Understanding the Vision

1. Planning for New Science Standards Summer 2013 Understanding the Vision

2. Agenda Understanding the vision for science education described in the NRC Framework. Introductions Logistics

3. It has been fifteen years since National Science Education Standards • Too few students are entering STEM careers at every level • Employers need workers with 21st Century skills • Students need to be scientifically literate to better function in today’s society Why K-12 Science Standards Matter

4. Next Steps in Arkansas

5. Common Core Standards for English/language arts and Literacy in History/Social Studies, Science, and Technology (CCSS 2011) Common Core State Standards for Mathematics (CCSS 2011) http://www.corestandards.org/the-standards Arkansas Science Curriculum Frameworks (ADE 2005) http://www.arkansased.org/divisions/learning-services/curriculum-and-instruction/frameworks/curriculum_categories/science • Status of Science Standards Summer 2013 Resources

6. A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas (NRC 2012) http://www.nap.edu/catalog.php?record_id=13165 Next Generation Science Standards (Achieve 2013) http://www.nextgenscience.org/next-generation-science-standards • Crosscutting Concepts Table • CCSS and NRC Framework Venn Diagram Resources

7. Assessment Curricula Instruction Teacher development K-12 Science Education Achieve Inc., 2011

8. Development of the NRC Framework funderstanding.com • A Framework for K – 12 Science Education: Practices, Crosscutting Concepts, and Core Ideas (NRC, 2012) • National Academy of Sciences provided key leadership by engaging the scientific community in development of the NRC Framework.

9. BACKGROUND RESEARCH & PRACTITIONERS GUIDES

10. NRC Framework Document 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

11. The main goal of the Framework is to ensure that by the end of high school all students have some appreciation of science, the ability to discuss and think critically about science-related issues, and the skills to pursue careers in science or engineering. ~Brian Reiser (2011) Vision of the NRC Framework

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

13. NRC Framework is designed to realize a vision of science education in which ALL students’ experiences over multiple years foster progressively deeper understanding of science. www.dailygalaxy.com Realizing the Vision

14. NRC Framework Document 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

15. Refer to Chapter 1, pg.8-10 (PDF pgs. 23-25) Take a few moments to read the vision of the Framework. Turn to the educator next to you and discuss the following questions: • What are the goals of this conceptual “framework”? • How do these goals relate to the goals of the science program in your district? Goals for Science Education

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

17. NRC Framework Document 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

18. Refer to Chapter 3 and read pgs. 43-46 (PDF pgs. 58-61). Reflect on the following questions: • Why are “practices” emphasized instead of “inquiry”? • How are practices integrated into both inquiry and design? • What is different about how you teach science and how scientists work? Understanding How Scientists Work?

19. 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

20. Refer to Chapter 3, Read over “goals” pg. 55 (PDF pg. 70) Practice 1: Asking questions (science) and Defining Problems (engineering) Watch these videos of teachers and students engaged in Productive Talk (Technical Education Research Centers ,2011) http://inquiryproject.terc.edu/prof_dev/pathway/pathway5.cfm?pathway_step=step3&pathway_substep=substep1&case=tp1&case_step=step3 Table discussion: • How does this technique develop students’ ability to ask well-formulatedquestions that can be answered empirically? Practice 1

22. 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

23. Take a few moments following your review of the Crosscutting Concepts (CCC) and read how CCC Interconnect with Core Ideas. Refer to Chapter 4, pg. 101(PDF pg. 116). • Refer to the Arkansas Science Curriculum Frameworks you previously downloaded. 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

24. Refer to the K-12 Core Ideas in the NRC Framework • 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

25. Core Idea PS1: Matter and Its Interactions • Core Idea PS2: Motion and Stability: Forces and Interactions • Core Idea PS3: Energy • Core Idea PS4: Waves and Their Applications in Technologies for Information Transfer Physical Science Core Ideas

26. Core Idea LS1: From Molecules to Organisms: Structures and Processes • Core Idea LS2: Ecosystems: Interactions, Energy, and Dynamics • Core Idea LS3: Heredity: Inheritance and Variation of Traits • Core Idea LS4: Biological Evolution: Unity and Diversity Life Science Core Ideas

27. Core Idea ESS1: Earth’s Place in the Universe • Core Idea ESS2: Earth’s Systems • Core Idea ESS3: Earth and Human Activity Earth and Space Science Core Ideas

28. Core Idea ETS1: Engineering Design • Core Idea ETS2: Links Among Engineering, Technology, Science, and Society Engineering, Technology, & Applications of Science

29. Some Big Shifts in the Core and Sub-Core Ideas

30. NRC Framework Document 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 Integrating the Three Dimensions Implementation Equity and Diversity Guidance for Standards Development Looking Toward the Future

