SCIENCE CONTENT SESSION 4
While waiting to start…
1.
Check out the Next Generation
Science Standards Website
1. http://www.nextgenscience.org/
Discuss with a partner how you
think the Next Generation
Science standards could be helpful
in your classroom.
Does anyone have any of my flash
drives? Thanks!
2.
OBJECTIVES

TeacherWBAT analyze Next Generation Science
Standards for
Enduring Understandings
 Assessments
 Grade level expectations over time


TeacherWBAT begin planning for his / her fall
teaching assignment.
AGENDA
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Warmup Demos: 15 minutes
Next Generation Science Standards: 35 minutes
Fall Webquest: 15 minutes
End of Summer Demos: 20 minutes
NOTE ON NOTEBOOKS / BINDERS
I put some examples on www.gibneyscience.com
underneath Session 3
 We will have time to explore this during the
webquests

DEMO / MINI LABS KICK OFF
CO2 Fire Extinguisher
 Alka Seltzer Rockets
 Milk to Plastic
 Holy Water Bottle
 Upside down cup

CO2 FIRE EXTINGUISHER
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HOW DOES IT WORK?
Most flames require oxygen, fuel, and sufficient heat to ignite and
stay lit. These three components of fire are referred to as the fire
triangle or combustion triangle. Removal of any of the three
components will cause the flame to extinguish or "go out."
The secret to extinguishing fire is the removal of one of the three
components. In CO2 Fire Extinguisher experiment, that lies in the
bubbling mixture in the container. The baking soda (also known as
sodium bicarbonate) is a base. The vinegar, or acetic acid, is a weak
acid. When baking soda and vinegar are combined, the immediate
acid-base reaction creates carbonic acid. Carbonic acid is unstable
and decomposes into carbon dioxide (CO2) and water (H2O). The
bubbling that you see inside of the container is the production of the
CO2 gas. When you "pour out" the container, you're exposing the
flame to concentrated CO2 gas. The lack of oxygen extinguishes the
flame.
How can you possible pour a gas? The air that we breathe is
comprised largely of nitrogen gas, a very light gas. The CO2 that was
created inside of the cylinder is much heavier and, therefore, able to
be poured like a liquid, out of the container.
- See more at:
http://www.stevespanglerscience.com/lab/experiments/co2extinguisher#sthash.5yjCRWoX.dpuf
HOLY WATER BOTTLE
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Gravity is pushing downward on the water whether
the lid is on the bottle or not. Air pressure can't do
anything until it somehow gets into the bottle. When
the lid is on, air pressure can't get into the bottle to
push on the surface of the water. It does, however,
push against the outside of the bottle on all sides.
Since the outside atmospheric pressure is greater
than the force of gravity, most of the water stays in
the bottle. When the lid is uncapped though, the
outside atmospheric pressure (14.7 pounds per square
inch at sea level) and the force of gravity push down
on the water at the same time. The water shoots out
and the nosy person gets a scientific (but welldeserved) soaking. –
See more at:
http://www.stevespanglerscience.com/lab/experiments
/do-not-open-bottle#sthash.8kEU9DdL.dpuf
UPSIDE DOWN GLASS

http://sciphile.org/lessons/upside-down-water
ALKA SELTZER ROCKETS

http://www.alkaseltzer.com/as/student_experiment.ht
ml
VARIABLES
1. Will more vinegar make more casein?
 2. Will you get the same results with low-fat
milk, soy milk?
 3. Do all types of vinegar work?
 4. Will other acids, such as lemon juice and
orange juice work?


http://www.well.ox.ac.uk/_asset/file/recipeplastic.pdf
ENDURING UNDERSTANDINGS

Next Generation Science Standards
a collaborative, state-led process, to create new K–12
science standards rich in content and practice, arranged in
a coherent manner across disciplines and grades to provide
all students an internationally benchmarked science
education.
 Released in March 2013
 Used by states to review or update their state science
standards
 Great resource for:

Enduring Understandings
 Assessments
 Knowledge across grade levels

Lead State Partners
• Adopted Standards
–
–
–
–
–
–
California
Delaware
Illinois
Kansas
Kentucky
Maryland
• Adopted Standards
–
–
–
–
–
–
Rhode Island
Vermont
Oregon
Nevada
Washington
District of Columbia
(D.C.).
CAVEAT
 Slides
9 – 29 I took from various Next
Generation Science Professional
Development Sessions
NSTA
 Various State PDs
 I will not go in-depth here (rather I leave them
in as a resource for when you are diving
through the standards / performance
expectations)


