Next Generation Science Standards Argumentation, Modeling and
Nature of Science
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The Three Dimensions of the Framework for NGSS Science and
Engineering Practices Crosscutting Concepts Disciplinary Core
Ideas
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Science and Engineering Practices 1.Asking questions (for
science) and defining problems (for engineering) 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 (for science) and designing
solutions (for engineering) 7.Engaging in argument from evidence
8.Obtaining, evaluating, and communicating information
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Crosscutting Concepts Patterns Cause and effect: Mechanism and
explanation Scale, proportion, and quantity Systems and system
models Energy and matter: Flows, cycles, and conversation Structure
and function Stability and change
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Disciplinary Core Ideas Physical Sciences PS 1: Matter and its
interactions PS 2: Motion and stability: Forces and interactions PS
3: Energy PS 4: Waves and their applications in technologies for
information transfer
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Disciplinary Core Ideas Life Sciences LS 1: From molecules to
organisms: Structures and processes LS 2: Ecosystems: Interactions,
energy, and dynamics LS 3: Heredity: Inheritance, and variation of
traits LS 4: Biological Evolution: Unity and diversity
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Disciplinary Core Ideas Earth and Space Sciences ESS 1: Earths
place in the universe ESS 2: Earths systems ESS 3: Earth and human
activity Engineering, Technology, and the Applications of Science
ETS 1: Engineering design ETS 2: Links among engineering,
technology, science, and society
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Science and Engineering Practices 1.Asking questions (for
science) and defining problems (for engineering) 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 (for science) and designing
solutions (for engineering) 7.Engaging in argument from evidence
8.Obtaining, evaluating, and communicating information
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Five Essential Feature of Inquiry 1.Learners engage in
scientifically oriented questions 2.Learners give priority to
evidence in responding to questions 3.Learners formulates
explanations from evidence 4.Learners connects explanations to
scientific knowledge 5.Learner communicates and justifies
explanations
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From Inquiry to Practices
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How do we bring practices into K-12 classrooms? What kind of
changes do we need to do in our lesson plans and curriculum
materials? What kind of shifts do we need to make in our teaching
practices?
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Modeling: Developing and Using Scientific Models Models are
sets of ideas about how some features of the natural world work. A
scientific model Represents the objects and the relationships among
them to explain and predict phenomena Provides a causal mechanism
that accounts for the phenomena
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Modeling: Developing and Using Scientific Models Models could
be depicted as as a drawing, diagram, 3-D, or other representation
but only representations that explain and predict phenomena are
scientific models. Models explain and predict how and why phenomena
happen.
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Modeling: Developing and Using Scientific Models Often in
science classes, students are given the final scientific model that
scientists have developed over many years, and little time is spent
showing the evidence for the model or allowing students to
construct models that will explain phenomena
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Argumentation Knowing why you are wrong matters as much as why
you are right! Two people must first contradict each other if they
really want to understand each other Creativity of students should
not be silenced by adherence to authority Students should not be
satisfied with the textbook definitions without fully understanding
what it means The history of science is the history of one long
argument
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Explanation or Argument? Why did the Titanic Sink? The Titanic
hit an iceberg The iceberg punctured the hull The hull filled with
water Therefore the boat sank
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Explanation or Argument? Will the price of almonds rise this
year? The price of almonds will rise this year Many of the worlds
almonds come from California There is a drought in California
Almond trees need water to grow Because there is a drought, the
crop will be less The laws of supply and demand suggest that the
price will rise
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Explanation or Argument? Why is the sky blue? Light is
scattered by molecules in the air Short wavelength light is
scattered more than long wavelength light Blue light has a shorter
wavelength than red light So blue light will be scattered in all
directions more than the red, making the sky appear blue.
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Argument: Example 1 Duke is a better basketball team than UNLV.
It has won more basketball games at home and away because its
players have superior skills.
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Argument: Example 1 StatementClaimEvidenceReasoning Duke is a
better basketball team than UNLV It has won more basketball games
at home and away because its players have superior skills
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Argument: Example 2 It is wrong to plant genetically modified
crops. The pollen from the crops will escape. This will cause their
genes to spread throughout all similar species with totally unknown
results.
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Argument: Example 2 StatementClaimEvidenceReasoning It is wrong
to plant genetically modified crops. The pollen from the crops will
escape. This will cause their genes to spread throughout all
similar species with totally unknown results.
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Argument: Example 3 Covering a leaf with aluminum foil will
cause it to go yellow. A starch test on the leaf shows that no
starch has been produced in the leaf compared to other leaves.
Light must be responsible for producing the starch unless it is
some effect of the aluminum.
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Argument: Example 3 StatementClaimEvidenceReasoning Covering a
leaf with aluminum foil will cause it to go yellow. A starch test
on the leaf shows that no starch has been produced in the leaf
compared to other leaves. Light must be responsible for producing
the starch unless it is some effect of the aluminum
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What is the evidence against? Gases do not weigh anything.
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What is the evidence for? Sugar does not disappear forever when
it dissolved.
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What is the evidence against? Heavier things fall faster.
Video
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How to foster student talk? Think pair and share
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Argument Line Heavier All objects fall Things fall at the same
rate Faster when there is no air
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Four Corners Strongly Agree Agree Wolves should be reintroduced
into California. Disagree Strongly Disagree
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Three Corners We are tilted We are further towards the Sun from
the Sun but the tilt and nearer towards makes it warmer Why is
hotter in summer? The Sun is stronger in summer.
