Upload
andren
View
38
Download
0
Tags:
Embed Size (px)
DESCRIPTION
Next Generation Science Standards: Taking the first steps. Hilary Dito STEAM Coordinator Contra Costa County Office of Education. Outcomes. Understand the big shifts of NGSS Describe the 3 dimensions of science learning Dissect the architecture of Performance Expectations - PowerPoint PPT Presentation
Citation preview
Hilary Dito
STEAM Coordinator
Contra Costa County Office of Education
OutcomesOutcomes Understand the big shifts of
NGSS
Describe the 3 dimensions of science learning
Dissect the architecture of Performance Expectations
Discuss Next Steps
July 2011
1990s - 2010
April 2013
NGSS Development ProcessDesign Phase
Awareness Phase
Implementation Phase
• NGSS Released• Adopted by states (CA
Sept. 2013)• Middle School Sequence• CDE development of
Implementation Plan
• Framework for K-12 Science Education
• NGSS Development by Lead States
• Public drafts and comments
• CA Framework development (2014-2015)
• Instructional Shifts• Curriculum Development• Professional Learning• Assessments
TransitionPhase
States Adopting NGSS (as of Feb 26, 2014)RI, KS, KY, MD, VT, CA, DE, WA, D.C., and NVMap from www.nsta.org
CA StateTests (aka AB484)• Outlines CA State Assessment for 2013-14
• SBAC Field Test in ELA and Math: • Grades 3-8, all students• Grades 9 and 10, scientific sample• Grade 11, scientific sample all others encouraged• Computer Administered; Not Computer Adaptive; No
paper or pencil option
• Science Testing (for NCLB)• CST, CMA and CAPA -grades 5, 8, & 10• New assessments will be developed aligned to NGSS
“as soon as feasibly possible”
These new standards shift the focus
from memorization of facts to having students develop deeper conceptual understanding
of core scientific ideas and be able to apply the practices of science and engineering into real
world problems.
“Science is built up of facts, as a house is built of stones;
but an accumulation of facts is no more a science than a heap of stones is a house.”
~ Henri Poincaré, Science and Hypothesis
Shifts of NGSS
1. Interconnected Nature of Science and the Real World
2. Focus and Coherence
3. Deeper Understanding
4. Science and Engineering
5. College, Career, and Citizenship Readiness
6. Alignment to the Common Core
Real world Focused & Coherent Integrated Within & Across Content
10
How will NGSS change teaching and learning?
Read each shift in Appendix A
•Highlight one sentence
•Underline one phrase
•Circle one word
•Develop a 25 word synopsis with your table
Grade Level Bands
• K-5 grade specific
• 6-8 grade “band”*• CA is a K-8 “curriculum adoption state”• Integrated model – adopted by CA (Nov 2013)• Additional model being developed for LEAs
• 9-12 grade span “band”• Design of HS courses – local decision• Appendix K: Model Course Mapping
Adopted Middle Grades Learning Progression
Framework
• Foundation for creating NGSS• Larger context for science education• Progression of Core Ideas, Practices and
Crosscutting Concepts across grade bands.• Organized by grade bands:
– K-2, 3-5, 6-8, 9-12– “By the end of grade ___”
Framework
• Take a few minutes to read the framework for your discipline.
• Discuss these questions with others at your table.– How is it similar to your current teaching?– How is it different?
Activity developed by:
Three Dimensions
8 Science and Engineering Practices
44 Disciplinary Core Ideas and Component
Ideas• Physical Sciences• Life Sciences• Earth and Space Sciences• Engineering, Technology, and
Applications of Science
7 Crosscutting Concepts
1. Asking questions and defining problems
2. Developing and using models
3. Planning and carrying out investigations
4. Analyzing and interpreting data
5. Using mathematics and computational thinking
6. Constructing explanations and designing solutions
7. Engaging in argument from evidence
8. Obtaining, evaluating, and communicating information
Scientific and Engineering Practices
• What are the behaviors of scientists and engineers?• Science Investigation is a balance of Skills and Knowledge• What does it mean to “do” science?
