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Introduction to 2014 Oregon Science Standards

This article provides an overview of the 2014 Oregon Science Standards (Next Generation Science Standards), including the adoption process, crosswalks from the 2009 standards, and the alignment with the Oregon Essential Skills and OAKS Science assessments. It also explains the new vision of science education and the three dimensions of the NGSS.

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Introduction to 2014 Oregon Science Standards

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  1. An Introduction to The 2014 Oregon Science Standards (Next Generation Science Standards) Rachel Aazzerah Oregon Department of Education

  2. 2009 Oregon Science Standards Framework* Science Content Knowledge Science Process Skills* Abilities to do Engineering Design Nature, History, and Interaction of Technology and Science Abilities to do Scientific Inquiry Nature, History, and Interaction of Science andTechnology Physical Life Earth and Space *Continue to assess the 2009 Oregon Science Standards until 2017-2018 via OAKS Science * The Science Process Skills align with the Oregon Essential Skills

  3. NGSS Overview https://www.youtube.com/watch?v=SEc1ENq3FSs

  4. 2014 Oregon Science Standards (Next Generation Science Standards) • SBE adopted the 2014 Oregon Science Standards on March 6, 2014 • Adoption includes the grade level middle school science standards sequence (6, 7, and 8) • Equip Rubric for Lessons and Units for Science is now available* • 2009 Oregon Science Standards 2014 Oregon Science Standards Crosswalks for each grade level are available* • Continue to use OAKS Science until a new science assessment that aligns to the new standards is developed and becomes operational (~2017-2018) *http://www.ode.state.or.us/search/page/?id=4141

  5. Building on the Past; Preparing for the Future 1990s-2009 Phase I Phase II 1990s 7/2010 – 4/2013 1/2010 - 7/2011

  6. Process for Development of Next Generation Science Standards States and other key stakeholders were engaged in the development and review of the new college and career ready science standards • State Led Process • Writing Teams • Critical Stakeholder Team • Achieve is managing the development process NRC Study Committee members checked the fidelity of standards based on framework

  7. A New Vision of Science Learning that Leads to a New Vision of Teaching The framework is designed to help realize a vision for education in the sciences and engineering in which students, over multiple years of school, actively engage in science and engineering practices and apply crosscutting concepts to deepen their understanding of the core ideas in these fields. A Framework for K-12 Science Education p. 1-2 • Released in July 2011; free PDF online • www7.nationalacademies.org/bose/Standards_Framework_Homepage.html

  8. What population of students does the Framework and NGSS target? Science for All Students • Science, engineering and technology • are not a luxury • serve as cultural achievements and a shared good of humankind • permeate modern life and as such is essential at the individual level • critical to participation in public policy and good decision-making • essential for ensuring that future generations will live in a society that is economically viable, sustainable and free

  9. NRC Framework The Framework provides a coherent vision in 3 ways: 1. Learning as a developmental progression 2. Engaging students in scientific investigations and argumentation to achieve deeper understanding of core science ideas 3. Learning science and engineering involves integration of the knowledge of scientific explanations and the practices needed to engage in scientific inquiry and engineering design. KNOWLEDGE AND PRACTICE MUST BE INTERTWINED IN DESIGNING LEARNING EXPERIENCES IN K-12 SCIENCE EDUCATION

  10. NRC Framework Organizes Science Education around 3 Interconnected Dimensions: • 8 Key Scientific and Engineering Practices • 7 Crosscutting Concepts • Core Ideas in 4 Disciplinary Areas

  11. NGSS Architecture • The NGSS are written as Performance Expectations • NGSS require contextual application of the three dimensions by students. • Focus is on how and why as well as what

  12. Scientific and Engineering Practices • Asking questions and defining problems • Developing and using models • Planning and carrying out investigations • Analyzing and interpreting data • Using mathematics and computational thinking • Developing explanations and designing solutions • Engaging in argument • Obtaining, evaluating, and communicating information

  13. Crosscutting Concepts 1. Patterns 2. Cause and effect 3. Scale, proportion, and quantity 4. Systems and system models 5. Energy and matter 6. Structure and function 7. Stability and change

  14. Disciplinary Core Ideas

  15. Core and Component Ideas Note: In NGSS, the core ideas for Engineering, Technology, and the Application of Science are integrated with the Life Science, Earth & Space Science, and Physical Science core ideas

  16. Why NGSS? https://www.youtube.com/watch?v=W2yEWyvWznE#t=17

  17. Developing the Standards Assessments Curricula Instruction April 2013 Teacher Development July 2011 Current 2011-2013

  18. NGSS Lead State Partners

  19. NGSS Writers *Dr. Cary Sneider, PSU

  20. NGSS Adopted States

  21. 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

  22. Appendices AConceptual Shifts B Responses to Public Drafts C College and Career Readiness D All Standards, All Students (Equity Lens)* E Disciplinary Core Idea Progressions in the NGSS F Science and Engineering Practices in the NGSS G Crosscutting Concepts in the NGSS H Nature of Science in the NGSS I Engineering Design in the NGSS J Science, Technology, Society, and the Environment K Model Course Mapping in Middle and High School L Connections to Common Core State Standards in Mathematics M Connections to Common Core State Standards in English Language Arts(ELA)

