NGSS Three-Dimensional Science Standards: Overview and Implementing Strategies

1. WELCOME Teaching the Next Generation Science Standards Kate Fraser M.Ed. CAS TVI POSB April 2019

2. Overview • Next Generation Science Standards • Scientific and Engineering Practices • Crosscutting Concepts • Core Ideas • How we already use these ideas: • Instructional Strategies • Modifications and Accommodations • Resources Overview

3. The Three Dimensions Scientific and Engineering Practices Crosscutting concepts Core Content The NGSS This Photo by Unknown Author is licensed under CC BY-SA-NC

4. We all teach these skills! https://ngss.nsta.org/PracticesFull.aspx 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 Scientific and Engineering Practices

5. Asking Questions and Defining Problems • Scientists ask questions that lead to explanations about how the natural world works. Why is my plant wilting? • Engineers ask questions to solve problems about the designed world. What is the best design for a column? http://www.perkinselearning.org/accessible-science/activities/testing-strength-column This Photo by Unknown Author is licensed under CC BY

6. Developing and Using Models • “Models are used to build and revise scientific explanations and proposed engineering systems.” • Models can include a variety of mediums: • diagrams • drawings • physical replicas • mathematical representations • analogies • computer simulations We all use hands on models! What are some obstacles presented by some of the other methods ? This Photo by Unknown Author is licensed under CC BY-NC-ND

7. Planning and Carrying Out Investigations • A scientific investigation needs to be systematic. • clear about what counts as data • contain clearly defined variables • Engineering investigations “identify the effectiveness, efficiency, and durability of designs under different conditions.” A well designed talking scale part of our basic equipment

8. Analyzing and Interpreting Data • Scientists use a range of tools to collect data and “to identify the significant features and patterns in the data.” • Engineers analyze data when testing designs to “determine which design best solves the problem within given constraints.” Vernier probes This Photo by Unknown Author is licensed under CC BY-NC This Photo by Unknown Author is licensed under CC BY

9. Using Mathematics and Computational Thinking • Math is frequently used in science and engineering to “identify significant patterns and establish correlational relationships.” This Photo by Unknown Author is licensed under CC BY-NC This Photo by Unknown Author is licensed under CC BY-NC

10. Constructing Explanations and Designing Solutions • In science, “a theory becomes accepted when it has multiple lines of empirical evidence and greater explanatory power of phenomena than previous theories.” • In engineering, the optimal solution to a problem “depends on how well the proposed solutions meet criteria and constraints.” This Photo by Unknown Author is licensed under CC BY-SA This Photo by Unknown Author is licensed under CC BY-NC-ND

11. Engaging in Argument from Evidence • Reasoning and argument BASED ON EVIDENCE is the process by which explanations and solutions are reached. • Weave in common core This Photo by Unknown Author is licensed under CC BY-SA-NC

12. Obtaining, Evaluating, and Communicating Information • “Communicating ideas individually and in groups is a critical professional activity.” • Communicating scientific information can be done in a variety of ways: This Photo by Unknown Author is licensed under CC BY-SA-NC

13. Next: The Cross Cutting Concepts Found in all areas of science These include: • Patterns • Cause and Effect • Mechanism (method) and Explanation • Scale, Proportion, and Quantity • Systems and System Models • Structure and Function • Stability and Change • These crosscutting concepts need to be directly pointed out to students as they appear in the various content areas. In this way students will understand as they become adults that there is a scientific perspective with which to comprehend the natural world. • Source: http://www.nextgenscience.org/three-dimensions

14. Crosscutting Concepts Crosscutting concepts have value because they provide students with connections … https://ngss.nsta.org/CrosscuttingConceptsFull.aspx

15. Patterns, similarity, diversity Understanding patterns leads to organization and classification, and prompts questions about relationships and the factors that influence them. Patterns of touch, sound, smell, etc. are how students with visual impairments identify their environment. https://ngss.nsta.org/CrosscuttingConceptsFull.aspx

16. Cause and Effect • Events have causes, sometimes simple, sometimes multifaceted. Deciphering causal relationships, and the mechanisms by which they are mediated, is a major activity of science and engineering. This Photo by Unknown Author is licensed under CC BY-NC

17. Scale, Proportion, and Quantity • In considering phenomena, it is critical to recognize what is relevant at different size, time, and energy scales, and to recognize proportional relationships between different quantities as scales change. This Photo by Unknown Author is licensed under CC BY-SA

18. Systems and Systems Models A system is an organized group of related objects or components; models can be used for understanding and predicting the behavior of systems.

19. Energy and Matter Tracking energy and matter flows, into, out of, and within systems helps one understand their system’s behavior.

20. Structure and Function The way an object is shaped or structured determines many of its properties and functions https://ngss.nsta.org/CrosscuttingConceptsFull.aspx

21. Stability and Change For both designed and natural systems, conditions that affect stability and factors that control rates of change are critical elements to consider and understand. What conditions and factors are considered and understood here in the marshmallows and the campfire?

22. And Finally! Core Content Disciplinary Core Ideas "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 concept 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." https://ngss.nsta.org/DisciplinaryCoreIdeasTop.aspx

23. Finding activities aligned with standards • http://www.perkinselearning.org/publications

24. NGSS -aligned activities • http://www.perkinselearning.org/accessible-science

25. Life Science • LS1: From Molecules to Organisms: Structures and Processes • LS2: Ecosystems: Interactions, Energy, and Dynamics • LS3: Heredity: Inheritance and Variation of Traits • LS4: Biological Evolution: Unity and Diversity https://ngss.nsta.org/DisciplinaryCoreIdeasTop.aspx

26. Earth and Space Science • ESS1: Earth’s Place in the Universe • ESS2: Earth’s Systems • ESS3: Earth and Human Activity • https://ngss.nsta.org/DisciplinaryCoreIdeasTop.aspx This Photo by Unknown Author is licensed under CC BY-NC

27. Physical Science • PS1: Matter and Its Interactions • PS2: Motion and Stability: Forces and Interactions • PS3: Energy • PS4: Waves and Their Applications in Technologies for Information Transfer • https://ngss.nsta.org/DisciplinaryCoreIdeasTop.aspx This Photo by Unknown Author is licensed under CC BY-ND

28. Engineering, Technology, and the Application of Science • ETS1: Engineering Design This Photo by Unknown Author is licensed under CC BY-NC-ND https://ngss.nsta.org/DisciplinaryCoreIdeasTop.aspx

29. Resources • AFB http://www.afb.org • APH http://www.aph.org • Independence Science http://independencescience.com/

30. More Resources • Perkins http://www.perkinselearning.org/accessible-science http://www.perkinselearning.org/publications • Texas School for the Blind http://www.tsbvi.edu • Vernier http://www.vernier.com