San Diego Science Project Sneak Peek The Next Generation Science Standards (NGSS) San Diego Science Project Sneak Peak: NGSS January 2013

Most of us are satisfied with any good cup of joe, especially on a winter’s morning, but if, like Carguilo, you want it to be truly great, you must treat your kitchen like a laboratory. “The way I’ve mastered coffee brewing is to focus exclusively [on one batch of beans] for a month or so, recording all the variables, and keeping good notes,” says 29-year-old Carguilo, who has worked in the coffee profession for a decade, first as a barista and now as a trainer for Counter Culture Coffee. Working with one type of coffee for a four-week period, “I write down how much coffee I’m using, how much water. I take a record of the time it took to brew, of the grind size. And then if I don’t like it, I change one variable each time. Tomorrow, or by the end of the week, it’ll be good, and then you can have another three weeks of blissful coffee making at home.” What skills do you need to move beyond “slinging espresso” to become U.S. Barista Champion?

Agenda Welcome and Setting the Context The Framework for K-12 Science Education The Process of Writing the NGSS The Architecture of the NGSS Examining Standards NEXT STEPS San Diego Science Project Sneak Peak: NGSS January 2013

Why are we here? We want to build capacity and awareness of the NGSS in San Diego. San Diego Science Project Sneak Peak: NGSS January 2013

What are we going to do? We are going to look at the rationale of the Framework for K-12 Science Education and the PUBLIC DRAFT of the NGSS. San Diego Science Project Sneak Peak: NGSS January 2013

How are we going to do this? We are going to explore the background of these new movements in science education and work together to continue building awareness of NGSS in San Diego. This includes providing input on the Public Draft of the NGSS now available for a limited time online. San Diego Science Project Sneak Peak: NGSS January 2013

Your Task (10 minutes) Please read the first page silently and find the 3 claims the author makes about why we need a new science framework. (NRC Report Brief: A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas July 2011) -Find evidence and reasoning the author uses to back up each claim. San Diego Science Project Sneak Peak: NGSS January 2013

Your Task (15 minutes) Read the rest of the brief and find out what is in the Framework for K-12 Science Education. (NRC Report Brief: A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas July 2011) -With your table group, share one piece of the author’s reasoning for why each of the 3 dimensions are important for science education. -Give an example of teaching a Crosscutting Concept(CCC) in a Core Disciplinary Idea (DCI). (The author provides an example in the second paragraph on page 4) San Diego Science Project Sneak Peak: NGSS January 2013

What does it mean to “learn science” according to A Framework for K-12 Science Education? 1. Knowing, using, and interpreting scientific explanations of the natural world. 2. Generating and evaluating scientific evidence and explanations. 3. Understanding the nature and development of scientific knowledge. 4. Participating productively in scientific practices and discourse. -The Four Strands of Science Proficiency from the NRC Report: Taking Science to School San Diego Science Project Sneak Peak: NGSS January 2013

What does it mean to “learn science” according to the Framework? San Diego Science Project Sneak Peak: NGSS January Knowing, using, and interpreting scientific explanations of the natural world. 2. Generating and evaluating scientific evidence and explanations. 3. Understanding the nature and development of scientific knowledge. 4. Participating productively in scientific practices and discourse. -The Four Strands of Science Proficiency from the NRC Report: Taking Science to School SCIENCE AS PRACTICE

The Framework Recommendations Recommendation 3: Standards should be limited in number. Recommendation 4: Standards should emphasize all three dimensions articulated in the framework—not only crosscutting concepts and disciplinary core ideas but also scientific and engineering practices. San Diego Science Project Sneak Peak: NGSS January 2013

The Framework Recommendations Recommendation 5: Standards should include performance expectations that integrate the scientific and engineering practices with the crosscutting concepts and disciplinary core ideas. These expectations should include criteria for identifying successful performance and require that students demonstrate an ability to use and apply knowledge.

San Diego Science Project Sneak Peak: NGSS January 2013 The Framework Recommendations Recommendation 6: Standards should incorporate boundary statements. That is, for a given core idea at a given grade level, standards developers should include guidance not only about what needs to be taught but also about what does not need to be taught in order for students to achieve thestandard.

San Diego Science Project Sneak Peak: NGSS January 2013 The Framework Recommendations Recommendation 12: The standards for the sciences and engineering should align coherently with those for other K-12 subjects. Alignment with the Common Core Standards in mathematics and English/language arts is especially important.

San Diego Science Project Sneak Peak: NGSS January 2013 The Framework Recommendations Recommendation 13: In designing standards and performance expectations, issues related to diversity and equity need to be taken into account. In particular, performance expectations should provide students with multiple ways of demonstrating competence in science.

Who/What/Where/How A national writing team: 26 states Standards will be up for adoption in most states California: Required by law to adopt new standards this July Multi-year process to present states with research-based, teacher created, practitioner vetted, K-12 standards What about Assessment?!! What about it? San Diego Science Project Sneak Peak: NGSS January 2013

Thinking like the NGSS What would you expect students to be able to do to show proficiency across these 3 dimensions: Using simple models (SCI/ENG. PRACTICES) The amount of matter is conserved when it changes form even in transitions when it seems to vanish. (DCI) Matter flows and cycles can be tracked in terms of the weight before and after a process occurs. The total weight of the substance does not change. (CCC) San Diego Science Project Sneak Peak: NGSS January 2013

Simplify our thinking and think expectation – not curriculum and instruction… 5PS1.B Use simple models to describe that regardless of what reaction or change in properties occur, the total weight of the substances involved does not change. Thinking like the NGSS

San Diego Science Project Sneak Peak: NGSS January 2013 Now let’s dive into the draft…

Next Steps Sharing resources with colleagues Exploring online communities to discuss NGSS Stay involved in the Science Project! San Diego Science Project Sneak Peak: NGSS January 2013