Literacy and the Next Generation Science Standards Kentucky
Department of Education
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Present an overview of the structure of the Next Generation
Science Standards. Describe how the CCSS for Literacy are
incorporated into the NGSS Provide examples of integrated
science/literacy instruction based on selected performance
expectations from the January, 2013 NGSS public draft.
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The Framework provides a New Vision of Science Teaching and
Learning
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Building from research & key reports
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The Framework establishes three dimensions of science learning:
1. Scientific and Engineering Practices 2. Crosscutting Concepts 3.
Disciplinary Core Ideas Structure of the Framework: Three
Dimensions
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1. Asking questions (science) and defining problems
(engineering) 2. Developing and using models 3. Planning and
carrying out investigations 4. Analyzing and interpreting data 5.
Using mathematics, information and computer technology, and
computational thinking 6. Constructing explanations (science) and
designing solutions (engineering) 7. Engaging in argument from
evidence 8. Obtaining, evaluating, and communicating information
Science and Engineering Practices
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1. Patterns 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 Seven Crosscutting
Concepts
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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 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 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 Disciplinary
Core Ideas
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Not separate treatment of content and inquiry Curriculum and
instruction needs to do more than present and assess scientific
ideas they need to involve learners in using scientific practices
to develop and apply the scientific ideas. Core Ideas Practices
Crosscutting Concepts
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T3 KDE School Turnaround 2012-2013
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HS-PS4 Waves and Their Applications in Technologies for
Information Transfer HS-PS4-g. Evaluate claims in written materials
about the effects that different wavelengths of electromagnetic
radiation have when interacting with matter. [Clarification
Statement: Examples of written materials can include trade books,
magazines, web resources, and other passages that may reflect bias.
Evaluations should include the idea that different wavelengths of
light have different energies, and that high energy electromagnetic
radiation is much more damaging to living tissue than is low
energy, which is often converted to thermal energy.] [Assessment
Boundary: Only radio, microwaves, infrared, visible, UV, gamma, and
x- ray radiation are intended; qualitative descriptions only.]
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When light or longer wavelength electromagnetic radiation is
absorbed in matter, it is generally converted into thermal energy
(heat). (HS- PS4-g) Shorter wavelength electromagnetic radiation
(ultraviolet, X-rays, gamma rays) can ionize atoms and cause damage
to living cells. (HS- PS4-g) Disciplinary Core Ideas
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Obtaining, Evaluating, and Communicating Information Obtaining,
evaluating, and communicating information in 912 builds on K8 and
progresses to evaluating the validity and reliability of the
claims, methods, and designs. Synthesize, communicate, and evaluate
the validity and reliability of claims, methods, and designs that
appear in scientific and technical texts or media reports,
verifying the data when possible. (HS-PS4-g Science and Engineering
Practices
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RST.9-10.8 Assess the extent to which the reasoning and
evidence in a text support the authors claim or a recommendation
for solving a scientific or technical problem. (HS-PS4-g),
(HS-PS4-f) RST.11-12.8 Evaluate the hypotheses, data, analysis, and
conclusions in a science or technical text, verifying the data when
possible and corroborating or challenging conclusions with other
sources of information. (HS-PS4- c), (HS-PS4-b), (HS-PS4-E),
(HS-PS4-g),
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Irradiated meat UV rays and skin cancer Microwaves and food
Light and pigments Cell phones and brain damage EMF and birth
defects ???
