An Invitation: Moving Forward With The Next Generation Science Framework Anne Grall Reichel, Ed.D

An Invitation: Moving Forward With The Next Generation Science

Framework

Anne Grall Reichel, Ed.D.

Session Goals

• Participants will gain firsthand experience with strategies designed to build critical foundational knowledge using A Framework for K-12 Science Education

• Participants will explore the anatomy of

the Next Generation Science Standards.


Begin With An Understanding of the Framework and the Research Behind It

The Framework The Research Base


Three Dimensions of the Framework

• Practices

• Crosscutting Concepts

• Core Disciplinary Ideas


Dimension One: Practices

1. Asking questions (for science) - Defining problems (for engineering)

2. Developing and using models

3. Planning and carrying out investigations

4. Analyzing and interpreting data

5. Using mathematical and computational thinking

6. Constructing explanations (for science) - Designing solutions (for engineering)

7. Engaging in argumentation from evidence

8. Obtaining, evaluating and communicating information


What can I do on Monday?

Look critically at your current lesson objectives. Can you embed practices as a means of building an understanding of key concepts?

• Example: Argue the placement of an element on the periodic table.

• Example: Analyze data to find evidence of changes in climate.

Learn More:

Appendix F – Next Generation Science Standards

Chapter 3 – A Framework for K-12 Science Education


Dimension Two: Crosscutting Concepts

• Patterns

• Cause & Effect: Mechanism and Explanation

• Scale, Proportion, Quantity

• Systems & Systems Models

• Energy & Matter (Flows, Cycles, Conservation)

• Structure & Function

• Stability & Change


• Support students in making connections to the Cross Cutting Concepts.

• Use student notebooks with Cross Cutting Concept pages and descriptions in kid friendly language.

• Encourage students to reflect at the end of class in notebooks

• Exit Slip – My connection today, evidence of a Cross Cutting Concept

Learn More:

Appendix G – Next Generation Science Standards

Chapter 4 – A Framework for K-12 Science Education


Dimension Three: Core Disciplinary Ideas

• Physical Science

• Life Science

• Earth/Space Science

• Engineering

Please Note: Engineering design for each grade band appears after second, fifth, and eighth grade in the Topic version of the standards


Why is the Framework Important? Explanatory Power: Understanding Core

Disciplinary Ideas

Essential Question: How do the structures of organisms enable life’s functions?

• Grade Band Endpoints

– By the end of grade 2. All organisms have external parts. Different animals use their body parts in different ways…..

– By the end of grade 5. Plants and animals have both internal and external structures…..

– By the end of grade 8. All living things are made up of cells…..

– By the end of grade 12. Systems of specialized cells within organisms….



Disciplinary Core Ideas• Read the Grade Band Endpoints for the current

content you are teaching.• Compare the expectation described in the

endpoint to your current expectations• Use the essential questions in the Framework to

focus your instructionLearn More:

Appendix E – Next Generation Science Standards

Chapter 5-8 – A Framework for K-12 Science Education


So Before We Dig Into The Anatomy of NGSS Let’s Check Our Foundational Knowledge


Classification ActivityRead each statement as a group. Determine if the statement should be classified as a Practice, Crosscutting Concept, or

Disciplinary Core Idea (See Folder One)


Practice Crosscutting Concept Disciplinary Core Ideas

Practices

• Scientists formulate questions about phenomena to establish what is already known, and to determine what questions have yet to be satisfactorily answered.

• Scientific investigations produce data that must be

analyzed to derive meaning. Scientists use a range of tools to identify significant features and patterns in data.

• In science, reasoning and argument are essential for

clarifying strengths and weaknesses of a line of evidence and for identifying the best explanation for a natural phenomenon.


Cross Cutting Concepts

• Scale, Proportion, and Quantity: In considering phenomena, it is critical to recognize what is relevant at different measures of size, time and energy and to recognize how changes in scale, proportion, or quantity affect a system’s structure or performance.

• Cause & Effect: Events have causes, sometimes simple,

sometimes multifaceted.

• Energy & Matter: Tracking fluxes of energy and matter, into,

out of, and within systems helps one understand the systems’ possibilities and limitations.


Disciplinary Core Ideas

• Water is found in the oceans, rivers, lakes, and ponds. Water exists as solid ice and in liquid form.

• Water is found almost everywhere on Earth, as vapor; as fog as clouds in the atmosphere;

• Water continually cycles among land, ocean, and atmosphere via transpiration, evaporation, condensation, crystallization, and precipitation as well as downhill flows on land.


