Rachel Aazzerah Oregon Department of Education

Rachel Aazzerah Oregon Department of Education
An Introduction to The 2014 Oregon Science Standards (Next Generation Science Standards) Rachel Aazzerah Oregon Department of Education

2009 Oregon Science Standards Framework*
Science Content Knowledge Science Process Skills* Structure and Function Interaction and Change Scientific Inquiry Engineering Design Properties of Matter Forms of Energy Changes in Matter Energy Transfer and Conservation Forces and Motion Organization of Living Systems Matter and Energy Transformations in Living Systems Interdependence Evolution and Diversity Properties of Earth Materials Objects in the Universe in Earth Systems History of Earth Abilities to do Engineering Design Nature, History, and Interaction of Technology and Science Abilities to do Scientific Inquiry Nature, History, and Interaction of Science and Technology Physical Life Earth and Space *Continue to assess the 2009 Oregon Science Standards until via OAKS Science * The Science Process Skills align with the Oregon Essential Skills

NGSS Overview

2014 Oregon Science Standards (Next Generation Science Standards)
SBE adopted the 2014 Oregon Science Standards on March 6, 2014 Adoption includes the grade level middle school science standards sequence (6, 7, and 8) Equip Rubric for Lessons and Units for Science is now available* 2009 Oregon Science Standards 2014 Oregon Science Standards Crosswalks for each grade level are available* Continue to use OAKS Science until a new science assessment that aligns to the new standards is developed and becomes operational (~ ) *

Building on the Past; Preparing for the Future
Phase I Phase II 1/ /2011 1990s-2009 7/2010 – 4/2013

Process for Development of Next Generation Science Standards
States and other key stakeholders were engaged in the development and review of the new college and career ready science standards State Led Process Writing Teams Critical Stakeholder Team Achieve is managing the development process NRC Study Committee members checked the fidelity of standards based on framework

A New Vision of Science Learning that Leads to a New Vision of Teaching
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 The Committee on a Conceptual Framework for New Science Education Standards was charged with developing a framework that articulates a broad set of expectations for students in science. The overarching goal of our framework for K-12 science education is to ensure that by the end of 12th grade, all students 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; are careful consumers of scientific and technological information related to their everyday lives; are 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 (Framework, ES 1). Released in July 2011; free PDF online www7.nationalacademies.org/bose/Standards_Framework_Homepage.html

What population of students does the Framework and NGSS target?
Science for All Students Science, engineering and technology are not a luxury serve as cultural achievements and a shared good of humankind permeate modern life and as such is essential at the individual level critical to participation in public policy and good decision-making essential for ensuring that future generations will live in a society that is economically viable, sustainable and free

NRC Framework The Framework provides a coherent vision in 3 ways:
1. Learning as a developmental progression 2. Engaging students in scientific investigations and argumentation to achieve deeper understanding of core science ideas 3. Learning science and engineering involves integration of the knowledge of scientific explanations and the practices needed to engage in scientific inquiry and engineering design. KNOWLEDGE AND PRACTICE MUST BE INTERTWINED IN DESIGNING LEARNING EXPERIENCES IN K-12 SCIENCE EDUCATION

NRC Framework Organizes Science Education around 3 Interconnected Dimensions: 8 Key Scientific and Engineering Practices 7 Crosscutting Concepts Core Ideas in 4 Disciplinary Areas

