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What Are Standards?
Standards describe what students should know and be able to do after instruction.
Standards do not describe curriculum. They should be written at a level that allows teachers flexibility in their instruction
Purpose of State Standards
Instruction
Curricula
Assessments
Teacher development
State Standards
Developing the Next Generation Science Standards
Developing the NGSS
7/2011 – April 20131/2010 - 7/2011
Phase IIPhase I
NGSS Sponsors
Boeing Carnegie Corporation of New York Cisco Foundation DuPont GE Foundation Noyce Foundation
Process for Development of Next Generation Science Standards
States and other key stakeholders are engaged in the development and review of the new college and career ready science standards–State Led Process–Writing Teams–Critical Stakeholder Team–Business engagement
NRC Study Committee members to check the fidelity of standards based on framework
Writing Team
• Julie Pepperman – Middle School Physical Science Teacher, Knox County Schools
• In addition to representing Tennessee on the writing team, Julie provided support to and answered questions from Tennessee’s NGSS Team throughout the development process
Tennessee NGSS Teams
• Communication Team• Outreach Team• Collaboration-Coalition Team• Draft Review Team• Building Capacity for State Science Education
(BCSSE) Team
Representation across teams
• Teachers – 7• Dept. of Education (STEM, CTE, ELL, Assessment) – 6• Higher Education – 5• Non-Profits (Science Education) – 5 • Administrators (Principals & STEM Coordinators) – 5• Parents – 1• Business – 1• Curriculum Development – 1• Engineer – 1
NRC Fidelity Review
The NGSS have passed a fidelity review by the NRC.
The review panel was made up of some members from the actual Framework committee and other experts who were familiar with the Framework and NGSS.
The National Academies Press will publish the NGSS in print form. This represents the first time in its history that the NAP is publishing a report that was not developed by a committee or board of the National Academies.
Scientific and Educator OrganizationSupport American Association of Physics
Teachers American Chemical Society American Federation of Teachers American Meteorological Society American Physical Society American Society of Plant Biologists ASME (American Society of
Mechanical Engineers) Association of American Universities Association of Presidential Awardees in
Science Teaching Association of Public and Land Grant
Universities
Council of State Science Supervisors National Association of Biology
Teachers National Association of Geoscience
Teachers National Association of Gifted
Children National Education Association National Science Education
Leadership Association National Science Teachers
Association
Scientist Support
Bruce Alberts, Stanford University / Past President, National Academy of Sciences
James Gates, University of Maryland / National Medal of Science / Maryland State Board of Education
Jonathan Osborne, Stanford University, PISA Science Framework Director
4 Nobel Laureates including Carl Wieman, Stanford University
Business Support
Businesses are critical partners in the successful adoption and implementation of the NGSS
Over 60 companies have signed a letter of support for the NGSS
http://www.nextgenscience.org/sites/ngss/files/NGSS%20Business%20Support%20Letter_1.pdf
What’s Different about the Next Generation Science Standards?
Three Dimensions Intertwined
The NGSS are written as Performance Expectations
NGSS will require contextual application of the three dimensions by students.
Focus is on how and why as well as what
Converging Research-Based Practice
K-12 Science Education Framework New Advanced Placement Coursework and
Assessment PISA 2015 Vision and Change in Undergraduate Biology A New Biology for the 21st Century Scientific Foundations for Future Physicians
Current State Science Standard Sample
a. Students will explore the importance of curiosity, honesty, openness, and skepticism in science and will exhibit these traits in their own efforts to understand how the world works.
b. Students will use standard safety practices for all classroom laboratory and field investigations.
c. Students will have the computation and estimation skills necessary for analyzing data and following scientific explanations.
d. Students will use tools and instruments for observing, measuring, and manipulating equipment and materials in scientific activities utilizing safe laboratory procedures.
e. Students will use the ideas of system, model, change, and scale in exploring scientific and technological matters.
f. Students will communicate scientific ideas and activities clearly.
g. Students will question scientific claims and arguments effectively.
