Necessary District Instructional Shifts
• K-5 science inclusion
• 6th grade science core subject
• MS pathway
• HS pathways/alignment
• School Resources
Fresno Unified NGSS Timeline
• 2014/2015: Awareness Phase (communication plan)
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•
•
•
•
•
Attended State NGSS Roll-out Symposiums
MS iPL training on SEP and Scope and Sequence
HS 9th grade iPL& Secondary Cycle 1 training on SEP
Design Scope and Sequences for 6th-8th
Create 6th grade science units for end of year and PL
May 2015: 5th, 8th, 10th taking Science CST
• 2015/2016: Transition Phase (communication plan)
• Begin using NGSS standards in 6th, 7th , 8th
• Building foundational resources, implementation needs assessments, PD
opportunities
• Scope and SequencesK-5 and HS once State framework is approved
• 2016/2017: Implementation Phase (communication plan)
• Fully aligned curriculum, instruction and assessments
Transition to Next Generation
Science Standards
Add the “tag line” that we decided on in San Diego
Current Science Instruction (1998 Standards)
Kinder
Life Sciences
Different types of plants and animals inhabit the earth. As a basis for
understanding this concept:
• a. Students know how to observe and describe similarities and
differences in the appearance and behavior of plants and animals
(e.g., seed-bearing plants, birds, fish, insects).
• b. Students know stories sometimes give plants and animals
attributes they do not really have.
• c. Students know how to identify major structures of common plants
and animals (e.g., stems, leaves, roots, arms, wings, legs).
NGSS
Kinder
K-LS1 From Molecules to Organisms: Structures and Processes
Students who demonstrate understanding can:
K-LS1-1.
Use observations to describe patterns of what plants and animals (including humans) need to survive.
[Clarification Statement: Examples of patterns could include that animals need to take in food but plants do not; the
different kinds of food needed by different types of animals; the requirement of plants to have light; and, that all living
things need water.]
The performance expectations above were developed using the following elements from the NRC document A Framework for K-12
Science Education:
Science and Engineering Practices
Analyzing and Interpreting Data
Analyzing data in K–2 builds on prior
experiences and progresses to collecting,
recording, and sharing observations.
 Use observations (firsthand or from
media) to describe patterns in the
natural world in order to answer
scientific questions. (K-LS1-1)
Disciplinary Core Ideas
LS1.C: Organization for Matter and
Energy Flow in Organisms
 All animals need food in order to live
and grow. They obtain their food from
plants or from other animals. Plants
need water and light to live and grow.
(K-LS1-1)
Crosscutting Concepts
Patterns
 Patterns in the natural and human
designed world can be observed and
used as evidence. (K-LS1-1)
----------------------------------------------Connections to Nature of Science
Scientific Knowledge is Based on
Empirical Evidence
 Scientists look for patterns and order
when making observations about the
world. (K-LS1-1)
Connections to other DCIs in kindergarten: N/A
Articulation of DCIs across grade-bands: 1.LS1.A (K-LS1-1); 2.LS2.A (K-LS1-1); 3.LS2.C (K-LS1-1); 3.LS4.B (K-LS1-1); 5.LS1.C (KLS1-1); 5.LS2.A (K-LS1-1)
Common Core State Standards Connections:
ELA/Literacy –
W.K.7
Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express
opinions about them). (K-LS1-1)
Mathematics –
K.MD.A.2 Directly compare two objects with a measurable attribute in common, to see which object has “more of”/”less of” the
attribute, and describe the difference. (K-LS1-1)
Current Science Instruction (1998 Standards)
5th
Life Sciences
Plants and animals have structures for respiration, digestion, waste disposal, and transport of
materials. As a basis for understanding this concept: a. Students know many multicellular
organisms have specialized structures to support the transport of materials.
• b. Students know how blood circulates through the heart chambers, lungs, and body and how
carbon dioxide (CO2) and oxygen (O2) are exchanged in the lungs and tissues.
