Next Generation Science Standards

1. Next Generation Science Standards

2. Why New Standards? • Economically: • Past 10 years, growth in STEM (Science, Technology, Engineering and Math) jobs was 3 times greater than that of non-STEM jobs. • Shrinking share of patents: Foreign competitors filed over half of US technology patent applications in 2010. • Diminishing share of high-tech exports – European Unions high-tech exports have held steady and China’s has surpassed the US. Source: http://www.nextgenscience.org/

3. Why New Standards? • Academically: Past 15 years, students’ achievement in science remained stagnant; no more than 30% of students meeting proficiency mark for NAEP. Same % of students at “below basic” level. • Internationally: Number of countries scoring higher than U.S. on science assessment rose from 6 to 12. Source: http://www.nextgenscience.org/

4. Why New Standards? • Current Science Standards: The current National Science Education Standardsare around 15 years old. • Major Advances in Science: • Science Breakthroughs • Better understanding of how students learn science effectively. • Increased importance on critical thinking and communication skills. Source: http://www.nextgenscience.org/

5. Who Is Behind the New Standards? • National Research Council (NRC) • National Academies of Sciences • Achieve • National Science Teachers Association (NSTA) • American Association for the Advancement of Science (AAAS)

6. What Are the New Standards? The “Framework” is the evidence-based foundation for standards by drawing on current scientific research – including research on the ways students learn science effectively – and identifies the science all students should learn at grades 2, 5, 8 and 12.

7. Major Shifts • Science content will focus on fewer ideas to be developed in more depth. • In teaching, scientific and engineering practices will be tightly tied to content and cross cutting concepts. • Scientific modeling, communication, argument and social interaction are recognized as central practices in science and engineering. • Asking researchable questions, defining problems, designing investigations and making meaning of results will be emphasized more deeply.

8. Timelines • May 2012: Standards review and online public survey AAESA Review Session on May 23, 3:30-7:00 pm VBISD Review Session on May 24, 3:30-7:00 pm • Fall 2012: Second public review • Early 2013: Release of Next Generation Science Standards Final Version; state adoption begins • 2013 – 2016: Curriculum alignment • 2016 (earliest) – 2018: New assessment

9. What’s in the Framework? • Three Dimensions: • Scientific and Engineering Practices • Cross-Cutting Concepts • Disciplinary Core Ideas in Science

10. What’s in the Framework? Dimension 1: Scientific and Engineering Practices • Asking questions (for science) and defining problems (for engineering) • Developing and using models • Planning and carrying out investigations • Analyzing and interpreting data

11. What’s in the Framework? Dimension 1: Scientific and Engineering Practices 5.Using mathematics and computational thinking 6. Constructing explanations (for science) and designing solutions (for engineering) 7. Engaging in argument from evidence 8. Obtaining, evaluating, and communicating information

12. Argumentation, Constructing Explanations, Communicating Scientific & Engineering Practices: 7. Engaging in argument from evidence: By grade 12, students should be able to (Endpoints): • Construct a scientific argument showing how data support a claim. • Identify possible weaknesses in scientific arguments and discuss them using reasoning and evidence. • Identify flaws in their own arguments and modify and improve them in response to criticism. • Recognize that the major features of scientific arguments are claims, data and reasons and distinguish these elements in examples.

13. Argumentation, Constructing Explanations, Communicating Scientific & Engineering Practices: 7. Engaging in argument from evidence: By grade 12, students should be able to (Endpoints): • Explain the nature of the controversy in the development of a given scientific idea, describe the debate that surrounded its inception, and indicate why one particular theory succeeded. • Explain how claims to knowledge are judged by the scientific community today and articulate the merits and limitations of peer review and the need for independent replication of critical investigations. • Read media reports of science or technology in a critical manner so as to identify their strengths and weaknesses.

14. Argumentation, Constructing Explanations, Communicating Common Core State Standards for Literacy in History/Social Studies, Science and Technical Subjects (6-12): • Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence. • Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

15. Argumentation, Constructing Explanations, Communicating Common Core State Standards: 8 Math Practices • Construct viable arguments and critique the reasoning of others. • understand and use stated assumptions, definitions, and previously established results in constructing arguments. • make conjectures and build a logical progression of statements to explore the truth of their conjectures. • analyze situations by breaking them into cases • recognize and use counterexamples. • justify their conclusions, communicate them to others, and respond to the arguments of others. • reason inductively about data, making plausible arguments that take into account the context • compare the effectiveness of plausible arguments • distinguish correct logic or reasoning from that which is flawed • listen or read the arguments of others, decide whether they make sense, and ask useful questions

16. Argumentation, Constructing Explanations, Communicating Social Studies GLCEs Moving Towards CCSS – SS (Draft) P1.5 Present a coherent thesis when making an argument, support with evidence, articulate and answer possible objections, and present a concise, clear closing. P3.3 Write persuasive/argumentative essays expressing and justifying decisions on public policy issues.

17. What’s in the Framework? Dimension 2: 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

18. What’s in the Framework? Dimension 3: Core Ideas in Disciplinary Areas 1. Physical Sciences: • Matter and its interactions • Motion and stability: Forces and interactions • Energy • Waves and their applications in technologies for information transfer 2. Life Sciences: • From molecules to organisms: Structures and processes • Ecosystems: Interactions, energy, and dynamics • Heredity: Inheritance and variation of traits • Biological Evolution: Unity and diversity

19. What’s in the Framework? Dimension 3: Core Ideas in Disciplinary Areas 3. Earth and Space Sciences: • Earth’s place in the universe • Earth’s systems • Earth and human activity 4. Engineering, Technology, and the Application of Science: • Engineering design • Links among engineering, technology, science, and society

20. Definitions of Technology, Engineering and Applications of Science • Technology is any modification of the natural world made to fill human needs or desires. • Engineering is a systematic and often iterative approach to designing objects, processes, and systems to meet human needs and wants. • An application of science is any use of scientific knowledge for a specific purpose, whether to do more science; to design a product, process, or medical treatment; to develop a new technology; or to predict the impacts of human actions.

21. Resources http://aaesa.wikispaces.com/ http://www.nextgenscience.org/