NGSS Core Ideas: Matter and Its Interactions

Transcription

1 LIVE INTERACTIVE YOUR DESKTOP NGSS Core Ideas: Matter and Its Interactions Presented by: Joe Krajcik September 10, :30 p.m. ET / 5:30 p.m. CT / 4:30 p.m. MT / 3:30 p.m. PT 1

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3 NSTA Learning Center 11,000+ resources 3,800+ free! Add to My Library to access at your convenience Community forums Online advisors to assist you Tools to plan and document your learning 3

4 Introducing today s presenters Ted Willard National Science Teachers Association Joe Krajcik Michigan State University 4

5 5 Developing the Standards

6 Developing the Standards Assessments Curricula Instruction Teacher Development July

7 Developing the Standards July

8 A Framework for K-12 Science Education Three-Dimensions: Scientific and Engineering Practices Crosscutting Concepts Disciplinary Core Ideas 8 View free PDF from The National Academies Press at Secure your own copy from

9 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 9

10 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 10

11 Disciplinary Core Ideas Life Science LS1: LS2: LS3: LS4: From Molecules to Organisms: Structures and Processes Ecosystems: Interactions, Energy, and Dynamics Heredity: Inheritance and Variation of Traits Biological Evolution: Unity and Diversity Earth & Space Science ESS1: Earth s Place in the Universe ESS2: Earth s Systems ESS3: Earth and Human Activity 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 Engineering & Technology ETS1: Engineering Design ETS2: Links Among Engineering, Technology, Science, and Society 11

12 Disciplinary Core Ideas 12 Life Science Earth & Space Science Physical Science Engineering & Technology 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 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

13 Developing the Standards Assessments Curricula Instruction Teacher Development July

14 Developing the Standards

15 NGSS Lead State Partners

16 NGSS Writers

17 Adoption of NGSS Adopted Some step in consideration has been taken by an official entity in the state (from NASBE)

18 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 18 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.

19 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 19 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.

20 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 20 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.

21 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 21 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.

22 Core Ideas in Physical Science: Matter and Its Interactions Joe Krajcik Michigan State University CREATE for STEM Institute 22 The opinions expressed herein are those of the authors and not necessarily those of the Achieve or the NRC.

23 Who Am I? Professor in science education at Michigan State University Director of CREATE for STEM Institute for Collaborative Research in Education, Assessment and Teaching Environments for STEM Taught high school chemistry for 8 years in Milwaukee, Wisconsin Earned my PhD in science education at the University of Iowa My research focuses on designing learning environments to engage teachers and students in doing science (project-based learning) Served as the Lead Writer for the Core Ideas in Physical Science for the Framework for K 12 Science Education and on the Leadership Team of NGSS and as the lead writer for the Physical Science Standards 23

24 Overview What is a disciplinary core idea? Relationship of core ideas to science and engineering practices The Framework and NGSS Importance of building core ideas across time Supporting students in argumentation Examples of the value of core ideas Questions?? 24

25 Poll What is the difference between a disciplinary core idea and a science concept? A. Disciplinary core ideas can serve as thinking tools whereas science concepts are much smaller in scope B. Disciplinary core ideas need to develop across time whereas a concept might be taught in a shorter period of time C. There is no difference; a disciplinary core idea is just another way of saying science concept D. Disciplinary core ideas represent several science concepts E. A and B 25

26 What is a disciplinary core idea? Disciplinary significance Serves as a key organizing concept within a discipline Explanatory power Can be used to explain a variety of phenomena Generative Provides a key tool for understanding or investigating more complex ideas and solving problems Relevant to peoples lives Relates to the interests and life experiences of students, connected to societal or personal concerns Usable from K to 12 Is teachable and learnable over multiple grades at increasing levels of depth and sophistication

27 Value of Using Core Ideas Allows time for: Exploring important concepts and principles Developing integrated understanding Using science and engineering practices Reflecting on the nature of science and scientific knowledge Provides a more coherent way for science to develop across grades K-12

28 Integrated Understanding Ideas linked together; New and existing knowledge structured around a core idea; Knowledge is useful for problem solving and learning new ideas Chemical change can be Atoms rearrange involves can be Covalent Does not involve ionic Physical change Lose electron Gain electrons Share electron Electron transfer metals Non-metal

29 A graphical illustration of little, if any, understanding: Learners cannot use ideas for further learning or problem solving Bond breaking Physical change Compounds Chemical change Electrons Atoms

