Update and Dis cussion on NGSS

1. Update and Discussion on NGSS Joe Krajcik CREATE for STEM Michigan State University Ritenour January 2013

2. Build similar understanding of Framework for K – 12 Science Education Discuss the Framework and NGSS Do a little activity that illustrates the practices Introduce IQWST Allow time for questions, discussion and interaction What will we do today?

3. NGSS – Science for All Students • Science, engineering and technology are cultural achievements and a shared good of humankind • Science, engineering and technology permeate modern life and as such is essential at the individual level • Understanding of science and engineering is critical to participation in public policy and good decision-making

4. How Well Do You Understand the NGSS? I don’t. Should I? I’ve heard of the NGSS, but don’t really know how it impacts students. I’m familiar with the NGSS, but I have questions and would like more specifics I’m very familiar with the NGSS. I may be able to help others understand what it is and its impact. From Peter McLaren

5. NGSS Trivia • Was NGSS a Federal initiative? • The federal government was not involved in this effort and did not fund it. • Who funded NGSS? • The work undertaken by the NRC and Achieve was being supported by the Carnegie Corporation of New York. • Who Developed NGSS? • It was state-led, and states will decide whether or not to adopt the standards. • Achieve oversaw the process. • Professional organizations (like ASSS, NSTA), teachers, scientists, engineers, etc. were heavily involved in development. • Was the public (teachers or stake holders) involved in the process of creating NGSS? • The first two drafts were released to the public. The final draft responded to public feedback. • Lead States provided invaluable feedback throughout the process.

6. NGSS and Framework For one minute, discuss with a partner • What is new in the Framework and NGSS? • What is different in the NGSS from previous standards?

7. The NRC Framework and NGSS What is new? • Organized around disciplinary core explanatory ideas • Coherence: building and applying ideas across time • Central role of scientific practices • Use of crosscutting concepts • Focus on explaining phenomena

8. Disciplinary Core Ideas With a partner, discuss for 1 minute • What is a disciplinary core idea? • How is a disciplinary core idea different from traditional science content?

9. NGSS Organized around Disciplinary Core Ideas • Fewer, clearer, higher • “Many existing national, state, and local standards and assessments, as well as the typical curricula in use in the US, contain too many disconnected topics given equal priority.” (NRC, 2009) • Standards and curriculum materials should be focused on a limited number of core ideas. • Provide a framework to solve problems, explain phenomena, and engage in future learning • Develop over time

10. Disciplinary significance Has broad importance across multiple science or engineering disciplines, a key organizing concept of a single discipline Explanatory Power Can be used to explain a host of phenomena Generative Provides a key tool for understanding or investigating more complex ideas and solving problems Relevant to peoples’ lives: Relates to the interests and life experiences of students, connected to societal or personal concerns Usable from K to 12 Is teachable and learnable over multiple grades at increasing levels of depth and sophistication A core idea in K-12 science…

11. PS1 Matter and its interactions PS1.A: Structure and Properties of Matter PS1.B: Chemical Reactions PS1.C: Nuclear Processes PS2 Motion and stability: Forces and interactions PS2.A: Forces and Motion PS2.B: Types of Interactions PS2.C: Stability and Instability in Physical Systems PS3 Energy PS3.A: Definitions of Energy PS3.B: Conservation of Energy and Energy Transfer PS3.C: Relationship Between Energy and Forces PS3.D: Energy in Chemical Processes and Everyday Life PS4 Waves & their applications in technologies for information transfer PS4.A: Wave Properties PS4.B: Electromagnetic Radiation PS4.C: Information Technologies and Instrumentation Disciplinary Core Ideas: Physical Sciences

12. LS1 From molecules to organisms: Structures and processes LS1.A: Structure and Function LS1.B: Growth and Development of Organisms LS1.C: Organization for Matter and Energy Flow in Organisms LS1.D: Information Processing LS2 Ecosystems: Interactions, energy, and dynamics LS2.A: Interdependent Relationships in Ecosystems LS2.B: Cycles of Matter and Energy Transfer in Ecosystems LS2.C: Ecosystem Dynamics, Functioning, and Resilience LS2.D: Social Interactions and Group Behavior LS3 Heredity: Inheritance and variation of traits LS3.A: Inheritance of Traits LS3.B: Variation of Traits LS4 Biological evolution: Unity and diversity LS4.A: Evidence of Common Ancestry and Diversity LS4.B: Natural Selection LS4.C: Adaptation LS4.D: Biodiversity and Humans Disciplinary Core Ideas: Life Sciences

13. ESS1 Earth’s place in the universe ESS1.A: The Universe and Its Stars ESS1.B: Earth and the Solar System ESS1.C: The History of Planet Earth ESS2 Earth’s systems ESS2.A: Earth Materials and Systems ESS2.B: Plate Tectonics and Large-Scale System Interactions ESS2.C: The Roles of Water in Earth’s Surface Processes ESS2.D: Weather and Climate ESS2.E: Biogeology ESS3 Earth and human activity ESS3.A: Natural Resources ESS3.B: Natural Hazards ESS3.C: Human Impacts on Earth Systems ESS3.D: Global Climate Change Disciplinary Core Ideas: Earth and Space Sciences

