The Next Generation Science Standards
“Teaching Students to Think and Act
Like Scientists and Engineers”
Edison Elementary
Tuesday, April 14, 2015
HEINRICH SARTIN
ELEMENTARY SCIENCE SPECIALIST, ESC NORTH
heinrich.sartin@lausd.net
Today's Agenda
2
•
Introduction
•
Norms for Professional Learning Communities
•
Engineering Design in the NGSS (Engineering Challenge)
•
The Nature of Science (Black Boxes Task)
•
Connections to the Common Core State Standards
•
Evaluation
Professional Learning Community Norms

Be present

Start and end on time

Silence cell phones

Value each other’s input

Listen to understand

Focus on what the data
tells us

Ask the hard questions

Think outside of the box

What is learned here leaves
here

Be open to sharing and
collaborating
3
Engineering Design Task
4
• Cut a hole in an index card that is large
enough to pass your entire body through.
• Your finished product needs to be a
continuous piece of paper that has not been
reattached in any way.
• You may not use the Internet to assist you.
• Work with a partner to accomplish this task
• You have 20 minutes
Engineering Design Task
Solution Steps
1. Cut a slit
down the
middle of the
index card.
5
Engineering Design Task
Solution Steps
2. Beginning at
one end of the
slit, make
alternating cuts
from the inside
and outside on
one side of the
card.
6
Engineering Design Task
Solution Steps
3. Continue
making cuts until
you read the
other end of the
slit.
7
Engineering Design Task
Solution Steps
4. Mirror the cuts
on the other side
of the card.
8
Engineering Practices
9
• The engineering practices are a
natural extension of science
practices.
• Science instruction often includes
opportunities for students to engage
in engineering practices.
Engineering Design (3 Components)
1. Defining the problem
2. Designing solutions
3. Optimizing the design solution
10
Engineering Design in Grades K-2
11
• Engineering design in the earliest grades
introduces students to “problems” as situations
that people want to change.
• Students can use tools and materials to solve
simple problems, use different representations
to convey solutions, and compare different
solutions to a problem and determine which is
best.
Engineering Design in Grades 3-5
12
• In the upper elementary grades, engineering design
engages students in more formalized problem
solving.
• Students define a problem using criteria for success
and constraints or limits of possible solutions.
• Generating and testing solutions also becomes
more rigorous as the students learn to optimize
solutions by revising them several times to obtain the
best possible design.
Engineering Design for Elementary Grades
13
• Students in the elementary grades are not
expected to come up with original
solutions, although original solutions are
always welcome.
• Emphasis is on thinking through the needs
or goals that need to be met, and which
solutions best meet those needs and goals.
Comparing CA Standards with NGSS Performance Expectations
Current CA Science
Standards (Gr. 2)
Know
Do
• Students know objects
fall to the ground unless
something holds them
up.
• Students will write or draw
descriptions of a
sequence of steps,
events, and observations.
14
NGSS Performance
Expectation (Gr. 2)
Know
&
Do
Analyze data obtained
from testing different
materials to determine
which materials have the
properties that are best
suited for an intended
purpose.
Grade 2
Physical
Science
Performance
Expectation
Scientific &
Engineering
Practices
Disciplinary
Core Ideas
Crosscutting
Concepts
Connections
to CCSS
15
Printer­friendly version
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3­PS2­1 Motion and Stability: Forces and Interactions
Decoding the Numbers and Letters
Students who demonstrate understanding can:
3­PS2­1.
Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion
of an object. [Clarification Statement: Examples could include an unbalanced force on one side of a ball can make it start
moving; and, balanced forces pushing on a box from both sides will not produce any motion at all.] [Assessment Boundary:
Assessment is limited to one variable at a time: number, size, or direction of forces. Assessment does not include quantitative
force size, only qualitative and relative. Assessment is limited to gravity being addressed as a force that pulls objects down.]
The performance expectation above was developed using the following elements from the NRC document A Framework for K­12 Science Education:
Science and Engineering Practices
Disciplinary Core Ideas
Planning and Carrying Out Investigations
Planning and carrying out investigations to answer
questions or test solutions to problems in 3–5 builds
on K–2 experiences and progresses to include
investigations that control variables and provide
evidence to support explanations or design solutions.
Plan and conduct an investigation collaboratively
to produce data to serve as the basis for
evidence, using fair tests in which variables are
controlled and the number of trials considered.