• c. Students know the sequential steps of digestion and the roles of teeth and the mouth,
esophagus, stomach, small intestine, large intestine, and colon in the function of the digestive
system.
• d. Students know the role of the kidney in removing cellular waste from blood and converting it
into urine, which is stored in the bladder.
• e. Students know how sugar, water, and minerals are transported in a vascular plant.
• f. Students know plants use carbon dioxide (CO2) and energy from sunlight to build molecules of
sugar and release oxygen.
• g. Students know plant and animal cells break down sugar to obtain energy, a process resulting in
carbon dioxide (CO ) and water (respiration)
NGSS
5th
5-LS1 From Molecules to Organisms: Structures and Processes
Students who demonstrate understanding can:
5-LS1-1.
Support an argument that plants get the materials they need for growth chiefly from air and water. [Clarification
Statement: Emphasis is on the idea that plant matter comes mostly from air and water, not from the soil.]
The performance expectations above were developed using the following elements from the NRC document A Framework for K-12
Science Education:
Science and Engineering Practices
Disciplinary Core Ideas
Crosscutting Concepts
Engaging in Argument from Evidence
LS1.C: Organization for Matter and
Energy and Matter
Engaging in argument from evidence in 3–5
Energy Flow in Organisms
 Matter is transported into, out of, and
builds on K–2 experiences and progresses to
 Plants acquire their material for
within systems. (5-LS1-1)
critiquing the scientific explanations or solutions
growth chiefly from air and water. (5proposed by peers by citing relevant evidence
LS1-1)
about the natural and designed world(s).
 Support an argument with evidence, data, or
a model. (5-LS1-1)
Connections to other DCIs in fifth grade: 5.PS1.A (5-LS1-1)
Articulation of DCIs across grade-bands: K.LS1.C (5-LS1-1); 2.LS2.A (5-LS1-1); MS.LS1.C (5-LS1-1)
Common Core State Standards Connections:
ELA/Literacy –
RI.5.1
Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
(5-LS1-1)
RI.5.9
Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.
(5-LS1-1)
W.5.1
Write opinion pieces on topics or texts, supporting a point of view with reasons and information. (5-LS1-1)
Mathematics –
MP.2
Reason abstractly and quantitatively. (5-LS2-1)
MP.4
Model with mathematics. (5-LS2-1)
MP.5
Use appropriate tools strategically. (5-LS2-1)
5.MD.A.1
Convert among different-sized standard measurement units within a given measurement system (e.g., convert 5 cm to
0.05 m), and use these conversions in solving multi-step, real world problems. (5-LS1-1)
Current Science Instruction (1998 Standards)
HS
Cell Biology
The fundamental life processes of plants and animals depend on a variety of chemical reactions that occur
in specialized areas of the organism’s cells. As a basis for understanding this concept:
a. Students know cells are enclosed within semipermeable membranes that regulate their interaction with
their surroundings.
b. Students know enzymes are proteins that catalyze biochemical reactions without altering the reaction
equilibrium and the activities of enzymes depend on the temperature, ionic conditions, and the pH of the
surroundings.
c. Students know how prokaryotic cells, eukaryotic cells (including those from plants and animals), and
viruses differ in complexity and general structure.
d. Students know the central dogma of molecular biology outlines the flow of information from
transcription of ribonucleic acid (RNA) in the nucleus to translation of proteins on ribosomes in the
cytoplasm.
e. Students know the role of the endoplasmic reticulum and Golgi apparatus in the secretion of proteins. f.
Students know usable energy is captured from sunlight by chloroplasts and is stored through the
synthesis of sugar from carbon dioxide.
g. Students know the role of the mitochondria in making stored chemical-bond energy available to cells by
completing the breakdown of glucose to carbon dioxide.
h. Students know most macromolecules (polysaccharides, nucleic acids, proteins, lipids) in cells and
organisms are synthesized from a small collection of simple precursors.
i.* Students know how chemiosmotic gradients in the mitochondria and chloroplast store energy for ATP
production. j* Students know how eukaryotic cells are given shape and internal organization by a
cytoskeleton or cell wall or both.
