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Introduction to the

Next Generation Science Standards

November 12, 2012

Kevin J. B. Anderson, Ph.D.CESA #2 STEM Education Consultant

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Welcome!

… to the CESA #2 workshop on the Next Generation Science Standards.

Take 3.14 minutes to introduce yourself at your table and discuss:1) Your comfort level with the NGSS (from “no

idea” to “I’m already aligned”) 2) Your goals for today’s meeting3) Person with nearest b-day will share out

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• Becoming more familiar and comfortable with the NGSS

• Connecting curriculum and instruction to the science and engineering practices

• Connecting curriculum and instruction ideas within the nature of science

• Becoming more able to integrate engineering design principles in science lessons

• Exploring possible assessments for the NGSS

Some goals for the day include:

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• Meeting norms• Overview of the day

NGSS background and structure NGSS practices Integrating practices – example 1 Nature of science Integrating practices – example 2 NGSS assessments Next steps

Norms and Agenda

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What are we building upon?

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A-Science ConnectionsB-Nature of ScienceC-Science InquiryD-Physical ScienceE-Earth and Space ScienceF-Life and Environmental ScienceG-Science ApplicationsH-Science in Personal and Social Perspectives

You’ve probably seen this A-H list.

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Research on learning has moved Forward.

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What helps you learn?

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Connect to prior knowledge.

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Build an explicit context

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Emphasize concepts over facts

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Reflect on your learning

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Research grew into a framework.

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The framework guides the NGSS.

“90% of what is in the Framework will be in the NGSS”--Stephen Pruitt

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The standards integrate 3 dimensions.

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• Share at your table (3 min).• Each table will be assigned one practice.• On chart paper:

• What does it not look like?• What does it look like (examples)?• Put it in your own words.

Without referring to any resource, what would you say are the key things you want students to learnin your class?

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• Post your chart paper. • Take a few minutes and walk around to see

what other groups put down – gallery walk.

Let’s share out our ideas on the practices.

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7 Crosscutting concepts:1. Patterns2. Cause and effect: Mechanism and explanation3. Scale, proportion, and quantity4. Systems and system models5. Energy and matter: Flow, cycles, and

conservation6. Structure and function7. Stability and change

Why is it useful to have overarchingthemes in the science we teach K-12?

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Break

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The standards have more focused content.

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Standards have a consistent format.

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• Handout and materials• Write ideas and answers in your “notebook.”

Sample activity – what might teaching one of these standards look like?

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• Handout…

How would you incorporate engineering?

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• What connections to science and engineering practices are there and how could you connect to others?

• What crosscutting concepts are there and how can you make them explicit?

• Are there other content areas you might connect to?

How could we improve this assignment?

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• Addition of explicit “Nature of Science” boxes• Better integration of engineering design ideas

into the performance expectations.• Fewer performance expectations. • Supporting documents:

• Course pathways for MS and HS.• Storylines-paragraphs describing an individual

grade science flow• College and career readiness

What’s changing for the second draft of the standards?

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• Jigsaw – number off from 1 to 5 (or 6)1) Intro and Scientific World View (p. 1 – 2)2) Scientific Inquiry (to Science Explains, p. 2 – mid

4)3) Scientific Inquiry (second half, p. mid 4 – 5)4) Scientific Enterprise (to There are Generally

Accepted…, p. 5 – mid 7)5) There are Generally Accepted to end (p. mid 7 to

end). 6) Google – myths of the nature of science by

McComas – skim it!

What does it mean when someonetalks about the nature of science?

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K.WCScientific Investigations Use a Variety of Methods to Produce New Knowledge • Science uses different ways to study the

world.

Sample nature of science statements from the 2nd draft

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1.SFIPScience is a Human Endeavor Influenced by Context, Society, and Culture • People have practiced science for a long

time. (SFIP.f) • Men and women are scientists and engineers.

