Workshop on the Next Generation Science Standards in New Hampshire.

1. Stan Freeda

2. Information Updated
2
•Welcome
•Workshop Wiki Space and Back Channeling
•Goals and Targets
•NH Frameworks for Science Literacy
•Activity 1: Broad Goals for Science Education
•Next Generation Science Standards
•Discussion 1: Conceptual Shifts
•Examining the Next Generation Science Standards
•Review of Backward Design
•Activity 2: Lesson Planning
•Convergence at the Core
•New Ways of Teaching and Learning
•Conclusions and Reflections
•Final Thoughts and Questions
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Workshop Wiki Space
PB Works
http://mssle09/pbworks.com
Presentation and resources are available on the wiki space.
Backchanneling
Padlet (Wallwisher)
http://padlet.com/wall/nhnextgenscience
Use the wall on the wiki space to share comments, reflections, ideas, or questions for consideration.
Return anytime you want to revisit the workshop content.
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•Understand how the Next Generation Science Standards fit into the NH College and Career Ready Standards.
•Identify the goals for science education in New Hampshire.
•Understand the conceptual shifts necessary for effective next generation teaching and learning.
•Understand the basic structure and content of the Next Generation Science Standards.
•Understand the relationship between the Next Generation Science Standards and the Common Core State Standards for English Language Arts and Mathematics.
•Realize that new ways of teaching are needed to promote the next generation learning needed to master the Next Generation Science and Common Core State Standards
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June 2006
1990s
NECAP Targets
NH Framework
Grade Span Expectations
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Students will…
1.use inquiry strategies to investigate and understand the natural world.
2.demonstrate an understanding of key concepts and principles central to the biological, physical, and earth sciences, and engineering, while recognizing the interrelationship of all the sciences.
3.demonstrate an understanding of the basic laws which govern and explain phenomena observed in the natural world
4.demonstrate an understanding of, and be able to practice, the basic processes which scientists use to obtain and continually revise knowledge about the natural world.
5.perceive that scientific and technological knowledge is the result of the cumulative efforts of people, past and present, who have attempted to explain the world through an objective, peer-tested, rational approach to understanding natural phenomena and occurrences.
6.display a sense of curiosity and wonder about the natural world, and demonstrate an increasing awareness of the interdependence between all living things and the environment.
7.demonstrate their abilities to identify human needs and concerns and to engage in problem-solving processes to define the problem, research and generate solutions, and develop simulations and prototypes to test their ideas before implementation.
8.be able to apply rational, creative-thinking, and investigative skills and use scientific and technical knowledge in their roles as citizens, workers, family members, and consumers in an increasingly technological society.
9.use oral and written communication, mathematical representation, and physical and conceptual models to describe and explain scientific concepts and ideas, and will be able to apply scientific and technical knowledge.
10.know and employ safe practices and techniques in the laboratory, in field work or any other scientific investigation, and when using scientific or technological materials at home or work.
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Tool: Wordle
1. Go to the NH Framework for Science Literacy on the web.
•http://www.education.nh.gov/instruction/curriculum/science/index.htm
•Education.nh.gov  S  Science in NH Schools
2.Select K-12 Curriculum Frameworks (Word document).
3.Grab the text for the K-12 Broad Goals (found on Page 6).
4.Go to www.Wordle.net
5.Create your own.
6.Paste the text into the text box.
7.Make a Wordle.
8.Limit the words to 25.
9.Discuss. Reflect. Conclude.
Activity 1
10 minutes
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10 most common words…
3 Verbs
Demonstrate
Use
Explain
4 Adjectives
Natural
Technological
Scientific
Able
3 Nouns
Understanding
Knowledge
World
36 Meaningful Sentences
Discussion
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July 2011 – March 2013
1/2010 - 7/2011
1990s
1990s-2009
Phase II
Phase I
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•July 2011 National Research Council develops Framework for Science Literacy
•Achieve develops Next Generation Standards based on the Framework
•May 2012 First public draft of Next Generation Science Standards
•December 2012 NH Science Teachers Association reviews NGSS
•January 2013 NHSTA, NHDOE, and individual science teachers submit comments on NGSS
•April 2013 Release of final Next Generation Science Standards
•Events – New Minimum Standards, Science NECAP to 2016, Common Core negativity, etc…
•April 2014 Governor’s Task Force on Science Technology Engineering and Math in NH www.stemnh.org
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•K-12 science education should reflect the interconnected nature of science as it is practiced and experienced in the real world.