30 Disciplinary Core Ideas: Physical Sciences 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 & their applications in technologies for information transfer PS4.A: Wave Properties PS4.B: Electromagnetic Radiation PS4.C: Information Technologies and Instrumentation

31 Disciplinary Core Ideas: Physical Sciences 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 & their applications in technologies for information transfer PS4.A: Wave Properties PS4.B: Electromagnetic Radiation PS4.C: Information Technologies and Instrumentation

32 Richard Feynmen (The Feynman Lectures on Physics) If, in some cataclysm, all of scientific knowledge were to be destroyed, and only one sentence passed on to the next generation of creatures, what statement would contain the most information in the fewest words? I believe it is the atomic hypothesis (or the atomic fact, or whatever you wish to call it) that all things are made of atoms little particles that move around in perpetual motion, attracting each other when they are a little distance apart, but repelling upon being squeezed into one another.

33 Chemists typically ask these questions: What is it? How much of it is there? Where might it have come from, where might it go? How fast did it get there? How do I know? The core idea of Matter and Its Interactions gives learners the conceptual tools to respond to these questions. From: Ege, S.N., Coppola, B.P., & Lawton R.J., (1997). The University of Michigan Undergraduate Chemistry Curriculum: Philosophy, Curriculum, and the Nature of Change, Journal of Chemical Education, 74(1),

34 One of the big questions that Matter and Its Interactions allows students to answer is: How can we account for all the different materials in the world, when there are so few elements? In fact, a majority of material in our world is made of C, N, O, H and a few other types of atoms such as Fe, Mg, etc.

35 Same or Not the Same: An Example Maleic Acid Fumaric Acid Chemical Formula C 4 H 4 O 4 C 4 H 4 O 4 Molecular Mass 116 grams/mole 116 grams/mole Are they the same? Are they different? Do they have the same properties?

36 How can it be??? Maleic Acid Fumaric Acid Chemical Formula C 4 H 4 O 4 C 4 H 4 O 4 Molecular Mass 116 grams/mole 116 grams/mole Appearance White crystal White Crystal Melting Point C C Solubility in Water Taste Soluble Pungent, repulsive Somewhat soluble Fruity, acidic

37 Structure and arrangement makes the difference! Fumaric Acid Maleic Acid

38 Science is not just a body of knowledge that reflects current understanding of the world; it is also a set of practices used to establish, extend, and refine that knowledge. (Framework for K 12 Science Education, NRC, 2012)

39 How Scientific and Engineering Practices Work Together 1. Asking questions and defining problems 2. Developing and using models 3. Planning and carrying out investigations 4. Analyzing and interpreting data 5. Using mathematics and computational thinking 6. Developing explanations and designing solutions 7. Engaging in argument from evidence 8. Obtaining, evaluating, and communicating information Engage in science as a set of related practices. Shows how science is really done!

40 Content and Practice Work Together to Build Understanding Understanding content is inextricably linked to engaging in practices Learning practices are inextricably linked to content! Content and practices codevelop! Practices Crosscutting Concepts Core Ideas

41 Build Scientific Disposition Building core ideas, scientific and engineering practices, and crosscutting concepts across time will support learning and build scientific dispositions (think like a scientist) Knowing when and how to seek and build knowledge Hmm, what do I need to know? I wonder if? Do I have enough evidence? Students will learn to think like scientists and understand the purpose of evidence

42 Questions? Questions about the definition of disciplinary core ideas Questions about the value of core ideas 42

43 PS1.A: Structure and Properties of Matter Answers the question: How do particles combine to form the variety of substances one observes? The substructure of atoms determines how they combine and rearrange to form substances. Electrical attractions and repulsions between charged particles (i.e., atomic nuclei and electrons) in matter explain the structure of atoms and the forces between atoms that cause them to form molecules which range in size from two to thousands of atoms. Atoms also combine due to these forces to form extended structures, such as crystals or metals.

44 PS1.A continued The varied properties of materials can be understood in terms of the atomic and molecular constituents present and the electrical forces within and between them. Within matter, atoms and their constituents are constantly in motion. The arrangement and motion of atoms vary in characteristic ways, depending on the substance and its current state which of course depends on temperature and chemical composition.