(SFIP.f)

Sample nature of science statements from the 2nd draft

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4.IVTScientific Knowledge is Based on Empirical Evidence • Science findings are based upon locating

patterns in measurements and observations. (IVT.a)

Sample nature of science statements from the 2nd draft

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MS.CRScience uses models, mechanisms, theories, and laws to explain natural systems • Science knowledge is presented in different

forms such as hypotheses, theories, and laws. (CR.a)

Sample nature of science statements from the 2nd draft

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MS.IREScience is Limited, it Cannot Answer All Questions • Scientific knowledge is constrained by human

capacities and technologies. (IRE.g) • Science limits its explanations to systems that

lend themselves to observation and empirical evidence. (IRE.g)

Sample nature of science statements from the 2nd draft

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HS.MEOEScience Findings are Tentative and Subject to Revision • Science theories are subject to revision when

new evidence or new models emerge. (MEOE.h)

• Most scientific knowledge is quite durable, but is, in principle, subject to change based on new evidence. (MEOE.h)

Sample nature of science statements from the 2nd draft

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Lunch

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4.ESP Earth’s Surface Processes Students use the information gained in 2.ESP to further develop their understanding of the processes that shape Earth. They investigate the effect of wind, water, living organisms, and gravity on the rate of weathering and erosion and the resulting impact on Earth’s surface. They use rock formation and rock layers to explain how Earth’s surface has changed over time. They collaborate to design, test, and refine solutions to mitigate the impact of weathering and erosion on physical features in their local areas. Through analysis of maps, they use patterns to determine the likelihood of geological hazards (e.g., volcanoes, earthquakes) occurring in different locations and evaluate the possible consequences to organisms in those areas. Recognizing that humans cannot eliminate these hazards, they construct and test research-based solutions designed to mitigate the effects.

Storylines - example

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What is engineering?

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A Google search of engineers…

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A Google search of scientists…

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People are confused about engineering.

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People are confused about engineering.

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People are confused about engineering.

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There are many types of engineering.

• Biomedical Engineering • Chemical and Biological Engineering • Civil and Environmental Engineering • Engineering Professional Development• Geological Engineering• Materials Science and Engineering• Limnology and Marine Science Program• Industrial and Systems Engineering • Materials Science Program• Engineering Physics (e.g., Nuclear)• Electrical and Computer Engineering • Mechanical Engineering• Biological Systems Engineering

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In Wisconsin, you can get an “engineering” degree at:

• UW-Madison

• UW-Platteville

• UW-Milwaukee

• Milwaukee School of Engineering

• Marquette

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How do engineers define their profession?

• “In general… there is usually [a client who] comes to us with a problem…, an issue that needs to be dealt with.”

• “I think an engineer is really just a problem solver. Someone who can look at a situation objectively and use their knowledge and skills to brainstorm solutions.”

• “It’s not just designing of products eight hours a day.  That’s a couple weeks of a six month or one year project.  The rest of it you are spending developing,… writing specifications [and] detailing the products.”

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How does the NGSS differentiate science and engineering practices?

• Ask questions

• Develop/use models

• Plan/execute investigations

• Analyze/interpret data

• Use math and science knowledge

• Construct explanations

• Engage in argument from evidence

• Obtain, evaluate, communicate

Scientists: Engineers:

• Define problems

• Develop/use models

• Plan/execute investigations

• Analyze/interpret data

• Use math and science knowledge

• Design Solutions

• Engage in argument from evidence

• Obtain, evaluate, communicate

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Understanding the natural world vs. creating the human-made world

• A chemist may work to determine the chemical composition and structure of a natural compound

• A chemical engineer may then use the understanding provided by the chemist to develop a manufacturing process based on that substance for a new product. It might be a medication, an adhesive, a material with particular electrical properties……

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How do “engineering” activities oftenfall short?

Example #1 – Society of Women Engineers

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How do “engineering” activities oftenfall short?

Example #2 – NC DOT

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What is often missing from engineeringactivities?

• Iterative design process, refinement of design

• Societal context• Application of math and science

concepts• Collaborative activities instead of

competition

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Engineering DesignCycle

IDENTIFY PROBLEM

BRAINSTORM

DESIGN

BUILD

TESTEVALUATE

REDESIGN

SHARE SOLUTION

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Break

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How can we better integrate engineering practices into a common activity?

• Task: building rollercoasters!• Brainstorm: how do we or could we

integrate the science and engineering practices and crosscutting concepts?

• You design/re-design the activity.

• Share out ideas by group.

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What might science assessmentslook like for the NGSS?

http://nationsreportcard.gov/science_2009/

Explore! Share what you notice at your table.

