Frameworks Book Study Course

Frameworks Book Study Course

Elluminate Webinar – March 21, 2013

Outcomes:- Discuss final course project: questions, concerns,

ideas- Review “how to read” the NGSS documents, in

preparation for the final release next week!

Upcoming Weeks…

• Week 8: Mar 21 - Mar 27 – watch Stephen Pruitt webinar, review resources from wiki

• SKIP Mar 28 - Apr 10 for SPRING BREAK – read NGSS standards after release?

• Week 9: Apr 11 - Apr 17 – Read Chapter 10 – Implementation; two short articles. Post the DCI, CCC, and SE Practice(s) chosen for your videotaped lesson

• Weeks 10 and 11: Apr 18 - May 1 – work on your videotape/paper/share out; upload your lesson plan and paper to Edmodo by May 1

Upload to Edmodo

Final Project:

• Videotape a science lesson, where you have chosen a DCI area and incorporated one or more of the Practices.

• Write an explanation (1-2 pages) of which DCI you focused on and how the practices where incorporated, what you did in the lesson to use the practices effectively, the student outcomes you witnessed, and reflect on what you have learned (and would carry with you into curriculum writing/instructing new standards).

• Be prepared to share out snippets of your video, and overall reflections from your paper – in small group at our final meeting.

Some project questions…

• Can you do co-teaching?

• Can you do a mathematics focused lesson?

• Does the DCI chosen have to be what is currently being taught in science class?

• What are the videos, lesson plans, and papers being used for?

• What do we need to do for the final meeting “share out?”

Final Meeting

May 2: Face to Face meeting

(4:30-6:30pm, Ilchester ES - Media Center)

Each participant will have 5-6 min. to share:

• Break out into primary/intermediate

• Share snippets of your video

• Discuss overall reflection/findings

NGSS – Almost here!

• We are still being told “by the end of March”…but we were also reminded that March has 31 days!

• As soon as I get the news of release, I will email you links to all the resources and information!

• So in order to prepare you for that document, let’s talk a little about the NGSS layout and components…

Key Points

This isn’t going to be easy It’s worth doing When doing PD on NGSS, start with the

Scientific and Engineering Practices When reading NGSS, start with the

Disciplinary Core Ideas There are still a lot of decisions to make It’s going to take time

Developing the Standards

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Instruction

Curricula

Assessments

Teacher Development

Developing the Standards

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2011-2013

July 2011

A Framework for K-12 Science Education

Three-Dimensions:

Scientific and Engineering Practices

Crosscutting Concepts

Disciplinary Core Ideas

Handout about the Three Dimensions

Crosscutting Concepts1. Patterns

2. Cause and effect: Mechanism and explanation

3. Scale, proportion, and quantity

4. Systems and system models

5. Energy and matter: Flows, cycles, and

conservation

6. Structure and function

7. Stability and change

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Life 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 Science Engineering & TechnologyESS1: 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

Disciplinary Core Ideas

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Life Science Earth & Space Science Physical Science Engineering & Technology LS1: From Molecules to Organisms:

Structures and ProcessesLS1.A: Structure and FunctionLS1.B: Growth and Development of

OrganismsLS1.C: Organization for Matter and

Energy Flow in OrganismsLS1.D: Information Processing

LS2: Ecosystems: Interactions, Energy, and Dynamics

LS2.A: Interdependent Relationships in Ecosystems

LS2.B: Cycles of Matter and Energy Transfer in Ecosystems

LS2.C: Ecosystem Dynamics, Functioning, and Resilience

LS2.D: Social Interactions and Group Behavior

LS3: Heredity: Inheritance and Variation of Traits

LS3.A: Inheritance of TraitsLS3.B: Variation of Traits

LS4: Biological Evolution: Unity and Diversity

LS4.A: Evidence of Common Ancestry and Diversity

LS4.B: Natural SelectionLS4.C: AdaptationLS4.D: Biodiversity and Humans

ESS1: Earth’s Place in the UniverseESS1.A: The Universe and Its StarsESS1.B: Earth and the Solar SystemESS1.C: The History of Planet Earth

ESS2: Earth’s SystemsESS2.A: Earth Materials and SystemsESS2.B: Plate Tectonics and Large-Scale

System InteractionsESS2.C: The Roles of Water in Earth’s

Surface ProcessesESS2.D: Weather and ClimateESS2.E: Biogeology

ESS3: Earth and Human ActivityESS3.A: Natural ResourcesESS3.B: Natural HazardsESS3.C: Human Impacts on Earth