I think the connection to Common Core – Math and
English can be of assistance when doing crosscurricular planning!
A Framework for K-12 Science Education
View free PDF form The
National Academies Press
at www.nap.edu
I think it’s worth
downloading and reading –
especially for the grade
level scope and the
crosscutting concepts and
science practices
Principles of the Framework
The vision represented in the Framework is
new in that students must be engaged at the
nexus of the three dimensions:
1. Science and Engineering Practices (8)
2. Crosscutting Concepts (7)
3. Disciplinary Core Ideas (44)
Scientific and Engineering Practices
1. Asking questions (for science)
and defining problems (for engineering)
2. Developing and using models
3. Planning and carrying out investigations
4. Analyzing and interpreting data
5. Using mathematics and computational thinking
6. Constructing explanations (for science)
and designing solutions (for engineering)
7. Engaging in argument from evidence
8. Obtaining, evaluating, and communicating information
Crosscutting Concepts
1. Patterns
2. Cause and effect: Mechanism and explanation
3. Scale, proportion, and quantity
4. Systems and system models
5. Energy and matter: Flows, cycles, and conservation
6. Structure and function
7. Stability and change
Principles of the Framework
Science and Engineering Practices and
Crosscutting Concepts should not be taught in
a vacuum; they should always be integrated
with multiple core concepts throughout the year.
Disciplinary Core Ideas
Life Science
Physical Science
LS1:
PS1: Matter and Its Interactions
LS2:
From Molecules to Organisms: Structures
and Processes
Ecosystems: Interactions, Energy, and
Dynamics
LS3:
Heredity: Inheritance and Variation of
Traits
LS4:
Biological Evolution: Unity and Diversity
PS2: Motion and Stability: Forces and
Interactions
PS3: Energy
PS4: Waves and Their Applications in
Technologies for Information Transfer
Earth & Space Science
Engineering & Technology
ESS1: Earth’s Place in the Universe
ETS1: Engineering Design
ESS2: Earth’s Systems
ETS2: Links Among Engineering, Technology,
Science, and Society
ESS3: Earth and Human Activity
23
44 Disciplinary Core Ideas
Life Science
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
Earth & Space Science
Physical Science
Engineering & Technology
ESS1: Earth’s Place in the Universe
PS1: Matter and Its Interactions
ETS1: Engineering Design
ESS1.A: The Universe and Its Stars
ESS1.B: Earth and the Solar System
ESS1.C: The History of Planet Earth
PS1.A: Structure and Properties of
Matter
PS1.B: Chemical Reactions
PS1.C: Nuclear Processes
ETS1.A: Defining and Delimiting an
Engineering Problem
ETS1.B: Developing Possible Solutions
ETS1.C: Optimizing the Design Solution
ESS2.A: Earth Materials and Systems
ESS2.B: Plate Tectonics and LargeScale System Interactions
ESS2.C: The Roles of Water in Earth’s
Surface Processes
ESS2.D: Weather and Climate
ESS2.E: Biogeology
PS2: Motion and Stability: Forces
and Interactions
ETS2: Links Among Engineering,
Technology, Science, and
Society
ESS3: Earth and Human Activity
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
ESS2: Earth’s Systems
ESS3.A: Natural Resources
ESS3.B: Natural Hazards
ESS3.C: Human Impacts on Earth
Systems
ESS3.D: Global Climate Change
PS2.A: Forces and Motion
PS2.B: Types of Interactions
PS2.C: Stability and Instability in
Physical Systems
PS3: Energy
PS4: Waves and Their Applications in
Technologies for Information
Transfer
PS4.A: Wave Properties
PS4.B: Electromagnetic Radiation
PS4.C: Information Technologies
and Instrumentation
ETS2.A: Interdependence of Science,
Engineering, and Technology
ETS2.B: Influence of Engineering,
Technology, and Science on
Society and the Natural World
Note: In NGSS, the core ideas
for Engineering, Technology,
and the Application of Science
are integrated with the Life
Science, Earth & Space Science,
and Physical Science core ideas
Conceptual Shifts in NGSS
1. K-12 Science Education Should Reflect the Interconnected Nature of
Science as it is Practiced and Experienced in the Real World.
2. The Next Generation Science Standards 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 Content.
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 (Mathematics and
English Language Arts) are Aligned.
Inside the
NGSS Box
Based on the
January 2013
Draft of NGSS
Inside the
NGSS Box
What is Assessed
A collection of several
performance expectations
describing what students
should be able to do to master
this standard
Foundation Box
The practices, core disciplinary
ideas, and crosscutting
concepts from the Framework
for K-12 Science Education
that were used to form the
performance expectations
Connection Box
Other standards in the Next
Generation Science Standards
or in the Common Core State
Standards that are related
to this standard
Title and Code
The titles of standard pages are not necessarily unique and may be
reused at several different grade levels . The code, however, is a
unique identifier for each set based on the grade level, content
area, and topic it addresses.
Inside the
NGSS Box
Performance Expectations
A statement that combines practices, core ideas,
and crosscutting concepts together to describe
how students can show what they have learned.