NGSS Architecture The NGSS are written as Performance Expectations
NGSS require contextual application of the three dimensions by students. Focus is on how and why as well as what . . . science and engineering education should focus on a limited number of disciplinary core ideas and crosscutting concepts, be designed so that students continually build on and revise their knowledge and abilities over multiple years, and support the integration of such knowledge and abilities with the practices needed to engage in scientific inquiry and engineering design (Framework, p. ES 1). Thus it [the Framework] describes the major practices, crosscutting concepts, and disciplinary core ideas that all students should be familiar with by the end of high school, and it provides an outline of how these practices, concepts, and ideas should be developed across the grade levels (Framework, p. 1-1) . By the end of the 12th grade, students should have gained sufficient knowledge of the practices, crosscutting concepts, and core ideas of science and engineering to engage in public discussions on science-related issues, to be critical consumers of scientific information related to their everyday lives, and to continue to learn about science throughout their lives. They should come to appreciate that science and the current scientific understanding of the world are the result of many hundreds of years of creative human endeavor. It is especially important to note that the above goals are for all students, not just those who pursue careers in science, engineering, or technology or those who continue on to higher education (Framework, p. 1-2). Students actively engage in scientific and engineering practices in order to deepen their understanding of crosscutting concepts and disciplinary core ideas (Framework, p. 9-1). In order to achieve the vision embodied in the framework and to best support students’ learning, all three dimensions need to be integrated into the system of standards, curriculum, instruction, and assessment (Framework, p. 9-1). Furthermore, crosscutting concepts have value because they provide students with connections and intellectual tools that are related across the differing areas of disciplinary content and can enrich their application of practices and their understanding of core ideas (Framework, p. 9-1). Thus standards and performance expectations must be designed to gather evidence of students’ ability to apply the practices and their understanding of the crosscutting concepts in the contexts of specific applications in multiple disciplinary areas (Framework, p. 9-1 & 2). When standards are developed that are based on the framework, they will need to include performance expectations that cover all of the disciplinary core ideas, integrate practices, and link to crosscutting concepts when appropriate (Framework, p. 9-3). In sum, teachers at all levels must understand the scientific and engineering practices crosscutting concepts, and disciplinary core ideas ; how students learn them; and the range of instructional strategies that can support their learning. Furthermore, teachers need to learn how to use student-developed models, classroom discourse, and other formative assessment approaches to gauge student thinking and design further instruction based on it (Framework, p ).

Handout about the Three Dimensions
A PDF of this handout can be found at:

Scientific and Engineering Practices
Asking questions and defining problems Developing and using models Planning and carrying out investigations Analyzing and interpreting data Using mathematics and computational thinking Developing explanations and designing solutions Engaging in argument Obtaining, evaluating, and communicating information

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

Disciplinary Core Ideas
Life Science Physical Science LS1: From Molecules to Organisms: Structures and Processes LS2: Ecosystems: Interactions, Energy, and Dynamics LS3: Heredity: Inheritance and Variation of Traits LS4: Biological Evolution: Unity and Diversity PS1: Matter and Its Interactions PS2: Motion and Stability: Forces and Interactions PS3: Energy PS4: Waves and Their Applications in Technologies for Information Transfer Earth & Space Science Engineering & Technology ESS1: Earth’s Place in the Universe ESS2: Earth’s Systems ESS3: Earth and Human Activity ETS1: Engineering Design ETS2: Links Among Engineering, Technology, Science, and Society