  23. NGSS Overview Video • https://www.teachingchannel.org/videos/next-generation-science-standards-achieve

  24. Inside the NGSS Box

  25. Inside the NGSS Box Based on the January 2013 Draft of NGSS

  26. Inside the NGSS Box Title and CodeThe titles of standard pages are not necessarily unique and may be reused at several different grade levels . The code, however, is a unique identifier for each set based on the grade level, content area, and topic it addresses. What is AssessedA collection of several performance expectations describing what students should be able to do to master this standard Foundation Box The practices, core disciplinary ideas, and crosscutting concepts from the Framework for K-12 Science Education that were used to form the performance expectations Connection Box Other standards in the Next Generation Science Standards or in the Common Core State Standards that are related to this standard

  27. Inside the NGSS Box Performance ExpectationsA statement that combines practices, core ideas, and crosscutting concepts together to describe how students can show what they have learned. Clarification StatementA statement that supplies examples or additional clarification to the performance expectation. What is AssessedA collection of several performance expectations describing what students should be able to do to master this standard Assessment BoundaryA statement that provides guidance about the scope of the performance expectation at a particular grade level. Engineering Connection (*)An asterisk indicates an engineering connection in the practice, core idea or crosscutting concept that supports the performance expectation. Based on the January 2013 Draft of NGSS

  28. Inside the NGSS Box Scientific & Engineering PracticesActivities that scientists and engineers engage in to either understand the world or solve a problem Foundation Box The practices, core disciplinary ideas, and crosscutting concepts from the Framework for K-12 Science Education that were used to form the performance expectations Disciplinary Core IdeasConcepts in science and engineering that have broad importance within and across disciplines as well as relevance in people’s lives. Crosscutting ConceptsIdeas, such as Patterns and Cause and Effect, which are not specific to any one discipline but cut across them all. Connections to Engineering, Technology and Applications of ScienceThese connections are drawn from the disciplinary core ideas for engineering, technology, and applications of science in the Framework. Connections to Nature of ScienceConnections are listed in either the practices or the crosscutting connections section of the foundation box. Based on the January 2013 Draft of NGSS

  29. Inside the NGSS Box Scientific & Engineering PracticesActivities that scientists and engineers engage in to either understand the world or solve a problem Foundation Box The practices, core disciplinary ideas, and crosscutting concepts from the Framework for K-12 Science Education that were used to form the performance expectations Disciplinary Core IdeasConcepts in science and engineering that have broad importance within and across disciplines as well as relevance in people’s lives. Crosscutting ConceptsIdeas, such as Patterns and Cause and Effect, which are not specific to any one discipline but cut across them all. Based on the January 2013 Draft of NGSS

  30. Inside the NGSS Box Foundation Box The practices, core disciplinary ideas, and crosscutting concepts from the Framework for K-12 Science Education that were used to form the performance expectations Connections to Engineering, Technology and Applications of ScienceThese connections are drawn from the disciplinary core ideas for engineering, technology, and applications of science in the Framework. Connections to Nature of ScienceConnections are listed in either the practices or the crosscutting connections section of the foundation box. Based on the January 2013 Draft of NGSS

  31. Inside the NGSS Box Codes for Performance ExpectationsCodes designate the relevant performance expectation for an item in the foundation box and connection box. In the connections to common core, italics indicate a potential connection rather than a required prerequisite connection. Based on the January 2013 Draft of NGSS

  32. Inside the NGSS Box Title and CodeThe titles of standard pages are not necessarily unique and may be reused at several different grade levels . The code, however, is a unique identifier for each set based on the grade level, content area, and topic it addresses. Performance ExpectationsA statement that combines practices, core ideas, and crosscutting concepts together to describe how students can show what they have learned. Clarification StatementA statement thatsupplies examples or additional clarification to the performance expectation. What is AssessedA collection of several performance expectations describing what students should be able to do to master this standard Assessment BoundaryA statement thatprovides guidance about the scope of the performance expectation at a particular grade level. Engineering Connection (*)An asterisk indicates an engineering connection in the practice, core idea or crosscutting concept that supports the performance expectation. Scientific & Engineering PracticesActivities that scientists and engineers engage in to either understand the world or solve a problem Foundation Box The practices, core disciplinary ideas, and crosscutting concepts from the Framework for K-12 Science Education that were used to form the performance expectations Disciplinary Core IdeasConcepts in science and engineering that have broad importance within and across disciplines as well as relevance in people’s lives. Crosscutting ConceptsIdeas, such as Patterns and Cause and Effect, which are not specific to any one discipline but cut across them all. Connections to Engineering, Technology and Applications of ScienceThese connections are drawn from the disciplinary core ideas for engineering, technology, and applications of science in the Framework. Connection Box Other standards in the Next Generation Science Standards or in the Common Core State Standards that are related to this standard Connections to Nature of ScienceConnections are listed in either the practices or the crosscutting connections section of the foundation box. Codes for Performance ExpectationsCodes designate the relevant performance expectation for an item in the foundation box and connection box. In the connections to common core, italics indicate a potential connection rather than a required prerequisite connection. Based on the January 2013 Draft of NGSS