Clarification Statement
What is Assessed
A collection of several
performance expectations
describing what students
should be able to do to master
this standard
A statement that supplies examples or additional
clarification to the performance expectation.
Assessment Boundary
A statement that provides guidance about the
scope of the performance expectation at a
particular grade level.
Engineering Connection (*)
An asterisk indicates an engineering connection
in the practice, core idea or crosscutting concept
that supports the performance expectation.
Based on the
January 2013
Draft of NGSS
Inside the
NGSS Box
Scientific & Engineering Practices
Foundation Box
The practices, core disciplinary
ideas, and crosscutting
concepts from the Framework
for K-12 Science Education
that were used to form the
performance expectations
Activities that scientists and engineers engage in
to either understand the world or solve a
problem
Disciplinary Core Ideas
Concepts in science and engineering that have
broad importance within and across disciplines
as well as relevance in people’s lives.
Crosscutting Concepts
Ideas, such as Patterns and Cause and Effect,
which are not specific to any one discipline but
cut across them all.
Connections to Engineering, Technology
and Applications of Science
These connections are drawn from the disciplinary
core ideas for engineering, technology, and
applications of science in the Framework.
Connections to Nature of Science
Connections are listed in either the practices or
the crosscutting connections section of the
foundation box.
Based on the
January 2013
Draft of NGSS
Inside the
NGSS Box
Scientific & Engineering Practices
Foundation Box
The practices, core disciplinary
ideas, and crosscutting
concepts from the Framework
for K-12 Science Education
that were used to form the
performance expectations
Based on the
January 2013
Draft of NGSS
Activities that scientists and engineers engage in
to either understand the world or solve a
problem
Disciplinary Core Ideas
Concepts in science and engineering that have
broad importance within and across disciplines
as well as relevance in people’s lives.
Crosscutting Concepts
Ideas, such as Patterns and Cause and Effect,
which are not specific to any one discipline but
cut across them all.
Inside the
NGSS Box
Foundation Box
The practices, core disciplinary
ideas, and crosscutting
concepts from the Framework
for K-12 Science Education
that were used to form the
performance expectations
Connections to Engineering, Technology
and Applications of Science
These connections are drawn from the disciplinary
core ideas for engineering, technology, and
applications of science in the Framework.
Connections to Nature of Science
Connections are listed in either the practices or
the crosscutting connections section of the
foundation box.
Based on the
January 2013
Draft of NGSS
Inside the
NGSS Box
Codes for Performance Expectations
Based on the
January 2013
Draft of NGSS
Codes designate the relevant performance expectation for an item in the
foundation box and connection box. In the connections to common core, italics
indicate a potential connection rather than a required prerequisite connection.
Inside the
NGSS Box
Title and Code
Performance Expectations
The titles of standard pages are not necessarily unique and may be
reused at several different grade levels . The code, however, is a
unique identifier for each set based on the grade level, content
area, and topic it addresses.
A statement that combines practices, core ideas,
and crosscutting concepts together to describe
how students can show what they have learned.
Clarification Statement
A statement that supplies examples or additional
clarification to the performance expectation.
What is Assessed
Assessment Boundary
A collection of several
performance expectations
describing what students
should be able to do to master
this standard
A statement that provides guidance about the
scope of the performance expectation at a
particular grade level.
Engineering Connection (*)
An asterisk indicates an engineering connection
in the practice, core idea or crosscutting concept
that supports the performance expectation.
Scientific & Engineering Practices
Activities that scientists and engineers engage in
to either understand the world or solve a
problem
Foundation Box
The practices, core disciplinary
ideas, and crosscutting
concepts from the Framework
for K-12 Science Education
that were used to form the
performance expectations
Disciplinary Core Ideas
Concepts in science and engineering that have
broad importance within and across disciplines
as well as relevance in people’s lives.
Crosscutting Concepts
Ideas, such as Patterns and Cause and Effect,
which are not specific to any one discipline but
cut across them all.
Connections to Engineering, Technology
and Applications of Science
Connection Box
These connections are drawn from the disciplinary
core ideas for engineering, technology, and
applications of science in the Framework.
Other standards in the Next
Generation Science Standards
or in the Common Core State
Standards that are related
to this standard
Connections to Nature of Science
Connections are listed in either the practices or
