DAVID Y.IGE GOVERNOR

STATE OF HAWAri

DEPARTMENT OF EDUCATION

P.O. BOX 2360

HONOLULU, HAWN I 96804

KATHRYN S. MATAYOSHI SUPERINTENDENT

OFFICE OF THE SUPERINTENDENT

September 1, 2015

TO:

FROM:

The Honorable Patricia Halagao Chairper~tudent Achievement Committee

~OShi Superintendent

SUBJECT: Presentation on Next Generation Science Standards (UNGSS"): Overview and Update

1. DESCRIPTION

"Quality science education is based on standards that are rich in content and practice, with aligned curricula, pedagogy, assessment, and teacher preparation and development. It has been nearly 15 years since the National Research Council and the American Association for Advancement in Science produced the seminal documents on which most state standards are based. Since that time, major advances in science and our understanding of how students learn science have taken place and need to be reflected in state standards, " Next Generation Science Standards: For States, By States.

2. PRESENTATION

The attached presentation provides an overview and information about the NGSS, new K-12 science standards. These standards are rich in content and practice, and arranged in a coherent manner to provide ali students an internationally-benchmarked science education.

KSM:CSM:itk

Attachment

c: Board of Education Members Office of Curriculum, Instruction and Student Support

AN AFFIRMATIVE ACTION AND EQUAL OPPORTUNITY EMPLOYER

Next Generation Science Standards: Overview and Update

Hawaii State Board of Education Student Achievement Committee

September 1, 2015

Why science? Every generation has the obligation to free men's minds for a look at new worlds . .. to look out from a higher plateau than the last generation.

-Ellison Onizuka

Why new standards in science?

• What has changed since science standards were last written? - NSES came out in 1996

- HCPS III came out in 2007

Why new standards in science?

• What has changed since science standards were last written?

Framework to Standards

2011 2013

Framework to Standards Practices of Science and Crosscutting Concepts

Engineering 1. Patterns

1. Asking Questions and Defining

Problems 2. Cause and Effect:

Planning and Carrying Out Mechanism and

2.

Investigations Explanation

3· Analyzing and Interpreting Data 3· Sca le, Proportion, &

4 · Developing and Using Models Quantity

Disciplinary Core 5· Constructing Explanations and 4· Systems & System

Ideas Designing Solutions Models

Physical Science 6. Engaging in Argument from 5· Energy & Matter: Flows, -

Evidence Cycles, & Conservation - Life Science

Using Mathematics and 7· 6. Structure & Function - Earth and Space Computational Thinking

Sc ience 7· Stability & Change 8. Obtaining, Eva luating, and

Why new science standards? H I Student Perspective

~~:~;f.cnt Boo k W 0 r k l e'cEures ..

... nr· "' hot ng ':~: H~~"" memonzi ~.~ ~ ~.,~ g Textbook

~ :::!. adcquatem ate ri a lS undcrsta nd .. . I I V'l hands-on l 0 participationc!an llcatlon - • ~ C V) !'Pill fnoel Ipssons h d I"""'t' -J 0 taught tI) a s an s _ . lC . .~ apply ~ relates o mat~n~1 ~ llearn U eresources life fundi ng

- ~ -g ~ e a r~ K\ I ~ gnt~~l~tivitY -J '5 ~ c <0;; I I I .~ I appllCatlo~lS

[if E active dll1 0U llt • va:;l . • ';:; commun icate

<Ii eng'goO act I V I tie S concepts -o ,nvolvement engagement

Why new science standards? H I Student Perspective

I would enjoy a science class that ...

Lets me make connections between different science concepts and disciplines 82%

Puts me in the ro le of a scientist as part of a scientific community 76%

Connects to ideas I had learned in the past 85%

Lets me apply my knowledge in many different and creative ways 85%

Includes engineering skills and ideas 79%

Prepares me for taking science classes in college 85%

Integrates other disciplines, such as language arts, math, arts, history, etc. 79%

How does NGSS address student values?

NGSS MS-LSH

Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells. [Clarification Statement: Emphasis is on developing evidence that living things are made of cells, distinguishing between living and non·living things, and understanding that living things may be maoe of one cell or many and varied cells.]

HCPS III SC.7.4.1

Describe the cell theory The student describes the theory that all organisms are made up of cells t hat are the basic building blocks of life; some organisms are unicellular but others are multi·cellular.

