Introduction to the Next Generation Science Standards

1. Introduction to the Next Generation Science Standards November 12, 2012 Kevin J. B. Anderson, Ph.D. CESA #2 STEM Education Consultant

2. Welcome! … to the CESA #2 workshop on the Next Generation Science Standards. Take 3.14 minutes to introduce yourself at your table and discuss: Your comfort level with the NGSS (from “no idea” to “I’m already aligned”) Your goals for today’s meeting Person with nearest b-day will share out

3. Some goals for the day include: • Becoming more familiar and comfortable with the NGSS • Connecting curriculum and instruction to the science and engineering practices • Connecting curriculum and instruction ideas within the nature of science • Becoming more able to integrate engineering design principles in science lessons • Exploring possible assessments for the • NGSS

4. Norms and Agenda • Meeting norms • Overview of the day • NGSS background and structure • NGSS practices • Integrating practices – example 1 • Nature of science • Integrating practices – example 2 • NGSS assessments • Next steps

5. What are we building upon?

6. You’ve probably seen this A-H list. • A-Science Connections • B-Nature of Science • C-Science Inquiry • D-Physical Science • E-Earth and Space Science • F-Life and Environmental Science • G-Science Applications • H-Science in Personal and Social Perspectives

7. Research on learning has moved Forward.

8. What helps you learn?

9. Connect to prior knowledge.

10. Build an explicit context

11. Emphasize concepts over facts

12. Reflect on your learning

13. Research grew into a framework.

14. The framework guides the NGSS. “90% of what is in the Framework will be in the NGSS” --Stephen Pruitt

15. The standards integrate 3 dimensions.

16. Without referring to any resource, what would you say are the key things you want students to learn in your class? • Share at your table (3 min). • Each table will be assigned one practice. • On chart paper: • What does it not look like? • What does it look like (examples)? • Put it in your own words.

17. Let’s share out our ideas on the practices. • Post your chart paper. • Take a few minutes and walk around to see what other groups put down – gallery walk.

18. Why is it useful to have overarching themes in the science we teach K-12? 7 Crosscutting concepts: Patterns Cause and effect: Mechanism and explanation Scale, proportion, and quantity Systems and system models Energy and matter: Flow, cycles, and conservation Structure and function Stability and change

19. Break

20. The standards have more focused content.

21. Standards have a consistent format.

22. Sample activity – what might teaching one of these standards look like? • Handout and materials • Write ideas and answers in your “notebook.”

23. How would you incorporate engineering? • Handout…

24. How could we improve this assignment? • What connections to science and engineering practices are there and how could you connect to others? • What crosscutting concepts are there and how can you make them explicit? • Are there other content areas you might connect to?

25. What’s changing for the second draft of the standards? • Addition of explicit “Nature of Science” boxes • Better integration of engineering design ideas into the performance expectations. • Fewer performance expectations. • Supporting documents: • Course pathways for MS and HS. • Storylines-paragraphs describing an individual grade science flow • College and career readiness

26. What does it mean when someone talks about the nature of science? • Jigsaw – number off from 1 to 5 (or 6) • Intro and Scientific World View (p. 1 – 2) • Scientific Inquiry (to Science Explains, p. 2 – mid 4) • Scientific Inquiry (second half, p. mid 4 – 5) • Scientific Enterprise (to There are Generally Accepted…, p. 5 – mid 7) • There are Generally Accepted to end (p. mid 7 to end). • Google – myths of the nature of science by McComas – skim it!

27. Sample nature of science statements from the 2nd draft • K.WC • Scientific Investigations Use a Variety of Methods to Produce New Knowledge • Science uses different ways to study the world.