45 What science practices work well with core idea: Structure and Properties of Matter? Developing and using models Planning and carrying out investigations Constructing explanations

46 Example 1: Middle School Student Pre and Posttest Modeling and PS1 Shayna had a small bottle of Bromine gas. The bottle was closed with a cork. She tied a string to the cork and then placed the bottle inside a larger bottle. She sealed the large bottle shut. (See Figure 1.) Next, Shayna opened the small bottle by pulling the string connected to the cork. Figure 2 shows what happened after the cork of the small bottle was opened. Figure 1 Figure 2 First, draw a model that shows what is happening in this experiment. Second, explain in writing what is happening in your model. Pretest

47 Example 1: Middle School Student Pre and Posttest Modeling and PS1 Shayna had a small bottle of Bromine gas. The bottle was closed with a cork. She tied a string to the cork and then placed the bottle inside a larger bottle. She sealed the large bottle shut. (See Figure 1.) Next, Shayna opened the small bottle by pulling the string connected to the cork. Figure 2 shows what happened after the cork of the small bottle was opened. Figure 1 Figure 2 First, draw a model that shows what is happening in this experiment. Second, explain in writing what is happening in your model. Posttest

48 Example 2: 9 th Grade Physical Science Modeling and PS1 After using a simulation to collect data about the distribution of positive charges in atoms, students were asked what impact this new data would have on their atomic models. Students then revised their models of atoms for a second time, incorporating this new information. Draw a model of an atom with three as an example. A student example, 9 th grade physical science (drawn with computer tools)

49 Poll How do students learn core ideas? A. Core ideas develop over time as students grapple with more complex situations B. Most core ideas can be developed/taught in a single class period C. Teachers should focus on core ideas in teaching science but not for assessment 49

50 Core Ideas Develop Over Time Learning is constructed and reworked over time Learning difficult ideas takes time and often comes together as students work on a task that forces them to synthesize ideas Learning is facilitated when new and existing knowledge is structured around the core ideas Developing understanding is dependent on instruction

51 Progression for Core Idea: Structure and Properties of Matter Highest level By the end of 12 th grade By the end of 8 th grade Atomic Structure Model provides a mechanistic model for explaining why molecules form Atomic/Molecular Model explains properties and diversity of materials By the end of 5 th /6 th grade Particle Model explains phase changes and phases By the end of 2 nd grade Macroscopic Model describes matter Lowest level

52 Developing Core Ideas through Coherent Instruction Develop core ideas by using coherent instruction Some strategies Activate and use students prior knowledge and experiences Make explicit links to core ideas across time Make explicit how core ideas explain phenomena and solve problems Use and link core ideas to explain phenomena and solve problems

53 Questions? Questions about PS1.A: Structures and Properties of Matter Questions about ideas developing across time 53

54 Poll Why are chemical reactions important? A. Chemical reactions are occurring all around us B. Chemical processes underlie many important biological and geophysical phenomena C. Chemical reactions account for the conservations of mass D. All of the above

55 What happens to the mass of steel wool if you burn it? Initial mass of steel wool: 5.72g

56 Steel wool burning Make a prediction what would be the mass?

57 Final mass of steel wool: 6.56g How does this compare to your prediction? What might explain this change? Most students would predict that the mass would decrease.

58 PS1.B: Chemical Reactions Answers the questions: How do substances combine or change (react) to make new substances? How does one characterize and explain these reactions and make predictions about them? Many substances react chemically with other substances to form new substances with different properties. This change results from the atoms which make up the original substances combining and rearranging to form new substances. Total number of each type of atom is conserved (does not change) in any chemical process, and thus mass does not change either.

59 Progression for Core Idea: Chemical Reactions Highest level By the end of 12 th grade By the end of 8 th grade By the end of 5 th /6 th grade Atomic Structure Model Chemical processes, their rates, and whether or not energy is stored or released can be understood by the collisions that occur between molecules and the rearrangements of atoms into new molecules. In many situations, a dynamic and reversible reaction determines the numbers of all types of molecules present. Atomic/Molecular Model Substances react chemically. The atoms that make up the original substances are regrouped into different molecules. These new substances have different properties. Atoms are always conserved. Some chemical reactions release energy, others store energy. Descriptive Model When two or more different substances are mixed, a new substance with different properties may be formed. Mass is always conserved. By the end of 2 nd grade Lowest level Descriptive Model Heating or cooling a substance may cause changes.

