A Conversation on NGSS: For Members, By Members

Transcription

1 LIVE INTERACTIVE YOUR DESKTOP A Conversation on NGSS: For Members, By Members Presented by: Harold Pratt and Ted Willard January 22, :30 p.m. 8:00 p.m. Eastern time 1

2 Introducing today s presenters Howard Wahlberg Assistant Executive Director, Membership, NSTA Facilitating tonight s questions Ted Willard Director of NSTA s efforts around NGSS Harold Pratt Past President of NSTA 2

3 Your Total Membership Experience 3

4 NSTA Members Get Access to All the Journal Archives More than 1,000 articles from NSTA's four award-winning journals Elementary Educators Middle Level Educators High School Educators Higher Education Log in as a member to read and save any journal article from recent years Hundreds of new teaching tips, trends, and classroom strategies All free of charge!

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8 NGSS and You

9 How familiar are you with NGSS? Use the virtual pen to mark your answer. I m new to this NGSS expert 9

10 To what extent were you involved in reviewing the first draft of NGSS? A. I didn t see the first draft. B. I looked at the first draft, but I didn t send in comments. C. I reviewed the first draft and sent in comments. D. I was a member of a review team for the first draft. E. I coordinated a review team for the first draft.

11 January 7 (How to Lead a Study Group) Did you attend this month s web seminars on NGSS? Use clip art to stamp your answer. January 9 (Introduction to NGSS Second Public Draft) January 15 (Engineering Practices in NGSS) 11

12 Are you planning to review the second draft of NGSS? A. I have reviewed/plan to review the second draft. B. I have submitted/plan to submit comments. C. I am a member of a review team for the second draft. D. I am coordinating a review team for the second draft. E. Other type in chat

13 What do you need to know about NGSS? Raise your hand to volunteer. First 5 volunteers - use your text box to type a question

14 Overview

15 15 Developing the Standards

16 Developing the Standards Assessments Curricula Instruction Teacher Development July

17 Developing the Standards July 2011

18 A Framework for K-12 Science Education Three-Dimensions: Scientific and Engineering Practices Crosscutting Concepts Disciplinary Core Ideas

19 Scientific 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 19

20 Crosscutting Concepts 1. 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 20

21 Disciplinary Core Ideas Life Science LS1: 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 Physical Science 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 ESS1: Earth s Place in the Universe ESS2: Earth s Systems ESS3: Earth and Human Activity Engineering & Technology ETS1: Engineering Design ETS2: Links Among Engineering, Technology, Science, and Society 21

22 Life Science Earth & Space Science Physical Science LS1: From Molecules to Organisms: Structures and Processes LS1.A: Structure and Function LS1.B: Growth and Development of Organisms LS1.C: Organization for Matter and Energy Flow in Organisms LS1.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 Traits LS3.B: Variation of Traits LS4: Biological Evolution: Unity and Diversity LS4.A: Evidence of Common Ancestry and Diversity LS4.B: Natural Selection LS4.C: Adaptation LS4.D: Biodiversity and Humans ESS1: Earth s Place in the Universe ESS1.A: The Universe and Its Stars ESS1.B: Earth and the Solar System ESS1.C: The History of Planet Earth ESS2: Earth s Systems ESS2.A: Earth Materials and Systems ESS2.B: Plate Tectonics and Large Scale System Interactions ESS2.C: The Roles of Water in Earth s Surface Processes ESS2.D: Weather and Climate ESS2.E: Biogeology ESS3: Earth and Human Activity ESS3.A: Natural Resources ESS3.B: Natural Hazards ESS3.C: Human Impacts on Earth Systems ESS3.D: Global Climate Change PS1: Matter and Its Interactions PS1.A:Structure and Properties of Matter PS1.B: Chemical Reactions PS1.C: Nuclear Processes PS2: Motion and Stability: Forces and Interactions PS2.A:Forces and Motion PS2.B: Types of Interactions PS2.C: Stability and Instability in Physical Systems PS3: Energy PS3.A: Definitions of Energy PS3.B: Conservation of Energy and Energy Transfer PS3.C: Relationship Between Energy and Forces PS3.D:Energy in Chemical Processes and Everyday Life PS4: Waves and Their Applications in Technologies for Information Transfer PS4.A:Wave Properties PS4.B: Electromagnetic Radiation PS4.C: Information Technologies and Instrumentation Engineering & Technology ETS1: Engineering Design ETS1.A: Defining and Delimiting an Engineering Problem ETS1.B: Developing Possible Solutions ETS1.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

23 Developing the Standards Assessments Curricula Instruction Teacher Development July

24 Developing the Standards

25 Second Public Draft Second (and Final) Public Draft is now available for review More flexibility of viewing of the standards has been provided with two official arrangements of the performance expectations: by Topics and by Core Idea The public feedback survey has been completed revised Review period ends on January 29 th Final release is expected by the end of March 25