­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ ­ Connections to Nature of Science
Scientific Investigations Use a Variety of Methods
Science investigations use a variety of methods,
tools, and techniques.
PS2.A: Forces and Motion
Each force acts on one particular object and has
both strength and a direction. An object at rest
typically has multiple forces acting on it, but they
add to give zero net force on the object. Forces
that do not sum to zero can cause changes in the
object’s speed or direction of motion. (Boundary:
Qualitative and conceptual, but not quantitative
addition of forces are used at this level.)
PS2.B: Types of Interactions
Objects in contact exert forces on each other.
Crosscutting Concepts
Cause and Effect
Cause and effect relationships are routinely
identified.
3-PS2-1
Grade
Level
Connections to other DCIs in third grade: N/A
Content Focus
Content
Sub Idea
Performance
Expectation
Articulation of DCIs across grade­levels:
K.PS2.A ; K.PS2.B ; K.PS3.C ; 5.PS2.B ; MS.PS2.A ; MS.ESS1.B ; MS.ESS2.C
Common Core State Standards Connections:
ELA/Literacy ­
Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. (3­PS2­1)
RI.3.1
Conduct short research projects that build knowledge about a topic. (3­PS2­1)
W.3.7
Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided
W.3.8
categories. (3­PS2­1)
Mathematics ­
Reason abstractly and quantitatively. (3­PS2­1)
MP.2
Use appropriate tools strategically. (3­PS2­1)
MP.5
Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l). Add, subtract, multiply, or divide
3.MD.A.2
to solve one­step word problems involving masses or volumes that are given in the same units, e.g., by using drawings (such as a beaker with a
measurement scale) to represent the problem. (3­PS2­1)
* The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.
The 3 Dimensions of NGSS
17
Science and
Engineering
Practices
Disciplinary
Core Ideas
Crosscutting
Concepts
Dimension 1
Dimension 2
Dimension 3
NGSS - Three Dimensions
Science and
Engineering
Practices
Dimension 1
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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
8. Obtaining, evaluating, and communicating
information
NGSS - Three Dimensions
• Physical Sciences: PS1, PS2, PS3, & PS4
Disciplinary
Core Ideas
Dimension 2
• Life Sciences: LS1, LS2, LS2, & LS4
• Earth & Space Sciences: ESS1, ESS2, & ESS2
• Engineering & Technical Subjects: ETS1, ETS2, &
ETS3
19
NGSS - Three Dimensions
Crosscutting
Concepts
Dimension 3
20
1.
Patterns
2.
Cause and effect
3.
Scale, proportion and quantity
4.
Systems and system models
5.
Energy and matter
6.
Structure and function
7.
Stability and change
NGSS Performance Expectations
21
Performance
Expectations
Science and
Engineering
Practices
Disciplinary
Core Ideas
Crosscutting
Concepts
Dimension 1
Dimension 2
Dimension 3
Why New Standards?
22
The U.S. ranks 27th out of 29 developed
nations in the proportion of college students
receiving undergraduate degrees in science
and engineering.
SOURCE: NATIONAL RESEARCH COUNCIL
Why New Standards?
23
Nearly 90 percent of high school graduates
say they’re not interested in a career or a
college major involving science, technology,
engineering or math, known collectively as
STEM, according to a survey of more than a
million students who take the ACT test.
SOURCE: NEW YORK TIMES
Timeline for NGSS Implementation
Stage 1
Stage 2
Stage 3
Stage 4
2014-15
2015-16
2016-17
2017-18
24
.
2014-2015 - Initial Exposure to NGSS
2015-2016 - Deepening Understanding of NGSS
2016-2017 - Planning Instruction around NGSS
2017-2018 - Full Alignment of Instruction to NGSS
Timeline for NGSS Implementation
25
Stage 1
2014-15
Stage 1 – “Initial Exposure” - 2014-2015
• Teachers are beginning to learn and become familiar with the
conceptual shifts (innovations), the three dimensions of learning,
and the performance expectations of the NGSS.
• Teachers will continue to use the current California science
standards, but are encouraged to implement the NGSS scientific
and engineering practices and the NGSS Crosscutting Concepts.
• The CST will continue to be administered in grades 5, 8, and 10.
Timeline for NGSS Implementation
Stage 1
Stage 2
2014-15
2015-16
26
Stage 2 – “Deepening Understanding” - 2015-2016
• Teachers engage in on-going research and the building of
personal understanding of the conceptual shifts (innovations), the
three dimensions of learning, and the performance expectations
of the NGSS.
• Teachers will continue to use the current California science
standards, but are encouraged to implement the NGSS scientific
and engineering practices and the NGSS Crosscutting Concepts.
• The CST will continue to be administered in grades 5, 8, and 10.
Timeline for NGSS Implementation
Stage 1
Stage 2
Stage 3
2014-15
2015-16
2016-17
27
Stage 3 – “Planning Instruction” - 2016-2017
• Teachers begin planning lessons and units aligned to the three
dimensions and performance expectations of the NGSS, returning
to the previous stage as needed to ensure coherence with the
