Getting Ready for the Next Generation Science Standards: Reviewing the Draft Standards

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Getting Ready for the Next Generation Science Standards

Part IV: Bringing It All Together

Kimberly Lightle, PhD

The Ohio State University

College of Education and Human Ecology

[email protected]


Archived Recordings Are Available

• The archived recordings for the entire series are available on the MSP2 Archive page: http://msp.ehe.osu.edu/wiki/index.php/MSP:MiddleSchoolPortal/Webinar_Archive

• Today’s webinar recording will be available tomorrow

• ELA Common Core 6-12 Science and Technical Standards for Reading and Writing Webinar Recordings are also available


Agenda

• Partners

• Overview of Framework for K-12 Science Education

• Explore the Draft NGSS and associated documents


Who is leading the charge?

• Achieve.org in partnership with:– National Research CouncilNational Research Council (NRC)– National Science Teachers AssociationNational Science Teachers Association (NSTA)– American Association for the Advancement of ScienceAmerican Association for the Advancement of Science

(AAAS)

• multi-year project to develop next-generation science standards, based around "big ideas" that will help organize curriculum, teaching and learning across the nation


• Describes the visionvision of what it means to be proficient in science• Rests on a view of science as both a body of knowledge and an

evidence-based model and theory building enterprise that continually extends, refines, and revises knowledge

• Presents three dimensions that are combined to form each standard:– Dimension 1: Science and Engineering Practices– Dimension 2: Crosscutting Concepts– Dimension 3: Disciplinary Core Ideas

• Free for download at http://www.nap.edu/catalog.php?record_id=13165

What is the Framework for K-12 Science Education?


Next Gen Science Standards…

ARE – Performance Expectations

focused on the intersection of the three dimensions of science learning

Performance Expectations that require students demonstrate proficiency

Designed to lead to a coherent understanding of the Practices, CCC, and CIs

ARE NOT – Separate sets of isolated

inquiry and content standards Curriculum or instructional

tasks, courses, experiences or materials

Meant to limit the use of Practices or Crosscutting Concepts in instruction

Designed to be separate or isolated experiences


Organization of the NGSSOrganized by Disciplinary Content Physical Science Life Science Earth-Space Science Engineering

K-5 Grade By Grade Engineering concepts are integrated into performance expectations

6-8 Grade Banded Model Pathways to follow the second public draft

9-12 Grade Banded Model Pathways to follow the second public draft


Layout of Each Standard Each standard: (i.e., LS4.D: Biodiversity and Humans)

Has a standard statement: (i.e., Students demonstrate understanding of energy in chemical processes by)

Multiple Performance Expectations that integrate at least one of each in each expectation: Core Ideas, Science and Engineering Practices, and Crosscutting Concepts

Foundation boxes that describe in detail the Core Ideas, Science and Engineering Practices, and Crosscutting Concepts covered in the standard

Connections to ELA and Math Common Core standards



Framework language from Grade Band Endpoints

Language was based on Framework and

expanded into Matrices

Language was based on Framework and

expanded into Matrices



Science and Engineering Practices Matrix


Crosscutting Concepts Matrix



Conceptual Shifts in the NGSS

• K–12 science education should reflect the real world interconnections in science

• Science and Engineering Practices and Crosscutting Concepts should not be taught in a vacuum; they should always be integrated with multiple core concepts throughout the year

• Science concepts build coherently across K-12• The NGSS focus on deeper understanding and

application of content• Integration of science and engineering • Coordination with Common Core State Standards


Standards Comparison:Structure and Properties of Matter

Current State Middle School Science Standard

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.

NGSS Middle School Sample

a. Construct and use models to explain that atoms combine to form new substances of varying complexity in terms of the number of atoms and repeating subunits.

b. Plan investigations to generate evidence supporting the claim that one pure substance can be distinguished from another based on characteristic properties.

c. Use a simulation or mechanical model to determine the effect on the temperature and motion of atoms and molecules of different substances when thermal energy is added to or removed from the substance.

d. Construct an argument that explains the effect of adding or removing thermal energy to a pure substance in different phases and during a phase change in terms of atomic and molecular motion.


http://www.nextgenscience.org/



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