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Getting Reading for the Next Generation Science Standards Part 3: Crosscutting Concepts
Getting Reading for the Next Generation Science Standards Part 3: Crosscutting Concepts
Getting Reading for the Next Generation Science Standards Part 3: Crosscutting Concepts
Getting Reading for the Next Generation Science Standards Part 3: Crosscutting Concepts
Getting Reading for the Next Generation Science Standards Part 3: Crosscutting Concepts
Getting Reading for the Next Generation Science Standards Part 3: Crosscutting Concepts
Getting Reading for the Next Generation Science Standards Part 3: Crosscutting Concepts
Getting Reading for the Next Generation Science Standards Part 3: Crosscutting Concepts
Getting Reading for the Next Generation Science Standards Part 3: Crosscutting Concepts
Getting Reading for the Next Generation Science Standards Part 3: Crosscutting Concepts
Getting Reading for the Next Generation Science Standards Part 3: Crosscutting Concepts
Getting Reading for the Next Generation Science Standards Part 3: Crosscutting Concepts
Getting Reading for the Next Generation Science Standards Part 3: Crosscutting Concepts
Getting Reading for the Next Generation Science Standards Part 3: Crosscutting Concepts
Getting Reading for the Next Generation Science Standards Part 3: Crosscutting Concepts
Getting Reading for the Next Generation Science Standards Part 3: Crosscutting Concepts
Getting Reading for the Next Generation Science Standards Part 3: Crosscutting Concepts
Getting Reading for the Next Generation Science Standards Part 3: Crosscutting Concepts
Getting Reading for the Next Generation Science Standards Part 3: Crosscutting Concepts
Getting Reading for the Next Generation Science Standards Part 3: Crosscutting Concepts
Getting Reading for the Next Generation Science Standards Part 3: Crosscutting Concepts
Getting Reading for the Next Generation Science Standards Part 3: Crosscutting Concepts
Getting Reading for the Next Generation Science Standards Part 3: Crosscutting Concepts
Getting Reading for the Next Generation Science Standards Part 3: Crosscutting Concepts
Getting Reading for the Next Generation Science Standards Part 3: Crosscutting Concepts
Getting Reading for the Next Generation Science Standards Part 3: Crosscutting Concepts
Getting Reading for the Next Generation Science Standards Part 3: Crosscutting Concepts
Getting Reading for the Next Generation Science Standards Part 3: Crosscutting Concepts
Getting Reading for the Next Generation Science Standards Part 3: Crosscutting Concepts
Getting Reading for the Next Generation Science Standards Part 3: Crosscutting Concepts
Getting Reading for the Next Generation Science Standards Part 3: Crosscutting Concepts
Getting Reading for the Next Generation Science Standards Part 3: Crosscutting Concepts
Getting Reading for the Next Generation Science Standards Part 3: Crosscutting Concepts
Getting Reading for the Next Generation Science Standards Part 3: Crosscutting Concepts
Getting Reading for the Next Generation Science Standards Part 3: Crosscutting Concepts
Getting Reading for the Next Generation Science Standards Part 3: Crosscutting Concepts
Getting Reading for the Next Generation Science Standards Part 3: Crosscutting Concepts
Getting Reading for the Next Generation Science Standards Part 3: Crosscutting Concepts
Getting Reading for the Next Generation Science Standards Part 3: Crosscutting Concepts
Getting Reading for the Next Generation Science Standards Part 3: Crosscutting Concepts
Getting Reading for the Next Generation Science Standards Part 3: Crosscutting Concepts
Getting Reading for the Next Generation Science Standards Part 3: Crosscutting Concepts
Getting Reading for the Next Generation Science Standards Part 3: Crosscutting Concepts
Getting Reading for the Next Generation Science Standards Part 3: Crosscutting Concepts
Getting Reading for the Next Generation Science Standards Part 3: Crosscutting Concepts
Getting Reading for the Next Generation Science Standards Part 3: Crosscutting Concepts
Getting Reading for the Next Generation Science Standards Part 3: Crosscutting Concepts
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Getting Reading for the Next Generation Science Standards Part 3: Crosscutting Concepts

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What can science educators do now to prepare for the new science standards coming in the Fall of 2012? Understanding the Framework for K-12 Science Education will help tremendously! Join us in this …

What can science educators do now to prepare for the new science standards coming in the Fall of 2012? Understanding the Framework for K-12 Science Education will help tremendously! Join us in this series of webinars where we focus on the middle level and delve into each section of the Framework for K–12 Science Education using the NSTA Reader's Guide to the Framework as a guide. Both of these documents are free to download.

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  • The Next Generation Science Standards (NGSS) is following a different developmental pathway than did the Common Core State Standards (CCSS) in English language arts and mathematics. The process for the science standards development takes into account the importance of having the scientific and educational research communities identify core ideas in science and articulate them across grade bands.