14. ETS1 Engineering design ETS1.A: Defining and Delimiting an Engineering Problem ETS1.B: Developing Possible Solutions ETS1.C: Optimizing the Design Solution ETS2 Links among engineering, technology, science and society ETS2.A: Interdependence of Science, Engineering, and Technology ETS2.B: Influence of Engineering, Technology, and Science on Society and the Natural World Disciplinary Core Ideas: Engineering

15. How are DCIs Different than Science Concepts • The Framework and NGSS move teaching away from a focus on presenting numerous disconnected facts to a focus on a smaller number of disciplinary core ideas which learners can use to explain phenomena and solve problems. • The ideas in Framework and NGSS describe what students should be able to explain and be able to solve, rather than providing disconnected facts and definitions.

16. Crosscutting Concepts For 1 minute, discuss with your partner • What are crosscutting concepts? • How are they different from what we had before?

17. Ideas that cut across and are important to all the science disciplines Patterns Cause and effect Scale, proportion and quantity Systems and system models Energy and matter Structure and function Stability and change Crosscutting Concepts

18. Science and Engineering Practices For 1 minute, discuss with your partner • What are science and engineering practices? • How are science and engineering practices different from inquiry?

19. Scientific and Engineering Practices • The multiple ways of knowing and doing that scientists and engineers use to study the natural world and design world. 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 The practices work together – they are not separated!

20. How practices differ from Inquiry • Practices build on and extend earlier efforts of students engaging in inquiry to a focus on students investigating, developing, evaluating, and refining ideas to explain phenomena and solve problem. • Practices shift the focus from science classrooms as an environment where students learn aboutscience ideas to places where students explore, examine and usescience ideas to explain how and why phenomena occur.

21. Practices Change Science Education Practices shift the focus from the science classroom as environments where studentslearn about science ideasto places where students explore, examine, and use science ideasto explain how and why phenomena occur.

22. Performance Expectations For 1 minute, discuss with your partner • What are performance expectations? • How are performance expectations different from traditional standards?

23. Content (scientific ideas) is not enough! • Understanding content is inextricably linked to engaging in practices. Simply “consuming” information leads to declarative, isolated pieces of information. • Research on how students learn shows that students can’t learn disciplinary content without engaging in disciplinary practices, and they can’t learn these practices without learning the content • To form useable understanding, knowing and doing cannot be separated, but rather must be learned together • Allows for problem-solving, decision making, explaining real-world phenomena, and integrating new ideas.

24. Content and Practice Work together to Build Understanding Crosscutting Concepts • Scientific ideas are best learned when students engage in practices • To form useable understanding, knowing and doing cannot be separated, but rather must be learned together • Allows for problem-solving, decisions making, explaining real-world phenomena, and integrating new ideas Core Ideas Practices

25. Standards integrate core ideas, crosscutting ideas & practices “Standards should emphasize all three dimensions articulated in the framework—not only crosscutting concepts and disciplinary core ideas but also scientific and engineering practices.” (NRC 2011, Rec 4) “Standards should include performance expectations that integrate the scientific and engineering practices with the crosscutting concepts and disciplinary core ideas. These expectations should require that students demonstrate knowledge-in-use and include criteria for identifying successful performance.” (NRC 2011, Rec 5).

26. Creating performance expectations from core idea + practice Core idea: PS1.B: Chemical Reactions Substances react chemically in characteristic ways. In a chemical process, the atoms that make up the original substances are regrouped into different molecules, and these new substances have different properties from those of the reactants. (MS-PS1-2), (MS-PS1-5) The total number of each type of atom is conserved, and thus the mass does not change. (MS-PS1-5) Crosscutting Concept: Energy and matter Practice: Developing and using models Performance expectation: MS-PS-5 Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved.

27. An Example Middle School: Chemical Reactions

28. How is NGSS different from previous standards? What does it mean to learn that “matter is made of molecules”? Current state standard NGSS Performance expectation • Students know all matter is made of atoms, which may combine to form molecules.5th grade state standard, CA 1998 • Develop a model to describe that matter is made of particles too small to be seen. 5th grade NGSS performance expectation 5-PS1-1

29. Learning Grows Over Time Learning difficult ideas • Takes time • Develops as students work on a task that forces them to synthesize ideas • Occurs when new and existing knowledge is linked to previous ideas • Depends on instruction

30. Performance Expectations Build Across Years HS-PS1-1. Use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost energy level of atoms. MS-PS1-2. Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred. 5-PS1-3. Make observations and measurements to identify materials based on their properties. 2-PS1-2. Analyze data obtained from testing different materials to determine which materials have the properties that are best suited for an intended purpose Modified from Brian Reiser

31. Build scientific disposition • Building core ideas, scientific and engineering practices, and crosscutting concepts across time will support learners building scientific dispositions – think like a scientist • Knowing when and how to seek and build knowledge • Hmm, what do I need to know? • I wonder if? • I can I explain....? • Do I have enough evidence? • Students will learn to think like scientists and understand the purpose of evidence

32. NGSS is Different • Standards expressed as performance expectations • Combine practices, core ideas, and crosscutting concepts into a single statement of what is to be assessed at the end of grade for K – 5 and grade band for 6 – 8 and 9 – 12. • They are not instructional strategies or objectives for a lesson.