a. Distinguish between atoms and molecules.b. Describe the difference between pure substances
(elements and compounds) and mixtures. c. Describe the movement of particles in solids, liquids,
gases, and plasmas states. d. Distinguish between physical and chemical properties
of matter as physical (i.e., density, melting point, boiling point) or chemical (i.e., reactivity, combustibility).
e. Distinguish between changes in matter as physical (i.e., physical change) or chemical (development of a gas, formation of precipitate, and change in color).
f. Recognize that there are more than 100 elements and some have similar properties as shown on the Periodic Table of Elements.
g. Identify and demonstrate the Law of Conservation of Matter.
Inquiry Standards Content Standards
Standards Comparison:Structure and Properties of Matter
a. Understand that all matter is made up of atoms.
b. Explain that matter has properties that are determined by the structure and arrangement of its atoms.
c. Interpret data from an investigation to differentiate between physical and chemical changes.
d. Distinguish among elements, compounds, and mixtures.
e. Apply the chemical properties of the atmosphere to illustrate a mixture of gases.
f. Use the periodic table to determine the characteristics of an element.
g. Explain the Law of Conservation of Mass.
h. Interpret the events represented by a chemical equation.
i. Explain the basic difference between acids and bases.
Current State Middle School Science Standard
Standards Comparison:Structure and Properties of Matter
a. Understand that all matter is made up of atoms.
b. Explain that matter has properties that are determined by the structure and arrangement of its atoms.
c. Interpret data from an investigation to differentiate between physical and chemical changes.
d. Distinguish among elements, compounds, and mixtures.
e. Apply the chemical properties of the atmosphere to illustrate a mixture of gases.
f. Use the periodic table to determine the characteristics of an element.
g. Explain the Law of Conservation of Mass.
h. Interpret the events represented by a chemical equation.
i. Explain the basic difference between acids and bases.
Current State Middle School Science Standard
Standards Comparison:Structure and Properties of Matter
Students who demonstrate understanding can:
1. Develop models to describe the atomic composition of simple molecules and extended structures.
2. Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred.
3. Gather and make sense of information to describe that synthetic materials come from natural resources and impact society.
4. 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.
5. Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved.
6. Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes.*
NGSS Middle School Sample
Standards Comparison:Structure and Properties of Matter
Students who demonstrate understanding can:
1. Develop models to describe the atomic composition of simple molecules and extended structures.
2. Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred.
3. Gather and make sense of information to describe that synthetic materials come from natural resources and impact society.
4. 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.
5. Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved.
6. Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes.*
NGSS Middle School Sample
Content Knowledge in the NGSS
Tennessee State Standards SPI 3210.3.1 Interpret a diagram
that illustrates energy flow in an ecosystem. Uses a diagram that shows energy
flows in a certain direction.
SPI 3210.3.2 Distinguish between aerobic and anaerobic respiration. Able to state aerobic respiration
occurs with oxygen and anaerobic occurs without oxygen.
NGSS HS.LS2-4 Use mathematical
representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem. Observable features of the student performance are: Mathematical model expresses the
flow of matter upward in a food web and supports claims of matter consumed and matter transferred upward for growth and release of energy in cellular respiration.
Mathematical model represents the dynamic transfer of energy and the conservation of energy in a food web.
Tennessee Practice Assessment ItemSPI 3210.3.1
Possible NGSS Assessment ItemHS-LS2-4
In 1966, a Miami boy smuggled three Giant African Land Snails into the country. His grandmother eventually released them into the garden, and in seven years there were approximately 18,000 of them. The snails are very destructive and had to be eradicated. They consume over 500 different types of plants, lay over 1,200 eggs per year, and have been shown to cause indigenous snails’ populations to decrease over time.
Giant African Land Snail
Given the population growth and the nature of the Land Snails, construct a food web from the organisms listed below prior to and after the insertion of the Land Snails. Using your first representation, construct an argument based on the competitive relationships and the mathematical comparisons between a normally functioning ecosystem versus one with the Land Snails . The argument should also include the Land Snails effect on other organisms within the food web.