  • Public review next month
  • macroscopic scales that are directly observable - one can see, touch, feel, or manipulate; scales that are too small or fast to observe directly (atoms); scales that are too large or too slow to observe directly (continents that move, galaxies in which the nearest star is four years away traveling a the speed of light); ratio and proportionality; relative scales (biggest and smallest, hottest and coolest, fastest and slowest); units of measurement (non-standard and standard units); estimation; powers-of-ten scales; assign meaning to ratios and proportional relationships (linear or exponential); sense of numerical quantity (numeracy)
  • States have previously used the National Science Education Standards from the National Research Council (NRC) and Benchmarks for Science Literacy from the American Association for the Advancement of Science (AAAS) to guide the development of their current state science standards. While these two documents have proven to be both durable and of high quality, they are around 15 years old.  Needless to say, major advances have since taken place in the world of science and in our understanding of how students learn science effectively. The time is right to take a fresh look and develop Next Generation Science Standards .
  • Recognize the vast majority of content from NSES and Benchmarks – some differences though… Strand on waves in PS, entire strand on engineering and technology
  • The Framework provides a description of what students should know at the end of grade 2, 5, 8, and 12
  • Assemble a team to begin assessing how and where engineering core ideas might be integrated in the science curriculum at each grade band in your school or district. Some courses or units lend themselves to this integration better than others. What are they? Do new activities or units need to be added? Can some of the existing activities be modified or supplemented to provide outcomes in engineering? Where and how can the endpoints from the practices of engineering and the core ideas in this chapter be combined as parallel outcomes of modified or new activities? Identify or plan professional development activities to immerse teachers in doing engineering design projects and gaining knowledge of the language and endpoints expected of their students. Keep in mind that a thorough modification and revision of instructional material should wait until the new standards are reasonably complete and available.
  • Some practices have been neglected such as argumentation, modeling, engaging in critique, and developing explanations
  • The same
  • Both are creative processes, iterative and systematic. Multiple methods but in broad terms there is only one design process. Science asks: What exists and what happens? Why does it happen? How does one know? Engineering asks: What can be done to address a particular human need or want? How can the need be better specified? What tools and technologies are available, or could be developed, for addressing this need?
  • Grade band endpoints are only provided for grade 12
  • Transcript

    • 1. msteacher2.or
    • 2. Where is everybody from? Answer using the stamping tool to the left of the whiteboard!
    • 3. Getting Ready for the NextGeneration Science Standards Part III: Crosscutting Concepts Kimberly Lightle, PhD The Ohio State University College of Education and Human Ecology lightle.16@osu.edu www.msteacher2.org -
    • 4. Agenda• Overview of Framework for K-12 Science Education• Explore the Crosscutting Concepts• Review the middle level core concepts and Scientific and Engineering Practices www.msteacher2.org -
    • 5. When do we look at the other sections of the Framework?• Getting Ready for the Next Generation Science Standards Part 1: Core Concepts (Recorded)• Getting Ready for the Next Generation Science Standards Part 2: Science and Engineering Practices (Recorded)• Getting Ready for the Next Generation Science Stan (May 16) www.msteacher2.org -
    • 6. Science and Technical Standards found inthe ELA Common Core Standards WebinarsCommon Core and Reading Standards for Literacy in Science and Technical Subjects 6-12 (Recorded March 14)Common Core and Writing Standards for Literacy in Science and Technical Subjects 6-12 (Recorded April 11)**All recordings can be found on the Webinar Archive page on the homepage of http://msteacher2.org www.msteacher2.org -
    • 7. What is the Framework?The Framework describes a vision of what it means to be proficient in science; it 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. It presents three dimensions that will be combined to form each standard:Dimension 1: PracticesDimension 2: Crosscutting ConceptsDimension 3: Disciplinary Core Ideas www.msteacher2.org -
    • 8. How can [states] use the NRC Framework?The NRC Framework articulates a vision for science learning and teaching. States can start implementing changes to their systems for professional development and pre-service teacher training based on a deep understanding of this vision. They can also begin to think about ways to align curriculum, instruction and assessment with this vision. Once the Next Generation Science Standards are developed, the process of alignment can begin in earnest. www.msteacher2.org -
    • 9. Who is leading the charge?In partnership with the National Academies of Sciences National Research Council (NRC), National Science Teachers Association (NSTA) and the American Association for the Advancement of Science (AAAS), Achieve has begun a multi-year project to develop next- generation science standards, based around "big ideas" that will help organize curriculum, teaching and learning across the nation. www.msteacher2.org -