I Standard 1: SCIENTIFIC INVESTIGATION I Standard 4: STRUCTURE AND

NGSS FUNCTION IN ORGANISMS

•

•

•

Integrates scientific practices, crosscutting concepts, and core ideas

Focuses on deep understanding and application of knowledge

Focuses on readiness for col lege, career, and citizenship II""W' .... ~

Why new science standards? H I Teacher Perspective

1. Coherent, articulated, rigorous standards, which support consistent integration of science and engif71eering processes, to inform instruction

2. Targeted professional develop eRt and time to develop competencies and resources, ir'HDIl!J tling mentoring and support from resource teachers

3· Resources for supplies, vetted curricular mate

4· students,

5· and state

Pi~~~~~~~O~f~d~ifferent strengths or different d irections of pushes

IlU5hII19 iWI object. iI penon ""'>.'. i ""'~ pust\in9 on each . ofPlJ$hesorpulls ~ ......

rNtNe strenQttts or different the same t.me. ~ does not lIS Iho2 oroduced by _ .J

K-PS2-2. Analyze data to determine if a design solution works as intended to change the speed or d i rection of an object with a push or a pull. · (Clafll\c:atlon SUlIenert; ~dprol*ms 1@QU1I11"9i1Drtloncould lnctudennnganartROfOlheroOJectlTlO'Jeacertan d':stana!, folow iI particular pMh, ard knock doWn other obJeas. Examples d solutions muId Indude tDOOi sudl as a ramp to lnaease tnt speed d the objeCt anc! II structtn thaI wWd cause a,objea such as a marble or bi!l l lo tum.] (A.55essment 8w~; ~ does rot IndI..Oe friction as a medIanIsm for charge II

Pla nning and CiIIrrying Out Inve:stllil"tJons PlaMlI19 it1"ld can)'IrI; oullnve:stigatlOnS to al'15We" auestIons or test 9OIutlU1S to problems in K-2 wltis on prb b:pI!nerce5 atd progrtSl5e$ to Simple ~ based on t.cr tests, which DtO'Ade data to R.IDDOrt bDlaniltJoM or design 5OMIons.

• WlI! gudara, plan Ind conduct an irrYestJ9atiCln In ~wlh oeers. (K-PSH)

AnAtyzing ilnd Interpreting DilU! AnatvMg delta n K-2 blAtts on prior QPt'nt'r1Cf!S lI~

pn:qes:ses to c:oilf!c:trIQ. rKDrd.no. and sI'IIMQ obS8VatkWlS. AN/J:yle datil from t!1t5 d an ob,ect or tuoI to tletermine d It works aslftl!rlde¢. (IC.-PS2-2)

u..,

8MJt_-

Pushe5 ard ~US ta"I have Iilferent strengths alld !irectiOfls. (I(. PSH),(K-PS2-2) P\IsI'IIng or puling on lin object can change the speed or direc!ion or Its motion and can mrt. or stoo It. (lC4'S2-1)'(K·P$2-2)

PS2.B: Types of InterActions • WhsI objects touch or collide. theY ~ on one another ard can

chanoe motion. (K-PS2-t) P53.C: Reliltlonshlp Between Energy and Foroes • A bwer !lUsh or IUI ITIiIke5 I:hhQs SPeed UD Of slow down mon:-

Rt.K.l With j)IOIT1~g and support, ask and answer questions about. key detai"ln II text. (K·PS1-l)

SlrrwIr: t5s can De designed IJ:I gather ~ IJ:I support cr refute stuIent Ideas "bOtL causes. (lC-PS2-1).(IC:-PS2-2)

W .K.7 Partidpal1' ~ shate;j re5e¥Ch el'd wrlIl'Q D~ (e.q., extlIore e numbel" d books by it lavor!te iMhor al'd exores:s opinions abwt them). (K-PS2- 11 SLK.J Ask lind answer questions In order to seek helD, 9'!t 1nf00000000, or daffy somf!thing that is rU U\der5tood. (K-PS1-1) McJ~-

M P.1 Reason IIbstractty and k . MD.A.l 0esaIbe measurable or weight Describe several measu-able ilttritkJtes d a single ob:fect. (/(-PS1-J)

EES

CCS 5

Student Success

FI/DT CSSS/RTI

ART

I&M Systems of Suppor

How does NGSS address teacher needs?

t appreciate th e way in which the new science standards

are built to encourage teaching in a way that develops

deep understanding-it mirrors the shift in LA and math

that we see in cess.