60 What science practices work well with core idea: Chemical Reactions? Developing and using models Planning and carrying out investigations Constructing explanations

61 Example 3: Middle School - Substance and Property Explanation Task Examine the following data table: Density Color Mass Melting Point Liquid g/cm 3 no color 38 g -98 C Liquid g/cm 3 no color 38 g 26 C Liquid g/cm 3 silver 21 g -39 C Liquid g/cm 3 no color 16 g -98 C

62 Questions? Questions about PS1.B: Chemical Reactions Questions about how this core idea develops over time Questions about use of practices 62

63 PS1.C: Nuclear Processes Answers the questions: What forces hold nuclei together and mediate nuclear processes? Why doesn t the nucleus fly apart? Phenomena involving nuclei are important to understand, as they explain the formation and abundance of the elements, radioactivity, the release of energy from the sun and other stars, and the generation of nuclear power. Explaining and predicting nuclear processes involves two additional types of interactions known as strong and weak nuclear interactions. They play a fundamental role in explaining why a nucleus doesn t fly apart.

64 Conclusions Core ideas explain a variety of phenomena, allow us to solve problems, and learn more Matter and Its Interactions explains how we have such a diversity of material in the world with so few atoms and how we can identify them Matter and Its Interactions are critical ideas that all learners to need to understand 64

65 Matters and Its interactions provides learners the conceptual tools to respond to these questions: What is it? How much of it is there? Where might it have come from, where might it go? How fast did it get there? How do I know? From: Ege, S.N., Coppola, B.P., & Lawton R.J., (1997). The University of Michigan Undergraduate Chemistry Curriculum: Philosophy, Curriculum, and the Nature of Change, Journal of Chemical Education, 74(1),

66 Read: A Framework for K-12 Science Education: Practices, Crosscutting Concepts and Core Ideas

67 Questions? Questions about Matter and Its Interactions Questions about core ideas Questions about developing core ideas over time Other questions 67

68 Further Reading Mayer, K., Damelin, D. Krajcik, J.S. (2013). Linked In: Using modeling as a link to other scientific practices, disciplinary core ideas and crosscutting concepts, The Science Teacher, 80(6) 57-62, National Science Teachers Association. Krajcik, J.S. (2013), The Next Generation Science Standards: a Focus on Physical Science, The Science Teacher, National Science Teachers Association. Krajcik, J., & Merritt, J. (2012) Engaging Students in Scientific Practices: What does constructing and revising models look like in the science classroom? The Science Teacher, March, pgs , National Science Teachers Association.

69 Contact Information Joe Krajcik CREATE for STEM: Institute for Collaborative Research in Education, Assessment and Teaching Environments for Science, Technology, Engineering and Mathematics at Michigan State University

70 On the Web nextgenscience.org nsta.org/ngss 70

71 Connect and Collaborate NSTA Member-only Listserv on NGSS Discussion forum on NGSS in the Learning center 71

72 Web Seminars on Core Ideas September 10: Matter and Its Interactions September 24: Waves and Their Applications October 8: Energy October 22: Motion and Stability: Forces and Their Interactions November 5: Earth s Place in the Universe November 19: Earth s Systems December 3: Earth and Human Activity Coming in 2014: Life science and engineering design 72

73 Online Short Courses on NGSS Moving Toward NGSS: Visualizing K-6 Engineering Education Led by Dr. Christine Cunningham and Martha Davis from the Boston Museum of Science s Engineering is Elementary (EiE) program September 16 October 4 Members: $179; Nonmembers: $199 Learn more and register at 73

74 NSTA Resources on NGSS Web Seminar Archives Practices (archives from Fall 2012) Crosscutting Concepts (archives from Spring 2013) Journal Articles Science and Children Science Scope The Science Teacher

75 75 From the NSTA Bookstore

76 Future Conferences Portland, OR October Charlotte, NC November 7 9 Denver, CO December National Conference Boston April 3-6,

77 Thanks to today s presenters! Ted Willard National Science Teachers Association Joe Krajcik Michigan State University 77

78 Thank you to the sponsor of today s web seminar: 78 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.

79 National Science Teachers Association David Evans, Ph.D., Executive Director Al Byers, Ph.D., Acting Associate Executive Director, Services NSTA Web Seminar Team Flavio Mendez, Senior Director, NSTA Learning Center Brynn Slate, Manager, Web Seminars, Online Short Courses, and Symposia Jeff Layman, Technical Coordinator, Web Seminars, SciGuides, and Help Desk 79