Practices in Action
Watch the video clips and consider the following
•What practices are at the forefront of the lesson?•What practices are supporting the lesson?•What is the teacher doing?•What are the students doing?
CCSS Integration: Classroom Video
CARBON CYCLING: CREATE YOUR OWN BIOLOGY LABLesson Objective: Design and conduct your own biology lab to examine carbon cycling
•Common Core Standards: ELA.RST.9-10.3Run Time: 5 min
Crosscutting Concepts1. Patterns, similarity, and diversity
2. Cause and effect
3. Scale, proportion, and quantity
4. Systems and system models
5. Energy and matter
6. Structure and function
7. Stability and change
Fundamental understanding of science
Connecting ideas across all domains
Modeling
– As a Practice» Develop and use models to describe, explain, predict
– As a Crosscutting Concept» Representation of idea / phenomena
– Models make thinking visible and explicit
Create a model to explain the following:Choice of low gear vs. high gear while riding a 10 speed
bicycle up a hill
Disciplinary Core IdeasLife 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 ScienceEngineering & Technology
ESS1: 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
Essential Questions frame the main conceptsProgression develops students understanding
PS2: Motion and Stability: Forces and Interactions
K-2 3-5 MS HS
Newton’s third law;
motion det. by sum of forces and
mass of object
Newton’s second law; momentum
Objects at rest have 0 net force; if net force ≠ 0
the object will change its motion
Objects push or pull when connected;
friction
Essential Question: How can one explain and predict interactions between objects and within systems of objects?
PS2.A: Forces and MotionEssential Question: How can one predict an object’s continued motion, changes in motion, or stability?
Progression:
Pra
ctic
es
Content
Crosscutting
Performance Expectations
Science and EngineeringPractices
Disciplinary Core Idea
CrossCutting Concepts
Performance Expectations
Foundation Boxes
Connection Boxes
Architecture of a Standard
Performance Expectation
• What students should know and be able to do after instruction• Communicates a “big idea”• Assessments for and of learning• Includes
• clarification statements (more detail and examples of topics)• assessment boundaries (what is not expected)
Performance Expectation Code:
MS-LS1-6.Grade Level
DCI PE Number
Foundation Boxes
• Science & Engineering Practices for the performance expectation and connections to Nature of Science
• Disciplinary Core Ideas for all students to understand• Crosscutting Concepts and connections to Nature of Science
provides a big picture for emphasis
Disciplinary Core Idea Code:
LS1-CCore Idea
Component Idea
Aligns the DCI with the PE
Connection Boxes
• Connections to other Disciplinary Core Ideas (DCI) at the grade level
• Articulation of DCIs across grade levels• Connections to Common Core State Standards
Decode the following:
MS-PS2-3
ESS1.A
HS-PS3-4
4-LS1-2
ETS2.A
Decode a PE in your discipline/ grade
From Standards to Instruction
• PE’s are not Learning Targets; and they overlap with each other.
• If you try to teach the PE’s as a list of skills, you will never finish them.
• PE’s that aren’t taught in an integrated manner are like Lemony Snicket science: a series of unfortunate events.
Stephen L. Pruitt, Ph.D.Senior Vice President for Content, Research and DevelopmentAchieve
Instruction Builds Toward PEsInstruction Builds Toward PEs
Performance Expectation
So what is next?
Instruction
CA Framework
Assessments
Professional Learning
NATIONAL RESEARCH COUNCILOf the National Academies
July 2011 2011-2013
2014 -
Prepare for the NGSS
Resources• Contra Costa County Office of Education
www.cocoschools.org/steam
• Next Generation Science Standards
www.nextgenscience.org/
• CDE updates to the NGSS www.cde.ca.gov/pd/ca/sc/ngssintrod.asp
• http://www.cde.ca.gov/pd/ca/sc/ngssstandards.asp
• NSTA Common Core Resources
www.nsta.org/about/standardsupdate
Thank you to:
The Integrated Middle School Science Project at Alameda County Office of Education for collaboration on this presentation.