Update for TN State Board of Education July 24, 2013 Next Generation Science Standards for Today’s Students and Tomorrow’s Workforce

NGSS Lead States and Writing Team Writing Team Only Lead State Partner Only Lead State Partner and Writing Team Julie Pepperman, NGSS Writing Team Member Science Teacher Bearden Middle School, Knox County Julie Pepperman, NGSS Writing Team Member Science Teacher Bearden Middle School, Knox County

TN NGSS Timeline (2011 – today) July 2011 October 2011 February 2012 September 2012 April 2013 Applied for and selected as a Lead State for NGSS development, See sample letter to Dr. Linda Jordan from Dr. Sally Pardue, chair of TN STEM Education Leadership Council 60 person statewide TN NGSS Leadership Team meet in person and on-line in between meetings Preparation for TN public reading of 1st draft NGSS focus groups to be held in May 2012 Report on May 2012 readings and prepare for next public draft in Jan 2013 Final version of NGSS released

The framework is designed to help realize a vision for education in the sciences and engineering in which students, over multiple years of school, actively engage in science and engineering practices and apply crosscutting concepts to deepen their understanding of the core ideas in these fields. A Framework for K-12 Science Education p. 1-2 Published in July 2011, National Academies Press A New Vision of Science Learning Leads to a New Vision of Teaching

Children are born investigators.

The Framework is built on the notion of learning as a developmental progression. It is designed to help children continually build on and revise their knowledge and abilities, starting from their curiosity about what they see around them and their initial conceptions about how the world works. Framework 1-3

What is NEW in the Framework and NGSS? 1.Central role of science and engineering practices 2.Organized around core explanatory ideas 3.Coherence: building and applying concepts across time 1.Central role of science and engineering practices 2.Organized around core explanatory ideas 3.Coherence: building and applying concepts across time

The currently accepted model of earth’s interior is based largely on the analysis of seismic waves which indicates that earth is comprised of concentric spheres. The earth is divided into concentric spheres. There is an iron-nickel inner core surrounded by a liquid outer core. The mantle surrounds the core and is able to flow like a plastic. The outer most layer is a rigid crust. Next Generation Science Standards (NGSS) Compare two presentations of science content. Exact Knowledge (fact) vs Developing Knowledge (process)

A Departure from Separate Content and Inquiry Standards

Dimension 1 Scientific and Engineering Practices 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.

Crosscutting Concepts 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 Framework 4-1

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 and Space Sciences Earth’s Place in the Universe Earth Systems Earth and Human Activity

Engineering, Technology and Applications of Sciences Engineering Design Links Among Engineering, Technology, Science and Society

Principles of the Framework Children are born investigators. Understanding builds over time. Science and Engineering require both knowledge and practice. Connecting to students’ interests and experiences is essential. Focusing on core ideas and practices. Promoting equity.

Standards Architecture Performance Expectations for each standard All performance expectations are essential to instruction Within the classroom, it might be necessary to only assess one of these expectations Clarification Statements and Assessment Boundaries Foundation Boxes: Colors & codes of 3 dimensions Connections within NGSS Connections to other disciplinary core ideas in this grade-level Articulation of DCIs across grade-levels Connections with CCSS in both literacy and math

Conceptual Shifts in the Standards 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– 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– The NGSS are designed to prepare students for college, career, and citizenship. 7. The NGSS and Common Core State Standards (English Language Arts and Mathematics) are Aligned.

Connections to CCSS Literacy Determine Central Ideas Evidence Analysis Evaluate Hypotheses Synthesize Information Writing Arguments Use of Technology Speaking and Listening

Connections to CCSS Mathematics Make sense of problems and persevere in solving them. Reason abstractly and quantitatively. Construct viable arguments and critique the reasoning of others. Model with mathematics. Use appropriate tools strategically. Attend to precision. Look for and make use of structure. Look for and express regularity in repeated reasoning. Mathematical Practices

Resources Framework for K-12 Science Education – ASEE National Conference Workshop – National Science Teachers Association –