1. Shifts in Science Education Testing, Standards, Curriculum, and Instruction Virginia Rhame, Science Specialist, NWAESC Lesley Merritt, Science Specialist, CMASE

2. Become familiar with science section of ACT Aspire and be able to better support teachers in preparation for the test. Become familiar with three dimensions of new Arkansas science standards. Become familiar with architecture of new standards. Become more aware of shifts needed in curriculum and instruction to support high achievement in science due to transitions in standards and testing. Goals

3. ACT Aspire What do you know about the ACT Aspire? What questions do you currently have?

4. Read Background Info – As you read the introduction, what sticks out to you? Is there a line, phrase, and/or word? – Annotate and jot down thoughts in margin – Share with your group ACT Aspire

5. Exemplar Questions – http://tn.actaspire.org http://tn.actaspire.org – Username: Science – Password: actaspire Question #Approximate LevelTopic 1-6Early High School (9 th and 10 th ) Viscosity 7-128thAre Virus Alive? 13-188 th Mineral Hardness 19-247thCondensation 25-306 th Lotion vs. Margarine 31-364 th Life Cycle 36-423 rd Clouds

6. Now that you’ve seen some ACT Aspire Exemplar questions, What similarities do you notice? What differences do you notice? What implications does this have for classroom practice? How should teachers prepare for the Aspire? ACT Aspire Compared to Benchmark

7. Virginia’s Wiki: Nwaescscience.pbworks.com Lesley’s Google Folder http://tinyurl.com/ov3xwda Testing Resources Online

8. Think and Jot: What does science look like in the traditional classroom?

10. Transitions in Science Education

11. A Framework for K-12 Science Education Vision for Science Education Students, over multiple years of school, actively engage in scientific and engineering practices and apply crosscutting concepts to deepen their understanding of the core ideas in these fields.

12. A Framework for K-12 Science Education Goal for Science Education By the end of high school all students have some appreciation of science, the ability to discuss and think critically about science-related issues, and the skills to pursue careers in science or engineering.

13. Let’s step into a classroom... Let’s step into a classroom... A lesson about Magnets

14. Three Dimensions of the Framework for K-12 Science Education Science & Engineering Practices Crosscutting Concepts Disciplinary Core Ideas Next Generation Science Standards 14

15. Eight 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 15 Science & Engineering Practices

16. Connections Which science practice(s) did you see students engage in during the video?

17. Crosscutting Concepts 1.Patterns 2.Cause and effect: Mechanism and explanation 3.Scale, proportion, and quantity 4.Systems and system models 5.Energy and matter: Flows, cycles, and conservation 6.Structure and function 7.Stability and change 17 Crosscutting Concepts

18. Connections Which crosscutting concept might fit well with the content the students were exploring in the video?

19.  Physical Sciences  Life Sciences  Earth and Space Sciences  Engineering, Technology, and Applications of Science K-12 Core Ideas 19

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21. Connections Which core idea might relate to the content the students were exploring in the video?

22. NGSS is Different Standards expressed as Performance Expectations. Combine core ideas, practices, and crosscutting concepts into a single statement of what is to be assessed. Performance Expectations are not instructional strategies or objectives for a lesson. 22

23. Three-Dimensional Learning 3-PS2-3 Ask questions to determine cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other. Science and Engineering Practices Crosscuttin g Concepts Disciplinary Core Ideas

24. Three-Dimensional Learning cause and effect relationships of 3-PS2-1 Ask questions to determine electric and magnetic interactions between two objects not in contact with each other.

25. Architecture In your group discuss What do you know about the structure? What do you see that you want to know more about?

26. Science and Engineering Practices Crosscutting Concepts Disciplinary Core Ideas Foundation Boxes

27. Performance Expectations What a student should be able to do by the end the grade Not meant to be taught in a particular sequence and are not curriculum activities

28. Connections Connections to: Other content/grade-bands within the standards Common Core State Standards for ELA/Literacy and Mathematics

29. Standards written at a conceptual level o May have difficulty determining specific phenomena that illustrate concepts o May fail to see the depth in a standard “I can get this done in a day” May focus only on the core ideas and miss opportunities to engage students in practices What other struggles do you anticipate? Where do we anticipate struggles?

30. Band students are MUSICIANS Students on the basketball team are ATHLETES What opportunities do our science students have to be SCIENTISTS?

31. Think and Jot: What might classroom instruction look like in the next generation classroom? The Next Generation Classroom

32. Issues and Solutions Developing a common understanding of the vision and goals of NGSS Building content knowledge Collaborating within and across grades Accepting risk taking to allow for innovation and new practices to flourish Considering school/classroom configurations Focusing on formative classroom assessment around practices and content Administrative Leadership Teacher Leadership Time Materials/Resources Plan for on-going PD

33. Virginia’s Wiki: Nwaescscience.pbworks.com Lesley’s Google Folder http://tinyurl.com/ov3xwda Standards Resources Online