States Adopting Next Generation Science Standards

Report
The Adventure Continues: Exploring
the Next Generation Science Standards
Jacob Clark Blickenstaff
Program Director, Washington State LASER
Ellen Ebert
Science Director, OSPI
Here today through generous support from Boeing
Session Goals
• Increase awareness of A Framework for K-12 Science
Education and how this document connects to STEM
education and informs the Next Generation Science
Standards through a first-hand learning experience..
• Plan next steps as related to the Framework and Next
Generation Science Standards.
• Reflect on your role in the adoption and implementation
of Next Generation Science Standards.
Principles of
A Framework for K-12 Science
Education
•Children are born investigators
•Understanding builds over time
•Science and Engineering require both
knowledge and practice
•Connecting to students’ interests and
experiences is essential
•Instruction focuses on core ideas and practices
•Science learning standards promote equity
4
Framework Organization
Dimensions of the Framework
– Scientific and Engineering Practices
– Crosscutting Concepts
– Disciplinary Core Ideas
Realizing the Vision
– Integrating the Three Dimensions
– Implementation
– Equity and Diversity
– Guidance for Standards Development
– Looking Toward the Future: Research to Inform K-12
Science Education Standards
 Eight Practices
– Asking questions and defining
problems
– Developing and using models
– Planning and carrying out
investigations
– Analyzing and interpreting data
– Using mathematics and
computational thinking
– Constructing Explanations and
Designing Solutions
– Engaging in argument from
evidence
– Obtaining, evaluating, and
communicating information
Seven Crosscutting
Concepts
o Patterns
o Cause and effect
o Scale, proportion, and
quantity
o Systems and system
models
o Energy and matter: Flows,
cycles, and conservation
o Structure and function
o Stability and change
• Four Disciplinary Core Ideas:
 Life Science,
 Physical Science
 Earth and Space Science
 Engineering
6
Science &
Engineering
Practices
Learning
Conceptualized
along Three
Dimensions
---
Cross
Cutting
Concepts
Leading to New
Educational
Standards
Disciplinary
Core
Ideas
Standards are taking the form
of performance expectations
defined through combinations
of elements of the three
dimensions that progress
across grade levels
NGSS “Lead” States (2011-present)
WA is a lead state partner
2 writers
>1000 reviewers during Public Draft Release
8
Kindergarten NGSS Earth Science Example
9
Middle School Earth Science Example
10
High School Earth Science Example
11
Performance Expectation
MS-PS2 Motion and Stability: Forces and Interactions
Students who demonstrate understanding can:
MS-PS2-4. Construct and present arguments using evidence to support the claim that gravitational interactions are
attractive and depend on the masses of interacting objects. [Clarification Statement: Examples of evidence for arguments could include
data generated from simulations or digital tools; and charts displaying mass, strength of interaction, distance from the Sun, and orbital periods of objects
within the solar system.] [Assessment Boundary: Assessment does not include Newton’s Law of Gravitation or Kepler’s Laws.]
The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education:
Foundation Boxes
Science and Engineering Practices
Engaging in Argument from Evidence
Engaging in argument from evidence in 6–8 builds from K–5
experiences and progresses to constructing a convincing
argument that supports or refutes claims for either
explanations or solutions about the natural and designed
world.
§ Construct, use, and present oral and written arguments
supported by empirical evidence and scientific reasoning
to support or refute an explanation for a phenomenon
or a solution to a problem. (MS-PS2-4)
Disciplinary Core Ideas
PS2.B: Types of Interactions
§ Gravitational forces are always attractive. There is a
gravitational force between any two masses, but it is very small
except when one or both of the objects have large mass—e.g.,
Earth and the sun. (MS-PS2-4)
Crosscutting Concepts
Systems and System Models
o Models can be used to represent systems
and their interactions—such as inputs,
processes and outputs—and energy,
matter, and information flows within
systems. (MS-PS2-4)
------------------------------------------------------
Connections to Nature of Science
Scientific Knowledge is Based on Empirical Evidence
§ Science knowledge is based upon logical and conceptual
connections between evidence and explanations. (MSPS2-4)
Connections to other topics in this grade-band: MS.ESS1.1 (MS-PS2-4); MS.ESS1.1 (MS-PS2-4); MS.ESS2.3 (MS-PS2-4)
Articulation across grade-levels: 5.PS2.2 (MS-PS2-4); HS.PS2.2, (MS-PS2-4); HS.ESS1.2 (MS-PS2-4)
Common Core State Standards Connections:
ELA/Literacy –
RST.6.3
Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks. (MS-PS2-d)
Mathematics –
MP.2
MP.6
Reason abstractly and quantitatively. (MS-PS2-4)
Attend to precision. (MS-PS2-4)
Connection Boxes
States Adopting Next Generation Science Standards
As of October 4, 2013
No action yet
States that have adopted standards
WA Science Standards “Evolution”
Washington Science Standards
(2009)
Next Generation Science Standards
(2013)
• Four Essential Academic Learning
Requirements (EALRS)
– Systems
– Inquiry
– Application
– Domains
• Life Science
• Physical Science
• Earth and Space Science
•
14
•
•
Science and Engineering Practices
– Identifies 8 Practices
• Subsumes WA Inquiry
Disciplinary Core Ideas
– Adds Engineering and
Technology
• Subsumes WA Application
Crosscutting Concepts
– Adds 7 crosscutting concepts
• Subsumes WA Systems and
Application
Findings
6/23/2013
• The vast majority of Washington science standards are fundamentally
incorporated into the NGSS.