Evidence
Observable features of the student performance are: Mathematical model expresses the flow of matter upward in a food web and
supports claims of matter consumed and matter transferred upward for growth and release of energy in cellular respiration.
Mathematical model represents the dynamic transfer of energy and the conservation of energy in a food web.
Arrows accurately describing the movement of matter and energy from organism to organism.
Arrows accurately describe the relationships between different levels of organisms.
The model properly represents the disruption to the natural web with the insertion of the Land Snail.
The argument effectively connects cause and effect throughout.
PISA 2012 Released Item
State Adoption of Science Standards
NGSS State Adoption Update
NGSS AdoptersRhode IslandKentuckyKansasMarylandVermontCaliforniaDelawareWashington State
In ReviewDistrict of ColumbiaIllinoisMichiganNevadaOregonWyoming
State Adoption Process
Reviewing the Final NGSS States have established committees to review the
NGSS Michigan – Members of the Arts and Sciences and Science
Education Faculty “graded” NGSS California – State Board and California Department of
Education convened a new science expert panel that included nationally and internationally known scientists and teachers
Washington – Conducted a review of the NGSS with post-secondary faculty, K-12 educators, and students to determine if the NGSS were appropriate for their state
Addressing The Critic
Philosophical Difference with theFordham Foundation
Fordham Position• Missing or “implicit” content• Failure to include essential math content that is
critical to science learning especially in chemistry and physics
NGSS Content Assumptions
Arranged as 13 Disciplinary Core Ideas (DCIs) with 44 component ideas that:
Have broad importance across multiple disciplines or are a key organizing principle for a single discipline
Provide a key tool for understanding or investigating more complex ideas and solving problems.
Relate to the interests of students or are connect to societal concerns that require scientific or technical knowledge.
Are teachable and learnable over multiple grades at increasing levels of depth and sophistication.
Overall focus on depth over breadth for meaningful understanding
Based on research on how students learn
Fordham Content Criteria
Eighty-nine “content-specific” bullet points are used as criteria for grading that implicitly define the content and rigor expected in standards.
“Content-specific” criteria are a mix of factoids, concepts, and to a lesser extent practices. Factoid example: “Understand and describe the absolute temperature scale, the Celsius and
Fahrenheit scales, and be able to convert from one to another.”
After standards are evaluated against the 89 content-specific criteria, they are judged on their content, rigor, clarity, and specificity in terms of being: “comprehensive in terms of coverage”; “readily understood”; do not contain “superfluous or distracting material”; appropriately rigorous at targeted grade level; and “do not overemphasize “life experiences” or “real world” problems”.
Fordham Foundation Report (See pp. 205-209.)
NGSS – California Comparison
California 9-12 Standards (1998) Next Generation Science Standards (2013)
Chemistry 8.b: Students know how reaction rates depend on such factors as concentration, temperature, and pressure.
HS-PS1-5: Apply scientific principles and evidence to provide an explanation about the effects of changing the temperature or concentration of the reacting particles on the rate at which a reaction occurs.
Chemistry 10.a: Students know large molecules (polymers), such as proteins, nucleic acids, and starch, are formed by repetitive combinations of simple subunits.
HS-LS1-6: Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules.
Earth Sciences 3.a: Students know features of the ocean floor (magnetic patterns, age, and sea-floor topography) provide evidence of plate tectonics.
MS-ESS2-3: Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of past plate motions.
Essential Mathematics Content
NGSS
HS-PS2-3, Use mathematical representations to support the claim that the total momentum of a system of objects is conserved when there is no net force on the system.
Observable features of the performance are: Evidence is provided that substantiates the claim that there is no net force on the
system. The momentum of each individual object in the system is calculated as a product of
its mass and its velocity (p = mv) The total momentum of the system is calculated by finding the sum of momenta of
all objects in the system. The total momentum of the system is shown not to vary in time before and after an
interaction between the objects in the system. The physical interaction of the two objects is described mathematically in terms of
conservation of momentum.
