1. Learning Journey Community meeting
Science Overview
Learning Journey Community meeting
November 17, 2015

2. Agenda Overview of Standards in Science Scope and Sequence in Science
Questions

3. NGSS Overview
1:45

4. 8 Science and Engineering Practices
Asking questions (for science) and defining problems (for engineering) (p. 4)
Developing and using models (p. 6)
Planning and carrying out investigations (p. 7)
Analyzing and interpreting data (p. 9)
Using mathematics and computational thinking (p. 10)
Constructing explanations (for science) and designing solutions (for engineering) (p. 11)
Engaging in argument from evidence (p. 13)
Obtaining, evaluating, and communicating information (p. 15)
The National Research Council identified eight practices which describe what scientists and engineers do. A practice is explicitly incorporated into every performance expectation.
Appendix F: Science and Engineering Practices in the NGSS

5. 7 Crosscutting Concepts
Patterns (p. 3)
Cause and Effect (p. 5)
Scale, Proportion, and Quantity (p. 6)
Systems and System Models (p.7)
Energy and Matter (p. 8)
Structure and Function (p. 9)
Stability and Change (p. 10)
Crosscutting concepts are the overarching themes that prevail across science. One crosscutting concept is explicitly incorporated into almost every performance expectation.
Appendix G: Crosscutting Concepts in the NGSS

6. 13 Disciplinary Core Ideas
Physical Science (PS)
Life Science (LS)
Earth and Space Science (ESS)
Engineering, Tech.
& Applied Science (ETS)
PS1 Matter and Its Interactions
PS2 Motion and Stability: Forces and Interactions
PS3 Energy
PS4 Waves and Their Applications in Technologies for Information Transfer
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
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
There are four disciplines are each divided into two to four, really broad core ideas. One or more disciplinary core idea is incorporated into every performance expectation.
Appendix E: Disciplinary Core Idea Progressions

7. NGSS: 3-Dimensional Learning
The Next Generation Science Standards emphasize that students learn science best when they actively engage in scientific and engineering practices, make connections that cut across traditional scientific disciplines, and construct deep understanding of core ideas.
A Framework for K-12 Science Education, pp. 1-2

8. Progression Across Grade Levels Yo-Yo Example
Practice: Modeling
Disciplinary Core Idea: Energy
Crosscutting Concept: Energy & Matter
K-2:
3-5:
6-8:
9-12:
Look at the grade band endpoints to understand how students are expected to develop the concept of conservation of energy.
By the end of second grade, students are not expected to understand about conservation of energy. They are only expected to be able to explain that sunlight will warm up a Yo-Yo left out in the sun.
By the end of fifth grade, students should be able to explain that a moving Yo-Yo has energy and that if it hits another object some of its energy can be transferred to the other object.
By the end of eighth grade, students should be able to explain that a Yo-Yo’s energy changes from one form to another as it goes up and down.
By the end of twelfth grade, students should be able to explain that the Yo-Yo has potential energy because of its position in Earth’s gravitational field. When the person drops the Yo-Yo it falls towards earth and picks up speed as it falls. As the Yo-Yo falls it loses potential energy, which depends on its distance from earth, but picks up kinetic energy, which depends on speed. Gravitational potential energy of the Yo-Yo turned into kinetic energy, so the total energy of the system stayed the same. Within a system energy can change forms or transfer from object to object, but the total amount of energy does not change. For instance when the Yo-Yo stops falling at the bottom of the string, it does not lose its energy, it just spins faster. When the Yo-Yo goes back up the kinetic energy turns back into gravitational potential energy.

9. Science Instructional Model
Independent Learning
Evaluate
Elaborate
Explore
Engage
Explain
Level of Control
Guided Instruction
Student Centered
Teacher Facilitated
This slide lays the 5E model into the familiar graphic of the Gradual Release of Responsibility (GRR). As students progress through the 5Es from Engage to Elaborate they are becoming more independent learners. The teacher typically guides the engagement section, while the student typically owns the elaboration stage (alongside other students at times).
Evaluation (the 5th E) is shown here to cross the full 5E cycle. This is because formative and summative assessment are important components related to the ongoing assessment of student understanding. This helps teachers to collect evidence of student understanding and make ongoing course corrections as needed to future lessons/instruction. Ultimately, this model supports reflective teaching.
Source: Adapted from STEMscopes’ Gradual Release of Inquiry Model

10. Kindergarten Standards at a Glance
Name
Topic
Performance Expectation
K-PS2-1
Forces and Interactions:
Pushes and Pulls
Plan and conduct an investigation to compare the effects of different strengths or different directions of pushes and pulls on the motion of an object.
K-PS2-2
Analyze data to determine if a design solution works as intended to change the speed or direction of an object with a push or a pull.*
K-ESS2-2
Interdependent Relationships in Ecosystems: Animals, Plants, and Their Environment
Construct an argument supported by evidence for how plants and animals (including humans) can change the environment to meet their needs.
K-ESS3-1
Use a model to represent the relationship between the needs of different plants and animals (including humans) and the places they live.
K-ESS3-3
Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environment.*
K-LS1-1
Use observations to describe patterns of what plants and animals (including humans) need to survive.
K-ESS2-1
Weather and Climate
Use and share observations of local weather conditions to describe patterns over time.
K-ESS3-2
Ask questions to obtain information about the purpose of weather forecasting to prepare for, and respond to, severe weather.*
K-PS3-1
Make observations to determine the effect of sunlight on Earth’s surface.
K-PS3-2
Use tools and materials provided to design and build a structure that will reduce the warming effect of sunlight on Earth’s surface.*
All the science standards for Kindergarten fit into three topics: forces, ecosystems, and weather.
Kindergarten science is part of our early learning program.

