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Understanding the Vision

Lesley Merritt, Science Specialist STEM Center for Math & Science Education-University of Arkansas 346 N. West Avenue, Room 202 Fayetteville, AR 72701 479-575-3875 lmerritt@uark.edu Wiki: cmasescience.pbworks.com. Planning for Next Generation Science Standards (NGSS).

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Understanding the Vision

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  1. Lesley Merritt, Science Specialist STEM Center for Math & Science Education-University of Arkansas 346 N. West Avenue, Room 202 Fayetteville, AR 72701 479-575-3875 lmerritt@uark.edu Wiki: cmasescience.pbworks.com Planning for Next Generation Science Standards (NGSS) Understanding the Vision

  2. 2014 TENTATIVE Adoption Timeline

  3. Analysis of ELA/Math/Science Practices • ELA (pg. 7) http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf • Mathematics (pgs. 6-8) • http://www.corestandards.org/assets/CCSSI_Math%20Standards.pdf

  4. Framework for K-12 Science Education Document Walk PART I: A Vision for K-12 Science Education Introduction Guiding Assumptions and Organization of the Framework PART II: Dimensions of the Framework Scientific and Engineering Practices Crosscutting Concepts Disciplinary Core Ideas Part III: Realizing the Vision Engineering, Technology, and Applications of Science Integrating the Three Dimensions Implementation Equity and Diversity Guidance for Standards Development

  5. Three Dimensions of the Framework for K-12 Science Education

  6. Asking questions (science) and defining problems (engineering) • Design and using models • Planning and carrying out investigations • Analyzing and interpreting data • Using mathematics and computational thinking • Developing explanations (science) and designing solutions (engineering) • Engaging in argument • Obtaining, evaluating, and communicating information Eight Practices

  7. Science & Engineering Practices helping students understand how scientific knowledge develops and makes students’ knowledge more meaningful and embeds it more deeply into their world view. Asking Questions & Defining Problems Planning & Carrying Out Investigations Developing & Using Models Analyzing & Interpreting Data Obtaining, Evaluating & Communicating Information Using Mathematics & Computational Thinking Constructing Explanations & Designing Solutions Engaging in Argument from Evidence

  8. Patterns • Cause and effect: Mechanism and explanation • Scale, proportion, and quantity • Systems and system models • Energy and matter: Flows, cycles, and conservation • Structure and function • Stability and change nanobioart.com Seven Crosscutting Concepts

  9. Refer to Chapter 4 Crosscutting Concepts Table Page 83 (PDF pg. 98) Complete Column 1 & 2 in CCC Table HO nanobioart.com Seven Crosscutting Concepts

  10. Jigsaw Numbers: Complete Column 1 & 2 in CCC Table Hand-out • Patterns • Cause and effect: Mechanism and explanation • Scale, proportion, and quantity • Systems and system models • Energy and matter: Flows, cycles, and conservation • Structure and function • Stability and change Seven Crosscutting Concepts

  11. Review the Crosscutting Concepts (CCC) and read how they interconnect with Core Ideas. Now refer to the Arkansas Science Curriculum Frameworks you teach. http://www.arkansased.org/ Complete your CCC chart. • Identify an SLE you teach that would facilitate students’ understanding of each CCC? • List some lessons/lab activities that address some of these crosscutting concepts? AR Science Frameworks and CCC

  12. Refer to the K-12 Core Ideas in A Framework for K-12 Science Education • Physical Sciences (Chapter 5, Pg. 103/PDF pg. 118) • Life Sciences (Chapter 6, Pg. 139/ PDF pg. 154 ) • Earth and Space Sciences (Chapter 7, Pg. 169/PDF pg. 184 ) • Engineering, Technology, and Applications of Science (Chapter 8, Pg. 201/ PDF pg. 216) K-12 Core Ideas

  13. Core Idea PS1: Matter and Its Interactions (Book pg. 106) • Core Idea PS2: Motion and Stability: Forces and Interactions (Book pg. 113) • Core Idea PS3: Energy (Book pg. 120) • Core Idea PS4: Waves and Their Applications in Technologies for Information Transfer (Book pg. 130) Physical Science Core Ideas

  14. Core Idea LS1: From Molecules to Organisms: Structures and Processes (Book pg. 143) • Core Idea LS2: Ecosystems: Interactions, Energy, and Dynamics (Book pg. 150) • Core Idea LS3: Heredity: Inheritance and Variation of Traits (Book pg. 157) • Core Idea LS4: Biological Evolution: Unity and Diversity (Book pg. 161) Life Science Core Ideas

  15. Core Idea ESS1: Earth’s Place in the Universe (Book pg. 173) • Core Idea ESS2: Earth’s Systems (Book pg. 179) • Core Idea ESS3: Earth and Human Activity (Book pg. 190) Earth and Space Science Cores Ideas

  16. Core Idea ETS1: Engineering Design (Book pg. 204) • Core Idea ETS2: Links Among Engineering, Technology, Science, and Society (Book page 210) Engineering, Technology, & Applications of Science

  17. Table Groups: • Read ESS3.B: Natural Hazards (Book Page 192-194. • Discuss the core idea and the grade-band end points with your group. • How does the learning in one grade band prepare students for the next? • How does this core idea differ from what you teach related to current frameworks? Examine a Core Idea

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