c. Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed.
NGSS Middle School Sample
Standards Comparison:Structure and Properties of Matter
a. Develop models to describe the atomic composition of simple molecules and extended structures.
b. Gather and make sense of information to describe that synthetic materials come from natural resources and impact society.
c. Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed.
NGSS Middle School Sample
Standards Comparison:Structure and Properties of Matter
“…developing evidence-based models, arguments, and explanations is key to both developing and demonstrating understanding of an accepted scientific viewpoint (Framework, pg. 48).”
Speed Bumps on the Road to NGSS
http://media.education.ky.gov/video1/On-Demand2013/SeanTED_Talk-9-5-2013.mp4
Speed Bumps on the Road to NGSS
Old dullness
can trump
new stds
Folder Swap
We already do that!
Crosswalk
Nebular Theory of Curriculum
Accretion
Death march through the
bullets
Reflection
Pg. 2
• “First, we start, then we get better.”– Teacher participant at recent workshop
Moving theNext Generation Science Standardsto the Classroom
Process for Moving from NGSS to Instruction
1. Asking questions (for science) and defining problems (for engineering)
2. Developing and using models3. Planning and carrying out investigations4. Analyzing and interpreting data5. Using mathematics and computational thinking6. Constructing explanations (for science)
and designing solutions (for engineering)7. Engaging in argument from evidence8. Obtaining, evaluating, and communicating
information
Scientific and Engineering Practices
27
8
Pgs 18 – 33Appendix F
Crosscutting Concepts1. Patterns2. Cause and effect: Mechanism and explanation3. Scale, proportion, and quantity4. Systems and system models5. Energy and matter: Flows, cycles, and
conservation6. Structure and function7. Stability and change
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7
Pgs. 34 – 36Appendix G
Life Science Physical ScienceLS1: 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 & TechnologyESS1: Earth’s Place in the Universe
ESS2: Earth’s Systems
ESS3: Earth and Human Activity
ETS1: Engineering Design
ETS2: Links Among Engineering, Technology, Science, and Society
Disciplinary Core Ideas
29
4
Life Science Earth & Space Science Physical Science Engineering &
Technology LS1: From Molecules to Organisms:
Structures and ProcessesLS1.A: Structure and FunctionLS1.B: Growth and Development of
OrganismsLS1.C: Organization for Matter and
Energy Flow in OrganismsLS1.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 TraitsLS3.B: Variation of Traits
LS4: Biological Evolution: Unity and Diversity
LS4.A: Evidence of Common Ancestry and Diversity
LS4.B: Natural SelectionLS4.C: AdaptationLS4.D: Biodiversity and Humans
ESS1: Earth’s Place in the UniverseESS1.A: The Universe and Its StarsESS1.B: Earth and the Solar SystemESS1.C: The History of Planet Earth
ESS2: Earth’s SystemsESS2.A: Earth Materials and SystemsESS2.B: Plate Tectonics and Large-Scale
System InteractionsESS2.C: The Roles of Water in Earth’s
Surface ProcessesESS2.D: Weather and ClimateESS2.E: Biogeology
ESS3: Earth and Human ActivityESS3.A: Natural ResourcesESS3.B: Natural HazardsESS3.C: Human Impacts on Earth
SystemsESS3.D: Global Climate Change
PS1: Matter and Its InteractionsPS1.A: Structure and Properties of
MatterPS1.B: Chemical ReactionsPS1.C: Nuclear Processes
PS2: Motion and Stability: Forces and Interactions
PS2.A: Forces and MotionPS2.B: Types of InteractionsPS2.C: Stability and Instability in
Physical Systems
PS3: EnergyPS3.A: Definitions of EnergyPS3.B: Conservation of Energy and
Energy TransferPS3.C: Relationship Between Energy
and ForcesPS3.D:Energy in Chemical Processes
and Everyday Life
PS4: Waves and Their Applications in Technologies for Information Transfer
PS4.A: Wave PropertiesPS4.B: Electromagnetic RadiationPS4.C: Information Technologies
and Instrumentation
ETS1: Engineering DesignETS1.A: Defining and Delimiting an
Engineering ProblemETS1.B: Developing Possible SolutionsETS1.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
30
44
Inside the NGSS Box
Based on the January 2013 Draft of NGSS
Pg. 37
Inside the NGSS Box
What is AssessedA collection of several
performance expectations describing what students
should be able to do to master this standard
Foundation BoxThe practices, core disciplinary
ideas, and crosscutting concepts from the Framework
for K-12 Science Education that were used to form the performance expectations
Connection BoxOther standards in the Next
Generation Science Standards or in the Common Core State
Standards that are related to this standard
Performance ExpectationsA statement that combines practices, core ideas, and crosscutting concepts together to describe how students can show what they have learned.
