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Next Generation Science Standards for our Next Generation Science Students

Next Generation Science Standards for our Next Generation Science Students. Next Generation Implementation T eam Richard N. Vineyard, Asst. Dir. Assessment Nevada Dept. of Education .

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Next Generation Science Standards for our Next Generation Science Students

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  1. Next Generation Science Standards for our Next Generation Science Students Next Generation Implementation Team Richard N. Vineyard, Asst. Dir. Assessment Nevada Dept. of Education

  2. The Framework has a New Vision of Science Learning that Leads to a New Vision of Teaching

  3. A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas What’s in a name? The three dimensions are the distinguishing feature of the new Framework and this is reflected in the title. What is the purpose of the Framework? The document represents the first step in a process for creating a new vision for science education and new standards in K-12 science education. This project capitalizes on a unique opportunity that exists at this moment—a large number of states are adopting common standards in mathematics and English/Language Arts and appear to be poised to consider adoption of common standards in K-12 science education. Framework – Forward ix

  4. Vision “Students, over multiple years of school, actively engage in science and engineering practices and apply crosscutting concepts to deepen their understanding of each fields’ disciplinary core ideas.” Framework Page 8 “The Framework is built on the notion of learning as a developmental progression. It is designed to help children continually build on and revise their knowledge and abilities, starting from their curiosity about what they see around them and their initial conceptions about how the world works.” Framework Page 10

  5. Goals for Science Education The Framework’s vision takes into account two major goals for K-12 science education: (1) Educating all students in science and engineering. (2) Providing the foundational knowledge for those who will become the scientists, engineers, technologists, and technicians of the future. Framework Page 10

  6. NGSS implementation in NevadaPresentations at the 2013 Southern Nevada Math & Science Teachers Conference • Friday 5:00-6:20 -Andre DeLeon Nevada and the Next Generation Science Standards (Room 1003) • Sat. 8:00-9:20 -Richard Vineyard NGSStandards for our NGSStudents(Room 1003) • Sat. 9:30 -10:50 -Kris Carroll , K-12 Science Framework Practices – A Closer Look (Room 1003) • Sat. 12:30-1:50 –Bret Sibley, K-12 Science Framework Crosscutting Concepts – A Closer Look (room 1003) • Sat. 2:00 -3:20 –David Miller, Next Generation Science Standards: Disciplinary Core Ideas (Room 1003)

  7. Crosscutting Concepts Core Ideas Practices Framework Standards

  8. Asking Questions / defining problems • Developing and using models • Planning and carrying out investigations • Analyzing and interpreting data • Using mathematical and computational thinking • Constructing explanations / designing solutions • Engaging in argument from evidence • Obtaining, evaluating and communicating information Scientific and Engineering Practices

  9. Patterns • Cause and effect/ mechanisms and explanations • Scale, proportion, and quantity • Systems and system models • Energy and matter (flows, cycles, and conservation) • Structure and function • Stability and change Crosscutting concepts

  10. Physical science • Life science • Earth and Space Science • Engineering, Technology, and the Application of Science Disciplinary Core Ideas

  11. Models • Collecting evidence • Designing and performing investigations • Designing solutions to problems • Making connections to other big ideas in science • Making connections to concepts and skills in other disciplines (e.g. reading, math, social studies, art) Bringing the NGSS to life in the primary classroom.

  12. Start with a story (engaging the audience in the content) • Inquiry (asking a question) • Research (is the question testable) • Investigation (designing the fair test) • Collecting information (variables and controls) • Analysis of data (counting, measuring) • Communication of results • Writing • Drawing • Talking Key components of building deeper understanding in science How science works (according to Dr. Vineyard)

  13. Students who demonstrate understanding can: • 2-PS1-b. Design an object from a small set of pieces to solve a problem and compare solutions designed by peers given the same set of pieces. • 2-PS2-c. Analyze data from tests of a student-designed tool to determine if the tool measures weight or size accurately, compared to standard measuring tools. Physical science2.PS1 Matter and its interactions

  14. Using the pieces provided – design a device to measure weight. • How would you determine if the measurements provided by your device are accurate? Activity 1

  15. Remember, this is where we use the materials to first build a device (a tool) for measuring weight. Second we have to figure out how much our target mass ( a gummy bear family) weighs in our units. We used m & m units. Activity notes

  16. 1-LS1-a. Use diagrams and physical models to support the explanation of how the external parts of animals and plants help them survive, grow, and meet their needs. Life Science 1-LS1From Molecules to Organisms: Structures and Processes

  17. For this activity, we would use various materials to build models of different types of mouthparts to be able to eat the variety of food types that are found in our environment. I would use a variety of food types: m & M, checks mix, marshmallows, peanuts, etc. Then we would have students try to “eat” food with the different types of mouth parts. A follow up would be to have students do some research to find animals with different ways of getting food. Activity 2how to eat (mouth parts) and how to hide (coloration and camouflage) Mouthparts – jaws, beaks, bills, teeth, (seeds, gummie worms, m&m, bread roll) Coloration: newspaper fish moths

  18. Zack’s Alligator Life Science 1-LS1-cRecord observations and communicate about the ways that young plants and animals change as they grow. Scale and proportion Measure and estimate volumes and masses Developing and using models Patterns

  19. Science–Builder • Math-Builder • STEM-Builder http://a200.k-12mathscience.com/index/login/from-other-lang-english • New books from NSTA and others Resources for brining STEM into the K-5 classroom

  20. NGSS makes a lot of the connections in the standards • Bringing the learning full circle: • Ideas –questions • Design –draw • Investigate /calculate/ connect • Analyze, summarize, draw conclusions • Communicate new ideas – questions Words-pictures-symbols-pictures-words (repeat as necessary) How science learning happens (according to me) Making connections to the CCSS ela and math

  21. Go to the other presentations today! • NGSS – contact Andre DeLeon, science program professional , NDE • adeleon@doe.nv.gov • More information about this presentation contact Dr. Richard N. Vineyard, NDE, rvineyard@doe.nv.gov

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