The Anatomy of NGSS


The Anatomy of NGSS

StandardA collection of several

performance expectations describing what students

should be able to do to master this standard

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

Connection BoxRelated Standards:

Common Core

Performance ExpectationA statement that combines practices, core ideas, and crosscutting concepts into a single statement describing how students can show what they have learned.

Title and CodeTwo standards 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.

Scientific & Engineering PracticesPractices are the activities that scientists and engineers engage in to either understand the world or solve a problem

Disciplinary Core IdeasCore Ideas are those concepts in science and engineering that have broad importance within and across disciplines as well as relevance in people’s lives.

Crosscutting ConceptsCrosscutting Concepts are those ideas, such as Patterns and Cause and Effect, which are not specific to any one discipline but cut across them all.

NumberNumber at the end of Practices, Core Ideas, and Crosscutting Concepts designate which Performance Expectation incorporates them.

Integration of the Three Dimensions

Core IdeasPractices

Crosscutting Concepts

The Practices are the processes of building and using the Core Ideas to make sense of the natural and designed world, and the Crosscutting Concepts hold the discipline together.

From NSTA Webinar

Blending The Three Dimensions

Anne Grall Reichel, Ed.D

Example: Blended Instruction

Anne Grall Reichel, Ed.D

Explore the Anatomy of NGSS Applying the STC Cycle of Learning

Focus: Avoid the temptation to start at the top of the page. Read the Foundational Box First!


Focus: Read & Discuss the Foundational Box

• Take time to read the Foundational Boxes in Folder Two

• Discuss: What strategies will you use to support colleagues in understanding the importance of the foundational box?


Explore the Anatomy of NGSS Applying a Cycle of Learning

Explore: Read the performance expectations, one set of expectations is defined as a standard.

Look for the evidence of the Foundational Box in the descriptors.

Notice the helpful system of coding.


Challenge: Find the Practice, the Cross Cutting Concept and the Disciplinary Core Idea Without a

Foundation Box

Plan an investigation to provide evidence that the change in an object’s motion depends on the sum of the forces on the object and the mass of the object.

MODEL! MODEL! MODEL!

• What is the practice? Planning and carrying out investigations

• What is the disciplinary core idea? The motion of an object is determined by the sum of the forces acting on it….

• What is the cross cutting concept? Stability & Change



Foundation Box

Structure, Function, and Information Processing Grade 1: Use materials to design a solution to a human problem by mimicking how plants and/or animals use their external parts to help them survive, grow and meet their needs.

TRY IT AS A TABLE GROUP!

• What is the practice?

• What is the disciplinary core idea?

• What is the cross cutting concept?



Foundation Box

ENERGY GRADE 4: Use evidence to construct explanations relating the speed of an object to the energy of the object.

TRY IT AS A TABLE GROUP!






Foundation Box

Structure & Properties of Matter MS: Measure and graph quantities to provide evidence that regardless of the type of change that occurs when heating, cooling, or mixing substances, the total weight of matter is conserved.

TRY IT AS A TABLE GROUP AGAIN!






Reflect: Think about the performance descriptors as a group.

What story do they tell as a cohesive whole?

How would you have students reflect and show evidence of their learning of the descriptors through a performance task?

Discuss at your tables.



Apply: How would students “apply” and extend what they have learned by logically integrating meaningful reading, writing and mathematics within an assessment?


Apply: Logically Integrating the Common Core

Investigating Biodiversity and Interdependence (p.105) (Middle School)“Read the passage about Charles Darwin on pages 104 and the article entitled “Daphnia’s Changes of Appetite” on pages 106-108. Write to explain which of Darwin’s ideas are addressed in the reading selection and how those ideas are supported.” Support with textual evidence, quoting accurately from the text and your scientific investigations.


RI 9. Integrate information from several texts on the same topic in order to write or speak about the subject

knowledgeably.

Students conduct research on the topic of Inventions. They begin their research using the information on inventions in the STC Reader and Kids Discover. They use those readings as a catalyst for further research. They present information orally or in writing integrating information from multiple sources. Reference: Kids Discover: The Wright Brothers and the STC Reader: Motion & Design

Formative:– Summarize information in multiple texts

– Explain how the multiple texts support your topic

– Present synthesized information

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For Further Information

To access today’s power point go to

www.carolinacurriculum.com

To reach Dr. Anne Grall Reichel e-mail [email protected]

www.childrencandoremarkablethings.com


mailto:[email protected]

http://www.childrencandoremarkablethings.com/

Documents

An Invitation: Moving Forward With The Next Generation Science Framework Anne Grall Reichel, Ed.D