Interpreting the KCAS-Science: Terry Rhodes KDE Science Instructional Specialist Goals of This Session Build understanding of the NRC Framework for K-12 Science Education and the development of the Next Generation Science Standards Examine the key components of KCAS- Science (NGSS) Learn to read the architecture of the KCAS-Science Before We BeginQuickwrite List 3 things you know for sure about the KCAS List 3 questions you have about the KCAS Share and chart with table group A Framework for K-12 Science Education Practices, Crosscutting Concepts, and Core Ideas A New Vision for Teaching and Learning Science for ALL Students 3 Dimensional Coherent Learning across Grades The Frameworks Vision of Science Education Progressively deeper understanding of science. Actively engage in practices to deepen understanding of crosscutting concepts and disciplinary core ideas. Integrated systems of standards, curriculum, instruction, and assessment based on 3 dimensions. Why do we need STEM? Conceptual Shifts in NGSS 1. K-12 science education should reflect the interconnected nature of science as it is practiced and experienced in the real world. 2. The NGSS are student performance expectations NOT curriculum. 3. The science concepts build coherently from K The NGSS focus on deeper understanding of content as well as application of content. 5. Science and engineering are Integrated in the NGSS from K The NGSS are designed to prepare students for college, career, and citizenship. 7. The NGSS and Common Core State Standards (Mathematics and English Language Arts) are aligned. 7 Conceptual Shifts in NGSS Dimension 1 Scientific and Engineering 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 Dimension 1 Science and Engineering Practices 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! Practices Change Science Education 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. Dimension 2 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 Making Sense of Cross Cutting Concepts With a partner select a concept to discuss What is the concept? How might you use it in instruction? How are cross cutting concepts different from what we had before? 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 Dimension 3- Disciplinary Core Ideas PS1 - Matter and Its Interactions PS2 - Motion and Stability PS3 - Energy PS4 - Waves and Their Applications Physical Sciences - PS DCIs: Physical Science s 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 Instrumentation Life Sciences - LS 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 DCIs: 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 ESS1 - Earths Place in the Universe ESS2 - Earth Systems ESS3 - Earth and Human Activity Earth and Space Sciences - ESS DCIs: Earth and Space Sciences ESS1 Earths 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 Earths systems ESS2.A: Earth Materials and Systems ESS2.B: Plate Tectonics and Large-Scale System Interactions ESS2.C: The Roles of Water in Earths 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 Life Science Standard CCD-4.1/POS Life Science Standard KCAS 2-LS2-1. Plan and conduct an investigation to determine if plants need sunlight and water to grow. Engineering Design Links Among Engineering, Technology, Science and Society Engineering, Technology and Applications of Sciences DCIs: Engineering 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 Three Dimensions Intertwined The NGSS are written as Performance Expectations NGSS requires contextual application of the three dimensions by students. Focus is on how and why as well as what Interpreting the Architecture of the KCAS-Science (Next Generation Science Standards) Performance Exp. Assessment Box Title and Code Clarification Statement Assessment Boundary Engineering Component Science and Engineering Practices Disciplinary Core Ideas Inside The Box Performance Expectations = Standard 26 a) Stem: each standard is written in the form of one sentence, that identifies the disciplinary core idea, the scientific practice and the crosscutting concept the student is expected to demonstrate at the end of instruction. b) The clarification statements provide a short description of a nuance of the standard c) The assessment boundary provides the depth of understanding all students are expected to demonstrate. Example: 06-PS PS1-1. Develop models to describe the atomic composition of simple molecules and extended structures. [ Clarification Statement: Emphasis is on developing models of molecules that vary in complexity. Examples of simple molecules could include ammonia and methanol. Examples of extended structures could include sodium chloride or diamonds. Examples of molecular-level models could include drawings, 3D ball and stick structures, or computer representations showing different molecules with different types of