conceptual shifts (innovations) of the NGSS.
• Formal instructional shifts will begin to prepare for full
implementation with anticipated adoption of new science
instructional materials.
• If there is no new NGSS-aligned assessment in place, then the CST
will continue to be administered in grades 5, 8, and 10.
Timeline for NGSS Implementation
Stage 1
Stage 2
Stage 3
Stage 4
2014-15
2015-16
2016-17
2017-18
28
Stage 4 – “Full Alignment” - 2017-2018
• Teachers design and plan instruction aligned to NGSS curriculum
and assessment.
• Teachers use newly-adopted science materials.
• Students take NGSS-aligned science assessment.
Engaging in the NGSS Science and
Engineering Practices
29
I found some black boxes. Each one has
a round object inside. They are
permanently glued and taped shut, so I
can’t open them. Can you help me figure
out what the inside of the these boxes
look like?
Focus Question #1
30
What does the inside of your box look like?
• Work in teams of two
• Write down questions that you have about
your black box.
• Write a short description of what you think the
inside of the black box looks like and include
a detailed drawing with labeled parts
• Focus on shape and location
Black Boxes
31
Sharing Ideas
Locate the chart paper for your box (A-D) and
draw your team’s idea of what the inside of
your black box looks like.
Black Boxes
32
Collaboration & Consensus
Get together with another team that has the
same black box (A-D) and come to consensus
about what the inside of your black box looks
like.
Black Boxes
Consensus Drawing
Choose a representative from your combined
group of four to draw a revised plan of your black
box.
33
Black Boxes
Focus Question #2
How did working with other scientists
change your original thinking about your
black box?
34
Black Boxes
35
Debriefing the Experience
•
•
•
The term “black box” is a general term scientists
and engineers use to describe a system that works
in mysterious or unknown ways.
For most people, a TV is a black box. Electricity goes
in and a picture miraculously appears on the
screen. A telephone is another example of a black
box.
What are other examples of black boxes?
Black Boxes
Debriefing the Experience
•
Which NGSS Science and Engineering Practices
were evident?
•
How does this lesson connect to CCSS ELA and
math standards and practices?
36
Practices in Mathematics, Science, and English Language Arts*
Math
Science
ELA
M1. Make sense of problems and
persevere in solving them.
S1. Asking questions (for science) and
defining problems (for engineering).
E1. They demonstrate
independence.
M2. Reason abstractly and
quantitatively.
S2. Developing and using models.
E2. They build strong content
knowledge.
S3. Planning and carrying out
investigations.
M3. Construct viable arguments
and critique the reasoning of others. S4. Analyzing and interpreting data.
M4. Model with mathematics.
S5. Using mathematics, information and
M5. Use appropriate tools
computer technology, and computational
strategically.
thinking.
M6. Attend to precision.
M7. Look for and make use of
structure.
M8. Look for and express regularity
in repeated reasoning.
S6. Constructing explanations (for
science) and designing solutions (for
engineering).
S7. Engaging in argument from evidence.
S8. Obtaining, evaluating, and
communicating information.
E3. They respond to the varying
demands of audience, task,
purpose, and discipline.
E4. They comprehend as well as
critique.
E5. They value evidence.
E6. They use technology and
digital media strategically and
capably.
E7. They come to understanding
other perspectives and cultures.
* The Common Core English Language Arts uses the term “student capacities” rather than the term “practices”
used in Common Core Mathematics and the Next Generation Science Standards.
Connections
to the CCSS
38
NGSS Disciplinary Core Ideas by Grade Level
PS1
PS2
PS3
PS4
LS1
LS2
LS3
LS4
ESS1
ESS2
ESS3
Matter and
its
Interactions
Motion and
Stability:
Forces and
Interactions
Energy
Waves and
Their
Applications
in
Technologies
for
Information
Transfer
From
Molecules
to
Organisms:
Structures
and
Processes
Ecosystems:
Interactions,
Energy, and
Dynamics
Heredity:
Inheritance
and
Variation of
Traits
Biological
Evolution:
Unity and
Diversity
Earth’s
Place in
the
Universe
Earth’s
Systems
Earth
and
Human
Activity
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K
1
2
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3
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4
5
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NGSS Disciplinary Core Ideas by Grade Level
PS1
PS2
PS3
PS4
LS1
LS2
LS3
LS4
ESS1
ESS2
ESS3
Matter and
its
Interactions
Motion and
Stability:
Forces and
Interactions
Energy
Waves and
Their
Applications
in
Technologies
for
Information
Transfer
From
Molecules
to
Organisms:
Structures
and
Processes
Ecosystems:
Interactions,
Energy, and
Dynamics
Heredity:
Inheritance
and
Variation of
Traits
Biological
Evolution:
Unity and
Diversity
Earth’s
Place in
the
Universe
Earth’s
Systems
Earth
and
Human
Activity