NGSS
HS
HS-LS1 From Molecules to Organisms: Structures and Processes
Students who demonstrate understanding can:
HS-LS1-1. Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins
which carry out the essential functions of life through systems of specialized cells. [Assessment Boundary:
Assessment does not include identification of specific cell or tissue types, whole body systems, specific protein
structures and functions, or the biochemistry of protein synthesis.]
HS-LS1-2. Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific
functions within multicellular organisms. [Clarification Statement: Emphasis is on functions at the organism system
level such as nutrient uptake, water delivery, and organism movement in response to neural stimuli. An example of an
interacting system could be an artery depending on the proper function of elastic tissue and smooth muscle to regulate
and deliver the proper amount of blood within the circulatory system.] [Assessment Boundary: Assessment does not
include interactions and functions at the molecular or chemical reaction level.]
HS-LS1-3. Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis.
[Clarification Statement: Examples of investigations could include heart rate response to exercise, stomate response to
moisture and temperature, and root development in response to water levels.] [Assessment Boundary: Assessment
does not include the cellular processes involved in the feedback mechanism.]
HS-LS1-4. Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining
complex organisms. [Assessment Boundary: Assessment does not include specific gene control mechanisms or rote
memorization of the steps of mitosis.]
HS-LS1-5. Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. [Clarification
Statement: Emphasis is on illustrating inputs and outputs of matter and the transfer and transformation of energy in
photosynthesis by plants and other photosynthesizing organisms. Examples of models could include diagrams,
chemical equations, and conceptual models.] [Assessment Boundary: Assessment does not include specific
biochemical steps.]
HS-LS1-6. Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar
molecules may combine with other elements to form amino acids and/or other large carbon-based molecules.
[Clarification Statement: Emphasis is on using evidence from models and simulations to support explanations.]
[Assessment Boundary: Assessment does not include the details of the specific chemical reactions or identification of
macromolecules.]
HS-LS1-7. Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules
and oxygen molecules are broken and the bonds in new compounds are formed resulting in a net transfer of
energy. [Clarification Statement: Emphasis is on the conceptual understanding of the inputs and outputs of the
process of cellular respiration.] [Assessment Boundary: Assessment should not include identification of the steps or
specific processes involved in cellular respiration.]
The performance expectations above were developed using the following elements from the NRC document A Framework for K-12
Science Education:
Science and Engineering Practices
Disciplinary Core Ideas
Crosscutting Concepts
NGSS Conceptual Shifts
1. K-12 Science Education Should Reflect the Interconnected Nature of
Science as it is Practiced and Experienced in the Real World.
2. The NGSS are student performance expectations – NOT Curriculum.
3. The Science Concepts in the NGSS Build Coherently from K-12.
4. The NGSS Focus on Deeper Understanding of Content as well as
application of Contents.
5. Science and Engineering are Integrated in the NGSS, from K-12.
6. The NGSS are designed to prepare students for college, career, and
citizenship.
7. The NGSS and Common Core State Standards (ELA and Math) are
Aligned.
Instructional Shifts
• ALL standards, ALL students
• 3 dimensions: Science and Engineering Practices, Cross-Cutting
Concepts, Disciplinary Core Idea
• Linking of CCSS, math, literacy
• 3 grade bands
• K-5
• MS (6-8)
• HS
Science and Engineering Practices
• Practices represent what students are expected to do, and are not
teaching methods or curriculum.
• Practices are not separate; they intentionally overlap and
interconnect.
• Performance expectations focus on some but not all capabilities
associated with a practice.
• Engagement in practices is language intensive and require students to
participate in classroom science discourse.
• Practices build developmentally from Kinder - High School.
Science and Engineering Practices
1.
2.
3.
4.
5.
6.