•The Next Generation Science Standards are student performance expectations – not curriculum.
•The science concepts build coherently from K-12.
•The NGSS focus on deeper understanding of content as well as application of content.
•Science and engineering are integrated in the NGSS from K–12.
•The Next Generation Science Standards and Common Core State Standards for English Language Arts and Mathematics are aligned.
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Conceptual Shifts
•K-12 science education should reflect the interconnected nature of science as it is practiced and experienced in the real world.
•The Next Generation Science Standards are student performance expectations – not curriculum.
•The science concepts build coherently from K-12.
•The NGSS focus on deeper understanding of content as well as application of content.
•Science and engineering are integrated in the NGSS from K–12.
•The NGSS and Common Core State Standards ELA and Math are aligned.
How can these shifts transform instruction in my school?
How can these shifts help to support all learners in my school?
Discussion
7 minutes
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•The NGSS are written as Performance Expectations
•Each Standard represents a combination of all three dimensions.
•NGSS will require contextual application of the three dimensions by students.
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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.Constructing explanations and designing solutions
7.Engaging in argument from evidence
8.Obtaining, evaluating, and communicating information
Compare to:
NH Science Curriculum Framework
Science Process Skills
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CROSSCUTTING
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
Compare to: NH Science Curriculum Framework Unifying Themes Scientific Inquiry Nature of Science Systems and Energy Models and Scale Patterns of Change Form and Function
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CONTENT
Compare to:
NH Science Curriculum Framework Content Domains
Physical Sciences
Life Sciences
Earth Space Science
1.Physical Science
2.Life Science
3.Earth and Space Science
4.Engineering Design
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CONTENT
PS1 Matter and its interactions How can one explain the structure, properties, and interactions of matter?
PS2 Motion and stability: Forces and interactions How can one explain and predict interactions between objects and within systems?
PS3 Energy How is energy transferred and conserved?
PS4 Waves Properties How are waves used to transfer energy and information?
DISCIPLINARY CORE IDEAS
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CONTENT
LS1 From Molecules to Organisms: Structures and Processes How do organisms live, grow, respond to their environment, and reproduce?
LS2 Ecosystems: Interactions, Energy, and Dynamics How and why do organisms interact with their environment, and what are the effects of these interactions?
LS3 Heredity: Inheritance and Variation of Traits How are characteristics of one generation passed to the next? How can individuals of the same species and even siblings have different characteristics?
LS4 Biological Evolution: Unity and Diversity How can there by so many similarities among organisms yet so many different kinds of plants, animals, and microorganisms? How does Biodiversity affect humans?
DISCIPLINARY CORE IDEAS
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CONTENT
ESS1 Earth’s Place in the Universe What is the universe and what is Earth’s place in it?
ESS2 Earth’s Systems How and why is Earth constantly changing?
ESS3 Earth and Human Activity How do Earth’s surface processes and human activities affect each other?
DISCIPLINARY CORE IDEAS
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CONTENT
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CONTENT
Engineering Design Standards are for Grade Ranges
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This is the
Performance
Expectation
Foundation
Boxes
Practice Disciplinary Core Idea Crosscutting Concept
Illustrate and describe the location of Earth and the Solar System with respect to the sizes and structures of the
Milky Way galaxy and Universe.
Assessment Boundary: Mathematical models are not expected; use AU for Solar System scale; use light years for universal scale
Developing and Using
Models: Create and interpret
scale drawings, scale
models, or other depictions
of differences in scale.
ESS1.A: The Universe and Its Stars: Earth
and its solar system are part of the Milky Way
galaxy, which is one of many galaxies in the
universe.
Scale, Proportion and
Quantity: Different scientific
phenomena correspond to
different powers-of-ten scales.
PRACTICES CONTENT CROSSCUTTING
Levels
K Gr 1 Gr 2 Gr 3 Gr 4 Gr 5 MS HS
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PRACTICES
CONTENT
CROSSCUTTING
Standard
Clarification Statements
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Example of Engineering Design Standard.
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Connections to Common Core are given.
Connection to other Disciplinary Core Ideas in same and other grade levels.