Title and CodeThe titles of standard pages are not necessarily unique and may be reused at several different grade levels . The code, however, is a unique identifier for each set based on the grade level, content area, and topic it addresses.
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 people’s lives.
Crosscutting ConceptsIdeas, such as Patterns and Cause and Effect, which are not specific to any one discipline but cut across them all.
Codes for Performance ExpectationsCodes designate the relevant performance expectation for an item in the foundation box and connection box. In the connections to common core, italics indicate a potential connection rather than a required prerequisite connection.
Assessment BoundaryA statement that provides guidance about the scope of the performance expectation at a particular grade level.
Clarification StatementA statement that supplies examples or additional clarification to the performance expectation.
Connections to Engineering, Technology and Applications of ScienceThese connections are drawn from the disciplinary core ideas for engineering, technology, and applications of science in the Framework.
Connections to Nature of ScienceConnections are listed in either the practices or the crosscutting connections section of the foundation box.
Engineering Connection (*)An asterisk indicates an engineering connection in the practice, core idea or crosscutting concept that supports the performance expectation.
Based on the January 2013 Draft of NGSS
Inside the NGSS Box
What is AssessedA collection of several
performance expectations describing what students
should be able to do to master this standard
Foundation BoxThe practices, core disciplinary
ideas, and crosscutting concepts from the Framework
for K-12 Science Education that were used to form the performance expectations
Connection BoxOther standards in the Next
Generation Science Standards or in the Common Core State
Standards that are related to this standard
Title and CodeThe titles of standard pages are not necessarily unique and may be reused at several different grade levels . The code, however, is a unique identifier for each set based on the grade level, content area, and topic it addresses.
Based on the January 2013 Draft of NGSS
Inside the NGSS Box
What is AssessedA collection of several
performance expectations describing what students
should be able to do to master this standard
Performance ExpectationsA statement that combines practices, core ideas, and crosscutting concepts together to describe how students can show what they have learned.
Assessment BoundaryA statement that provides guidance about the scope of the performance expectation at a particular grade level.
Clarification StatementA statement that supplies examples or additional clarification to the performance expectation.
Engineering Connection (*)An asterisk indicates an engineering connection in the practice, core idea or crosscutting concept that supports the performance expectation.
Based on the January 2013 Draft of NGSS
Inside the NGSS Box
Foundation BoxThe 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 people’s lives.
Crosscutting ConceptsIdeas, such as Patterns and Cause and Effect, which are not specific to any one discipline but cut across them all.
Connections to Engineering, Technology and Applications of ScienceThese connections are drawn from the disciplinary core ideas for engineering, technology, and applications of science in the Framework.
Connections to Nature of ScienceConnections are listed in either the practices or the crosscutting connections section of the foundation box.
Based on the January 2013 Draft of NGSS
Inside the NGSS Box
Foundation BoxThe 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 people’s lives.
Crosscutting ConceptsIdeas, such as Patterns and Cause and Effect, which are not specific to any one discipline but cut across them all.
Based on the January 2013 Draft of NGSS
Inside the NGSS Box
Foundation BoxThe practices, core disciplinary
ideas, and crosscutting concepts from the Framework
for K-12 Science Education that were used to form the performance expectations
Connections to Engineering, Technology and Applications of ScienceThese connections are drawn from the disciplinary core ideas for engineering, technology, and applications of science in the Framework.
Connections to Nature of ScienceConnections are listed in either the practices or the crosscutting connections section of the foundation box.
Based on the January 2013 Draft of NGSS
Inside the NGSS Box
Codes for Performance ExpectationsCodes designate the relevant performance expectation for an item in the foundation box and connection box. In the connections to common core, italics indicate a potential connection rather than a required prerequisite connection.
Based on the January 2013 Draft of NGSS
Inside the NGSS Box
What is AssessedA collection of several
performance expectations describing what students
should be able to do to master this standard
Foundation BoxThe practices, core disciplinary
ideas, and crosscutting concepts from the Framework
for K-12 Science Education that were used to form the performance expectations
Connection BoxOther standards in the Next
Generation Science Standards or in the Common Core State
Standards that are related to this standard
Performance ExpectationsA statement that combines practices, core ideas, and crosscutting concepts together to describe how students can show what they have learned.
