A Framework for K-12 Science Education: Practices, Crosscutting Concepts and Core Ideas

1. A Framework for K-12 Science Education: Practices, Crosscutting Concepts and Core Ideas Board on Science Education July, 2012

2. Assessments Curricula Framework Standards Instruction Teacher Preparation and development

3. Lead State Partners

4. Three Dimensions Scientific and engineering practices Crosscutting concepts Disciplinary core ideas NGSS –standards as performance tasks that involve all 3

5. Goals of the Framework • Coherent investigation of core ideas across multiple years of school • More seamless blending of practices with core ideas and crosscutting concepts NGSSS closely based on Framework

6. Multidimensioned performance tasks • Stress what students can do with knowledge, not memorized knowledge • Different habits of mind required willing to undertake familiar practices in familiar knowledge domain to tackle unfamiliar problems

7. **Scientific and Engineering Practices 1. Asking questions and defining problems 2. Developing and using models 3. Planning and carrying out investigations 4. Analyzing and interpreting data 5. Using mathematics and computational thinking 6. Developing explanations and designing solutions 7. Engaging in argument from evidence 8. Obtaining, evaluating, and communicating information ** Discourse intensive!

8. Overlap to Common core • Student discourse • Reasoned thinking • Argument from evidence Central themes across curriculum

9. *Crosscutting Concepts 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 *All require models!

10. IQST Assessment: Modeling Smell Your teacher opened a jar that contained a substance that had an odor. Imagine you had a very powerful microscope that allowed to see the odor up really, really close. What would you see? • Lesson 15: student models • 75% of students create a particle model, 25% a mixed model • 68% of students include odor particles that are moving in straight lines until they collide into each other; 32% include both odor and air

11. Disciplinary Core Ideas: Physical Sciences PS1 Matter and its interactions PS2 Motion and stability: Forces and interactions PS3 Energy PS4 Waves and their applications in technologies for information transfer

12. Disciplinary Core Ideas: Life Sciences 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

13. Disciplinary Core Ideas: Earth and Space Sciences ESS1 Earth’s place in the universe ESS2 Earth’s systems ESS3 Earth and human activity

14. Disciplinary Core Ideas: Engineering, Technology and Applications of Science ETS1 Engineering design ETS2 Links among engineering, technology, science and society

15. How science understanding develops • Multiple opportunities to hear and use (science ideas) • Rich contexts – desire and opportunity to engage and contribute • Appropriate supports • Acceptance of flawed (non-scientific) language

16. How language develops • Multiple opportunities to hear and use (language) • Rich contexts – desire and opportunity to engage and contribute • Appropriate supports • Acceptance of flawed language

19. Some web links www.nap.edu • Framework • Ready, Set , Science CCSSO Resources – Framework for English Language Proficiency Development – tables for each practice