OSPI Teaching and Learning Science
• There is some movement of disciplinary core ideas between grades at
the elementary level, but this realignment goes hand in hand with the
goal of not getting ahead of the CCSS-M and CCSS-ELA standards.
• In particular, the Systems, Inquiry and Application standards from
Washington’s current standards are well-covered in the NGSS.
• Modest differences exist between the Disciplinary Core Ideas in the
NGSS and the Domain standards in Washington’s EALR 4.
– Most of the difference involves re-sequencing and an emphasis on current
scientific applications, but there is also a fundamental shift to a deeper
focus on fewer topics, much like the CCSS.
15
NGSS – The 3 Shifts
Focus:
The NGSS are Focused on deeper
understanding and application of science
content reflecting real-world
interconnectedness.
Coherence:
Science and engineering Build Coherently
across K–12.
Integration:
Science and Engineering are Integrated
across K–12 in the NGSS.
16
Federal Assessment
Requirements
• No Child Left Behind (NCLB) requires that our
state’s science standards must be assessed:
– Once in elementary school (we give Measurements of
Student Progress in 5th grade)
– Once in middle school (we give MSP in 8th grade)
– Once in high school (we give Biology End-of-Course
exam)
• When we change our state standards in science
we need to change assessments
(RCW 28A.655.070).
17
WA State Science Assessment Evolution
Original State
Science Standards
(2006)
WASL
comprehensive
science test in
grades 5, 8, 10
(2006)
Assessment
design changes
Measurements
of Student
Progress in
grades 5 & 8;
High School
Proficiency Exam
in grade 10
(2010)
New State Science
Standards (2009)
Measurements of
Student Progress in
grades 5 & 8
(2011);
Biology End of
Course exam in HS,
usually grade
9 or 10 (2012)
Next Generation
Science Standards
(2013)
Once in
elementary;
once in middle;
once in HS;
exit exam?
(2017?)
18
Transitioning – The 9144m View
2013-14
2014-15
2015-16
2016-17
Awareness of
NGSS &
integrated
nature of
dimensions
Phase in
standards
Examine
materials
Continue
phasing in
standards
Finish phasing
in standards
Ongoing: Statewide Coordination and Collaboration to
Support Implementation
(Professional Learning Providers and Partners Across WA )
Washington
Including:
• School Districts
• Higher Education
• Non-formal education groups
• Education and Educator Associations
• Business Partners
Paired Verbal Fluency
Find a person that you do not know:
 Introduce yourselves. Decide who is A and
who is B.
 Person A listens to person B respond to the
prompt until time is called (1 minute)
 Person B listens to person A respond to the
topic until time is called (1 minute)
 Repeat the process as directed (30 seconds))
What might the
adoption of Next
Generation
Science Standards
mean for you in
your context?
What would a
learning experience
be like that integrates
engineering, science,
technology, and
math?
 Eight Practices
– Asking questions and defining
problems
– Developing and using models
– Planning and carrying out
investigations
– Analyzing and interpreting data
– Using mathematics and
computational thinking
– Constructing Explanations and
Designing Solutions
– Engaging in argument from
evidence
– Obtaining, evaluating, and
communicating information
Seven Crosscutting
Concepts
o Patterns
o Cause and effect
o Scale, proportion, and
quantity
o Systems and system
models
o Energy and matter: Flows,
cycles, and conservation
o Structure and function
o Stability and change
• Four Disciplinary Core Ideas:
 Life Science,
 Physical Science
 Earth and Space Science
 Engineering
25
Engineering Design Process
Next Steps
Today I learned…
My next steps are…

similar documents