K
1
2

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
3
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4
5
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NGSS Disciplinary Core Ideas by Grade Level
PS1
PS2
PS3
PS4
LS1
LS2
LS3
LS4
ESS1
ESS2
ESS3
Matter and
its
Interactions
Motion and
Stability:
Forces and
Interactions
Energy
Waves and
Their
Applications
in
Technologies
for
Information
Transfer
From
Molecules
to
Organisms:
Structures
and
Processes
Ecosystems:
Interactions,
Energy, and
Dynamics
Heredity:
Inheritance
and
Variation of
Traits
Biological
Evolution:
Unity and
Diversity
Earth’s
Place in
the
Universe
Earth’s
Systems
Earth
and
Human
Activity




K
1
2




3

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4
5
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NGSS Disciplinary Core Ideas by Grade Level
PS1
PS2
PS3
PS4
LS1
LS2
LS3
LS4
ESS1
ESS2
ESS3
Matter and
its
Interactions
Motion and
Stability:
Forces and
Interactions
Energy
Waves and
Their
Applications
in
Technologies
for
Information
Transfer
From
Molecules
to
Organisms:
Structures
and
Processes
Ecosystems:
Interactions,
Energy, and
Dynamics
Heredity:
Inheritance
and
Variation of
Traits
Biological
Evolution:
Unity and
Diversity
Earth’s
Place in
the
Universe
Earth’s
Systems
Earth
and
Human
Activity




K
1
2




3






4
5
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NGSS Disciplinary Core Ideas by Grade Level
PS1
PS2
PS3
PS4
LS1
LS2
LS3
LS4
ESS1
ESS2
ESS3
Matter and
its
Interactions
Motion and
Stability:
Forces and
Interactions
Energy
Waves and
Their
Applications
in
Technologies
for
Information
Transfer
From
Molecules
to
Organisms:
Structures
and
Processes
Ecosystems:
Interactions,
Energy, and
Dynamics
Heredity:
Inheritance
and
Variation of
Traits
Biological
Evolution:
Unity and
Diversity
Earth’s
Place in
the
Universe
Earth’s
Systems
Earth
and
Human
Activity




K
1
2




3



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4
5
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NGSS Disciplinary Core Ideas by Grade Level
PS1
PS2
PS3
PS4
LS1
LS2
LS3
LS4
ESS1
ESS2
ESS3
Matter and
its
Interactions
Motion and
Stability:
Forces and
Interactions
Energy
Waves and
Their
Applications
in
Technologies
for
Information
Transfer
From
Molecules
to
Organisms:
Structures
and
Processes
Ecosystems:
Interactions,
Energy, and
Dynamics
Heredity:
Inheritance
and
Variation of
Traits
Biological
Evolution:
Unity and
Diversity
Earth’s
Place in
the
Universe
Earth’s
Systems
Earth
and
Human
Activity




K
1
2




3

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4
5
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Performance Expectations by Grade Level
45
Life Science
Earth and
Space Science
Engineering
and Technical
Subjects
Total
4
1
5
3
13
1
4
3
2
3
12
2
4
3
4
3
14
3
4
8
3
3
18
4
7
2
5
3
17
5
6
2
5
3
16
Physical
Science
K
The NGSS Performance Expectations
As a grade-level team, discuss how the
new NGSS Performance Expectations will
impact teaching and learning at your
grade level.
46
What Can Teachers Do Right Now?
47
“…continue to teach what you are currently
teaching, but endeavor to modify how you
teach it—align instruction with the guidance
provided in the Framework regarding
implementation of the scientific and engineering
practices.”
STEPHEN PRUITT, ACHIEVE SENIOR VICE PRESIDENT AND LEAD DEVELOPER
OF THE NGSS
Summary
48
•
We are all learning this together.
•
Engineering design in science will be new for CA.
•
Feel free to do more research by reading the
Framework and the NGSS.
•
Locate and examine NGSS science lessons on the
Internet to see how the three dimensions work
together with the Performance Expectations.
•
Begin to integrate the Scientific and Engineering
Practices into your science lessons.
49
Resources for Further Research and Learning
•
The Next Generation Science Standards:
http://www.nextgenscience.org
•
A Framework for K-12 Science Education
http://www.nap.edu/openbook.php?record_id=13165
•
NGSS Videos from Paul Anderson (Bozeman
Science)http://www.youtube.com/watch?v=o9SrSBGDNfU
Thank you!
Heinrich Sartin
Elementary Science Specialist
ESC North Office
Email: heinrich.sartin@lausd.net
Phone: (818) 654-3717
50