the crosscutting connections section of the
foundation box.
Codes for Performance Expectations
Based on the
January 2013
Draft of NGSS
Codes designate the relevant performance expectation for an item in the
foundation box and connection box. In the connections to common core, italics
indicate a potential connection rather than a required prerequisite connection.
Closer Look at a NGSS (Grade 2)
2.PS1 Matter and Its Interactions
Students who demonstrate understanding can:
2-PS1-1. Plan and conduct an investigation to describe and classify different kinds of materials
by their observable properties. [Clarification Statement: Observations could include color, texture,
hardness, and flexibility. Patterns could include the similar properties that different materials share.]
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
Planning and Carrying Out Investigations
PS1.A: Structure and Properties of Matter Patterns
Planning and carrying out investigations to
• Different kinds of matter exist and
• Patterns in the natural and human
answer questions or test solutions to
many of them can be either solid or
designed world can be observed.
problems in K–2 builds on prior experiences
liquid, depending on temperature.
(2-PS1-1)
and progresses to simple investigations,
Matter can be described and classified
based on fair tests, which provide data to
by its observable properties. (2-PS1-1)
support explanations or design solutions.
• Plan and conduct an investigation
collaboratively to produce data to serve
as the basis for evidence to answer a
question. (2-PS1-1)
Note: Performance expectations
Connections to other DCIs in this grade-level: will be available on or before April 26,
2013. practices, core ideas, and
combine
Articulation of DCIs across grade-levels: will be available on or before April 26, 2013
crosscutting
concepts into a single
Common Core State Standards Connections: will be available on or before April 26,
2013.
ELA/Literacy –
statement of what is to be assessed.
Mathematics –
They are not instructional strategies
or objectives for a lesson.
34
An Analogy between NGSS and a Cake
Baking a Cake
(Performance Expectation)
Baking Tools & Techniques
(Practices)
Cake
(Core Ideas)
Frosting
(Crosscutting Concepts)
An Analogy between NGSS and Cooking
Preparing a Meal
(Performance Expectation)
Kitchen Tools & Techniques
(Practices)
Basic Ingredients
(Core Ideas)
Herbs, Spices, & Seasonings
(Crosscutting Concepts)
Practices in Math, Science, and ELA*
Practices in Mathematics, Science, and English Language Arts*
Math
Science
English Language Arts
M1. Make sense of problems
and persevere in solving
them.
S1. Asking questions (for science) and
E1. They demonstrate
defining problems (for engineering).
independence.
M2. Reason abstractly and
quantitatively.
S3. Planning and carrying out
investigations.
S2. Developing and using models.
E2. They build strong content
knowledge.
E3. They respond to the varying
demands of audience, task,
purpose, and discipline.
M3. Construct viable arguments S4. Analyzing and interpreting data.
and critique the reasoning
S5. Using mathematics, information and
of others.
E4. They comprehend as well as
computer technology, and
M4. Model with mathematics.
critique.
computational thinking.
M5. Use appropriate tools
E5. They value evidence.
S6. Constructing explanations (for
strategically.
science) and designing solutions (for E6. They use technology and
M6. Attend to precision.
engineering).
digital media strategically
and capably.
M7. Look for and make use of
S7. Engaging in argument from
structure.
evidence.
M8. Look for and express
regularity in repeated
reasoning.
S8. Obtaining, evaluating, and
communicating information.
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.
Math
M1: Make sense of problems
and persevere in solving them
M2: Reason abstractly &
quantitatively
M6: Attend to precision
M7: Look for & make
use of structure
M8: Look for &
make use of
E6: Use
regularity
technology
in repeated
& digital media
reasoning
strategically &
Science
M4. Models
with mathematics
S2: Develop & use models
S5: Use mathematics &
computational thinking
S1: Ask questions and define
problems
S3: Plan & carry out investigations
S4: Analyze & interpret data
S6: Construct explanations &
E2: Build a strong base of knowledge
design solutions
through content rich texts
E5: Read, write, and speak
grounded in evidence
S8: Obtain,
M3 & E4: Construct viable
evaluate, &
arguments and critique
communicate
reasoning of others
information
S7: Engage in
capably
E3: Obtain, synthesize,
argument from
M5: Use appropriate
and report findings clearly
evidence
tools strategically
and effectively in response
to task and purpose
Commonalities
Among the Practices
in Science, Mathematics
and English Language Arts
E1: Demonstrate independence in reading complex
texts, and writing and speaking about them
E7: Come to understand other perspectives
and cultures through reading, listening,
and collaborations
ELA
Based on work
by Tina Chuek
ell.stanford.edu
Back to our session – Please connect to the
Internet and get ready to dive into the Next
Generation Science Standards
Click here
Then
Click here
Spend 5 minutes checking out your
subject area
ACTIVITY: 10 MINUTES