26 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. 2. The Next Generation Science Standards are student performance expectations NOT curriculum. 3. The science concepts build coherently from K The NGSS Focus on Deeper Understanding of Content as well as Application of Content. 5. Science and Engineering are Integrated in the NGSS from K The NGSS and Common Core State Standards (Mathematics and English Language Arts) are Aligned. 26

27 Appendices A B C D E F G H I J K Conceptual Shifts Responses to May Public Feedback College and Career Readiness All Standards, All Students Disciplinary Core Idea Progressions in the NGSS Science and Engineering Practices in the NGSS Crosscutting Concepts in the NGSS Nature of Science Engineering Design, Technology, and the Applications of Science in the NGSS Model Course Mapping in Middle and High School Connections to Common Core State Standards in Mathematics 27

28 Inside the NGSS Box What is Assessed A collection of several performance expectations describing what students should be able to do to master this standard Foundation Box The practices, core disciplinary ideas, and crosscutting concepts from the Framework for K 12 Science Education that were used to form the performance expectations Connection Box Other standards in the Next Generation Science Standards or in the Common Core State Standards that are related to this standard Based on the January 2013 Draft of NGSS Title and Code The 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. Codes for Performance Expectations Codes 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. Performance Expectations A statement that combines practices, core ideas, and crosscutting concepts together to describe how students can show what they have learned. Clarification Statement A statement that supplies examples or additional clarification to the performance expectation. Assessment Boundary A statement that provides guidance about the scope of the performance expectation at a particular grade level. Engineering Connection (*) An asterisk indicates an engineering connection in the practice, core idea or crosscutting concept that supports the performance expectation. Scientific & Engineering Practices Activities that scientists and engineers engage in to either understand the world or solve a problem Disciplinary Core Ideas Concepts in science and engineering that have broad importance within and across disciplines as well as relevance in people s lives. Crosscutting Concepts Ideas, such as Patterns and Cause and Effect, which are not specific to any one discipline but cut across them all. Connections to Engineering, Technology and Applications of Science These connections are drawn from the disciplinary core ideas for engineering, technology, and applications of science in the Framework. Connections to Nature of Science Connections are listed in either the practices or the crosscutting connections section of the foundation box.

29 Inside the NGSS Box Title and Code The 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. What is Assessed A collection of several performance expectations describing what students should be able to do to master this standard Foundation Box The practices, core disciplinary ideas, and crosscutting concepts from the Framework for K 12 Science Education that were used to form the performance expectations Connection Box Other standards in the Next Generation Science Standards or in the Common Core State Standards that are related to this standard Based on the January 2013 Draft of NGSS

30 Closer Look at a Performance Expectation MS-PS1 Matter and Its Interactions Students who demonstrate understanding can: MS-PS1-d. Develop molecular models of reactants and products to support the explanation that atoms, and therefore mass, are conserved in a chemical reaction. [Clarification Statement: Models can include physical models and drawings that represent atoms rather than symbols. The focus is on law of conservation of matter.] [Assessment Boundary: The use of atomic masses is not required. Balancing symbolic equations (e.g. N2 + H2 -> NH3) is not required.] 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 Developing and Using Models Modeling in 6 8 builds on K 5 and progresses to developing, using and revising models to support explanations, describe, test, and predict more abstract phenomena and design systems. Use and/or develop models to predict, describe, support explanation, and/or collect data to test ideas about phenomena in natural or designed systems, including those representing inputs and outputs, and those at unobservable scales. (MS-PS1-a), (MS-PS1-c), (MS-PS1-d) Connections to Nature of Science Science Models, Laws, Mechanisms, and Theories Explain Natural Phenomena Laws are regularities or mathematical descriptions of natural phenomena. (MS-PS1-d) PS1.B: Chemical Reactions Substances react chemically in characteristic ways. In a chemical process, the atoms that make up the original substances are regrouped into different molecules, and these new substances have different properties from those of the reactants. (MS-PS1-d), ( MS-PS1-e), (MS-PS1-f) The total number of each type of atom is conserved, and thus the mass does not change. (MS-PS1-d) Energy and Matter Matter is conserved because atoms are conserved in physical and chemical processes. (MS-PS1-d) 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.