Core and Component Ideas Engineering & Technology
Life Science Earth & Space Science Physical Science Engineering & Technology LS1: From Molecules to Organisms: Structures and Processes LS1.A: Structure and Function LS1.B: Growth and Development of Organisms LS1.C: Organization for Matter and Energy Flow in Organisms LS1.D: Information Processing LS2: Ecosystems: Interactions, Energy, and Dynamics LS2.A: Interdependent Relationships in Ecosystems LS2.B: Cycles of Matter and Energy Transfer in Ecosystems LS2.C: Ecosystem Dynamics, Functioning, and Resilience LS2.D: Social Interactions and Group Behavior LS3: Heredity: Inheritance and Variation of Traits LS3.A: Inheritance of Traits LS3.B: Variation of Traits LS4: Biological Evolution: Unity and Diversity LS4.A: Evidence of Common Ancestry and Diversity LS4.B: Natural Selection LS4.C: Adaptation LS4.D: Biodiversity and Humans ESS1: Earth’s Place in the Universe ESS1.A:The Universe and Its Stars ESS1.B:Earth and the Solar System ESS1.C:The History of Planet Earth ESS2: Earth’s Systems ESS2.A:Earth Materials and Systems ESS2.B:Plate Tectonics and Large-Scale System Interactions ESS2.C:The Roles of Water in Earth’s Surface Processes ESS2.D:Weather and Climate ESS2.E:Biogeology ESS3: Earth and Human Activity ESS3.A:Natural Resources ESS3.B:Natural Hazards ESS3.C:Human Impacts on Earth Systems ESS3.D:Global Climate Change PS1: Matter and Its Interactions PS1.A: Structure and Properties of Matter PS1.B: Chemical Reactions PS1.C: Nuclear Processes PS2: Motion and Stability: Forces and Interactions PS2.A: Forces and Motion PS2.B: Types of Interactions PS2.C: Stability and Instability in Physical Systems PS3: Energy PS3.A: Definitions of Energy PS3.B: Conservation of Energy and Energy Transfer PS3.C: Relationship Between Energy and Forces PS3.D: Energy in Chemical Processes and Everyday Life PS4: Waves and Their Applications in Technologies for Information Transfer PS4.A: Wave Properties PS4.B: Electromagnetic Radiation PS4.C: Information Technologies and Instrumentation ETS1: Engineering Design ETS1.A:Defining and Delimiting an Engineering Problem ETS1.B:Developing Possible Solutions ETS1.C:Optimizing the Design Solution ETS2: Links Among Engineering, Technology, Science, and Society ETS2.A:Interdependence of Science, Engineering, and Technology ETS2.B:Influence of Engineering, Technology, and Science on Society and the Natural World Note: In NGSS, the core ideas for Engineering, Technology, and the Application of Science are integrated with the Life Science, Earth & Space Science, and Physical Science core ideas

Why NGSS?

Developing the Standards
Instruction Curricula Assessments Teacher Development April 2013 July 2011 Current

NGSS Lead State Partners

NGSS Writers *Dr. Cary Sneider, PSU

NGSS Adopted States

Conceptual Shifts in the NGSS
K–12 Science Education Should Reflect the Real World Interconnections in Science Science and Engineering Practices and Crosscutting Concepts should not be taught in a vacuum; they should always be integrated with multiple core concepts throughout the year. Science concepts build coherently across K-12 The NGSS Focus on Deeper Understanding and Application of Content Integration of science and engineering Coordination with Common Core State Standards Need a rewrite here. These are not the ones in the final versions. Need to discuss the science and engineering parts on 1 and 6

Appendices A Conceptual Shifts B Responses to Public Drafts C College and Career Readiness D All Standards, All Students (Equity Lens)* E Disciplinary Core Idea Progressions in the NGSS F Science and Engineering Practices in the NGSS G Crosscutting Concepts in the NGSS H Nature of Science in the NGSS I Engineering Design in the NGSS J Science, Technology, Society, and the Environment K Model Course Mapping in Middle and High School L Connections to Common Core State Standards in Mathematics M Connections to Common Core State Standards in English Language Arts(ELA)

NGSS Overview Video

Inside the NGSS Box

Inside the NGSS Box Based on the January 2013 Draft of NGSS

Inside the NGSS Box Title and Code The titles of standard pages are not necessarily unique and may be reused at several different grade levels . The code, however, is a unique identifier for each set based on the grade level, content area, and topic it addresses. What is Assessed A collection of several performance expectations describing what students should be able to do to master this standard Foundation Box The practices, core disciplinary ideas, and crosscutting concepts from the Framework for K-12 Science Education that were used to form the performance expectations Connection Box Other standards in the Next Generation Science Standards or in the Common Core State Standards that are related to this standard

Inside the NGSS Box Performance Expectations A statement that combines practices, core ideas, and crosscutting concepts together to describe how students can show what they have learned. Clarification Statement A statement that supplies examples or additional clarification to the performance expectation. What is Assessed A collection of several performance expectations describing what students should be able to do to master this standard Assessment Boundary A statement that provides guidance about the scope of the performance expectation at a particular grade level. Engineering Connection (*) An asterisk indicates an engineering connection in the practice, core idea or crosscutting concept that supports the performance expectation. Based on the January 2013 Draft of NGSS