atoms.] [Assessment Boundary: Assessment does not include valence electrons and bonding energy, discussing the ionic nature of subunits of complex structures, or a complete depiction of all individual atoms in a complex molecule or extended structure.] Foundation Boxes Disciplinary Core Ideas Crosscutting Concepts DCI Science and Engineering Practices Inside The Box Foundation Boxes SEP DCI CCC Foundation boxes provide information that expands and explains the standard statements in relation to the three dimensions. Connection Boxes Science and Engineering Practices Disciplinary Core Ideas CoctiEngineering, Technology and Applications of Science; Nature of Science Connections to other DCIs Articulation of DCIs CCSS Connections: ELE/Literacy and Mathematics Inside The Box Connection Boxes Connection boxes provide: a) connections to topics in other grade levels. b) articulation across grade levels. c) connections to Common Core State Standards Inside The Box P.E. Codes Reading the NGSS: A New Morse Code Grade and Core Idea K-PS3 Energy 3-LS2 Ecosystems; 06-ESS1 Earths Place in Universe; HS-ETS1 Engineering Design Performance Expectation---Dashes--- HS-PS1-1; HS-PS1-5 DCIsDots PS3.D; PS4.A Parenthesis at the end of each DCI, SEP, CCC to indicate PE Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem 3 Dimensional Learning Dissected Building Performance Expectations In groups of 3-4 people, take one card from each of the 3 bags in the envelopes Blue card: Science and Engineering Practice Orange Card: Disciplinary Core Idea Green Card: Cross Cutting Concept Try it 1-2 times more. Select the arrangement you like best Think about a task(s) that students may need to accomplish in order to demonstrate all 3 dimensions SEPDCICCC Building Performance Expectations Lets think about instructional changes you need to make if you swap out the SEP or CCC for a particular set of cards SEPDCICCC the total number of each type of atom is conserved, and thus mass does not change Planning and carrying out investigations Analyzing and interpreting data Developing and using models Using mathematics and computational thinking patterns cause & effect energy & matter CCCDCISEP Students combine a variety of different substances and make observations about the characteristics of chemical processes. Students create visual models to explain the observed phenomena and develop predictions that support their model. Students measure accurately the mass of the reactants and the products before and after the reaction. Learning Grows Over Time Learning difficult ideas Takes time Develops as students work on tasks that forces them to synthesize ideas Occurs when new and existing knowledge is linked to previous ideas Depends on instruction Performance Expectations Build Across Years 2-PS1-1 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-PS1-1 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* 5-PS1-1. Develop a model to describe that matter is made of particles too small to be seen 07-PS1-5. 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. Modified from Brian Reiser HS-PS1-3. Plan and conduct an investigation to gather evidence to compare the structure of substances at the bulk scale to infer the strength of electrical forces between particles. K-2 Engaging students in constructing scientific explanations K 12 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 Build Scientific Disposition (habits of mind) Building 3 D learning (DCI, SEP, CCC) across time supports learners to think like scientists Knowing when and how to seek and build knowledge What do I need to know? I wonder, if then? Can I explain how...? Do I have enough evidence? Learn to understand the purpose of evidence New Opportunities for All Learners Common Core Standards (ELA and Mathematics) Next Generation Science Standards 21 st Century Skills Connections with The Common Core Read the list of practices/portraits. Code each practice/portrait with an: S for science & engineering M for mathematics E for English-Language Arts Discuss your coding with a partner. What did you notice? Sample 3 Dimensional Lesson Supporting Materials Appendix A Conceptual Shifts Appendix B Responses to Public Feedback Appendix C College and Career Readiness Appendix D All Standards, All Students Appendix E Disciplinary Core Idea Progressions in the NGSS Appendix F Science and Engineering Practices in the NGSS Appendix GCrosscutting Concepts in the NGSS Appendix HNature of Science Appendix I Engineering Design in the NGSS Appendix J Science, Technology, Society, and the Environment Appendix KModel Course Mapping in Middle and High School Appendix L Connections to Common Core State Standards in Mathematics Appendix MConnections to Common Core State Standards in ELA Bozeman Deconstruction Tool Terry Rhodes KDE Science Instructional Specialist