SystemsESS3.D: Global Climate Change

PS1: Matter and Its InteractionsPS1.A: Structure and Properties of

MatterPS1.B: Chemical ReactionsPS1.C: Nuclear Processes

PS2: Motion and Stability: Forces and Interactions

PS2.A: Forces and MotionPS2.B: Types of InteractionsPS2.C: Stability and Instability in

Physical Systems

PS3: EnergyPS3.A:Definitions of EnergyPS3.B: Conservation of Energy and

Energy TransferPS3.C: Relationship Between Energy

and ForcesPS3.D:Energy in Chemical Processes

and Everyday Life

PS4: Waves and Their Applications in Technologies for Information Transfer

PS4.A:Wave PropertiesPS4.B: Electromagnetic RadiationPS4.C: Information Technologies

and Instrumentation

ETS1: Engineering DesignETS1.A: Defining and Delimiting an

Engineering ProblemETS1.B: Developing Possible SolutionsETS1.C: Optimizing the Design Solution

ETS2: Links Among Engineering, Technology, Science, and Society

ETS2.A: Interdependence of Science, Engineering, and Technology

ETS2.B: Influence of Engineering, Technology, and Science on Society and the Natural World

Note: In NGSS, the core ideas for Engineering, Technology, and the Application of Science are integrated with the Life Science, Earth & Space Science, and Physical Science core ideas

Conceptual Shifts in NGSS

1. K-12 Science Education Should Reflect the Interconnected Nature of Science as it is Practiced and Experienced in the Real World.

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2. The Next Generation Science Standards are student performance expectations – NOT curriculum.

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3. The science concepts build coherently from K-12.

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4. The NGSS Focus on Deeper Understanding of Content as well as Application of Content.

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5. Science and Engineering are Integrated in the NGSS from K–12.

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5. Science and Engineering are Integrated in the NGSS from K–12.

6. The NGSS and Common Core State Standards (Mathematics and English Language Arts) are Aligned.

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Appendices

A Conceptual ShiftsB Responses to May Public FeedbackC College and Career ReadinessD All Standards, All StudentsE Disciplinary Core Idea Progressions in the NGSSF Science and Engineering Practices in the NGSSG Crosscutting Concepts in the NGSSH Nature of ScienceI Engineering Design, Technology, and the Applications of

Science in the NGSSJ Model Course Mapping in Middle and High SchoolK Connections to Common Core State Standards in

Mathematics

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Appendices



Mathematics

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Appendices



Mathematics

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Inside the Box

Performance Expectations:

3 Dimensions: Practices, DCI, CCC

Connections to Common Core:

Inside the NGSS Box

What is AssessedA collection of several

performance expectations describing what students

should be able to do to master this standard

Foundation BoxThe practices, core disciplinary

ideas, and crosscutting concepts from the Framework

for K-12 Science Education that were used to form the performance expectations

Connection BoxOther standards in the Next

Generation Science Standards or in the Common Core State

Standards that are related to this standard

Performance ExpectationsA statement that combines practices, core ideas, and crosscutting concepts together to describe how students can show what they have learned.

Title and CodeThe titles of standard pages are not necessarily unique and may be reused at several different grade levels . The code, however, is a unique identifier for each set based on the grade level, content area, and topic it addresses.

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

Disciplinary Core IdeasConcepts in science and engineering that have broad importance within and across disciplines as well as relevance in people’s lives.

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

Codes for Performance ExpectationsCodes designate the relevant performance expectation for an item in the foundation box and connection box. In the connections to common core, italics indicate a potential connection rather than a required prerequisite connection.

Assessment BoundaryA statement that provides guidance about the scope of the performance expectation at a particular grade level.

Clarification StatementA statement that supplies examples or additional clarification to the performance expectation.

Connections to Engineering, Technology and Applications of ScienceThese connections are drawn from the disciplinary core ideas for engineering, technology, and applications of science in the Framework.

Connections to Nature of ScienceConnections are listed in either the practices or the crosscutting connections section of the foundation box.

Engineering Connection (*)An asterisk indicates an engineering connection in the practice, core idea or crosscutting concept that supports the performance expectation.

Based on the January 2013 Draft of NGSS

Inside the NGSS Box












Inside the NGSS Box









Inside the NGSS Box








Inside the NGSS Box







Inside the NGSS Box



Inside the NGSS Box






















An Analogy between NGSS and Cooking

Kitchen Tools & Equipment(Practices)

Basic Ingredients(Core Ideas)

Herbs, Spices, & Seasonings

(Crosscutting Concepts)

Preparing a Meal(Performance Expectation)

Closer Look at NGSS

Closer Look at NGSS (Kindergarten)

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K.PS1 Matter and Its Interactions Students who demonstrate understanding can: K-PS1-a.Design and conduct an investigation of different kinds of materials to describe

their observable properties and classify the materials based on the patterns observed. [Clarification Statement: Observations are qualitative only and could include relative length, weight, color, texture, and hardness. Patterns include the similar properties that different materials share.]