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Identify Desired Results
•What “enduring” understandings are desired?
•What should students know, understand, and be able to do?
•What is worth understanding?
Determine Acceptable Evidence
•How will we know if students have achieved the desired results and met the standards?
•What will we accept as evidence of student understanding and proficiency?
Plan
Learning
Experiences
•What activities will give students experience and practice demonstrating the acceptable evidence of learning?
•What instruction or guidance do they need in order to know or be able to do those things?
assessment
standards
instruction
competency
Learning
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Tool: Backward Design
1. Go to the Next Generation Science Standards on the web.
•http://NextGenScience.org
•Find Grade 5 Earth Space Science idea 3C, Human Impacts on Earth Systems
•5-ESS3 Earth and Human Activity
2.Use Backward Design to develop a lesson to teach this standard.
•Look at the Standard.
•Think about how you would assess that standard.
•Discuss and develop a consensus on an assessment.
•Based on that assessment, what instruction would teachers need to provide? Is there a conceptual shift in teaching required?
3.Discuss. Reflect. Conclude.
Activity 2
20 minutes
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•Look at the Standard.
•Think about how you would assess that standard.
•Discuss and develop a consensus on an assessment.
•Based on that assessment, what instruction would teachers need to provide?
•Is there a conceptual shift in teaching?
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Common Core State Standards English Language Arts
The Common Core asks students to read stories and literature, as well as more complex texts that provide facts and background knowledge in areas such as science and social studies. Students will be challenged and asked questions that push them to refer back to what they’ve read. This stresses critical-thinking, problem-solving, and analytical skills that are required for success in college, career, and life.
Key Shifts in English Language Arts
1.Regular practice with complex texts and their academic language
2.Reading, writing, and speaking grounded in evidence from texts, both literary and informational
3.Building knowledge through content-rich nonfiction
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Minimum Standards for School Approval
Ed 306.371 English Language Arts and Reading applies on July 1, 2015
(b) (1) Provide students with teaching and instructional practices that:
a. Prepare students to comprehend and evaluate complex texts across a range of types and disciplines, and to construct effective arguments and convey intricate
or multifaceted information;
b. Establish a base of knowledge across a wide range of subject matter by engaging with works of quality and substance;
c. Prepare students to adapt communication in relation to audience, task, purpose, and discipline;
d. Establish students as engaged and open-minded, but discerning, readers and listeners;
e. Prepare students to cite specific evidence when offering an oral or written interpretation of a text;
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Key Shifts in English Language Arts

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Common Core State Standards Mathematics
The Common Core concentrates on a clear set of math skills and concepts. Students will learn concepts in a more organized way both during the school year and across grades. The standards encourage students to solve real-world problems.
Key Shifts in Mathematics
1.Greater focus on fewer topics
2.Coherence: Linking topics and thinking across grades
3.Rigor: Pursue conceptual understanding, procedural skills and fluency, and application with equal intensity
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Minimum Standards for School Approval
Ed 306.431 Mathematics Program applies on July 1, 2015
(a)(1) Solve problems by:
a. Using multiple strategies;
b. Communicating mathematical ideas through speaking and writing;
c. Reading and interpreting mathematics;
d. Making logical connections between different mathematical concepts and representations; and
e. Applying good reasoning in developing solutions and to affirm or disprove statements;
(a)(3) Use authentic tasks that:
a. Promote student decision making and questioning;
b. Encourage students to develop and defend unique problem-solving strategies and conjectures made and analyzed from patterns and data collected; and
c. Encourage the use of inductive reasoning, deductive reasoning at middle and high school levels, and proof at high school level;
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Minimum Standards for School Approval
Ed 306.451 Science Program applies on July 1, 2015
(b) Science programs in each school shall prepare both technologically and environmentally literate students, by including planned learning strategies and opportunities that:
(1) Provide students with teaching and instructional practices that:
a. Reflect on the interconnectedness of the nature and practice of science in the real world;
b. Perform science through the development of practices that are integrated with core ideas and crosscutting concepts;
d. Focus on deeper understanding of science content as well as application of that content;
g. Connect science to mathematics, language arts, and other content areas;
…more 
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Minimum Standards for School Approval
Ed 306.451 Science Program applies on July 1, 2015
(2) Provide students with knowledge and experience of the following science practices, integrated with cross cutting science concepts and core disciplinary principles:
a. Asking questions and defining problems;
c. Planning and carrying out investigations;
d. Analyzing and interpreting data;
e. Using mathematics and computational thinking;
f. Constructing explanations and designing solutions;
g. Engaging in argument from evidence; and
(3) Provide students with knowledge and experience of the following cross cutting science concepts, integrated with science practices and core disciplinary principles which include the
following:
b. Cause and effect with respect to mechanism and explanation;
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•Knowledge through content-rich text.