In your Plastic Baggies you have the following:
8 Science and Engineering Practices
7 Crosscutting Concepts
Pick an Objective that you will teach soon or that you
just taught

Brainstorm how that Objective can be taught in
conjunction with the 8 Science and Engineering
Practices
Extension: talk about how that Objective can fit into the 7
crosscutting concepts
 Use the website for help if you like or perform the activity
as a discussion.


EXAMPLE: My objective from Pennsylvania:


Compare the basic transformation of energy during
photosynthesis and cellular respiration.
Science and Engineering Practices

Asking Questions


Using Models


Describe what would happen in the absence of photosynthesis /
cellular respiration
Arguing from Evidence


Calculate density of stomata, rate of respiration of yeast
Constructing Explanations / Designing Solutions


graph and interpret leaf disc lab, yeast lab
Using Mathematics


Leaf disc lab, yeast lab
Analyzing Data


paperclip models
Conducting Investigations


KWL Chart
Perform research on how photosynthesis and cellular
respiration involve energy transformation
Communicating Information

1 page poster explaining cyclical relations
FOCUSING YOUR DIVE
 Go
to the Next Generation Science Standards
on Website

Search your “grade” (MS or HS) and a DCI
related to your content:
How do the assessment suggestions
from Next Gen. Science Standards
differ from those found on standardized
tests?
 How could you implement these
suggestions in your classes?
 Take 5 minutes to peruse

EXTRA SLIDE – DIFFERENCE BETWEEN
STANDARDS AND EXPECTATIONS
FALL PLANNING

First: My Website Contents


www.gibneyscience.com
2nd: USB Drive contents to check out
Time Selector Tools
 Physical Science Teachers Edition
 One Stop CD Roms

FALL PLANNING

Please peruse the Fall Planning Webquest on
www.gibneyscience.com
*Word Document Backup in case internet is down
 On front page is a form for you to send me your email
address. I’ll send you one email with my information (on
Thursday). Feel free to contact me anytime.


Sections:

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




1. Free Items
2. Professional Organizations
3. First Week Items
4. Math and Literacy Strategies
5. Flipping your classroom
6. Science Companies
7. Assessments
THANK YOU
OUTSIDE EXPERIMENTS
Egg in a Bottle
 Rocket Tea Bag
 Elephant toothpaste
 Solar Bags

TEA ROCKET






HOW DOES IT WORK?
There are three principles acting on the cylinder you've made from the bag of
tea that make this experiment work.
The first principle involves the density of the air within the cylinder as it
compares to the air on the outside of the cylinder. As the flame burns down the
bag of tea, it heats the air that is contained within the cylinder. The heat
excites individual air molecules and causes them to move more quickly and
spread out within the cylinder. The excited air molecules inside the cylinder
are farther apart than those on the outside of the cylinder, making the air
inside the cylinder less dense than the air outside the cylinder. This warmer,
less dense air rises above the cooler, more dense air.
This experiment also demonstrates the principle of convection currents. As we
just explained, the burning bag of tea creates hot, less dense air. This creates a
thermal, or convection, current. The space created by the less dense air inside
the cylinder allows the dense air outside to push upwards from the bottom.
That movement or current of air is referred to as a convection current.
But that isn't enough to create the rocket that you saw at the end of the
experiment. As the bag of tea burns, it turns into both ash and smoke. The
smoke lifts away and dissipates into the air, leaving just a delicate ash frame.
Since the ash is so lightweight, the force of the rising hot air is strong enough
to lift the ash into the air.
- See more at: http://www.stevespanglerscience.com/lab/experiments/tea-bagrocket#sthash.KnyZtfyc.dpuf