33. Describe Achievement, Not Instruction • Standards articulate a clear vision of the learning goals for students • Standards articulate the student performance at the conclusion of instruction • Standards are NOT a description of curriculum. • Standards do NOT dictate instruction.

34. Instruction Builds Toward PEs Performance Expectation

35. Lots of work completed, underway, and left to do Assessments Curricula Instruction Completed! Teacher development Completed

36. My dream: engaging students in constructing scientific explanations throughout K – 12 Greater sophistication Students of all ages and backgrounds can take part in modeling!

37. Business is not the same! • NGSS is different! • Revolution and not evolution

38. Questions?????? • Questions about core ideas? • Questions about scientific practices? • Questions about crosscutting concepts? • Questions about performance expectations? • Questions about modeling? • Questions of scientific explanations? Contact information: krajcik@msu.edu Visit: http://create4stem.msu.edu/

39. Activity: Let’s Engage in Science! Chemistry Grade 7 Lesson 6 What happens when I mix substances together? From: IQWST: Investigating and questioning our world through science and technology, (Middle School Science Curriculum Materials). Sangari Global Education/Active Science, USA., Krajcik, J., Reiser, B., Sutherland, L. and Fortus, D. (2011).

40. What do students know at this point? Matter is composed of atoms & molecules in constant motion. Substances can exist in solid, liquid, and gaseous states. Substances have characteristic properties that help identify substances and distinguish them from one another. Solubility, density, and melting point are properties of substances. Both baking soda and road salt are soluble in water (determined in a previous investigation).

41. What do you think might happen when you mix substances together with other substances? How would you know whether new substances formed? Discussion Questions(before the investigation)

42. Activity Sheet 6 Read Purpose Follow safety rules Teacher demonstrates procedure Students complete Activity Sheet 6 Observe and Describe Investigate Discuss Observe and Describe Write an Explanation What happens when I mix substances together?

43. Talk with your group about what you observed. Write a scientific explanation to answer the question: What happens when I mix substances together? DISCUSSION

44. Share your explanations with the group. What are the features of your explanations?

45. Scaffolds provide students with support for completing challenging tasks they normally they could not accomplish only. Provide structure for complex tasks. Making scientific thinking strategies explicit to students can facilitate their use and understanding of these strategies. Revealing the underlying and tacit framework of scientific explanation through scaffolds can facilitate students’ explanation construction. Scaffolding Scientific Explanation

46. A discussion/argument of how or why a phenomenon occurs and the conditions and consequences of the observed event A Framework for a Scientific Explanations Claim: a conclusion about a problem. Typically the claim answers a question Evidence: scientific data that supports the claim Appropriate and sufficient evidence Reasoning: a justification that shows why the data counts as evidence to support the claim and includes appropriate scientific principles Consider alternative explanations Adapted from Toulmin’s model of argumentation What is a scientific explanation?

47. Question CER Framework Adapted from Toulmin (1958) Data Evidence Rebuttal Not Claim 2 because of evidence and reasoning Data Evidence Claim Data Evidence Scientific ideas & reasoning From: McNeill, K. L. & Krajcik, J. (2011). Supporting grade 5-8 students in constructing explanations in science: The claim, evidence and reasoning framework for talk and writing. New York, NY: Pearson Allyn & Bacon.

48. A chemical reaction occurs between sodium bicarbonate (baking soda) and calcium chloride (road salt). sodium bicarbonate(aq) + calcium chloride(aq) sodium chloride(aq) + calcium carbonate(s) + carbon dioxide(g) Sodium chloride in solution plus carbon dioxide gas plus solid calcium carbonate (chalk) forms. The water that is added to the sodium chloride and sodium bicarbonate is not involved in the chemical reaction but is necessary to dissolve the calcium chloride and sodium bicarbonate so that they can react together. Teacher Background Knowledge

49. Let’s examine what we did NGGS Feature: Standards should include performance expectations that integrate the scientific and engineering practices with the crosscutting concepts and disciplinary core ideas

50. Investigating and questioning our world through science and technology, (Middle School Science Curriculum Materials). Sangari Global Education/Active Science, USA., Krajcik, J., Reiser, B., Sutherland, L. and Fortus, D. (2011).