1. Institute for Collaborative Research in Education, Assessment, and Teaching Environments for STEM Update and Dis cussion on NGSS Joe Krajcik CREATE for STEM Michigan State University Ritenour January 2013

2. Institute for Collaborative Research in Education, Assessment, and Teaching Environments for STEM What will we do today? Build similar understanding of Framework for K – 12 Science Education Discuss the Framework and NGSS Do a little activity that illustrates the practices Introduce IQWST Allow time for questions, discussion and interaction

3. Institute for Collaborative Research in Education, Assessment, and Teaching Environments for STEM Science, engineering and technology are cultural achievements and a shared good of humankind Science, engineering and technology permeate modern life and as such is essential at the individual level Understanding of science and engineering is critical to participation in public policy and good decision-making NGSS – Science for All Students

4. Institute for Collaborative Research in Education, Assessment, and Teaching Environments for STEM How Well Do You Understand the NGSS? 1. I don’t. Should I? 2. I’ve heard of the NGSS, but don’t really know how it impacts students. 3. I’m familiar with the NGSS, but I have questions and would like more specifics 4. I’m very familiar with the NGSS. I may be able to help others understand what it is and its impact. From Peter McLaren

5. NGSS Trivia Was NGSS a Federal initiative? The federal government was not involved in this effort and did not fund it. Who funded NGSS? The work undertaken by the NRC and Achieve was being supported by the Carnegie Corporation of New York. Who Developed NGSS? It was state-led, and states will decide whether or not to adopt the standards. Achieve oversaw the process. Professional organizations (like ASSS, NSTA), teachers, scientists, engineers, etc. were heavily involved in development. Was the public (teachers or stake holders) involved in the process of creating NGSS? The first two drafts were released to the public. The final draft responded to public feedback. Lead States provided invaluable feedback throughout the process.

6. Institute for Collaborative Research in Education, Assessment, and Teaching Environments for STEM NGSS and Framework For one minute, discuss with a partner What is new in the Framework and NGSS? What is different in the NGSS from previous standards?

7. Institute for Collaborative Research in Education, Assessment, and Teaching Environments for STEM The NRC Framework and NGSS What is new? 1.Organized around disciplinary core explanatory ideas 2.Coherence: building and applying ideas across time 3.Central role of scientific practices 4.Use of crosscutting concepts 5.Focus on explaining phenomena What is new? 1.Organized around disciplinary core explanatory ideas 2.Coherence: building and applying ideas across time 3.Central role of scientific practices 4.Use of crosscutting concepts 5.Focus on explaining phenomena

8. Institute for Collaborative Research in Education, Assessment, and Teaching Environments for STEM Disciplinary Core Ideas With a partner, discuss for 1 minute What is a disciplinary core idea? How is a disciplinary core idea different from traditional science content?

9. Institute for Collaborative Research in Education, Assessment, and Teaching Environments for STEM NGSS Organized around Disciplinary Core Ideas Fewer, clearer, higher “Many existing national, state, and local standards and assessments, as well as the typical curricula in use in the US, contain too many disconnected topics given equal priority.” (NRC, 2009) Standards and curriculum materials should be focused on a limited number of core ideas. Provide a framework to solve problems, explain phenomena, and engage in future learning Develop over time

10. A core idea in K-12 science… Disciplinary significance –Has broad importance across multiple science or engineering disciplines, a key organizing concept of a single discipline Explanatory Power –Can be used to explain a host of phenomena Generative –Provides a key tool for understanding or investigating more complex ideas and solving problems Relevant to peoples’ lives: –Relates to the interests and life experiences of students, connected to societal or personal concerns Usable from K to 12 –Is teachable and learnable over multiple grades at increasing levels of depth and sophistication

11. Disciplinary Core Ideas: Physical Sciences 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 & their applications in technologies for information transfer PS4.A: Wave Properties PS4.B: Electromagnetic Radiation PS4.C: Information Technologies and Instrumentati on

12. Disciplinary Core Ideas: Life Sciences 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

13. Disciplinary Core Ideas: Earth and Space Sciences ESS1Earth’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 ESS2Earth’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 ESS3Earth and human activity ESS3.A: Natural Resources ESS3.B: Natural Hazards ESS3.C: Human Impacts on Earth Systems ESS3.D: Global Climate Change

14. Institute for Collaborative Research in Education, Assessment, and Teaching Environments for STEM Disciplinary Core Ideas: Engineering ETS1Engineering design ETS1.A: Defining and Delimiting an Engineering Problem ETS1.B: Developing Possible Solutions ETS1.C: Optimizing the Design Solution ETS2Links 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

15. Institute for Collaborative Research in Education, Assessment, and Teaching Environments for STEM How are DCIs Different than Science Concepts 1.The Framework and NGSS move teaching away from a focus on presenting numerous disconnected facts to a focus on a smaller number of disciplinary core ideas which learners can use to explain phenomena and solve problems. 2.The ideas in Framework and NGSS describe what students should be able to explain and be able to solve, rather than providing disconnected facts and definitions.

