getting ready for the next gen science standards: science and engineering practices

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Getting Ready for the Next Generation Science Standards

Part II: Science and Engineering Practices

Kimberly Lightle, PhD

The Ohio State University

College of Education and Human Ecology

[email protected]


Agenda

• Overview of Framework for K-12 Science Education

• Review the middle level core concepts

• Focus on Scientific and Engineering Practices (Chapter 3)


When do we look at the other sections of the Framework?

• Getting Ready for the Next Generation Science Standards Part 1: Core Concepts (Recorded)

• Getting Ready for the Next Generation Science Standards Part 3: Crosscutting Concepts (April 18)

• Getting Ready for the Next Generation Science Standards Part 4: Integrating the Three Dimensions (May 16)


Science and Technical Standards found in the ELA Common Core Standards

Common Core and Reading Standards for Literacy in Science and Technical Subjects 6-12 (Recorded)

Common Core and Writing Standards for Literacy in Science and Technical Subjects 6-12 (April 11)


The Framework describes a visionvision of what it means to be proficient in science; it rests on a view of science as both a body of knowledge and an evidence-based, model and theory building enterprise that continually extends, refines, and revises knowledge. It presents three dimensions that will be combined to form each standard:

Dimension 1: Practices

Dimension 2: Crosscutting Concepts

Dimension 3: Disciplinary Core Ideas

What is the Framework?


How can [states] use the NRC Framework?

The NRC Framework articulates a vision for science learning and teaching. States can start implementing changes to their systems for professional development and pre-service teacher training based on a deep understanding of this vision. They can also begin to think about ways to align curriculum, instruction and assessment with this vision. Once the Next Generation Science Standards are developed, the process of alignment can begin in earnest.


Who is leading the charge?

In partnership with the National Academies of Science's National Research CouncilNational Research Council (NRC), National Science Teachers AssociationNational Science Teachers Association (NSTA) and the American Association for the American Association for the Advancement of ScienceAdvancement of Science (AAAS), AchieveAchieve has begun a multi-year project to develop next-generation science standards, based around "big ideas" that will help organize curriculum, teaching and learning across the nation.


Layout of the Draft NGSSEach standard: (i.e., LS4.D: Biodiversity and Humans)

Has a standard statement: (i.e., Students demonstrate understanding of energy in chemical processes by)

Multiple Performance Expectations that integrate at least one of each in each expectation: Core Ideas, Science and Engineering Practices, and Crosscutting Concepts

Foundation boxes that describe in detail the Core Ideas, Science and Engineering Practices, and Crosscutting Concepts covered in the standard

Connections to ELA and Math Common Core standards


Grade Band EndpointsGrade 2 – individual grade bands

Grade 5 – individual grade bands

Grade 8

Grade 12


FAQ on Achieve.org


Quick Review of the Core Ideas


What are core ideas in science?To be considered "core", the ideas should meet at least two of the following criteria and ideally all four:

1.Have broad importance across multiple sciences or engineering disciplines or be a key organizing principle of a single discipline; 2.Provide a key tool for understanding or investigating more complex ideas and solving problems; 3.Relate to the interests and life experiences of students or be connected to societal or personal concerns that require scientific or technological knowledge; 4.Be teachable and learnable over multiple grades at increasing levels of depth and sophistication.


Four Domains

•Life Sciences•Earth and Space Sciences•Physical Sciences•Engineering and Technology


Core Idea 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 ProcessingCore Idea 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 BehaviorCore Idea LS3: Heredity: Inheritance and Variation of Traits• LS3.A: Inheritance of Traits• LS3.B: Variation of TraitsCore Idea 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


LS1: From Molecules to Organisms: Structures and ProcessesLS1.A: Structure and Function

• By the end of Grade 5:– Plants and animals have internal and external

structures that serve various functions in growth, survival, behavior, and reproduction (boundary: macroscale systems)

• By the end of Grade 8:– Cells and cell structures (boundary: only a few cell

structures should be introduced)– Unicellular and multicellular organisms– Body systems (tissues and organs)


Core Idea 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

Core Idea 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

Core Idea 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


Core Idea PS1: Matter and Its Interactions• PS1.A: Structure and Properties of Matter• PS1.B: Chemical Reactions• PS1.C: Nuclear ProcessesCore Idea PS2: Motion and Stability: Forces and Interactions• PS2.A: Forces and Motion• PS2.B: Types of Interactions• PS2.C: Stability and Instability in Physical SystemsCore Idea 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 LifeCore Idea PS4: Waves and Their Applications in Technologies for Information Transfer• PS4.A: Wave Properties• PS4.B: Electromagnetic Radiation• PS4.C: Information Technologies and Instrumentation


Core Idea ETS1: Engineering Design• ETS1.A: Defining and Delimiting an Engineering Problem• ETS1.B: Developing Possible Solutions• ETS1.C: Optimizing the Design Solution

Core Idea 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


Science and Engineering Practices


Why look at science as a set of practices?

– Minimizes the tendency to reduce scientific practice to a single set of procedures (overemphasizes experimental investigation at the expense of other practices such as modeling, critique, and communication)

– Focus on practices avoids the mistaken impression that there is one distinctive approach common to all science or that uncertainty is a universal attribute of science

– Look at all practices equally


How Practices are Integrated into Both Inquiry and Design

Taken from http://www.nap.edu/openbook.php?record_id=13165&page=45


How Engineering and Science Differ

Science

• May or may not be driven by an immediate practical application

• One best answer

• Goal is explanation

Engineering

• Driven by an immediate practical application (problem to be solved)

• How well a need has been addressed; multiple answers possible; optimization

• Goal is a design


Science Practices• SP1: Asking Questions • SP2: Developing and Using Models• SP3: Planning and Carrying Out

Investigations• SP4: Analyzing and Interpreting Data• SP5: Using Mathematics, Information

and Computer Technology, and Computational Thinking

• SP6: Constructing Explanations• SP7: Engaging in Argument from

Evidence• SP8: Obtaining, Evaluating, and

Communicating Information

Engineering Practices• EP1: Defining Problems• EP2: Developing and Using Models• EP3: Planning and Carrying Out

Investigations• EP4: Analyzing and Interpreting Data• EP5: Using Mathematics, Information

and Computer Technology, and Computational Thinking

• EP6: Designing Solutions• EP7: Engaging in Argument from

Evidence• EP8: Obtaining, Evaluating, and

Communicating Information


Recording of Today’s Talk

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