Title and CodeThe titles of standard pages are not necessarily unique and may be reused at several different grade levels . The code, however, is a unique identifier for each set based on the grade level, content area, and topic it addresses.
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 people’s lives.
Crosscutting ConceptsIdeas, such as Patterns and Cause and Effect, which are not specific to any one discipline but cut across them all.
Codes for Performance ExpectationsCodes designate the relevant performance expectation for an item in the foundation box and connection box. In the connections to common core, italics indicate a potential connection rather than a required prerequisite connection.
Assessment BoundaryA statement that provides guidance about the scope of the performance expectation at a particular grade level.
Clarification StatementA statement that supplies examples or additional clarification to the performance expectation.
Connections to Engineering, Technology and Applications of ScienceThese connections are drawn from the disciplinary core ideas for engineering, technology, and applications of science in the Framework.
Connections to Nature of ScienceConnections are listed in either the practices or the crosscutting connections section of the foundation box.
Engineering Connection (*)An asterisk indicates an engineering connection in the practice, core idea or crosscutting concept that supports the performance expectation.
Based on the January 2013 Draft of NGSS
Closer Look at a Performance Expectation
MS-PS1 Matter and Its Interactions Students who demonstrate understanding can: MS-PS1-d. Develop molecular models of reactants and products to support the
explanation that atoms, and therefore mass, are conserved in a chemical reaction. [Clarification Statement: Models can include physical models and drawings that represent atoms rather than symbols. The focus is on law of conservation of matter.] [Assessment Boundary: The use of atomic masses is not required. Balancing symbolic equations (e.g. N2 + H2 -> NH3) is not required.]
The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science
Education:Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts
Developing and Using Models Modeling in 6–8 builds on K–5 and progresses to developing, using and revising models to support explanations, describe, test, and predict more abstract phenomena and design systems.
Use and/or develop models to predict, describe, support explanation, and/or collect data to test ideas about phenomena in natural or designed systems, including those representing inputs and outputs, and those at unobservable scales. (MS-PS1-a), (MS-PS1-c), (MS-PS1-d)
---------------------------------------------Connections to Nature of Science
Science Models, Laws, Mechanisms, and Theories Explain Natural Phenomena Laws are regularities or mathematical
descriptions of natural phenomena. (MS-PS1-d)
PS1.B: Chemical Reactions
Substances react chemically in characteristic ways. In a chemical process, the atoms that make up the original substances are regrouped into different molecules, and these new substances have different properties from those of the reactants. (MS-PS1-d), ( MS-PS1-e), (MS-PS1-f)
The total number of each type of atom is conserved, and thus the mass does not change. (MS-PS1-d)
Energy and Matter
Matter is conserved because atoms are conserved in physical and chemical processes. (MS-PS1-d)
Note: 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. 40
Closer Look at a Performance Expectation
MS-PS1 Matter and Its Interactions Students who demonstrate understanding can: MS-PS1-d. Develop molecular models of reactants and products to support the
explanation that atoms, and therefore mass, are conserved in a chemical reaction. [Clarification Statement: Models can include physical models and drawings that represent atoms rather than symbols. The focus is on law of conservation of matter.] [Assessment Boundary: The use of atomic masses is not required. Balancing symbolic equations (e.g. N2 + H2 -> NH3) is not required.]
The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science
Education:Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts
Developing and Using Models Modeling in 6–8 builds on K–5 and progresses to developing, using and revising models to support explanations, describe, test, and predict more abstract phenomena and design systems.
Use and/or develop models to predict, describe, support explanation, and/or collect data to test ideas about phenomena in natural or designed systems, including those representing inputs and outputs, and those at unobservable scales. (MS-PS1-a), (MS-PS1-c), (MS-PS1-d)
---------------------------------------------Connections to Nature of Science
Science Models, Laws, Mechanisms, and Theories Explain Natural Phenomena Laws are regularities or mathematical
descriptions of natural phenomena. (MS-PS1-d)
PS1.B: Chemical Reactions
Substances react chemically in characteristic ways. In a chemical process, the atoms that make up the original substances are regrouped into different molecules, and these new substances have different properties from those of the reactants. (MS-PS1-d), ( MS-PS1-e), (MS-PS1-f)
The total number of each type of atom is conserved, and thus the mass does not change. (MS-PS1-d)
Energy and Matter
Matter is conserved because atoms are conserved in physical and chemical processes. (MS-PS1-d)
Note: 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. 41
Closer Look at a Performance Expectation
MS-PS1 Matter and Its Interactions Students who demonstrate understanding can: MS-PS1-d. Develop molecular models of reactants and products to support the
explanation that atoms, and therefore mass, are conserved in a chemical reaction. [Clarification Statement: Models can include physical models and drawings that represent atoms rather than symbols. The focus is on law of conservation of matter.] [Assessment Boundary: The use of atomic masses is not required. Balancing symbolic equations (e.g. N2 + H2 -> NH3) is not required.]