Inside the NGSS Box Foundation Box
Scientific & Engineering Practices Activities that scientists and engineers engage in to either understand the world or solve a problem Foundation Box The practices, core disciplinary ideas, and crosscutting concepts from the Framework for K-12 Science Education that were used to form the performance expectations Disciplinary Core Ideas Concepts in science and engineering that have broad importance within and across disciplines as well as relevance in people’s lives. Crosscutting Concepts Ideas, such as Patterns and Cause and Effect, which are not specific to any one discipline but cut across them all. Connections to Engineering, Technology and Applications of Science These connections are drawn from the disciplinary core ideas for engineering, technology, and applications of science in the Framework. Connections to Nature of Science Connections are listed in either the practices or the crosscutting connections section of the foundation box. Based on the January 2013 Draft of NGSS

Scientific & Engineering Practices Activities that scientists and engineers engage in to either understand the world or solve a problem Foundation Box The practices, core disciplinary ideas, and crosscutting concepts from the Framework for K-12 Science Education that were used to form the performance expectations Disciplinary Core Ideas Concepts in science and engineering that have broad importance within and across disciplines as well as relevance in people’s lives. Crosscutting Concepts Ideas, such as Patterns and Cause and Effect, which are not specific to any one discipline but cut across them all. Based on the January 2013 Draft of NGSS

The practices, core disciplinary ideas, and crosscutting concepts from the Framework for K-12 Science Education that were used to form the performance expectations Connections to Engineering, Technology and Applications of Science These connections are drawn from the disciplinary core ideas for engineering, technology, and applications of science in the Framework. Connections to Nature of Science Connections are listed in either the practices or the crosscutting connections section of the foundation box. Based on the January 2013 Draft of NGSS

Inside the NGSS Box Codes for Performance Expectations Codes designate the relevant performance expectation for an item in the foundation box and connection box. In the connections to common core, italics indicate a potential connection rather than a required prerequisite connection. Based on the January 2013 Draft of NGSS

Inside the NGSS Box Title and Code The titles of standard pages are not necessarily unique and may be reused at several different grade levels . The code, however, is a unique identifier for each set based on the grade level, content area, and topic it addresses. Performance Expectations A statement that combines practices, core ideas, and crosscutting concepts together to describe how students can show what they have learned. Clarification Statement A statement that supplies examples or additional clarification to the performance expectation. What is Assessed A collection of several performance expectations describing what students should be able to do to master this standard Assessment Boundary A statement that provides guidance about the scope of the performance expectation at a particular grade level. Engineering Connection (*) An asterisk indicates an engineering connection in the practice, core idea or crosscutting concept that supports the performance expectation. Scientific & Engineering Practices Activities that scientists and engineers engage in to either understand the world or solve a problem Foundation Box The practices, core disciplinary ideas, and crosscutting concepts from the Framework for K-12 Science Education that were used to form the performance expectations Disciplinary Core Ideas Concepts in science and engineering that have broad importance within and across disciplines as well as relevance in people’s lives. Crosscutting Concepts Ideas, such as Patterns and Cause and Effect, which are not specific to any one discipline but cut across them all. Connections to Engineering, Technology and Applications of Science These connections are drawn from the disciplinary core ideas for engineering, technology, and applications of science in the Framework. Connection Box Other standards in the Next Generation Science Standards or in the Common Core State Standards that are related to this standard Connections to Nature of Science Connections are listed in either the practices or the crosscutting connections section of the foundation box. Codes for Performance Expectations Codes designate the relevant performance expectation for an item in the foundation box and connection box. In the connections to common core, italics indicate a potential connection rather than a required prerequisite connection. Based on the January 2013 Draft of NGSS