31. Development of the Next Generation Science Standards (NGSS) funderstanding.com Next Generation Science Standards (NGSS) For States By States

32. Disciplinary Core Ideas Science and Engineering Practices Crosscutting Concepts Achieve Inc., 2011

33. Through a collaborative, state-led process, new K–12 science standards are being developed that will be rich in content and practice, arranged in a coherent manner across disciplines and grades to provide all students an internationally benchmarked science education. The NGSS will be based on the Framework for K–12 Science Education developed by the National Research Council. Vision for Next Generation Science Standards

34. NGSS DevelopmentTimeline • First public draft May 2012 • Final public draft Janurary 2013 • Next Generation Science Standards published April 2013

35. Writing Team Only Lead State Partner Only Lead State Partner and Writing Team Achieve Inc., 2011

36. Final NGSS and Supporting Documents

38. Performance Expectation Foundation Boxes Connection Boxes

39. NGSS Structure

40. Topic View: The writers arranged the DCIs into topics. • In order to eliminate potential redundancy • Seek an appropriate grain size • Seek natural connections among the Disciplinary Core Ideas (DCIs) DCI View: All coding is by disciplinary core idea. Two Ways to View NGSS

41. Read the appropriate storylines that represent the grade band of your team. • K-2: kindergarten ,1st, and 2nd grades • 3-5: 3rd, 4th, and 5th grades • Middle School: physical science, life science, and earth and space science • High School: physical science, life science, and earth and space science Storylines

42. NGSS Supporting Documents:Appendices • Appendix A – Conceptual Shifts • Appendix B – Responses to Public Drafts • Appendix C – College and Career Readiness • Appendix D – All Standards, All Students • Appendix E – Disciplinary Core Idea Progressions • Appendix F – Science and Engineering Practices • Appendix G – Crosscutting Concepts • Appendix H – Nature of Science • Appendix I – Engineering Design in the NGSS • Appendix J – Science, Technology, Society, and the Environment • Appendix K – Model Course Mapping in Middle and High School • Appendix L – Connections to CCSS-Mathematics • Appendix M – Connections to CCSS-ELA

43. Conceptual Shifts in the NGSS(Appendix A) • K-12 Science Education should reflect the interconnected Nature of Science as it is practiced and experienced in the real world • The Next Generation Science Standards are student performance expectations – NOT curriculum • The science concepts build coherently from K-12 • The NGSS focus on deeper understanding of content as well as application of content • Science and Engineering are integrated in the NGSS from K–12 • The NGSS and Common Core State Standards (English Language Arts and Mathematics) are aligned

44. Responses to Public Drafts(Appendix B) Changes made between the second public draft and the final NGSS • 75% of the PEs were edited • Removal of about 33% of the PEs and associated DCIs while retaining the progression of DCIs across the grade bands • Separate ETS1: Engineering Design performance expectations were added to each grade band • “Storylines” with essential questions were added to the beginning of each grade band and section • The “All Standards, All Students” appendix was expanded to include several vignettes about implementation of the NGSS with diverse student groups • Performance expectations names were changed from lowercase letters to numbers to avoid confusion with the DCI names. For example, MS-LS1-a became MS-LS1-1

45. College and Career Readiness (Appendix C) Challenges in determining CCR • There are very few remediation courses in science • Most postsecondary options do not include a placement test to determine the appropriate level of science course • There is no general consensus on pre-requisites students should take as entry-level science courses • The role of science in college and career is changing dramatically and the new standards must stand ready to meet that change

46. All Standards, All Students(Appendix D) • Learning opportunities and challenges that NGSS presents for student groups that have traditionally been underserved in science classrooms • Effective strategies for implementation of NGSS in the science classroom, school, home, and community • Context of student diversity by addressing changing demographics, persistent science achievement gaps, and educational policies affecting non-dominant student groups • Vignettesabout implementation of the NGSS with diverse student groups

47. DCI Progressions (Appendix E) • Matrix describes the content at each grade band for each disciplinary core idea across K-12 • Helped the NGSS writers ensure progression across grades or grade bands • This progression is for reference only. The full progressions can be seen in the Framework • This document in no way endorses separating the disciplinary core ideas from the other two dimensions

48. Earth and Space Science Progression (Appendix E)

49. Science and Engineering Practices (Appendix F) Guiding Principles • Students in grades K-12 should engage in all of the eight practices over each grade band • Practices grow in complexity and sophistication across the grades • Each practice may reflect science or engineering • Practices represent what students are expected to do, and are not teaching methods or curriculum • The eight practices are not separate; they intentionally overlap and interconnect • Performance expectations focus on some but not all capabilities associated with a practice

50. Practices Matrix: Asking Questions