- HIDOE Elementary Science Teacher

How does NGSS address teacher needs?

• NGSS developed t o ensure consistency w ith cess - Focus on literacy through read ing, writ ing, and speaking

- Math in NGSS sho uld not outpace or misalign w ith cess - Writers of NGSS have created model integrated tasks

• Interpret data to eva luate the effectiveness of ocean wave energy converters

and create a report of recommendations for a community considering

purchasing these devices

• Use graphica l analysis to determ ine the causes of bee colony co llapse disorder

and construct an argument for how continued trends in bee colony numbers

might be impacting the stability and biodiversity of ecosystems and agricultural

systems in which the bees participate

Math

Ml: Make sense of problems and persevere in solving them

M2: Reason abstractly & quantitatively

M6: Attend to precision

M7: l ook for & make use of structure

MB: look for & make use of regularity In repeated reasoning

E6:Use technology & digital media strategica lly & capably

E2: Build a strong base of knowledge through content rich texts

ES: Read, write, and speak grounded in evidence

M3 & E4: Construct viable arguments and critique reasoning of others

information

M5: Use appropr iate tools stra tegically

57: Engage in argument from

evidence E3: Obtain, synthesize,

and report findings clearly and effectively in response to task and purpose

Commonalities Among the Practices

E1: Demonstrate independence in reading complex texts, and writing and speaking about them

in Science, M:att,ernatics"'­and English language Arts Based on work by Tina Cheuk elLstanford.edu

E7: Come to understand other perspectives and cultures through reading, listening,

and collaborations

ELA NGSS@NSTA STEM STARTS Hfqr

www.nsta.ors/nass

How does NGSS address teacher needs?

• NGSS and cess support each other, however,

NGSS is not Common Core Science

CCSS ELA Literacy for Science & Technical Subject Standards are not

Science standards

How does NGSS address teacher needs?

C? the NGSS pacing and clarity; C? the focus on questioning and explanation/communications.

- HIDOE 6 th Grade Science Teacher

It is very user friendly and it helps novices like me helping children to start wondering about their environment.

- HIDOE Science Teacher

This will de finitely help to get kids more engaged, make it meaningful, and get them to think deeper.

- HIDOE Curriculum Coordinator

National and Local Support If you're a science educator, unless you're a troglodyte (which let's face it, every department has at least one of), you've probably been paying attention to the development of the Next Generation Science Standards or NGSS ... I am excited about the new standards because t hey represent a fundamental shift in t hinking away from content to how science is practiced in the real world.

-Sage Lichtenwalner, Ocean Data Scientist and Outreach Educator, Rutgers Univers ity

• National Science Teachers Association • The Council of Chief State School Officers • American Federation of Teachers, National Education Associa tion • Chevron, Eli Lilly, Microsoft , 3M • University of Hawaii at Manoa Co llege of Education • Local education partners

- UH, multiple departments - Science Olympiad - NOAA and NASA

National Progress

• NGSS has been adopted by 15 states + Washington, DC

• Additional states - have adopted " NGSS similar" standards - are preparing f or or considering NGSS adoption

-~" •

Hawaii Progress • Presented background/updates to CAS and principals meetings

• Provided quarterly updates t o schools via OCISS Science/STEM Update

• Science Content Panel provided input regarding multiple aspects of NGSS

• Held Science Kickstart, June 15, 201 5 (-150 attendees) - Loved spending my summer here .. . mahala, t hank you - Re-igniting my love for science and reminding me how much fun it can be.

Thank you! - Will there be more workshops /ike this, because I learned a lot and would

/ike to learn more!?

• Middle Grades Science and Engineering Cohort (13 teachers)

Moving Forward

• Hold joint professional development sessions NGSS + C3

• Hold focused sessions for secondary department chairs

• Convene Science Work Group

• Solicit additional feedback

• Create webinars and support materials

• Develop Wonders + Science materials and PD

• Revise secondary ACCN courses

• Plan for assessment transition

"What the future holds in store for individual human beings, the nation, and the world depends largely on the wisdom with which humans use science and technology." - Sdenoe Fo,AIi Ame,;"n,(AAAS)

Dr. Lauren Kaupp Educational Specialist for Science

Phone: 3°5.9710 lauren _ kaupp@notes.k12.hi.us

http://www.nextgenscience.org