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Michigan’s Public Review of the

Michigan’s Public Review of the. Next Generation Science Standards for Today’s Students and Tomorrow’s Workforce. Lead Partners. NGSS Lead States. Michigan Internal Review Team. University Faculty K-12 Teachers Michigan Mathematics and Science Centers Network ISD’s and RESA’s

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Michigan’s Public Review of the

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  1. Michigan’s PublicReview of the Next Generation Science Standards for Today’s Students and Tomorrow’s Workforce

  2. Lead Partners

  3. NGSS Lead States

  4. Michigan Internal Review Team University Faculty K-12 Teachers Michigan Mathematics and Science Centers Network ISD’s and RESA’s Michigan Science Teachers Association Michigan Department of Education

  5. 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

  6. Vision for Science Education Builds on Existing National Science Education Efforts

  7. The Guiding Principles of the Framework are Research-Based and Include. . . Building Capacity in State Science Education BCSSE

  8. Next Generation?

  9. Principles of the Framework • Children are born investigators • Understanding builds over time • Science and Engineering require both knowledge and practice • Connecting to students’ interests and experiences is essential • Focusing on core ideas and practices • Promoting equity

  10. Children are Born Investigators

  11. The framework is built on the notion of learning as a developmental progression. It is designed to help children continually build on and revise their knowledge and abilities, starting from their curiosity about what they see around them and their initial conceptions about how the world works. Framework 1-3

  12. Organization of Framework Dimensions of the Framework • Scientific and Engineering Practices • Crosscutting Concepts • Disciplinary Core Ideas Realizing the Vision • Integrating the Three Dimensions • Implementation • Equity and Diversity • Guidance for Standards Development • Looking Toward the Future: Research to Inform K-12 Science Education Standards

  13. Dimension 1: Science and Engineering Practices 5. Using mathematics and computational thinking 6. Constructing explanations (science) and designing solutions (engineering) 7. Engaging in argument from evidence 8. Obtaining, evaluating, and communicating information 1. Asking questions (science) and defining problems (engineering) 2. Developing and using models • Planning and carrying out investigations • Analyzing and interpreting data For each, the Framework includes a description of the practice, the culminating 12th grade learning goals, and what we know about progression over time.

  14. Next Generation of Science Standards (NGSS)Compare two presentations of science content. The earth is divided into concentric spheres. There is an iron-nickel inner core surrounded by a liquid outer core. The mantle surrounds the core and is able to flow like a plastic. The outer most layer is a rigid crust. The currently accepted model of earth’s interior is based largely on the analysis of seismic waves which indicates that earth is comprised of concentric spheres.

  15. Crosscutting Concepts • Patterns • Cause and effect • Scale, proportion, and quantity • Systems and system models • Energy and matter • Structure and function • Stability and change Framework 4-1

  16. Disciplinary Core Ideas A core idea for K-12 science instruction is a scientific idea that: • Has broad importance across multiple science or engineering disciplines or is a key organizing concept of a single discipline • Provides a key tool for understanding or investigating more complex ideas and solving problems • Relates to the interests and life experiences of students or can be connected to societal or personal concerns that require scientific or technical knowledge • Is teachable and learnable over multiple grades at increasing levels of depth and sophistication

  17. Physical Sciences • PS 1: Matter and Its Interactions • PS 2: Motion and Stability • PS 3: Energy • PS 4: Waves and Their Applications

  18. Life Sciences • LS 1: From Molecules to Organisms: Structures and Processes • LS 2: Ecosystems: Interactions, Energy, and Dynamics • LS 3: Heredity: Inheritance and Variation of Traits • LS 4: Biological Evolution: Unity and Diversity

  19. Earth and Space Sciences • ESS 1: Earth’s Place in the Universe • ESS 2: Earth Systems • ESS 3: Earth and Human Activity

  20. Engineering, Technology andApplications of Sciences • ETS 1: Engineering Design • ETS 2: Links Among Engineering, Technology, Science and Society

  21. NGSS Architecture Integration of practices, crosscutting concepts, and core ideas.

  22. A Deeper Look at the Practices • 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 23

  23. 1. Asking Questions and Defining ProblemsQuestions engage! How do the gears on my bike work? What is the smallest piece of matter? Can I see in a room if it is truly dark? 24

