New England Environmental Education Alliance PresentationSaturday, November 2, 2013

Environmental Education Makes the New National Science Standards Exciting!

Presenters: Patty O’DonnellHelen Ann Sephton

Ted WattHitchcock Center for the Environment

Amherst, Mass

NGSS• National effort to develop science standards K-12 for all states• Conceptual framework developed to guide standards, beginning in

January 2010, by National Research Council, (NRC) congressionally chartered arm of the National Academy of Sciences

• 26 lead states and writers identified in the Summer of 2011• Developed by NRC, National Science Teachers Association, American

Association for the Advancement of Science, and Achieve, a bipartisan, non-profit, education reform organization created by US governors and corporate leaders

• Final draft issued in April 2013• Final draft currently adopted by 7 states including Rhode Island and

Vermont• Web address: http://www.nextgenscience.org

Performance ExpectationsStudents who demonstrate understanding can: 5-LS2-1. Develop a model to describe the movement of matter among plants, animals,

decomposers, and the environment. [Clarification Statement: Emphasis is on the idea that matter that is not food (air, water, decomposed materials in soil) is changed by plants into matter that is food. Examples of systems could include organisms, ecosystems, and the Earth.] [Assessment Boundary: Assessment does

not include molecular explanations.]

Science and Engineering Practices

Developing and Using Models Modeling in 3-5 builds on K-2 experiences and progresses to

building and revising simple models and using models to represent events and design solutions.

• Develop models to describe phenomena. (3-LS1-1) - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

Connections to Nature of Science

Scientific Knowledge is Based on Empirical Evidence• Science findings are based on recognizing patterns. (3-LS1-

1)

Disciplinary Core IdeasLS1.B: Growth and Development of Organisms• Reproduction is essential to the continued existence of every kind of

organisms. Plants and animals have unique and diverse life cycles. (3-LS1-1)

Crosscutting Concepts

Systems and System Models• A system can be described in terms of its

components and their interactions. (5-LS2-1)

Articulation of DCIs across grade-levels: MS.LS1.B (3-LS1-1)

Common Core State Standards Connections: ELA/Literacy —RI.3.7 Use information gained from illustrations (e.g., maps, photographs)

and words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur). (3-LS1-1)

SL.3.5 Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details (3-LS1-1)

Mathematics — MP.4 Model with mathematics (3-LS-1)3.NBT Number and Operations in Base Ten (3-LS1-1)3.NF Number and Operations – Fractions (3-LS1-1)

Science and Engineering Practices

1. Asking questions (for science) and defining problems (for engineering)2. Developing and using models3. Planning and carrying out investigations4. Analyzing and interpreting data5. Using mathematics and computational thinking6. Constructing explanations (for science) and designing solutions (for

engineering)7. Engaging in argument from evidence8. Obtaining, evaluating, and communicating information

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Connections to the Nature of Science

§ Scientific Investigations use a variety of methods§ Scientific knowledge is based on empirical evidence§ Scientific knowledge is open to revision in light of new evidence§ Scientific models, laws, mechanisms, and theories explain natural phenomena

Disciplinary Core IdeasEarth and Space Sciences

• ESS1.A The universe and its stars• ESS!.B Earth and the solar system• ESS1.C The history of planet Earth• 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.A Natural resources• ESS3.B Natural hazards• ESS3.C Human impacts on Earth systems• ESS3.D Global climate change

Disciplinary Core IdeasLife Sciences

• 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.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.A Inheritance of traits• LS3.B Variation of traits• LS4.A Evidence of common ancestry and diversity• LS4.B Natural selection• LS4.C Adaptation• LS4.D Biodiversity and humans

Disciplinary Core IdeasPhysical Sciences

• PS1.A Structure of matter• PS1.B Chemical Reactions• PS1.C Nuclear processes• PS2.A Forces and motion• PS2.B Types of interactions• PS2.C Stability & instability in physical systems• 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.A Wave properties• PS4.B Electromagnetic radiation• PS4.C Information technologies and instrumentation

Crosscutting Concepts1. Patterns2. Cause and effect: mechanism and explanation3. Scale, proportion, and quantity4. Systems and system models5. Energy and matter: flows, cycles, and conservation6. Structure and function7. Stability and change

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - Connections to the Nature of Science

§ Science is a way of knowing§ Scientific knowledge assumes an order and consistency in natural systems§ Science is a human endeavor§ Science addresses questions about the natural and material world

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - Connections to Engineering, Technology, and Applications of Science

• Interdependence of Science, Engineering, and Technology• Influence of Engineering, Technology, and Science on Society and the Natural World

Good things about NGSS:• Include science content, process and “habits of mind” or “science attitudes”• Identify specific content standards for each grade level• Reflect the interconnected nature of science as it is practiced and experienced

in the real world.• Provide student performance expectations – but do not dictate how to ready

students for these expectations• Build conceptual understanding coherently K-12• Focus significantly on application of science content, e.g., opportunities for

students to think about how humans interact with Earth’s systems; also includes evolution and climate change

• Integrate science and engineering K-12• NGSS is aligned with Common Core State grade-level standards in ELA and Math

(Inspired by an Education Week webinar entitled Preparing for the New Science Standards, June 2013)