31 Closer Look at a Performance Expectation MS-PS1 Matter and Its Interactions Students who demonstrate understanding can: MS-PS1-d. Develop molecular models of reactants and products to support the explanation that atoms, and therefore mass, are conserved in a chemical reaction. [Clarification Statement: Models can include physical models and drawings that represent atoms rather than symbols. The focus is on law of conservation of matter.] [Assessment Boundary: The use of atomic masses is not required. Balancing symbolic equations (e.g. N2 + H2 -> NH3) is not required.] 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 Developing and Using Models Modeling in 6 8 builds on K 5 and progresses to developing, using and revising models to support explanations, describe, test, and predict more abstract phenomena and design systems. Use and/or develop models to predict, describe, support explanation, and/or collect data to test ideas about phenomena in natural or designed systems, including those representing inputs and outputs, and those at unobservable scales. (MS-PS1-a), (MS-PS1-c), (MS-PS1-d) Connections to Nature of Science Science Models, Laws, Mechanisms, and Theories Explain Natural Phenomena Laws are regularities or mathematical descriptions of natural phenomena. (MS-PS1-d) PS1.B: Chemical Reactions Substances react chemically in characteristic ways. In a chemical process, the atoms that make up the original substances are regrouped into different molecules, and these new substances have different properties from those of the reactants. (MS-PS1-d), ( MS-PS1-e), (MS-PS1-f) The total number of each type of atom is conserved, and thus the mass does not change. (MS-PS1-d) Energy and Matter Matter is conserved because atoms are conserved in physical and chemical processes. (MS-PS1-d) 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.

32 Closer Look at a Performance Expectation MS-PS1 Matter and Its Interactions Students who demonstrate understanding can: MS-PS1-d. Develop molecular models of reactants and products to support the explanation that atoms, and therefore mass, are conserved in a chemical reaction. [Clarification Statement: Models can include physical models and drawings that represent atoms rather than symbols. The focus is on law of conservation of matter.] [Assessment Boundary: The use of atomic masses is not required. Balancing symbolic equations (e.g. N2 + H2 -> NH3) is not required.] 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 Developing and Using Models Modeling in 6 8 builds on K 5 and progresses to developing, using and revising models to support explanations, describe, test, and predict more abstract phenomena and design systems. Use and/or develop models to predict, describe, support explanation, and/or collect data to test ideas about phenomena in natural or designed systems, including those representing inputs and outputs, and those at unobservable scales. (MS-PS1-a), (MS-PS1-c), (MS-PS1-d) Connections to Nature of Science Science Models, Laws, Mechanisms, and Theories Explain Natural Phenomena Laws are regularities or mathematical descriptions of natural phenomena. (MS-PS1-d) PS1.B: Chemical Reactions Substances react chemically in characteristic ways. In a chemical process, the atoms that make up the original substances are regrouped into different molecules, and these new substances have different properties from those of the reactants. (MS-PS1-d), ( MS-PS1-e), (MS-PS1-f) The total number of each type of atom is conserved, and thus the mass does not change. (MS-PS1-d) Energy and Matter Matter is conserved because atoms are conserved in physical and chemical processes. (MS-PS1-d) 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.

33 Closer Look at a Performance Expectation MS-PS1 Matter and Its Interactions Students who demonstrate understanding can: MS-PS1-d. Develop molecular models of reactants and products to support the explanation that atoms, and therefore mass, are conserved in a chemical reaction. [Clarification Statement: Models can include physical models and drawings that represent atoms rather than symbols. The focus is on law of conservation of matter.] [Assessment Boundary: The use of atomic masses is not required. Balancing symbolic equations (e.g. N2 + H2 -> NH3) is not required.] 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 Developing and Using Models Modeling in 6 8 builds on K 5 and progresses to developing, using and revising models to support explanations, describe, test, and predict more abstract phenomena and design systems. Use and/or develop models to predict, describe, support explanation, and/or collect data to test ideas about phenomena in natural or designed systems, including those representing inputs and outputs, and those at unobservable scales. (MS-PS1-a), (MS-PS1-c), (MS-PS1-d) Connections to Nature of Science Science Models, Laws, Mechanisms, and Theories Explain Natural Phenomena Laws are regularities or mathematical descriptions of natural phenomena. (MS-PS1-d) PS1.B: Chemical Reactions Substances react chemically in characteristic ways. In a chemical process, the atoms that make up the original substances are regrouped into different molecules, and these new substances have different properties from those of the reactants. (MS-PS1-d), ( MS-PS1-e), (MS-PS1-f) The total number of each type of atom is conserved, and thus the mass does not change. (MS-PS1-d) Energy and Matter Matter is conserved because atoms are conserved in physical and chemical processes. (MS-PS1-d) 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.

