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

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



This presentation reviews the newly released Draft Next Generation Science Standards and the Framework for K-12 Science Education.

This presentation reviews the newly released Draft Next Generation Science Standards and the Framework for K-12 Science Education.



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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

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

  • msteacher2.or
  • Where is everybody from? Answer using the stamping tool to the left of the whiteboard!
  • Getting Ready for the NextGeneration Science Standards Part IV: Bringing It All Together Kimberly Lightle, PhD The Ohio State University College of Education and Human Ecology lightle.16@osu.edu www.msteacher2.org -
  • Archived Recordings Are Available• The archived recordings for the entire series are available on the MSP2 Archive page: http://msp.ehe.osu.edu/wiki/index.php/MSP:MiddleSc• Today’s webinar recording will be available tomorrow• ELA Common Core 6-12 Science and Technical Standards for Reading and Writing Webinar Recordings are also available www.msteacher2.org -
  • Agenda• Partners• Overview of Framework for K-12 Science Education• Explore the Draft NGSS and associated documents www.msteacher2.org -
  • Who is leading the charge?• Achieve.org in partnership with: – National Research Council (NRC) – National Science Teachers Association (NSTA) – American Association for the Advancement of Science (AAAS)• multi-year project to develop next-generation science standards, based around "big ideas" that will help organize curriculum, teaching and learning across the nation www.msteacher2.org -
  • What is the Framework for K-12 Science Education?• Describes the vision of what it means to be proficient in science• Rests on a view of science as both a body of knowledge and an evidence-based model and theory building enterprise that continually extends, refines, and revises knowledge• Presents three dimensions that are combined to form each standard: – Dimension 1: Science and Engineering Practices – Dimension 2: Crosscutting Concepts – Dimension 3: Disciplinary Core Ideas• Free for download at http://www.nap.edu/catalog.php?record_id=13165 www.msteacher2.org -
  • Next Gen Science Standards…ARE – ARE NOT – Performance Expectations  Separate sets of isolated focused on the intersection inquiry and content standards of the three dimensions of  Curriculum or instructional science learning tasks, courses, experiences Performance Expectations or materials that require students  Meant to limit the use of demonstrate proficiency Practices or Crosscutting Designed to lead to a Concepts in instruction coherent understanding of  Designed to be separate or the Practices, CCC, and CIs isolated experiences www.msteacher2.org -
  • Organization of the NGSSOrganized by Disciplinary Content Physical Science Life Science Earth-Space Science EngineeringK-5 Grade By Grade Engineering concepts are integrated into performance expectations6-8 Grade Banded Model Pathways to follow the second public draft9-12 Grade Banded Model Pathways to follow the second public draft www.msteacher2.org -
  • Layout of Each Standard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 -
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  • Language was based Framework Language was based on Framework and language from on Framework andexpanded into Matrices Grade Band expanded into Endpoints Matrices www.msteacher2.org -
  • www.msteacher2.org-
  • Science and Engineering Practices Matrix www.msteacher2.org -
  • Crosscutting Concepts Matrix www.msteacher2.org -
  • www.msteacher2.org-
  • Conceptual Shifts in the NGSS• K–12 science education should reflect the real world interconnections in science• Science and Engineering Practices and Crosscutting Concepts should not be taught in a vacuum; they should always be integrated with multiple core concepts throughout the year• Science concepts build coherently across K-12• The NGSS focus on deeper understanding and application of content• Integration of science and engineering• Coordination with Common Core State Standards www.msteacher2.org -
  • Standards Comparison: Structure and Properties of Matter Current State Middle School Science Standard NGSS Middle School Sample• Distinguish between atoms and molecules. • Construct and use models to explain that• Describe the difference between pure atoms combine to form new substances of substances (elements and compounds) and varying complexity in terms of the number of mixtures. atoms and repeating subunits.• Describe the movement of particles in solids, • Plan investigations to generate evidence liquids, gases, and plasmas states. supporting the claim that one pure• Distinguish between physical and chemical substance can be distinguished from properties of matter as physical (i.e., density, another based on characteristic properties. melting point, boiling point) or chemical (i.e., • Use a simulation or mechanical model to reactivity, combustibility). determine the effect on the temperature and• motion of atoms and molecules of different Distinguish between changes in matter as physical (i.e., physical change) or chemical substances when thermal energy is added to or removed from the substance. (development of a gas, formation of precipitate, and change in color). • Construct an argument that explains the• effect of adding or removing thermal energy Recognize that there are more than 100 elements and some have similar properties as to a pure substance in different phases and shown on the Periodic Table of Elements. during a phase change in terms of atomic and molecular motion.• Identify and demonstrate the Law of Conservation of Matter. www.msteacher2.org -
  • http://www.nextgenscience.org/ www.msteacher2.org -
  • www.msteacher2.org-
  • 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 -
  • msteacher2.or www.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 www.msteacher2.org -