28. Sample nature of science statements from the 2nd draft • 1.SFIP • Science is a Human Endeavor Influenced by Context, Society, and Culture • People have practiced science for a long time. (SFIP.f) • Men and women are scientists and engineers. (SFIP.f)

29. Sample nature of science statements from the 2nd draft • 4.IVT • Scientific Knowledge is Based on Empirical Evidence • Science findings are based upon locating patterns in measurements and observations. (IVT.a)

30. Sample nature of science statements from the 2nd draft • MS.CR • Science uses models, mechanisms, theories, and laws to explain natural systems • Science knowledge is presented in different forms such as hypotheses, theories, and laws. (CR.a)

31. Sample nature of science statements from the 2nd draft • MS.IRE • Science is Limited, it Cannot Answer All Questions • Scientific knowledge is constrained by human capacities and technologies. (IRE.g) • Science limits its explanations to systems that lend themselves to observation and empirical evidence. (IRE.g)

32. Sample nature of science statements from the 2nd draft • HS.MEOE • Science Findings are Tentative and Subject to Revision • Science theories are subject to revision when new evidence or new models emerge. (MEOE.h) • Most scientific knowledge is quite durable, but is, in principle, subject to change based on new evidence. (MEOE.h)

33. Lunch

34. Storylines - example 4.ESP Earth’s Surface Processes Students use the information gained in 2.ESP to further develop their understanding of the processes that shape Earth. They investigate the effect of wind, water, living organisms, and gravity on the rate of weathering and erosion and the resulting impact on Earth’s surface. They use rock formation and rock layers to explain how Earth’s surface has changed over time. They collaborate to design, test, and refine solutions to mitigate the impact of weathering and erosion on physical features in their local areas. Through analysis of maps, they use patterns to determine the likelihood of geological hazards (e.g., volcanoes, earthquakes) occurring in different locations and evaluate the possible consequences to organisms in those areas. Recognizing that humans cannot eliminate these hazards, they construct and test research-based solutions designed to mitigate the effects.

35. What is engineering?

36. A Google search of engineers…

37. A Google search of scientists…

38. People are confused about engineering.

39. People are confused about engineering.

40. People are confused about engineering.

41. There are many types of engineering. • Biomedical Engineering • Chemical and Biological Engineering • Civil and Environmental Engineering • Engineering Professional Development • Geological Engineering • Materials Science and Engineering • Limnology and Marine Science Program • Industrial and Systems Engineering • Materials Science Program • Engineering Physics (e.g., Nuclear) • Electrical and Computer Engineering • Mechanical Engineering • Biological Systems Engineering

42. In Wisconsin, you can get an “engineering” degree at: • UW-Madison • UW-Platteville • UW-Milwaukee • Milwaukee School of Engineering • Marquette

43. How do engineers define their profession? • “In general… there is usually [a client who] comes to us with a problem…, an issue that needs to be dealt with.” • “I think an engineer is really just a problem solver. Someone who can look at a situation objectively and use their knowledge and skills to brainstorm solutions.” • “It’s not just designing of products eight hours a day.  That’s a couple weeks of a six month or one year project.  The rest of it you are spending developing,… writing specifications [and] detailing the products.”

44. How does the NGSS differentiate science and engineering practices? Scientists: Engineers: • Define problems • Develop/use models • Plan/execute investigations • Analyze/interpret data • Use math and science knowledge • Design Solutions • Engage in argument from evidence • Obtain, evaluate, communicate • Ask questions • Develop/use models • Plan/execute investigations • Analyze/interpret data • Use math and science knowledge • Construct explanations • Engage in argument from evidence • Obtain, evaluate, communicate

45. Understanding the natural world vs. creating the human-made world • A chemist may work to determine the chemical composition and structure of a natural compound • A chemical engineer may then use the understanding provided by the chemist to develop a manufacturing process based on that substance for a new product. It might be a medication, an adhesive, a material with particular electrical properties……

46. How do “engineering” activities often fall short? Example #1 – Society of Women Engineers

47. How do “engineering” activities often fall short? Example #2 – NC DOT

48. What is often missing from engineering activities? • Iterative design process, refinement of design • Societal context • Application of math and science concepts • Collaborative activities instead of competition

49. IDENTIFY PROBLEM BRAINSTORM Engineering Design Cycle DESIGN REDESIGN BUILD EVALUATE TEST SHARE SOLUTION

50. Break