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Getting Ready for the Next Gen Science Standards - Core Concepts
 

Getting Ready for the Next Gen Science Standards - Core 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.
  • 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
  • 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.

Getting Ready for the Next Gen Science Standards - Core Concepts Getting Ready for the Next Gen Science Standards - Core Concepts Presentation Transcript

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  • msteacher2.org
  • Where is everybody from? Answer using the stamping tool to the left of the whiteboard!
  • Agenda
    • Overview of Framework for K-12 Science Education
    • Focus on Introduction and Conceptual Framework (Chapters 1-2) and Core Concepts (Chapters 5-8)
  • Upcoming Webinars
    • Getting Reading for the Next Generation Science Standards Part 2: Scientific and Engineering Practices (March 21)
    • Getting Reading for the Next Generation Science Standards Part 3: Crosscutting Concepts  (April 18)
    • Getting Reading for the Next Generation Science Standards Part 4: Integrating the Three Dimensions (May 16)
  • Related Webinars: Science and Technical Standards found in the ELA Common Core Standards
    • Common Core and Reading Standards for Literacy in Science and Technical Subjects 6-12 (March 14)
    • Common Core and Writing Standards for Literacy in Science and Technical Subjects 6-12 (April 11)
    • 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: Practices
    • Dimension 2: Crosscutting Concepts
    • Dimension 3: Disciplinary Core Ideas
    What is the Framework ?
  • 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.
  • Who is leading the charge?
    • In partnership with the National Academies of Science's 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.
  • FAQ on Achieve.org
  • What are core ideas in science?
    • To be considered "core", the ideas should meet at least two of the following criteria and ideally all four:
    • Have broad importance across multiple sciences or engineering disciplines or be a key organizing principle of a single discipline; 
    • Provide a key tool for understanding or investigating more complex ideas and solving problems;
    • Relate to the interests and life experiences of students or be connected to societal or personal concerns that require scientific or technological knowledge;
    • Be teachable and learnable over multiple grades at increasing levels of depth and sophistication.
  • Grade Band Endpoints Grade 2 – individual grade bands Grade 5 – individual grade bands Grade 8 Grade 12
  • Four Domains
    • Life Sciences
    • Earth and Space Sciences
    • Physical Sciences
    • Engineering and Technology
  • Core Idea 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 Core 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 Behavior Core Idea LS3: Heredity: Inheritance and Variation of Traits • LS3.A: Inheritance of Traits • LS3.B: Variation of Traits Core 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
  • Performance Expectations
    • Each standard:
    • LS4.D: Biodiversity and Humans
    • Has a grade band endpoint:
    • By the end of grade 8. Biodiversity is the wide range of existing life forms that have adapted to the variety of conditions on Earth… (p. 6-19)
    • Performance Expectations (5-8) are written that integrate the associated disciplinary core ideas, science and engineering practices, and crosscutting concepts; connections to ELA and Math Common Core also
  • 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 Earth Core 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: Biogeology Core 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
  • Core Idea PS1: Matter and Its Interactions • PS1.A: Structure and Properties of Matter • PS1.B: Chemical Reactions • PS1.C: Nuclear Processes Core 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 Systems Core 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 Life Core Idea PS4: Waves and Their Applications in Technologies for Information Transfer • PS4.A: Wave Properties • PS4.B: Electromagnetic Radiation • PS4.C: Information Technologies and Instrumentation
  • Core Idea ETS1: Engineering Design • ETS1.A: Defining and Delimiting an Engineering Problem • ETS1.B: Developing Possible Solutions • ETS1.C: Optimizing the Design Solution Core 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 Society and the Natural World
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  • Recording of Today ’s Talk
    • The archived version of today ’s talk and links to additional resources will be available on the Main Page of MSP2
    • http://msteacher2.org
    • Webinar Archive Link in
    • MSP2 Resources Box
  • msteacher2.org
    • 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