  24. What Question is answered? Students know evaporation and melting are changes that occur when the objects are heated. (Grade 3) Students know evidence of plate tectonics is derived from the fit of the continents; the location of earthquakes, volcanoes, and mid-ocean ridges; and the distribution of fossils, rock types, and ancient climatic zones. (Grade 6) Students know that when one object exerts a force on a second object, the second object always exerts a force of equal magnitude and in the opposite direction (Newton's third law). (grade 9-12) Students know atoms combine to form molecules by sharing electrons to form covalent or metallic bonds or by exchanging electrons to form ionic bonds. 25

  25. 2. Developing and Using Models 26

  26. Water and Bicycle Models of an Electric Circuit 27

  27. Bohr Model of the Atom 28

  28. 3. Planning and Carrying Out Investigations How does the speed at which sugar dissolves depend on temperature? 29

  29. 4. Analyzing and Interpreting Data 30

  30. 4. Analyzing and Interpreting Data (a) One pupil had the most breaths and she also had the highest pulse rate. (b) All the people with a high breath rate had a high pulse rate. (c) The higher your breathing rate, the greater the pulse rate. (d) On the whole, those people with a higher breath rate had a higher pulse rate. 31

  31. 5. Using Mathematics and Computational Thinking 1. Who is the tallest 2. Who is the smallest 3. What is the average? 32

  32. 6. Constructing ExplanationsThe upside down tumbler There are no air inside There is no glue on the card There are lots of air outside. Some of the air is hitting the card A force is needed to support the water

  33. 6. Constructing ExplanationsThe Shape of the Earth. 1. The Earth spins once a day 2. Rocks can be squeezed. 3. Gravity pulls all matter towards towards the center of the Earth 4. A squashed sphere is called an oblate spheroid 5. If something is spinning a force is needed towards the center to keep it going round in a circle. 34

  34. 6. Constructing Explanations Why do objects fall at the same rate in the absence of air? • Twice the mass takes twice as long to speed up • If the mass is double, the pull of gravity will double • Gravity pulls on all objects • Think of two objects, one twice as massive as the other • Force is double but so is the mass 35

  35. 7. Engaging in Argument from EvidenceThe Significance of Argument? Construction [Recall and Explanation] Critique [Juxtaposition & Evaluation vs 36

  36. Something in the Air? Maria, Ted and Alexis are wondering where the water on the outside of the glass of water with ice comes from. Maria: The water came through holes in the glass. Ted: The water came over the top of the glass. Alexis: The water came from the air. 11

  37. 8. Obtaining, Evaluating and Communicating Information

  38. Views of Reading Complex View of Reading Perspective Taking Complex Reasoning Academic Language Background Knowledge • Simple View of Reading • Decoding Words on paper • Knowing the Vocabulary Not Learning to Read BUT Reading to Learn 39

  39. What is this picture telling us? • What does the heading suggest the text will be about? • What is the author trying to tell us in the first paragraph? • How does the second paragraph add to the first? • Why does the author compare a cloud to a mirror? • What does the author mean when he talks about the ‘wavelength of light’? • Could you draw a picture to explain why the sunsets are red?

  40. a. For a friend who missed the lesson in school b. For their mother to explain what they did in school today c. As a poem d. As an article for a school magazine e. As a set of instructions for someone else to do the experiment h. As a letter to a pen-pal j. As a report in the New York Times k. As an entry in your diary l. For a younger pupil to explain why science is fascinating n. As an article for a popular magazine p. As a time traveller from the 16th Century q. As a piece for a student textbook r. As part of a a science fiction story. s. As a text message t. As a tweet. Changing the Audience 41

  41. Instruction Curricula Assessments Teacher Development Lots of work completed, underway, and left to do

  42. NGSS Development Timeline

  43. Michigan NGSS Review Already Accomplished: • Lead State Meeting (Achieve, Sept. 2011) • First draft to Lead States (late November 2011) • MI Internal Review Team reviews first draft (February 2012) • Lead States meet with Writers (late Feb 2012) • Lead States Implementation Planning (February – April) • First Public Draft; MI State Review Meetings (May 2012) If Achieve Stays on Schedule: • All State Review; MI Internal Review (Summer 2012) • Second Public Draft (Summer 2012) • Final Draft; MI Internal Review (Fall) • Final State Report (Fall) • NGSS Posted (December 2012) • Lead State Adoption Planning (January 2013) Intelligent guessing from here on… • Begin aligning and integrating into district curriculum (Fall 2013) • Assessed on MEAP and MME (Spring 2015)

  44. Let’s take an in-depth look at the standards Things to watch for: • Formatting and coding • Colors and codes of 3 dimensions • Connection boxes within NGSS • Connections between NGSS and CCSS in both literacy and math Go to www.nextgenscience.org

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