34 Closer Look at a Performance Expectation MS-PS1 Matter and Its Interactions Students who demonstrate understanding can: MS-PS1-d. Develop molecular models of reactants and products to support the explanation that atoms, and therefore mass, are conserved in a chemical reaction. [Clarification Statement: Models can include physical models and drawings that represent atoms rather than symbols. The focus is on law of conservation of matter.] [Assessment Boundary: The use of atomic masses is not required. Balancing symbolic equations (e.g. N2 + H2 -> NH3) is not required.] 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 Developing and Using Models Modeling in 6 8 builds on K 5 and progresses to developing, using and revising models to support explanations, describe, test, and predict more abstract phenomena and design systems. Use and/or develop models to predict, describe, support explanation, and/or collect data to test ideas about phenomena in natural or designed systems, including those representing inputs and outputs, and those at unobservable scales. (MS-PS1-a), (MS-PS1-c), (MS-PS1-d) Connections to Nature of Science Science Models, Laws, Mechanisms, and Theories Explain Natural Phenomena Laws are regularities or mathematical descriptions of natural phenomena. (MS-PS1-d) PS1.B: Chemical Reactions Substances react chemically in characteristic ways. In a chemical process, the atoms that make up the original substances are regrouped into different molecules, and these new substances have different properties from those of the reactants. (MS-PS1-d), ( MS-PS1-e), (MS-PS1-f) The total number of each type of atom is conserved, and thus the mass does not change. (MS-PS1-d) Energy and Matter Matter is conserved because atoms are conserved in physical and chemical processes. (MS-PS1-d) 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.

35 Closer Look at a Performance Expectation MS-PS1 Matter and Its Interactions Students who demonstrate understanding can: MS-PS1-d. Develop molecular models of reactants and products to support the explanation that atoms, and therefore mass, are conserved in a chemical reaction. [Clarification Statement: Models can include physical models and drawings that represent atoms rather than symbols. The focus is on law of conservation of matter.] [Assessment Boundary: The use of atomic masses is not required. Balancing symbolic equations (e.g. N2 + H2 -> NH3) is not required.] 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 Developing and Using Models Modeling in 6 8 builds on K 5 and progresses to developing, using and revising models to support explanations, describe, test, and predict more abstract phenomena and design systems. Use and/or develop models to predict, describe, support explanation, and/or collect data to test ideas about phenomena in natural or designed systems, including those representing inputs and outputs, and those at unobservable scales. (MS-PS1-a), (MS-PS1-c), (MS-PS1-d) Connections to Nature of Science Science Models, Laws, Mechanisms, and Theories Explain Natural Phenomena Laws are regularities or mathematical descriptions of natural phenomena. (MS-PS1-d) PS1.B: Chemical Reactions Substances react chemically in characteristic ways. In a chemical process, the atoms that make up the original substances are regrouped into different molecules, and these new substances have different properties from those of the reactants. (MS-PS1-d), ( MS-PS1-e), (MS-PS1-f) The total number of each type of atom is conserved, and thus the mass does not change. (MS-PS1-d) Energy and Matter Matter is conserved because atoms are conserved in physical and chemical processes. (MS-PS1-d) 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.

36 Time for Questions

37 NSTA Resources About NGSS

38 NSTA Resources on NGSS

39 NSTA Resources on NGSS

40 NSTA Resources on NGSS New NGSS List Server

41 Community Forums

42 NSTA Print Resources NSTA Reader s Guide to the Framework NSTA Journal Articles about the Framework and the Standards

43 NSTA National Conference The place to be to learn about San Antonio, Texas April 11-14

44 Upcoming Web Seminars about NGSS Engineering Practices in the NGSS Mariel Milano, Orange County Public Schools & NGSS Writer 6:30-8:00, on Tuesday, January 15 th Using the NGSS Practices in the Elementary Grades Heidi Schweingruber, National Research Council and Deborah Smith, Pennsylvania State University 6:30-8:00, on Tuesday, January 29 th Connections between the Practices in NGSS, Common Core Math, and Common Core ELA Sarah Michaels, Clark University and author of Ready, Set, Science 6:30-8:00, on Tuesday, February 12 th

45 Web Seminars on Crosscutting Concepts Feb. 19: Patterns March 5: Cause and effect: Mechanism and explanation March 19: Scale, proportion, and quantity April 16: Systems and system models April 30: Energy and matter: Flows, cycles, and conservation May 14: Structure and function May 28: Stability and change All sessions will take place from 6:30-8:00 on Tuesdays Also, archives of last fall s web seminars about the Scientific and Engineering Practices are available

46 Thanks to today s presenters Howard Wahlberg Assistant Executive Director, Membership, NSTA Facilitating tonight s questions Ted Willard Director of NSTA s efforts around NGSS Harold Pratt Past President of NSTA 46

47 Thank you, NSTA members, for your involvement! We appreciate your participation in tonight s program and in the NGSS review process. 47 This web seminar contains information about programs, products, and services offered by third parties, as well as links to third-party websites. The presence of a listing or such information does not constitute an endorsement by NSTA of a particular company or organization, or its programs, products, or services.

48 National Science Teachers Association Gerry Wheeler, Interim Executive Director Zipporah Miller, Associate Executive Director, Conferences and Programs Al Byers, Ph.D., Assistant Executive Director, e-learning and Government Partnerships Flavio Mendez, Senior Director, NSTA Learning Center NSTA Web Seminars Brynn Slate, Manager Jeff Layman, Technical Coordinator 48