  33. Closer Look at NGSS

  34. Closer Look at a NGSS (Grade 2)

  35. Closer Look at a NGSS (Grade 2) Note: Performance expectations combine practices, core ideas, and crosscutting concepts into a single statement of what is to be assessed. They are not instructional strategies or objectives for a lesson.

  36. Closer Look at a NGSS (Grade 2) Note: Performance expectations combine practices, core ideas, and crosscutting concepts into a single statement of what is to be assessed. They are not instructional strategies or objectives for a lesson.

  37. Closer Look at a NGSS (Grade 2) Note: Performance expectations combine practices, core ideas, and crosscutting concepts into a single statement of what is to be assessed. They are not instructional strategies or objectives for a lesson.

  38. Closer Look at a NGSS (Grade 2) Note: Performance expectations combine practices, core ideas, and crosscutting concepts into a single statement of what is to be assessed. They are not instructional strategies or objectives for a lesson.

  39. 3-Dimensional Learning:An Analogy

  40. What is 3-Dimensional Learning • The working together of the three dimensions (core ideas, crosscutting concepts and scientific and engineering practices) to focus instruction and assessment • Three-dimensional learning shifts the focus of the science classroom to environments where students use core ideas, crosscutting concepts with scientific practices to explore, examine, and use science ideas to explain how and why phenomena occur or to design solutions to problems.

  41. Content and Practices Work together to Build Understanding: 3 – Dimensional Learning Crosscutting Concepts • To form useable understanding, knowing and doing cannot be separated • Scientific ideas are best learned when students engage in practices • Allows for problem-solving, decisions making, explaining real-world phenomena, and integrating new ideas Core Ideas Practices

  42. An Analogy between NGSS and a Cake Baking Tools & Techniques(Practices) Baking a Cake (Performance Expectation) Frosting (Crosscutting Concepts) Cake (Core Ideas)

  43. An Analogy between NGSS and Cooking Kitchen Tools & Techniques(Practices) Preparing a Meal (Performance Expectation) Basic Ingredients (Core Ideas) Herbs, Spices, & Seasonings (Crosscutting Concepts)

  44. An Analogy between NGSS and Cooking

  45. Practices in Science, Mathematics, and English Language Arts (ELA)

  46. Math Science M4. Models with mathematics S2: Develop & use models S5: Use mathematics & computational thinking S1: Ask questions and define problems S3: Plan & carry out investigations S4: Analyze & interpret data S6: Construct explanations & design solutions M1: Make sense of problems and persevere in solving them M2: Reason abstractly & quantitatively M6: Attend to precision M7: Look for & make use of structure M8: Look for & make use of regularity in repeated reasoning E2: Build a strong base of knowledge through content rich texts E5: Read, write, and speak grounded in evidence M3 & E4: Construct viable arguments and critique reasoning of others S7: Engage in argument from evidence E6: Use technology & digital media strategically & capably M5: Use appropriate tools strategically S8: Obtain, evaluate, & communicate information E3: Obtain, synthesize, and report findings clearly and effectively in response to task and purpose E1: Demonstrate independence in reading complex texts, and writing and speaking about them E7: Come to understand other perspectives and cultures through reading, listening, and collaborations Commonalities Among the Practices in Science, Mathematics and English Language Arts Based on work by Tina Chuek ell.stanford.edu ELA

  47. Practices in Math, Science, and ELA* * The Common Core English Language Arts uses the term “student capacities” rather than the term “practices” used in Common Core Mathematics and the Next Generation Science Standards.

  48. http://www.nextgenscience.org/

  49. ODE Resources 2014 Oregon Science Standards and STEM Webpages: http://www.ode.state.or.us/search/page/?id=1577 http://www.ode.state.or.us/search/page/?id=4141 https://sites.google.com/a/oregonlearning.org/oregon-stem-update/ Science Assessment Webpage: http://www.ode.state.or.us/search/results/?id=240 Scientific Inquiry and Engineering Design Scoring Guides: http://www.ode.state.or.us/search/page/?id=32 OAKS Science (Practice Tests): Oaksportal.org ( Click on Students Icon First) OAKS Science Test Specifications and Blueprints: http://www.ode.state.or.us/search/page/?id=496 Engineering Design in Oregon Science Classrooms Lessons: http://www.ode.state.or.us/search/page/?=4174

  50. Questions

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