Closer Look at NGSS

Closer Look at a NGSS (Grade 2)
2.PS1 Matter and Its Interactions Students who demonstrate understanding can: 2-PS1-1. Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties. [Clarification Statement: Observations could include color, texture, hardness, and flexibility. Patterns could include the similar properties that different materials share.] The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education: Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts Planning and Carrying Out Investigations Planning and carrying out investigations to answer questions or test solutions to problems in K–2 builds on prior experiences and progresses to simple investigations, based on fair tests, which provide data to support explanations or design solutions. Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence to answer a question. (2-PS1-1) PS1.A: Structure and Properties of Matter Different kinds of matter exist and many of them can be either solid or liquid, depending on temperature. Matter can be described and classified by its observable properties. (2-PS1-1) Patterns Patterns in the natural and human designed world can be observed. (2-PS1-1) Connections to other DCIs in this grade-level: will be available on or before April 26, 2013. Articulation of DCIs across grade-levels: will be available on or before April 26, 2013 Common Core State Standards Connections: will be available on or before April 26, 2013. ELA/Literacy – Mathematics –

Closer Look at a NGSS (Grade 2)
2.PS1 Matter and Its Interactions Students who demonstrate understanding can: 2-PS1-1. Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties. [Clarification Statement: Observations could include color, texture, hardness, and flexibility. Patterns could include the similar properties that different materials share.] The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education: Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts Planning and Carrying Out Investigations Planning and carrying out investigations to answer questions or test solutions to problems in K–2 builds on prior experiences and progresses to simple investigations, based on fair tests, which provide data to support explanations or design solutions. Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence to answer a question. (2-PS1-1) PS1.A: Structure and Properties of Matter Different kinds of matter exist and many of them can be either solid or liquid, depending on temperature. Matter can be described and classified by its observable properties. (2-PS1-1) Patterns Patterns in the natural and human designed world can be observed. (2-PS1-1) Connections to other DCIs in this grade-level: will be available on or before April 26, 2013. Articulation of DCIs across grade-levels: will be available on or before April 26, 2013 Common Core State Standards Connections: will be available on or before April 26, 2013. ELA/Literacy – Mathematics – Note: Performance expectations combine practices, core ideas, and crosscutting concepts into a single statement of what is to be assessed. They are not instructional strategies or objectives for a lesson.

3-Dimensional Learning: An Analogy

What is 3-Dimensional Learning
The working together of the three dimensions (core ideas, crosscutting concepts and scientific and engineering practices) to focus instruction and assessment Three-dimensional learning shifts the focus of the science classroom to environments where students use core ideas, crosscutting concepts with scientific practices to explore, examine, and use science ideas to explain how and why phenomena occur or to design solutions to problems.

Content and Practices Work together to Build Understanding: 3 – Dimensional Learning
To form useable understanding, knowing and doing cannot be separated Scientific ideas are best learned when students engage in practices Allows for problem-solving, decisions making, explaining real-world phenomena, and integrating new ideas Crosscutting Concepts Core Ideas Practices

An Analogy between NGSS and a Cake
Baking a Cake (Performance Expectation) Remember that all analogies can lead to misinterpretation Frosting (Crosscutting Concepts) Cake (Core Ideas) Baking Tools & Techniques (Practices)

An Analogy between NGSS and Cooking
Preparing a Meal (Performance Expectation) Basic Ingredients (Core Ideas) Herbs, Spices, & Seasonings (Crosscutting Concepts) Kitchen Tools & Techniques (Practices)

An Analogy between NGSS and Cooking
Life Science (Vegetables) Physical Science (Meats) Earth & Space Science (Grains) Engineering & Technology (Dairy) Some meals use only one food group. Other meals use several food groups. Some Lessons will address just one discipline. Other lessons will address several disciplines.