11. 2nd Grade Standards at a Glance
Name
Topic
Performance Expectation
2-PS1-1
Structure and Properties of Matter
Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties.
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.*
2-PS1-3
Make observations to construct an evidence-based account of how an object made of a small set of pieces can be disassembled and made into a new object.
2-PS1-4
Construct an argument with evidence that some changes caused by heating or cooling can be reversed and some cannot.
2-LS2-1
Interdependent Relationships in Ecosystems
Plan and conduct an investigation to determine if plants need sunlight and water to grow.
2-LS2-2
Develop a simple model that mimics the function of an animal in dispersing seeds or pollinating plants.*
2-LS4-1
Make observations of plants and animals to compare the diversity of life in different habitats.
2-ESS1-1
Earth's Systems: Processes that Shape the Earth
Use information from several sources to provide evidence that Earth events can occur quickly or slowly.
2-ESS2-1
Compare multiple solutions designed to slow or prevent wind or water from changing the shape of the land.*
2-ESS2-2
Develop a model to represent the shapes and kinds of land and bodies of water in an area.
2-ESS2-3
Obtain information to identify where water is found on Earth and that it can be solid or liquid.
Second grade science addresses all of the NGSS standards for second grade, which are also grouped into three topics.

12. Engineering is Elementary Unit
2nd Grade Example Explore the Properties of Play Dough
Last year we purchased one engineering is elementary unit for each of our elementary grades.
Second students learn about structures and properties of matter using play dough, and end up designing a process to make high-quality play dough.
If you’ve ever followed a recipe, you know that the amount of each ingredient and the order in which you mix them matters.  Chemical engineers use these same principles when designing processes. When students read the storybook Michelle’s MVP Award, they learn about a girl who designs a better way to make play dough. The activities in this unit reinforce the science concepts “solid” and “liquid” as students explore the properties of different materials—and the properties of mixtures of materials. The final engineering design challenge? Design a process for making high-quality play dough.
Engineering is Elementary Unit
Grade
Sounds Like Fun: Seeing Animal Sounds
1st
A Work In Process: Improving a Play Dough Process
2nd
The Attraction is Obvious: Designing Maglev
3rd
A Stick in the Mud: Evaluating a Landscape
4th
A Slick Solution: Cleaning an Oil Spill
5th
Images from:

13. 6th Grade Standards at a Glance
Name
Topic
Performance Expectation
MS-ESS2-1
Earth's Systems
Develop a model to describe the cycling of Earth's materials and the flow of energy that drives this process.
MS-ESS2-4
Develop a model to describe the cycling of water through Earth's systems driven by energy from the sun and the force of gravity.
MS-ESS3-1
Construct a scientific explanation based on evidence for how the uneven distributions of Earth's mineral, energy, and groundwater resources are the result of past and current geoscience processes.
MS-ESS1-4
History of Earth
Construct a scientific explanation based on evidence from rock strata for how the geologic time scale is used to organize Earth's 4.6-billion-year-old history.
MS-ESS2-2
Construct an explanation based on evidence for how geoscience processes have changed Earth's surface at varying time and spatial scales.
MS-ESS2-3
Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions.
MS-ESS3-2
Human Impacts
Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.
MS-ESS3-3
Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.*
MS-ESS3-4
Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth's systems.
MS-ESS1-1
Space Systems
Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons.
MS-ESS1-2
Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system.
MS-ESS1-3
Analyze and interpret data to determine scale properties of objects in the solar system.
MS-ESS2-5
Weather and Climate
Collect data to provide evidence for how the motions and complex interactions of air masses results in changes in weather conditions.
MS-ESS2-6
Develop and use a model to describe how unequal heating and rotation of the Earth cause patterns of atmospheric and oceanic circulation that determine regional climates.
MS-ESS3-5
Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century.
Sixth grade science addresses all of the standards for middle school earth and space science.