The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science
Education:Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts
Developing and Using Models Modeling in 6–8 builds on K–5 and progresses to developing, using and revising models to support explanations, describe, test, and predict more abstract phenomena and design systems.
Use and/or develop models to predict, describe, support explanation, and/or collect data to test ideas about phenomena in natural or designed systems, including those representing inputs and outputs, and those at unobservable scales. (MS-PS1-a), (MS-PS1-c), (MS-PS1-d)
---------------------------------------------Connections to Nature of Science
Science Models, Laws, Mechanisms, and Theories Explain Natural Phenomena Laws are regularities or mathematical
descriptions of natural phenomena. (MS-PS1-d)
PS1.B: Chemical Reactions
Substances react chemically in characteristic ways. In a chemical process, the atoms that make up the original substances are regrouped into different molecules, and these new substances have different properties from those of the reactants. (MS-PS1-d), ( MS-PS1-e), (MS-PS1-f)
The total number of each type of atom is conserved, and thus the mass does not change. (MS-PS1-d)
Energy and Matter
Matter is conserved because atoms are conserved in physical and chemical processes. (MS-PS1-d)
Note: 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. 42
Closer Look at a Performance Expectation
MS-PS1 Matter and Its Interactions Students who demonstrate understanding can: MS-PS1-d. Develop molecular models of reactants and products to support the
explanation that atoms, and therefore mass, are conserved in a chemical reaction. [Clarification Statement: Models can include physical models and drawings that represent atoms rather than symbols. The focus is on law of conservation of matter.] [Assessment Boundary: The use of atomic masses is not required. Balancing symbolic equations (e.g. N2 + H2 -> NH3) is not required.]
The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science
Education:Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts
Developing and Using Models Modeling in 6–8 builds on K–5 and progresses to developing, using and revising models to support explanations, describe, test, and predict more abstract phenomena and design systems.
Use and/or develop models to predict, describe, support explanation, and/or collect data to test ideas about phenomena in natural or designed systems, including those representing inputs and outputs, and those at unobservable scales. (MS-PS1-a), (MS-PS1-c), (MS-PS1-d)
---------------------------------------------Connections to Nature of Science
Science Models, Laws, Mechanisms, and Theories Explain Natural Phenomena Laws are regularities or mathematical
descriptions of natural phenomena. (MS-PS1-d)
PS1.B: Chemical Reactions
Substances react chemically in characteristic ways. In a chemical process, the atoms that make up the original substances are regrouped into different molecules, and these new substances have different properties from those of the reactants. (MS-PS1-d), ( MS-PS1-e), (MS-PS1-f)
The total number of each type of atom is conserved, and thus the mass does not change. (MS-PS1-d)
Energy and Matter
Matter is conserved because atoms are conserved in physical and chemical processes. (MS-PS1-d)
Note: 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. 43
• …the NGSS has only two specific purposes beyond its broad vision for science education, namely (1) to describe essential learning goals, and (2) to describe how those goals will be assessed at each grade level or band.
• The rest – instruction, instructional materials, assessments, curriculum, professional development, and the university preparation of teachers – is up to the science education community.– Pg. 15 The NSTA Reader’s Guide to the NGSS
Materials needed:1. Structure and Properties of Matter from
NGSS (2, 5, MS, or HS)2. Appendix F – Scientific and Engineering
Practices Matrix3. Appendix G – Crosscutting Concepts Matrix4. A Framework for K-12 Science Education
Process for moving from NGSS to instruction
Materials needed:1. NGSS to Instruction Process (pgs. 13 – 15)2. NGSS to Instruction Organizer (pgs. 16 – 17)3. 2. Structure and Properties of Matter from NGSS (pg. 37)4. Appendix F – Scientific and Engineering Practices Matrix
(pgs. 18 – 33)5. Appendix G – Crosscutting Concepts Matrix (pgs. 34 –
36)6. A Framework for K-12 Science Education
Process for moving from NGSS to instruction
Work Groups
• Elementary K-2: Table 1 Elementary 3-5: Table 2
• Middle School: Tables 3 - 6• High School: Tables 7 and 8
Process for moving from NGSS to instruction
• Read the performance expectations for the topic. Select one performance expectation to begin.
