A Framework for K-12 Science Education Next Gen Science Common Core Math and ELA Helen Quinn

FrameworkStandards Instruction Curricula Assessments Teacher Preparation and development

Lead State Partners

Next Generation Science

Three Dimensions Scientific and engineering practices Crosscutting concepts Disciplinary core ideas NGSS –standards as performance tasks that involve all 3

**Scientific and Engineering Practices 1. Asking questions and defining problems 2. Developing and using models 3. Planning and carrying out investigations 4. Analyzing and interpreting data 5. Using mathematics and computational thinking 6. Developing explanations and designing solutions 7. Engaging in argument from evidence 8. Obtaining, evaluating, and communicating information ** Discourse intensive!

CC ELA

CC Mathematics

Overlap Student discourse Reasoned thinking Argument from evidence Central themes across curriculum Demand a change in school culture! Teacher as facilitator, resource provider, and classroom manager Information from multiple sources

Learning in the Information Age Information is cheap and readily available Ability to assimilate and evaluate more important than ability to memorize Understanding the big picture more important than remembering the details

Goals of the Framework and NGSS Coherent investigation of core ideas across multiple years of school More seamless blending of practices with core ideas and crosscutting concepts NGSSS closely based on Framework

have some appreciation of the beauty and wonder of science; possess sufficient knowledge of science and engineering to engage in public discussions on related issues; be careful consumers of scientific and technological information related to their everyday lives; be able to continue to learn about science outside school; and have the skills to enter careers of their choice, including (but not limited to) careers in science, engineering, and technology -adapted from A Framework for K-12 Science Education (2012) By the end of 12 th grade, all students will:

Thinking about curriculum Attention to big picture goals, not standard by standard Mastery and coherence, not “coverage” Use and emphasize connections across subject areas

Multidimensioned Performance Tasks Stress what students can do with knowledge, not memorized knowledge Different habits of mind required willing to undertake familiar practices in familiar knowledge domain to tackle unfamiliar problems

How Science Understanding Develops Multiple opportunities to hear and use (science ideas) Rich contexts – desire and opportunity to engage and contribute Appropriate supports Acceptance of flawed (non-scientific) language

How Language Develops Multiple opportunities to hear and use (language) Rich contexts – desire and opportunity to engage and contribute Appropriate supports Acceptance of flawed language

What is energy?.Group discussion to achieve shared written description or concept map Play with the physics toys Argue from the evidence Revise written description (concept map?) thinking about energy: where is it? How is it manifest? before, during and after each activity

Which “Scientific and Engineering Practices” did you use during the investigation? 1. Asking questions and defining problems 2. Developing and using models 3. Planning and carrying out investigations 4. Analyzing and interpreting data 5. Using mathematics and information and computer technology 6. Developing explanations and designing solutions 7. Engaging in argument 8. Obtaining, evaluating, and communicating information

Oral Language in Science Writing Recall the oral language your group engaged in during the investigation. How did oral language help your group with written products? K-12 Alliance/WestEd 2012

Reflection What other language processes did you use to communicate in the investigation? -speaking -listening -writing -reading K-12 Alliance/WestEd 2012

Reviewing ELA Text Types and Purposes Fold your paper in half. Review ELA #1, #2 and #3. What do you notice? K-12 Alliance/WestEd 2012

Oral Language in CCSS: Speaking and Listening Standards Present claims and findings (e.g., argument, narrative, response to literature presentations), emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation. K-12 Alliance/WestEd 2012

IQST Assessment: Modeling Smell Lesson 15: student models –75% of students create a particle model, 25% a mixed model –68% of students include odor particles that are moving in straight lines until they collide into each other; 32% include both odor and air Your teacher opened a jar that contained a substance that had an odor. Imagine you had a very powerful microscope that allowed to see the odor up really, really close. What would you see?

Some web links Framework Ready, Set, Science CCSSO Resources – Framework for English Language Proficiency Development – tables for each practice