    • 10. What is the difference between NGSS and NSES, AAAS Benchmarks?• Written with performance expectations• Science and engineering practices are continuums• Core concepts build over K-12• Greater focus on understanding and application of content• Integration of science and engineering• Coordination with Common Core Standards (ELA and Math) www.msteacher2.org -
    • 11. Layout of the Draft NGSSEach standard: (i.e., LS4.D: Biodiversity and Humans)Has a standard statement: (i.e., Students demonstrateunderstanding of energy in chemical processes by)Multiple Performance Expectations that integrate at leastone of each in each expectation: Core Ideas, Science andEngineering Practices, and Crosscutting ConceptsFoundation boxes that describe in detail the Core Ideas,Science and Engineering Practices, and CrosscuttingConcepts covered in the standardConnections to ELA and Math Common Core standards www.msteacher2.org -
    • 12. Grade Band EndpointsGrade 2 – individual grade bandsGrade 5 – individual grade bandsGrade 8Grade 12 www.msteacher2.org -
    • 13. FAQ on Achieve.org www.msteacher2.org -
    • 14. Explore the Crosscutting Concepts www.msteacher2.org -
    • 15. Similar to…• Unifying Concepts and Processes in the National Science Education Standards• Common Themes in AAAS Benchmarks• Seemed almost an afterthought in these documents – However, Crosscutting Concepts are one of the three dimensions in the Framework and are reflected in every performance expectation – science and engineering www.msteacher2.org -
    • 16. 1. Patterns• Definition: Observed patterns of forms and events guide organization and classification, and they prompt questions about relationships and the factors that influence them www.msteacher2.org -
    • 17. Science Examples• symmetry of flowers and snowflakes• cycling of seasons• repeated base pairs in DNA• classification• chemical interaction of different isotopes of the same element• changes in population abundance of several different species in an ecosystem• sun and moon• parents and offspring• rates of change• atomic-level structure www.msteacher2.org -
    • 18. Engineering Examples• diagnose patterns of failure in designed systems in order to improve the design• analyze daily and seasonal use of power to design a system that can meet the fluctuating demands www.msteacher2.org -
    • 19. 2. Cause and Effect: Mechanism and ExplanationEvents have causes, sometimes simple, sometimes multifaceted. A major activity of science is investigating and explaining causal relationships and the mechanisms by which they are mediated. Such mechanisms can then be tested across given contexts and used to predict and explain events in new contexts. www.msteacher2.org -
    • 20. Science Examples• motion of a single object• specific chemical reactions• population changes(No engineering examples provided) www.msteacher2.org -
    • 21. 3. Scale, Proportion, and Quantity• macroscopic scales that are directly observable• scales that are too small or fast to observe directly• scales that are too large or too slow to observe directly• relative scales (biggest and smallest, hottest and coolest, fastest and slowest)• units of measurement (non-standard and standard units)• estimation• powers-of-ten scales• assign meaning to ratios and proportional relationships (linear or exponential)• sense of numerical quantity (numeracy)• scale diagrams and models (engineering example) www.msteacher2.org -
    • 22. 4. Systems and System ModelsDefining the system under study - specifying its boundaries and making explicit a model of that system - provides tools for understanding and testing ideas that are applicable throughout science and engineering. www.msteacher2.org -
    • 23. Science Examples• circulatory system can be seen as an entity in itself or as a subsystem of the entire human body• a molecule can be studied as a stable configuration of atoms but also as a subsystem of a cell or a gas• predator-prey relationships in an ecosystem www.msteacher2.org -
    • 24. 5. Energy and Matter: Flows, Cycles, and ConservationTracking fluxes of energy and matter into, out of, and within systems helps one understand the systems possibilities and limitations. www.msteacher2.org -
    • 25. 6. Structure and FunctionThe way in which an object or living thing is shaped and its substructure determine many of its properties and functions.• wheels and axles, gears (science)• applying relationships of structure and function are critical elements of successful designs (engineering) www.msteacher2.org -
    • 26. 7. Stability and ChangeFor natural and built systems alike, conditions of stability and determinants of rates of change or evolution of the sytem are critical elements of study. www.msteacher2.org -
    • 27. Science Examples• feedback is important to understanding natural systems• equilibrium - population dynamics in an ecosystem• evolution of the diversity of species• changes in the surface of the earth• changes in the structure of the universe www.msteacher2.org -
    • 28. (8). Science, Technology, and Society (NGSS)People depend on various technologies. Scientific and engineering methods and research agendas are influenced by the development of new tools and technologies as well as new scientific discoveries. The adoption of new technological innovations depends on a number of factors. Scientists and engineers with a wide range of expertise collaborate and complement each others work in the cycle known as research and development. www.msteacher2.org -