14. 6th Grade Example Build Earthquake Resistant Structures
While students learn about earth’s crust they engage in the process of designing and building quake-proof structures and testing them on shake tables.
Image from:

15. 8th Grade Standards at a Glance
Name
Topic
Performance Expectation
MS-PS1-2
Chemical Reactions
Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred.
MS-PS1-5
MS-PS1-6
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.
Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes.*
MS-PS3-1
Energy
Construct and interpret graphical displays of data to describe the relationships of kinetic energy to the mass of an object and to the speed of an object.
MS-PS3-2
MS-PS3-3
Develop a model to describe that when the arrangement of objects interacting at a distance changes, different amounts of potential energy are stored in the system.
MS-PS3-4
Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer.*
Plan an investigation to determine the relationships among the energy transferred, the type of matter, the mass, and the change in the average kinetic energy of the particles as measured by the temperature of the sample.
MS-PS3-5
Construct, use, and present arguments to support the claim that when the kinetic energy of an object changes, energy is transferred to or from the object.
MS-PS2-1
Forces and Interactions
Apply Newton’s Third Law to design a solution to a problem involving the motion of two colliding objects.*
MS-PS2-2
Plan an investigation to provide evidence that the change in an object’s motion depends on the sum of the forces on the object and the mass of the object.
MS-PS2-3
Ask questions about data to determine the factors that affect the strength of electric and magnetic forces.
MS-PS2-4
Construct and present arguments using evidence to support the claim that gravitational interactions are attractive and depend on the masses of interacting objects.
MS-PS2-5
Conduct an investigation and evaluate the experimental design to provide evidence that fields exist between objects exerting forces on each other even though the objects are not in contact.
MS-PS1-1
Stucture and Properties of Matter
Develop models to describe the atomic composition of simple molecules and extended structures.
MS-PS1-3
Gather and make sense of information to describe that synthetic materials come from natural resources and impact society.
MS-PS1-4
Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed.
MS-PS4-1
Waves and Electromagnetic Radiation
Use mathematical representations to describe a simple model for waves that includes how the amplitude of a wave is related to the energy in a wave.
MS-PS4-2
Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials.
MS-PS4-3
Integrate qualitative scientific and technical information to support the claim that digitized signals are a more reliable way to encode and transmit information than analog signals.
Eighth grade science addresses all of the standards for middle school physical science.

16. 8th Grade Example Accelerated Motion with CO2 Cars
While students learn about motion, they work on designing CO2 cars. Then they have CO2 car races where they measure the length of the track, record the times, and calculate velocities and average acceleration.
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17. Performance Expectations
High School Standards
Discipline
Topic
Performance Expectations
Physical Science
Chemical Reactions
HS-PS1-2, HS-PS1-4, HS-PS1-5, HS-PS1-6, HS-PS1-7
Energy
HS-PS3-1, HS-PS3-2, HS-PS3-3, HS-PS3-4, HS-PS3-5
Forces and Interactions
HS-PS2-1, HS-PS2-2, HS-PS2-3, HS-PS2-4, HS-PS2-5
Structure and Properties of Matter
HS-PS1-1, HS-PS1-3, HS-PS1-8, HS-PS2-6
Waves and Electromagnetic Radiation
HS-PS4-1, HS-PS4-2, HS-PS4-3, HS-PS4-4, HS-PS4-5, HS-PS4-3, HS-PS4-4, HS-PS4-5
Life Science
Inheritance and Variation of Traits
HS-LS1-4, HS-LS3-1, HS-LS3-2, HS-LS3-3
Interdependent Relationships in Ecosystems
HS-LS2-1, HS-LS2-2, HS-LS2-6, HS-LS2-7, HS-LS2-8, HS-LS4-6
Matter and Energy in Organisms and Ecosystems
HS-LS1-5, HS-LS1-6, HS-LS1-7, HS-LS2-3, HS-LS2-4, HS-LS2-5
Natural Selection and Evolution
HS-LS4-1, HS-LS4-2, HS-LS4-3, HS-LS4-4, HS-LS4-5
Structure and Function
HS-LS1-1, HS-LS1-2, HS-LS1-3,
Earth & Space Science
Earth's Systems
HS-ESS2-2, HS-ESS2-3, HS-ESS2-5, HS-ESS2-6, HS-ESS2-7
History of Earth
HS-ESS1-5, HS-ESS1-6, HS-ESS2-1
Human Sustainability
HS-ESS3-1, HS-ESS3-2, HS-ESS3-3, HS-ESS3-4, HS-ESS3-6
Space Systems
HS-ESS1-1, HS-ESS1-2, HS-ESS1-3, HS-ESS1-4
Weather and Climate
HS-ESS2-4, HS-ESS3-5
Engineering, Tech. & Applied Science
Engineering Design
HS-ETS1-1, HS-ETS1-2, HS-ETS1-3, HS-ETS1-4
There are too many high school standards to display on one slide. Maryland requires students to take three science classes in high school, one of which must be Biology. Currently most students select from Biology, Chemistry, Physics, and Environmental Science. City Schools has released NGSS aligned investigations and engineering design challenges for each of those courses.

18. High School Biology Example Build Sealed Aquatic Ecosystems
Algae
Daphnia
Elodea
Hydra
Lumbriculus
Pond Snails
While students learn about ecosystems, they work on designing sustainable aquatic ecosystems. They have to determine an appropriate balance of producers and consumers to prevent carbon dioxide and nitrate build up, and sustain life.

19. Comments or Questions? Joshua Gabrielse Science Coordinator