Science for the Middle Grades NGSS Setting a New Course 2 A Few - - PowerPoint PPT Presentation

Science for the Middle Grades

NGSS

Setting a New Course

2

A Few Conceptual Shifts in CA NGSS

California K-12 Science Education:

• reflects the interconnected nature of

science as it is practiced and experienced in the real world.

• builds coherently from K-12.
• focuses on deeper understanding of

content as well as the application of content.

How California developed the Middle Grade Learning Progressions.

How We Got Here!

State Board of Education November 2013 Decision

The SBE unanimously adopted:

 The integrated learning progression

model as the preferred model of instruction for grades 6-8. AND

 Authorized an alternative model that

is discipline specific for grades 6-8.

California Science Expert Panel

 27 Science Education Experts

 K-12 Teachers, COE Science Leaders, IHE

Faculty, Business, Industry, and Informal Science Centers

 Noted Scientist Advisors  Dr. Bruce Alberts  Dr. Helen Quinn  Dr. Art Sussman

 California State Board of Education Liaisons

 Trish Williams  Ilene Straus

“ When we try to pick out something by itself, we find that is hitched to everything else in the Universe.”

• John Muir

Photosynthesis

• r

Geologic Time

 Select one of these topics.  Work with your table group to brainstorm

the concepts a student needs to know to fully understand the bigger idea.

 Display your groups ideas in a concept

map and be prepared to share.

Criteria for Selecting Integrated Middle Grade PEs

 Include PEs from Life, Earth and Space, and

Physical each year

 Be arranged to provide a transition from elementary

to high school

 Align with the cognitive demands of CCSS ELA and

Math

 Build within and across grade levels  Be balanced in complexity and quantity at each

grade

 Integrate engineering appropriately

Articulation Example Life Science grades 4th – 8th

Life Science

 8th Natural Selection  7th Ecosystems  6th Cells/Organisms  5th Food Chains/Webs  4th Internal and External

Structures/Functions

An Example of Eighth Grade Topics

Example Integration 8th Grade

Natural selection Earth History and Space Science Energy Engineering and human impact stability

CA’s Preferred Integrated Progression

 6th Grade - 19 PEs; 30 DCIs  7th Grade - 22 PEs; 37 DCIs  8th Grade - 26 PEs; 38 DCIs

Including life, Earth, and physical science and Engineering, Technology and Application of Science at each grade

Alternative Discipline Specific Learning Progression

 Developed by the SEP as an alternative to the

preferred integrated model

 Is based on the adopted NGSS Appendix K  Aligns with Common Core State Standards  Contains the PEs from each of the disciplines (Earth

and Space, Life and Physical Sciences)

 Contains concepts from other disciplines at each grade

level for complete student understanding

CA’s Alternative Discipline Learning Progressions

 6th Grade (Earth and Space Science)

19 PEs; 52 DCIs

 7th Grade (Life Science)

24 PEs; 52 DCIs

 8th Grade (Physical Science)

23 PEs; 43 DCIs Including Engineering, Technology and Application of Science at each grade

Because

The integrated progression is the preferred pathway from the State Board

• f Education for middle grade science

instruction, we will take a deep dive into the thinking and implementation of the progression.

Reminder!!

 Performance Expectations (PEs) are what

each student should know and be able to do at the end of the instructional

• sequence. They do NOT define the

Instructional sequence (Curriculum) or the instructional strategies that the teacher utilizes to achieve the outcome.

 How you “bundle” PEs for instruction is up

to you or your district.

How Does One Bundle?

Phenomena

Deep Dive !

Using the 7th grade PEs:

 Review the PEs for the core ideas for

each discipline.

 Consider what would be the best way

to bundle the PEs for full deep student understanding.

 Consider developing a cohesive

• storyline. Add in concepts and ideas

that the PEs might be missing.

Deep Dive Continued !

 Consider how your local context might

impact the way the PEs are bundled.

 Chart your ideas into a concept map.  Be prepared to share your ideas.

CDE Rationale Grade 7

Read the Rationale Document (pages 16-17) from CDE for grade 7.

• How does the thinking in that document

resonate with your thinking as you bundled the PEs?

• What is similar? What is different?
• How does thinking about instruction and

assessment help you determine which bundles are most productive?

Creative Implementation

 Teach life, Earth/space and physical sciences in 6th,

7th and 8th grade as individual units during the year.

 Teachers collaborate to share expertise with

colleagues as they teach all three disciplines within the year.

 Combine expertise at grade level—students rotate

from teachers who stay in their disciplines-(Team Teach)

 Ease in implementation over the next several years

Where Can We Start?

Don’t Know? Not Ready?

• Consider what you are currently teaching—

how can you increase the opportunity for students to learn through the SEPs? How might you incorporate engineering? Ready to Tackle the Issues

• Build awareness with your colleagues; make

informed decisions

• Provide a structure to move from the current

status to a NGSS aligned integrated structure

One idea for a SLOW transition from ‘98 standards to NGSS

Developed by Palm Spring USD

One Idea for a FASTER transition from ‘98 Standards to NGSS

Developed by Palm Springs USD

One Idea for FASTEST Change

JUST DO IT!

http://www.cde.ca.gov/pd/ca/sc/ngssintrod.asp

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