Laura Henriques Science Education, CSULB Why new science standards? Why now?

Standards Development Our last science standards were adopted in 1998 We know more about how people learn Emphasis has shifted, new advances

Standards Development Organized by Achieve, Inc. but led by the states. California was one of 26 Lead States Multiple rounds of input on public and private drafts over an 18 month period State Review Team and Science Expert Panels convened to provide input and recommendations to State Superintendent of Public Instruction Tom Torlakson

Shifts From Old to New Standards A marriage between the doing of science and the knowing of science Architecture is different Written in terms of how students will be assessed (Performance Expectations)

Three Dimensions Scientific and Engineering Practices Crosscutting Concepts Disciplinary Core Ideas

1.Asking questions (science) and defining problems (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 (science) and designing solutions (engineering) 7.Engaging in argument from evidence 8.Obtaining, evaluating, and communicating information For each, the Framework includes a description of the practice, the culminating 12 th grade learning goals, and what we know about progression over time. 15 Dimension 1 Science & Engineering Practices

Dimension 2 Crosscutting Concepts 7 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

Dimension 3 Disciplinary Core Ideas Physical Sciences Matter and Its Interactions Motion and Stability Energy Waves and Their Applications Life Sciences From Molecules to Organisms: Structures and Processes Ecosystems: Interactions, Energy, and Dynamics Heredity: Inheritance and Variation of Traits Biological Evolution: Unity and Diversity Earth & Space Sciences Earth’s Place in the Universe Earth Systems Earth and Human Activity

Less emphasis on:More emphasis on: Discrete Facts Conceptual understanding with a focus on depth over breadth Isolated investigation and experimentation process skills Integration of science and engineering practices with content Student acquisition of information Student understanding and use of scientific knowledge within and across science disciplines, and science and engineering practices Numerous Standards Limited number of disciplinary Core Ideas and Cross Cutting Concepts that unify the study of science and engineering Uneven articulation throughout grade levels Learning progressions that develop K-12 *Presentation to the State Board of Education, July 10, 2013

Less emphasis on:More emphasis on: No Engineering Engineering standards and practices that all students should encounter Assessing science knowledge Assessing scientific understanding and reasoning specified by the performance expectations Limited correlation with other subjects Correlation with CCSS ELA and Mathematics Limited integration of science disciplines in middle school Integration of science disciplines in middle school *Presentation to the State Board of Education, July 10, 2013

Performance Expectations Foundation Boxes Connection Boxes Architecture of a Standard

1998 CA Kindergarten Life Science & Earth Science NGSS Kindergarten Earth & Space Science Students know how to observe and describe similarities and differences in the appearance and behavior of plants and animals Students know characteristics of mountains, rivers, oceans, valleys, deserts, and local landforms. Use a model to represent the relationship between the needs of different plants or animals (including humans) and the places they live. (K-ESS3-1.)

1998 CA 7 th Grade Life Science NGSS Middle School Life Science Students know the function of the Umbilicus and placenta during pregnancy Students know how bones and muscles work together to provide a structural framework for movement. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. (MS-LS1- 3.)

1998 CA High School Chemistry NGSS High School Physical Science Students know how reaction rates depend on such factors as concentration, temperature, and pressure. Apply scientific principles and evidence to provide an explanation about the effects of changing the temperature or concentration of the reacting particles on the rate at which a reaction occurs.(HS-PS1-5.)

California’s Timeline September 4, 2013 State Board of Education adopted NGSS November 6, 2013 SBE adopted an integrated model as the preferred approach for middle school (a discipline focus model approved as an alternative) Jan-Feb 2014 Science Framework Focus Groups and Public Comment April 2014 – deadline to apply to serve on Framework Committee July 2014 Science Framework Development Begins 2014 Science Assessment Stakeholder meetings 2016 anticipated adoptions of California Science Framework (more likely ) implementation of NGSS in schools Instructional Materials Adoption Process

Where to get more information NGSS website: CSTA website: Consider joining the NGSS listserv hosted by CED or the NGSS Blog on the CSTA website Check out the CSTA calendar of events to find NGSS review workshops NSTA’s NGSS website Framework – available as PDF or for purchase CED Workshops at the CSTA Conference: ework.pdf (Framework Timeline) _NGSSTheBasics.pdf (NGSS Basics) ework.pdf _NGSSTheBasics.pdf 16