•Reason abstractly and quantitatively.
•Construct arguments.
•Critique the reasoning of others.
•Argue with evidence.
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AT THE CORE OF ALL MODERN STANDARDS IS:
•REASONING WITH EVIDENCE.
•BUILDING ARGUMENTS AND CRITIQUING THE ARGUMENTS OF OTHERS.
•DEVELOPING RIGOROUS, CONCEPTUALLY STRONG, EVIDENCE-BASED THINKING PRACTICES.
•PARTICIPATING IN REASONING-ORIENTED PRACTICES, WITH OTHERS.
A FEW MORE OF THESE PRACTICES SEEM TO RELATE EXPLICITLY TO SENSE-MAKING AND DISCUSSION: REASONING, IN THE SERVICE OF MAKING ARGUMENTS.
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TEACHERS WILL HAVE TO HELP ALL STUDENTS:
•EXTERNALIZE THEIR THINKING;
•LISTEN CAREFULLY TO ONE ANOTHER AND TAKE ONE ANOTHER SERIOUSLY;
•DIG DEEPER INTO THE DATA AND EVIDENCE FOR THEIR POSITIONS;
•WORK WITH THE REASONING OF OTHERS.

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•REQUIRE THAT TEACHERS FOCUS MORE ATTENTION ON REASONING AND “THINKING PRACTICES.”
•REQUIRE STUDENTS TO PARTICIPATE IN MAKING THEIR THINKING PUBLIC AND COGENT.
•STUDENTS WILL NEED GUIDANCE TO MAKING THEIR THINKING…
•Visible
•Public
•Available to others …IN SPEAKING AND WRITING!
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Points to Consider:
•“Reasoning practices” in all content areas have to be enacted, and for learners, most are enacted socially, through talk and writing.
•“Social” does not just mean student-led group work. Well- structured social interaction builds in time to think as an individual – making thinking available - metacognition.
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“Reasoning” practices are common to all modern sets of standards. That means big bang for the buck.
The practices of discussion transfer from one content domain to another.
We now know a great deal about how to induct students, from all backgrounds, into these reasoning practices, through rigorous, content-rich, teacher-guided discussions.
Good teaching has always supported these practices.
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The dominant forms of talk in classrooms — recitation and direct instruction — do NOT support reasoning, building arguments with evidence, explaining, critiquing, and building common ground.
Teachers are often not well-prepared to lead academically productive, reasoning- oriented discussions.
Teachers often rely on group work, hoping that the hands-on activities, in small groups, will teach the students what they need to learn.
Teachers have a hard time running deeper discussions. Because of limitations, deep discussions are often skipped. “…We just didn’t have time.”

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ASSESSING NEW LEARNING
A Comment about Assessment Practices
We cannot effectively assess kids on the Common Core and Next Generation Science Standards using technology and an online assessment unless we effectively learn how to teach kids using technologies and the learning models supported by the Common Core and Next Generation Science Standards.
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•Understand how the Next Generation Science Standards fit into the NH College and Career Ready Standards.
•Identify the goals for science education in New Hampshire.
•Understand the conceptual shifts necessary for effective next generation teaching and learning.
•Understand the basic structure and content of the Next Generation Science Standards.
•Understand the relationship between the Next Generation Science Standards and the Common Core State Standards for English Language Arts and Mathematics.
•Realize that new ways of teaching are needed to promote the next generation learning needed to master the Next Generation Science and Common Core State Standards
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FINAL THOUGHTS AND QUESTIONS
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WHAT’S COMMON CORE ABOUT THE
NEXT GENERATION SCIENCE STANDARDS?
Contact Information
Stan Freeda
Office of Educational Technology
New Hampshire Department of Education
Stanley.Freeda@doe.nh.gov 603.271.5132
www.education.nh.gov www.nheon.org www.opennh.org
@
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