The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education:

Science and Engineering Practices

Disciplinary Core Ideas Crosscutting Concepts

Planning and Carrying Out Investigations Planning and carrying out investigations to answer questions or test solutions to problems in K–2 builds on prior experiences and progresses to simple investigations, based on fair tests, which provide data to support explanations or design solutions. • With guidance, design and conduct

investigations in collaboration with peers. (K-PS1-a),(K-PS1-b)

• Make direct or indirect observations and/or measurements to collect data which can be used to make comparisons. (K-PS1-a),(K-PS1-b)

----------------------------------------------------- Connections to Nature of Science

Science Knowledge is Based on Empirical Evidence • Scientists look for patterns and order when

making observations about the world. (K-PS1-a),(K-PS1-b),(K-PS1-c)

PS1.A: Structure and Properties of Matter • Different kinds of matter exist (e.g.,

wood, metal, water) and many of them can be either solid or liquid, depending on temperature. (K-PS1-a),(K-PS1-b)

• Matter can be described and classified by its observable properties (e.g., visual, aural, textural), by its uses, and by whether it occurs naturally or is manufactured. (K-PS1-a),(K-PS1-c)

Patterns • Patterns in the natural and

human designed world can be observed, used to describe phenomena and used as evidence. (K-PS1-a),(K-PS1-c)


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Note: Performance expectations combine practices, core ideas, and crosscutting concepts into a single statement of what is to be assessed. They are not instructional strategies or objectives for a lesson.


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Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts

Connections to other DCIs in this grade-level: will be added in future version.Articulation of DCIs across grade-levels: will be added in future version.Common Core State Standards Connections:ELA/Literacy –

Mathematics –K.MD.1 Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a

single object. (K-PS1-a),(K-PS1-b)

K.MD.2 Directly compare two objects with a measurable attribute in common, to see which object has “more of”/”less of” the attribute, and describe the difference. (K-PS1-a),(K-PS1-b)

Closer Look at a NGSS (Grade 2)

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2.PS1 Matter and Its Interactions Students who demonstrate understanding can: 2-PS1-a.Analyze data from testing objects made from different materials to determine if a

proposed object functions as intended.* [Clarification Statement: Tests of objects should include the properties of their materials (e.g., strength, flexibility, hardness, texture.]




Analyzing and Interpreting Data Analyzing data in K–2 builds on prior experiences and progresses to collecting, recording, and sharing observations. • Analyze data from tests of an object or

tool to determine if a proposed object or tool functions as intended. (2-PS1-a),(2-PS1-c)

PS1.A: Structure and Properties of Matter • Different properties are suited to

different purposes. (2-PS1-a)

Connections to Engineering, Technology, and Applications of Science Influence of Engineering, Technology, and Science, on Society and the Natural World • Every human-made product is

designed by applying some knowledge of the natural world and is built by using natural materials. (2-PS1-b),(2-PS1-a)

Connections to other DCIs in this grade-level: will be added in future version.Articulation of DCIs across grade-levels: will be added in future version.Common Core State Standards Connections:ELA/Literacy –RI.2.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and

technical texts, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. (2-PS1-c), (2-PS1-d), (2-PS1-a)

W.2.7 Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations). (2-PS1-c),(2-PS1-a)

Mathematics –2.MD.10 Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four

categories. Solve simple put-together, take-apart, and compare problems using information presented in a bar graph. (2-PS1-c),(2-PS1-a)

* The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice, Disciplinary Core Idea, or Crosscutting Concept.

Closer Look at a NGSS (Grade 2)

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2.PS1 Matter and Its Interactions Students who demonstrate understanding can: 2-PS1-a.Analyze data from testing objects made from different materials to determine if a

proposed object functions as intended.* [Clarification Statement: Tests of objects should include the properties of their materials (e.g., strength, flexibility, hardness, texture.]




