Science Standards Kelly Cardamone Elise Lembo Kenn Yee Vanessa - - PowerPoint PPT Presentation

An Introduction to The Next Generation Science Standards

Kelly Cardamone Elise Lembo Kenn Yee Vanessa Hyland

NGSS Curriculum Cohort

• Began last December
• Led by Jamie Saponaro - Cohort Consultant
• Met once a month for 6 months
• Included schools such as Avon, Bradley

Beach, Sea Girt, SLH, and Farmingdale

Curriculum Cohort Objectives

Phase I

• Unpack Next Generations Science Standards with analysis of Disciplinary Core Ideas,

Crosscutting Concepts, and Science and Engineering Practices

• Create Shared Vision for students
• Identify instructional shifts
• Determine what effective assessment and successful implementation would look like

(5Es) Phase II

• Develop unit overviews by topic with guiding questions
• Create assessments based on performance expectations
• Determine the 3 dimensions to be the focus of the lesson
• Develop lesson objective statements based on 3 dimensions
• Coordinate resources, materials, and readings to support lessons

Phase III

• Reflect on process
• Address any Performance Expectations that have not been addressed
• Revise curriculum as necessary
• Test out lessons in classes
• Reflect and Report

Collaborate with Brielle Colleagues

10 hours of Curriculum Writing over the summer

Scope and Sequence Unit and Lesson Plans Common Assessments STEM/STEAM Activities

5 E Inquiry Based Science Model

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. 1. The NGSS are student performance expectations – NOT curriculum. 1. The science concepts build coherently from K-12. 1. The NGSS focus on deeper understanding of content as well as application of content. 1. Science and engineering are Integrated in the NGSS from K–12. 1. The NGSS are designed to prepare students for college, career, and citizenship. 1. The NGSS and Common Core State Standards (Mathematics and English Language Arts) are aligned.

6

Three Important Shifts at Brielle

• 1. Three Dimensional Instruction
• 2. Performance Expectations as Assessment
• 3. Curriculum/Instructional Materials

A New Vision for Teaching and Learning

Science and Engineering Core ideas in the discipline Concepts across disciplines

Dimension 1

Scientific and Engineering Practices

• 1. Asking questions

(science) and defining problems (engineering)

• 2. Developing and using

models

• 3. Planning and carrying
• ut investigations
• 4. Analyzing and

interpreting data

• 5. Using mathematics and

computational thinking

• 6. Constructing

explanations (science) and designing solutions (engineering)

• 7. Engaging in argument

from evidence

• 8. Obtaining, evaluating,

and communicating information Dimension 1

Science and Engineering Practices

Dimension 2 Crosscutting Concepts

• 1. Patterns
• 2. Cause & Effect
• 3. Scale, Proportion, & Quantity
• 4. Systems & System Models
• 5. Energy & Matter
• 6. Structure & Function
• 7. Stability & Change

• Disciplinary Significance

– Has broad importance across multiple science or engineering disciplines, a key

• rganizing concept of a single discipline
• Explanatory Power

– Can be used to explain a host of phenomena

• Generative

– Provides a key tool for understanding or investigating more complex ideas and solving problems

• Relevant to People's Lives

– Relates to the interests and life experiences of students, connected to societal or personal concerns

• Usable from K to 12

– Is teachable and learnable over multiple grades at increasing levels of depth and sophistication

Dimension 3- Disciplinary Core Ideas

Life Science (LS) Physical Science (PS)

LS1: From Molecules to Organisms: Structures and Processes LS2: Ecosystems: Interactions, Energy, and Dynamics LS3: Heredity: Inheritance and Variation of Traits LS4: Biological Evolution: Unity and Diversity PS1: Matter and Its Interactions PS2: Motion and Stability: Forces and Interactions PS3: Energy PS4: Waves and Their Applications in Technologies for Information Transfer

Earth & Space Science (ESS) Engineering & Technology

(ETAS)

ESS1: Earth’s Place in the Universe ESS2: Earth’s Systems ESS3: Earth and Human Activity ETS1: Engineering Design ETS2: Links Among Engineering, Technology, Science, and Society

Integration from grades K - 8

4 Disciplinary Core Ideas

Math Science ELA

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 regularity in repeated reasoning S1: Ask questions and define problems S3: Plan & carry out investigations S4: Analyze & interpret data S6: Construct explanations & design solutions M4. Models with mathematics S2: Develop & use models S5: Use mathematics & computational thinking 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 E6: Use technology & digital media strategically & capably M5: Use appropriate tools strategically E2: Build a strong base of knowledge through content rich texts E5: Read, write, and speak grounded in evidence M3 & E4: Construct viable arguments and critique reasoning of others S7: Engage in argument from evidence S8: Obtain, evaluate, & communicate information E3: Obtain, synthesize, and report findings clearly and effectively in response to task and purpose

Commonalities Among the Practices in Science, Mathematics and English Language Arts

Building on the Past; Preparing for the Future

If at first you don’t succeed, try, try again!!

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