16. Institute for Collaborative Research in Education, Assessment, and Teaching Environments for STEM Crosscutting Concepts For 1 minute, discuss with your partner What are crosscutting concepts? How are they different from what we had before?

17. Institute for Collaborative Research in Education, Assessment, and Teaching Environments for STEM Crosscutting Concepts Ideas that cut across and are important to all the science disciplines 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

18. Institute for Collaborative Research in Education, Assessment, and Teaching Environments for STEM Science and Engineering Practices For 1 minute, discuss with your partner What are science and engineering practices? How are science and engineering practices different from inquiry?

19. Institute for Collaborative Research in Education, Assessment, and Teaching Environments for STEM 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 The practices work together – they are not separated! The multiple ways of knowing and doing that scientists and engineers use to study the natural world and design world.

20. Institute for Collaborative Research in Education, Assessment, and Teaching Environments for STEM How practices differ from Inquiry Practices build on and extend earlier efforts of students engaging in inquiry to a focus on students investigating, developing, evaluating, and refining ideas to explain phenomena and solve problem. Practices shift the focus from science classrooms as an environment where students learn about science ideas to places where students explore, examine and use science ideas to explain how and why phenomena occur.

21. Institute for Collaborative Research in Education, Assessment, and Teaching Environments for STEM Practices Change Science Education Practices shift the focus from the science classroom as environments where students learn about science ideas to places where students explore, examine, and use science ideas to explain how and why phenomena occur.

22. Institute for Collaborative Research in Education, Assessment, and Teaching Environments for STEM Performance Expectations For 1 minute, discuss with your partner What are performance expectations? How are performance expectations different from traditional standards?

23. Institute for Collaborative Research in Education, Assessment, and Teaching Environments for STEM Content (scientific ideas) is not enough! Understanding content is inextricably linked to engaging in practices. Simply “consuming” information leads to declarative, isolated pieces of information. Research on how students learn shows that students can’t learn disciplinary content without engaging in disciplinary practices, and they can’t learn these practices without learning the content To form useable understanding, knowing and doing cannot be separated, but rather must be learned together Allows for problem-solving, decision making, explaining real- world phenomena, and integrating new ideas.

24. Institute for Collaborative Research in Education, Assessment, and Teaching Environments for STEM Content and Practice Work together to Build Understanding Scientific ideas are best learned when students engage in practices To form useable understanding, knowing and doing cannot be separated, but rather must be learned together Allows for problem-solving, decisions making, explaining real- world phenomena, and integrating new ideas Core Ideas Practices Crosscutting Concepts

25. Institute for Collaborative Research in Education, Assessment, and Teaching Environments for STEM Standards integrate core ideas, crosscutting ideas & practices “Standards should emphasize all three dimensions articulated in the framework—not only crosscutting concepts and disciplinary core ideas but also scientific and engineering practices.” (NRC 2011, Rec 4) “Standards should include performance expectations that integrate the scientific and engineering practices with the crosscutting concepts and disciplinary core ideas. These expectations should require that students demonstrate knowledge-in-use and include criteria for identifying successful performance.” (NRC 2011, Rec 5).

26. Core idea: PS1.B: Chemical Reactions Substances react chemically in characteristic ways. In a chemical process, the atoms that make up the original substances are regrouped into different molecules, and these new substances have different properties from those of the reactants. (MS-PS1-2), (MS-PS1-5) The total number of each type of atom is conserved, and thus the mass does not change. (MS-PS1-5) Creating performance expectations from core idea + practice Performance expectation: MS-PS-5 Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved. Practice: Developing and using models Crosscutting Concept: Energy and matter

27. An Example Middle School: Chemical Reactions

28. How is NGSS different from previous standards? ■Students know all matter is made of atoms, which may combine to form molecules. 5 th grade state standard, CA 1998 ■Develop a model to describe that matter is made of particles too small to be seen. 5 th grade NGSS performance expectation 5-PS1-1 Current state standard NGSS Performance expectation What does it mean to learn that “matter is made of molecules”?