    • 29. Quick Review of the Core Ideas www.msteacher2.org -
    • 30. What are core ideas in science?To be considered "core", the ideas should meet at leasttwo of the following criteria and ideally all four:3.Have broad importance across multiple sciences orengineering disciplines or be a key organizing principle of asingle discipline;4.Provide a key tool for understanding or investigatingmore complex ideas and solving problems;5.Relate to the interests and life experiences of students orbe connected to societal or personal concerns thatrequire scientific or technological knowledge;6.Be teachable and learnable over multiple grades atincreasing levels of depth and sophistication. www.msteacher2.org -
    • 31. Four Domains•Life Sciences•Earth and Space Sciences•Physical Sciences•Engineering and Technology www.msteacher2.org -
    • 32. Core Idea LS1: From Molecules to Organisms: Structures andProcesses• 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 ProcessingCore Idea 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 BehaviorCore Idea LS3: Heredity: Inheritance and Variation of Traits• LS3.A: Inheritance of Traits• LS3.B: Variation of TraitsCore Idea 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 www.msteacher2.org -
    • 33. LS1: From Molecules to Organisms: Structures and Processes LS1.A: Structure and Function• By the end of Grade 5: – Plants and animals have internal and external structures that serve various functions in growth, survival, behavior, and reproduction (boundary: macroscale systems)• By the end of Grade 8: – Cells and cell structures (boundary: only a few cell structures should be introduced) – Unicellular and multicellular organisms – Body systems (tissues and organs) www.msteacher2.org -
    • 34. Core Idea 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 EarthCore Idea 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: BiogeologyCore Idea 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 www.msteacher2.org -
    • 35. Core Idea PS1: Matter and Its Interactions• PS1.A: Structure and Properties of Matter• PS1.B: Chemical Reactions• PS1.C: Nuclear ProcessesCore Idea PS2: Motion and Stability: Forces and Interactions• PS2.A: Forces and Motion• PS2.B: Types of Interactions• PS2.C: Stability and Instability in Physical SystemsCore Idea 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 LifeCore Idea PS4: Waves and Their Applications in Technologies forInformation Transfer• PS4.A: Wave Properties• PS4.B: Electromagnetic Radiation• PS4.C: Information Technologies and Instrumentation www.msteacher2.org -
    • 36. Core Idea ETS1: Engineering Design• ETS1.A: Defining and Delimiting an Engineering Problem• ETS1.B: Developing Possible Solutions• ETS1.C: Optimizing the Design SolutionCore Idea 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 Societyand the Natural World www.msteacher2.org -
    • 37. www.msteacher2.org-
    • 38. Science and Engineering Practices www.msteacher2.org -
    • 39. Why look at science as a set of practices?– Minimizes the tendency to reduce scientific practice to a single set of procedures (overemphasizes experimental investigation at the expense of other practices such as modeling, critique, and communication)– Focus on practices avoids the mistaken impression that there is one distinctive approach common to all science or that uncertainty is a universal attribute of science– Look at all practices equally www.msteacher2.org -
    • 40. How Practices are Integratedinto Both Inquiry and Design Taken from http://www.nap.edu/openbook.php?record_id=13165&page=45 www.msteacher2.org -
    • 41. How Engineering and Science DifferScience Engineering• May or may not be driven • Driven by an immediate by an immediate practical practical application application (problem to be solved)• One best answer • How well a need has been addressed; multiple answers possible; optimization• Goal is explanation • Goal is a design www.msteacher2.org -
    • 42. Science Practices Engineering Practices• SP1: Asking Questions • EP1: Defining Problems• SP2: Developing and Using • EP2: Developing and Using Models Models• SP3: Planning and Carrying Out • EP3: Planning and Carrying Out Investigations Investigations• SP4: Analyzing and Interpreting • EP4: Analyzing and Interpreting Data Data• SP5: Using Mathematics, • EP5: Using Mathematics, Information and Computer Information and Computer Technology, and Computational Technology, and Computational Thinking Thinking• SP6: Constructing Explanations • EP6: Designing Solutions• SP7: Engaging in Argument from • EP7: Engaging in Argument from Evidence Evidence• SP8: Obtaining, Evaluating, and • EP8: Obtaining, Evaluating, and Communicating Information Communicating Information www.msteacher2.org -
    • 43. www.msteacher2.org-
    • 44. Recording of Today’s TalkThe archived version of today’s talk and links to additional resources and the slide show will be available on the Main Page of MSP2 http://msteacher2.org Webinar Archive Link in MSP2 Resources Box www.msteacher2.org -
    • 45. msteacher2.or www.msteacher2.org-
    • 46. Complete today’s survey and enter for a chance to win a gift package – professional books and Teach! Spice Box from Penzeys and request a 1-hour certificate of completion Survey link is in CHAT window www.msteacher2.org -

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