3-Dimensional Learning
Supporting 3-Dimensional Learning

Weaving Practices with Content – Not Just the NGSS
K-12 Science Education Framework New Advanced Placement Coursework and Assessment PISA 2015 Vision and Change in Undergraduate Biology A New Biology for the 21st Century Scientific Foundations for Future Physicians

How do we know this approach works?
4 strands Motivation and Engagement 6 strands – incorporates affective domain

Goals of Laboratory Experiences based on ALR Findings
Mastery of subject matter. Developing scientific reasoning. Understanding the complexity and ambiguity of empirical work. Developing practical skills. Interest in science and science learning. Currently, research indicates significant numbers of students do not have quality opportunities to engage in science and engineering practices

Findings from ALR Integrated Dimensions Typical Lab Practice
Content Mastery No better or worse than other modes of instruction. Scientific Reasoning Aids development of some aspects Interest in Science Some evidence of increased interest. Integrated Dimensions Content Mastery Increased mastery of subject matter compared to other modes of instruction. Scientific Reasoning Aids development of more sophisticated aspects Interest in Science Strong evidence of increased interest.

Practices in Science, CCSS-Mathematics, and CCSS- English Language Arts (ELA)

Practices in Science, Mathematics, and English Language Arts (ELA)

Math Science ELA Commonalities
M4. Models with mathematics S2: Develop & use models S5: Use mathematics & computational thinking M1: Make sense of problems and persevere in solving them M2: Reason abstractly & quantitatively M6: Attend to precision M7: Look for & make use of structure M8: Look for & make use of regularity in repeated reasoning S1: Ask questions and define problems S3: Plan & carry out investigations S4: Analyze & interpret data S6: Construct explanations & design solutions E2: Build a strong base of knowledge through content rich texts E5: Read, write, and speak grounded in evidence M3 & E4: Construct viable arguments and critique reasoning of others S7: Engage in argument from evidence E6: Use technology & digital media strategically & capably M5: Use appropriate tools strategically S8: Obtain, evaluate, & communicate information E3: Obtain, synthesize, and report findings clearly and effectively in response to task and purpose E1: Demonstrate independence in reading complex texts, and writing and speaking about them E7: Come to understand other perspectives and cultures through reading, listening, and collaborations Commonalities Among the Practices in Science, Mathematics and English Language Arts Based on work by Tina Chuek ell.stanford.edu ELA

Practices in Math, Science, and ELA*
Practices in Mathematics, Science, and English Language Arts* Math Science English Language Arts M1. Make sense of problems and persevere in solving them. M2. Reason abstractly and quantitatively. M3. Construct viable arguments and critique the reasoning of others. M4. Model with mathematics. M5. Use appropriate tools strategically. M6. Attend to precision. M7. Look for and make use of structure. M8. Look for and express regularity in repeated reasoning. S1. Asking questions (for science) and defining problems (for engineering). S2. Developing and using models. S3. Planning and carrying out investigations. S4. Analyzing and interpreting data. S5. Using mathematics, information and computer technology, and computational thinking. S6. Constructing explanations (for science) and designing solutions (for engineering). S7. Engaging in argument from evidence. S8. Obtaining, evaluating, and communicating information. E1. They demonstrate independence. E2. They build strong content knowledge. E3. They respond to the varying demands of audience, task, purpose, and discipline. E4. They comprehend as well as critique. E5. They value evidence. E6. They use technology and digital media strategically and capably. E7. They come to understanding other perspectives and cultures. * The Common Core English Language Arts uses the term “student capacities” rather than the term “practices” used in Common Core Mathematics and the Next Generation Science Standards.

ODE Resources 2014 Oregon Science Standards and STEM Webpages:
Science Assessment Webpage: Scientific Inquiry and Engineering Design Scoring Guides: OAKS Science (Practice Tests): Oaksportal.org ( Click on Students Icon First) OAKS Science Test Specifications and Blueprints: Engineering Design in Oregon Science Classrooms Lessons:

Questions

Contacts For 2009/2014 Oregon Science Standards(NGSS) related and STEM questions, please contact Jamie Rumage For OAKS Science and local performance assessment (Scientific Inquiry and Engineering Design) related questions, please contact Rachel Aazzerah

Rachel Aazzerah Oregon Department of Education

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