29. Institute for Collaborative Research in Education, Assessment, and Teaching Environments for STEM Learning Grows Over Time Learning difficult ideas Takes time Develops as students work on a task that forces them to synthesize ideas Occurs when new and existing knowledge is linked to previous ideas Depends on instruction

30. Performance Expectations Build Across Years 2-PS1-2. Analyze data obtained from testing different materials to determine which materials have the properties that are best suited for an intended purpose 5-PS1-3. Make observations and measurements to identify materials based on their properties. MS-PS1-2. Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred. Modified from Brian Reiser HS-PS1-1. Use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost energy level of atoms.

31. Institute for Collaborative Research in Education, Assessment, and Teaching Environments for STEM Build scientific disposition Building core ideas, scientific and engineering practices, and crosscutting concepts across time will support learners building scientific dispositions – think like a scientist Knowing when and how to seek and build knowledge Hmm, what do I need to know? I wonder if? I can I explain....? Do I have enough evidence? Students will learn to think like scientists and understand the purpose of evidence

32. Institute for Collaborative Research in Education, Assessment, and Teaching Environments for STEM NGSS is Different Standards expressed as performance expectations Combine practices, core ideas, and crosscutting concepts into a single statement of what is to be assessed at the end of grade for K – 5 and grade band for 6 – 8 and 9 – 12. They are not instructional strategies or objectives for a lesson.

33. Institute for Collaborative Research in Education, Assessment, and Teaching Environments for STEM Describe Achievement, Not Instruction  Standards articulate a clear vision of the learning goals for students  Standards articulate the student performance at the conclusion of instruction  Standards are NOT a description of curriculum.  Standards do NOT dictate instruction.

34. Instruction Builds Toward PEs Performance Expectation

35. Institute for Collaborative Research in Education, Assessment, and Teaching Environments for STEM Lots of work completed, underway, and left to do Instruction Curricula Assessments Teacher development Completed Completed!

36. My dream: engaging students in constructing scientific explanations throughout K – 12 Students of all ages and backgrounds can take part in modeling! Grades K - 2Grades 3 - 5Middle SchoolHigh School Use information from observations (firsthand and from media) to construct an evidence-based account for natural phenomena Use evidence (e.g., measurements, observations, patterns) to construct or support an explanation or design a solution to a problem Construct a scientific explanation based on valid and reliable evidence obtained from sources (including the students’ own experiments) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. Construct and revise an explanation based on valid and reliable evidence obtained from a variety of sources (including students’ own investigations, models, theories, simulations, peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. Greater sophistication

37. Institute for Collaborative Research in Education, Assessment, and Teaching Environments for STEM Business is not the same! NGSS is different! Revolution and not evolution

38. Institute for Collaborative Research in Education, Assessment, and Teaching Environments for STEM Questions?????? Questions about core ideas? Questions about scientific practices? Questions about crosscutting concepts? Questions about performance expectations? Questions about modeling? Questions of scientific explanations? Contact information: krajcik@msu.edukrajcik@msu.edu Visit: http://create4stem.msu.edu/ 38

39. Institute for Collaborative Research in Education, Assessment, and Teaching Environments for STEM Activity: Let’s Engage in Science! Chemistry Grade 7 Lesson 6 What happens when I mix substances together? From: IQWST: Investigating and questioning our world through science and technology, (Middle School Science Curriculum Materials). Sangari Global Education/Active Science, USA., Krajcik, J., Reiser, B., Sutherland, L. and Fortus, D. (2011).

40. Institute for Collaborative Research in Education, Assessment, and Teaching Environments for STEM What do students know at this point? Matter is composed of atoms & molecules in constant motion. Substances can exist in solid, liquid, and gaseous states. Substances have characteristic properties that help identify substances and distinguish them from one another. Solubility, density, and melting point are properties of substances. Both baking soda and road salt are soluble in water (determined in a previous investigation).

41. Institute for Collaborative Research in Education, Assessment, and Teaching Environments for STEM Discussion Questions (before the investigation) What do you think might happen when you mix substances together with other substances? How would you know whether new substances formed?