Analyzing and Interpreting Data Analyzing data in K–2 builds on prior experiences and progresses to collecting, recording, and sharing observations. • Analyze data from tests of an object or

tool to determine if a proposed object or tool functions as intended. (2-PS1-a),(2-PS1-c)

PS1.A: Structure and Properties of Matter • Different properties are suited to

different purposes. (2-PS1-a)

Connections to Engineering, Technology, and Applications of Science Influence of Engineering, Technology, and Science, on Society and the Natural World • Every human-made product is

designed by applying some knowledge of the natural world and is built by using natural materials. (2-PS1-b),(2-PS1-a)

Connections to other DCIs in this grade-level: will be added in future version.Articulation of DCIs across grade-levels: will be added in future version.Common Core State Standards Connections:ELA/Literacy –RI.2.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and

technical texts, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range. (2-PS1-c), (2-PS1-d), (2-PS1-a)

W.2.7 Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations). (2-PS1-c),(2-PS1-a)

Mathematics –2.MD.10 Draw a picture graph and a bar graph (with single-unit scale) to represent a data set with up to four

categories. Solve simple put-together, take-apart, and compare problems using information presented in a bar graph. (2-PS1-c),(2-PS1-a)

* The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice, Disciplinary Core Idea, or Crosscutting Concept.

Closer Look at NGSS (Grade 5)

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5-PS1 Matter and Its Interactions Students who demonstrate understanding can: 5-PS1-a. Argue from evidence to support the theory that matter is made of particles too

small to be seen. [Clarification Statement: Examples of evidence could include adding air to a basketball, compressing air in a syringe, or moving air on a piece of paper.]




Engaging in Argument from Evidence Engaging in argument from evidence in 3–5 builds from K–2 experiences and progresses to critiquing the scientific explanations or solutions proposed by peers by citing relevant evidence about the natural and designed world. • Construct and/or support scientific

arguments with evidence, data, and/or a model. (5-PS1-a)

PS1.A: Structure and Properties of Matter • Matter of any type can be subdivided into

particles that are too small to see, but even then the matter still exists and can be detected by other means (e.g., by weighing or by its effects on other objects). For example, a model showing that gases are made from matter particles that are too small to see and are moving freely around in space can explain many observations, including the inflation and shape of a balloon; the effects of air on larger particles or objects (e.g., leaves in wind, dust suspended in air); and the appearance of visible scale water droplets in condensation, fog, and, by extension, also in clouds or the contrails of a jet. (5-PS1-a)

Energy and Matter • Matter is made of

particles. (5-PS1-a)

Connections to other DCIs in this grade-level: will be added in future version.Articulation of DCIs across grade-levels: will be added in future version.Common Core State Standards Connections:ELA/Literacy –W.5.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information. (5-PS1-a)W.5.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. (5-PS1-a)SL.5.4 Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant,

descriptive details to support main ideas or themes; speak clearly at an understandable pace. (5-PS1-a)

Mathematics –

Practices in Different DisciplinesMathM1. Make sense of problems and persevere in solving them. M2. Reason abstractly and quantitatively. M3. Construct viable arguments and critique the reasoning of others. M4. Model with mathematics. M5. Use appropriate tools strategically. M6. Attend to precision. M7. Look for and make use of structure. M8. Look for and express regularity in repeated reasoning.

ScienceS1. Asking questions (for science) and defining problems (for engineering). S2. Developing and using models. S3. Planning and carrying out investigations. S4. Analyzing and interpreting data. S5. Using mathematics, information and computer technology, and computational thinking. S6. Constructing explanations (for science) and designing solutions (for engineering). S7. Engaging in argument from evidence. S8. Obtaining, evaluating, and communicating information.

English Language ArtsE1. They demonstrate independence.E2. They build strong content knowledge.E3. They respond to the varying demands of audience, task, purpose, and discipline. E4. They comprehend as well as critique. E5. They value evidence. E6. They use technology and digital media strategically and capably. E7. They come to understanding other perspectives and cultures.

Math Science

ELA

M1: Make sense of problems and persevere in solving them

M2: Reason abstractly & quantitatively

M6: Attend to precisionM7: Look for & make use of structure

M8: Look for & make use of regularity in repeated reasoning

S1: Ask questions and define problems

S3: Plan & carry out investigationsS4: Analyze & interpret data

S6: Construct explanations & design solutions

M4. Models with

mathematicsS2: Develop & use modelsS5: Use mathematics & computational thinking

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

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

and collaborations

E6: Use technology & digital media strategically & capably

M5: Use appropriate tools strategically

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

E5: Read, write, and speak grounded in evidence

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

S7: Engage in argument from

evidence

S8: Obtain,

evaluate, &

communicate information

E3: Obtain, synthesize,

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

NSTA Resources on NGSSwww.nsta.org

Three Stages of

Science Teaching and Learning

Traditional InstructionLots of reading and lecture

“Inquiry”Activities, “Hands On,”

Scientific and Engineering PracticesInquiry unpacked

“Inquiry” + Discourse and Sense Making

Standards are Only the Start

Documents

Frameworks Book Study Course