Asking questions (science) and defining problems (engineering)
Developing and using models
Planning and carrying out investigations
Analyzing and interpreting data
Using mathematics and computational thinking
Constructing explanations (science) and designing solutions
(engineering)
7. Engaging in argument from evidence
8. Obtaining, evaluating, and communicating information
Crosscutting Concepts
•
•
•
•
•
•
•
Help students better understand core ideas in science and engineering
Help students better understand science and engineering practices
Repetition in different contexts will be necessary to build familiarity
Grow in complexity and sophistication across the grades
Provide a common vocabulary for science and engineering
Should not be assessed separately from practices or core ideas
Performance expectations focus on some buy not all capabilities associated
with a crosscutting concept
• Are for all students
• Inclusion of Nature of Science and Engineering Concepts
Cross-Cutting Concepts
1.
2.
3.
4.
5.
6.
7.
Patterns
Cause and effect
Scale, proportion, and quantity
Systems and system models
Energy and matter
Structure and function
Stability and change
Disciplinary Core Ideas
• Four domains
•
•
•
•
Physical sciences (chemistry and physics)
Life science
Earth science and space science
Engineering, technology and applications of science
• Each domain is broken into 3 or 4 component ideas
Performance Expectation
• What students must be able to do
• They are student outcomes, explicitly NOT curriculum
Development Timeline
K-5
• Organized by grade level
• Progressions increase in sophistication
• Defines what students are able to do at the end of each grade
• Foundational knowledge for each Crosscutting Concept, Science &
Engineering Principle, and Disciplinary Core Idea
• CCSS and Math linked/aligned
th
6
Grade
• 6th grade is starting line for MS pathway
• Need to make instructional shifts:
• part of MS curriculum
• Science as a core subject
Middle School Pathway
• Preferred Pathway or Optional Pathway
• Organized by grade band 6-8
• All MS standards must be completed by the end of the grade band, regardless
of model
• Preferred Pathway- integrated
• 6th -8th- all domains & engineering design
• Optional Pathway- curriculum discreet
•
•
•
•
6th- Earth
7th- Life
8th- Physical
6th -8th- engineering design
MS Pathway Implications
• Preferred Model- only officially adopted pathway
• Integrated model: 6th grade- 19 PE, 30 DCI; 7th grade- 22 PE, 37 DCI;
8th grade- 26 PE, 38 DCI
• Optional model: 6th grade- 19 PE, 52 DCI; 7th grade- 24 PE, 52 DCI; 8th
grade- 23 PE, 43 DCI
• Preferred Model more directly aligns with CCSS
• Preferred Model implementation supported by the state
HS Pathway
• All standards must be completed by 12th grade
• At district discretion to choose pathways to meet educational needs
• Need thoughtful organization of standards into courses for postsecondary success, including A-G and NCAA compliance
State NGSS Timeline
• 2014/2015: Awareness Phase
• State NGSS Roll-out Symposiums
• May 2015: 5th, 8th, 10th taking Science CST
• 2015/2016: Transition Phase
• Begin using NGSS standards
• Building foundational resources, implementation needs assessments, PD
opportunities
• Transitional sequencing to prevent gaps
• January 2016: deadline SBE to approve State Science Curriculum Framework
• April/May 2016: possible new science assessments to meet ESEA
requirements
• 2016/2017: Implementation Phase
• Fully aligned curriculum, instruction and assessments
District Science Buckets
• Safety
•
•
•
•
Teacher, student and sites district wide
Materials ordering and storage
OSHA compliance
Testing, contracts and documentation retention
• Curriculum
• Pathway designation- MS & HS
• Course design and alignment- MS & HS
• NCAA and A-G compliance- HS
• Teacher Development
•
•
•
•
K-5
6th
7-8
9-12
District Key Points
• Internal transition timeline
• MS pathway decision
• Scope and sequence- transitional to eliminate gaps
• Scope and sequence- full implementation
• HS pathway decision
• Scope and sequence- transitional to eliminate gaps
• Scope and sequence- full implementation
• PD for science teachers
• NGSS, SEP, CCC, DCI
• Specialty work for 6th grade
• PD for K-5
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•
•
•
• Aligning scope and sequence
• Science content knowledge
Safety
A-G and NCAA compliance
Assessment dates
Full implementation