42. Institute for Collaborative Research in Education, Assessment, and Teaching Environments for STEM What happens when I mix substances together? Activity Sheet 6 Read Purpose Follow safety rules Teacher demonstrates procedure Students complete Activity Sheet 6 Observe and Describe Investigate Discuss Observe and Describe Write an Explanation

43. Institute for Collaborative Research in Education, Assessment, and Teaching Environments for STEM DISCUSSION Talk with your group about what you observed. Write a scientific explanation to answer the question: What happens when I mix substances together?

44. Institute for Collaborative Research in Education, Assessment, and Teaching Environments for STEM Share your explanations with the group. What are the features of your explanations?

45. Institute for Collaborative Research in Education, Assessment, and Teaching Environments for STEM Scaffolding Scientific Explanation Scaffolds provide students with support for completing challenging tasks they normally they could not accomplish only. Provide structure for complex tasks. Making scientific thinking strategies explicit to students can facilitate their use and understanding of these strategies. Revealing the underlying and tacit framework of scientific explanation through scaffolds can facilitate students’ explanation construction.

46. Institute for Collaborative Research in Education, Assessment, and Teaching Environments for STEM What is a scientific explanation?  A discussion/argument of how or why a phenomenon occurs and the conditions and consequences of the observed event A Framework for a Scientific Explanations Claim: a conclusion about a problem. Typically the claim answers a question Evidence: scientific data that supports the claim Appropriate and sufficient evidence Reasoning: a justification that shows why the data counts as evidence to support the claim and includes appropriate scientific principles Consider alternative explanations Adapted from Toulmin’s model of argumentation

47. CER Framework Adapted from Toulmin (1958) Data Scientific ideas & reasoning Evidence Claim Not Claim 2 because of evidence and reasoning Rebuttal From: McNeill, K. L. & Krajcik, J. (2011). Supporting grade 5-8 students in constructing explanations in science: The claim, evidence and reasoning framework for talk and writing. New York, NY: Pearson Allyn & Bacon. Question

48. Institute for Collaborative Research in Education, Assessment, and Teaching Environments for STEM Teacher Background Knowledge A chemical reaction occurs between sodium bicarbonate (baking soda) and calcium chloride (road salt). sodium bicarbonate (aq) + calcium chloride (aq) sodium chloride (aq) + calcium carbonate (s) + carbon dioxide (g) Sodium chloride in solution plus carbon dioxide gas plus solid calcium carbonate (chalk) forms. The water that is added to the sodium chloride and sodium bicarbonate is not involved in the chemical reaction but is necessary to dissolve the calcium chloride and sodium bicarbonate so that they can react together.

49. Institute for Collaborative Research in Education, Assessment, and Teaching Environments for STEM Let’s examine what we did NGGS Feature: Standards should include performance expectations that integrate the scientific and engineering practices with the crosscutting concepts and disciplinary core ideas

50. Investigating and questioning our world through science and technology, (Middle School Science Curriculum Materials). Sangari Global Education/Active Science, USA., Krajcik, J., Reiser, B., Sutherland, L. and Fortus, D. (2011).

51. Institute for Collaborative Research in Education, Assessment, and Teaching Environments for STEM The IQWST Project Design Coherent curriculum: Understanding of scientific content and practices builds across the school year (6th grade) and across middle school (6-8th grades) Focus on core ideas and practices of science and engineering Apply Learning-goals driven design Use learning performance to express learning goals Use what we know about learning (PBS model) Engage students in complex tasks Promote scientific literacy

52. Institute for Collaborative Research in Education, Assessment, and Teaching Environments for STEM What makes IQWST different? Units are learning-goals-driven and focus on core ideas and practices Aligned with the intent of NGSS Uses project-based framework Students construct understanding within a lesson, across lessons, across units, and across 6-8 grades – coherence Addresses diverse learners’ needs and their everyday experiences Literacy is integrated and contextualized, focus on reading comprehension, as well as talking and writing in science Employs a variety of supports and scaffolds Students investigate phenomena, collaborate, and use technology Provides numerous formative assessment opportunities

53. Institute for Collaborative Research in Education, Assessment, and Teaching Environments for STEM Development of Science Ideas: What typically happens PhysicsChemEarth Science Life Science 6th 7th 8th Student Understanding

54. Institute for Collaborative Research in Education, Assessment, and Teaching Environments for STEM What happens in IQWST PhysicsChemEarth Science Life Science 6th 7th 8th Student Understanding