• Read the performance expectation, clarification statement, and assessment boundary.
• Read the applicable disciplinary core idea in the foundation box.
• Read the material in the Framework for the DCI cited.
Pgs. 13 – 17Process and Template
• Read the SEP in the foundation box related to the PE.
• Read the material in the Framework and the matrix in Appendix F for these practices.
• Read the CCC in the foundation box associated with the PE.
• Read the material in the Framework and the matrix in Appendix G for this CCC.
Process for moving from NGSS to instruction
• Create one or more descriptions of the desired results or learning goals for the instruction integrating the three dimensions in the foundation box.
• Determine the acceptable evidence for the assessment of the desired results. Draft the summative assessment process for the learning goal.
Process for moving from NGSS to instruction
• Create the learning sequence using an instructional model.• Identify known misconceptions and troublesome ideas for
the concept that need to be considered.• Determine prior and/or supporting ideas or concepts
needed to learn this core idea.• Brainstorm some phenomena and experiences that could
provide observational or experimental evidence of the targeted core idea.
• Identify representations or media that would be helpful for students to use to make sense of the core idea.– Pg. 19
Process for moving from NGSS to instruction
Materials needed:1. NGSS to Instruction Process (pgs. 13 – 15)2. NGSS to Instruction Organizer (pgs. 16 – 17)3. Structure and Properties of Matter from NGSS (pg. 37 –
42 or other topic of your choice)4. Appendix F – Scientific and Engineering Practices Matrix
(pgs. 18 – 33)5. Appendix G – Crosscutting Concepts Matrix (pgs. 34 – 36)6. A Framework for K-12 Science Education
Process for moving from NGSS to instruction
Your Turn!• As a table group, practice the process outlined
in The Reader’s Guide to the NGSS on the remaining performance expectations for the topic (SPM or the one of your choice).– Different pairs at each table work on a different PE
and then collaborate – look for overlaps• Consider possible activities and assessments.• Be prepared to share.
• This simplified process is only the beginning of a more elaborate and often reiterative process of writing, reviewing, piloting, and rewriting that goes into the development of instructional sequences and quality instructional materials.– Pg. 20, The NSTA Reader’s Guide to the NGSS
Reflection
Moving theNext Generation Science Standardsto the Classroom
Analysis of Sample Materials
Vision of the Framework for K-12 Science Education
• Students actively engage in scientific and engineering practices in order to deepen their understanding of crosscutting concepts and disciplinary core ideas. pg. 217
Teaching at the Nexus
Core IdeasPractices
Crosscutting Concepts
Learner Lens
Plungers, Hand Boilers, Mirrors – Oh My!
• Read and follow the directions for the activity on your table.
• Make careful observations and collect any data that might be pertinent for constructing an explanation of the phenomenon.
• Develop and use a model to explain the phenomenon.
• Write your explanation and include your annotated drawing on chart paper.
• Be prepared to share with others.
Activity Debrief
• Discuss the following with your activity group:
• What practices did you use to explore the phenomenon in order to construct an explanation?– How did these help you make sense of your observations
in order to explain them?• What content did you use in your explanation?• What cross-cutting concept(s) seems especially
pertinent for understanding and explaining?• What was the role of discourse and modeling?
Learner Lens
Activity Debrief
• Discuss the following with your activity group:
• What are some instructional implications from this experience?
• How might this inform your selection of experiences for students?
Teacher Lens
Conceptual Shift in the NGSS
Activity Analysis
• Examine the 3 grade level activities.
• Determine the DCI being addressed, if any.
• Sort the activities as:– Will work– Will work with revisions– Not worth the effort to
revise and/or not aligned
• Write the criteria you used to place an activity in the “will work” pile on a post it.– 1 criterion/post it
• Do the same for the other activities
Activity Analysis
• Join another group• Categorize your criteria• Create a ‘rubric’ for determining if an activity
“will work,” is “worth revising,” or “not aligned/worth revising”
• Summarize – what are the most important considerations for determining if an activity will work?
Reflection
Session Goals
Understand the implications for CIA from the conceptual shifts detailed in the Framework
Utilize a process for moving from a standard to a unit/lesson sequence
Analyze materials for alignment with NGSS
Contact Information
• Diane Johnson– [email protected] – http://dianejohnson.weebly.com
• Susan Mayo– [email protected] – http://mayosw.weebly.com/