On June 1, a fast growing species of algae is accidentally introduced into a lake in a city park. It starts to grow and cover the surface of the lake in such a way that the area covered by the algae doubles every day. If it continues to grow unabated, the lake will be totally covered and the fish in the lake will suffocate. At the rate it is growing, this will happen on June 30.

a. When will the lake be covered half-way?b. On June 26, a pedestrian who walks by the lake every day warns that the lake

will be completely covered soon. Her friend just laughs. Why might her friend be skeptical of the warning?

c. On June 29, a clean-up crew arrives at the lake and removes almost all of the algae. When they are done, only 1% of the surface is covered with algae. How well does this solve the problem of the algae in the lake?

d. Write an equation that represents the percentage of the surface area of the lake that is covered in algae as a function of time (in days) that passes since the algae was introduced into the lake.

e. Using the available data, construct an argument that supports or refutes the problem’s claim that the fish will suffocate if the algae species is allowed to grow unabated. Your argument should include a discussion regarding resource availability and other environmental factors specifically including competition for resources.

f. Given the disturbance created by the algae, design a solution to ensure the stability of the lake ecosystem. Be sure to include claims with supporting evidence as to the time needed to return the lake to a stable state and an analysis of the impact of human intervention on the ecosystem.

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Science and Engineering PracticesEngaging in Argument from EvidenceEngaging in argument from evidence in 9-12 builds from K-8 experiences and progresses to using appropriate and sufficient evidence and scientific reasoning to defend and critique claims and explanations about the natural and designed world. Arguments may also come from current scientific or historical episodes in science.Construct a counter-argument that is based in data and evidence that challenges another proposed argument.Evaluate the claims, evidence, and reasoning of currently accepted explanations or solutions as a basis for the merits of arguments.

In this case,•A mathematical model to coherently support the claim•The model must be reliable and thoroughly explained

Disciplinary Core IdeasLS2.C: Ecosystem Dynamics, Functioning, and ResilienceIf a modest biological or physical disturbance to an ecosystem occurs, it may return to its more or less original status (i.e., the ecosystem is resilient), as opposed to becoming a very different ecosystem.Extreme fluctuations in conditions or the size of any population, however, can challenge the functioning of ecosystems in terms of resources and habitat availability. In this case,•Students should examine the competitive relationship between the fish and algae. •Students should explain how the increase in algaae population affects the oxygen levels in the water. •The argument should explain hypothesis and supporting evidence regarding the recovery of the ecosystem and the effect of leabing 1% of the algae in the lake.

Crosscutting ConceptsStability and ChangeMuch of science deals with constructing explanations of how things change and how they remain stable. Change and rates of change can be quantified and modeled over very short or very long periods of time. Some system changes are irreversible. Feedback (negative or positive) can stabilize or destabilize a system. Systems can be designed for greater or lesser stability.

In this case,•Students are able to develop arguments that lead to the stability of the ecosystem. The argument and content should address the feedback mechanisms of the ecosystem as well as the rates of change

Students who demonstrate understanding can:Construct arguments from evidence about the effects of natural biological or physical disturbances in terms of the time needed to reestablish a stable ecosystem and how the new system differs from the original system. [Clarification Statement: Computational models could be used to support collect evidence to support the argument.]

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• Write out your goals relative to the Next Generation Science Standards for the remainder of this school year.

Consider: Who will help you accomplish these goals? What resources might you need?

Discuss as a group.

Next Steps in NGSS

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• What is the first thing groups often do with new standards?

• Sense of wonder, practices, more important than content coverage (video)!

Standards-based vs. standards-referenced

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Review the Day - Key Learning• Becoming more familiar and comfortable

with the NGSS• Connecting curriculum and instruction to

the science and engineering practices• Connecting curriculum and instruction

ideas within the nature of science• Becoming more able to integrate

engineering design principles in science lessons

• Exploring possible assessments for the NGSS

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Evaluation

Please give me some feedback on this workshop and let me know what will be helpful moving forward – (tubes?)

Email me any time:kevin.anderson@cesa2.org

http://www.cesa2.k12.wi.us/programs/stem/

http://www.nextgenscience.org

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Video on Science and Play

http://www.ted.com/talks/beau_lotto_amy_o_toole_science_is_for_everyone_kids_included.html

Email me any time:kevin.anderson@cesa2.org

http://www.cesa2.k12.wi.us/programs/stem/

http://www.nextgenscience.org