NGSS Parent Information Night. Information current as of 2/14/17

Transcription

1 NGSS Parent Information Night Information current as of 2/14/17

2 Outcomes: Experience an NGSS shifted lesson Explain the rationale and research behind the new standards Highlight the innovative shifts of the Next Generation Science Standards Discuss Fremont s NGSS implementation timeline Discuss the possible high school course sequence models. Address parent concerns/questions

3 Concerns/Questions Isn t NGSS watered-down science? Will students learn the science they need to succeed at the college-level? What about honors courses? Partial integration with Earth Science Will students be prepared for AP sciences and SAT subject tests? There is no NGSS aligned textbook Students have to teach themselves the content

4 What are the NGSS? In 2013, California State Board of Education adopted the Next Generation Science Standards (NGSS). The NGSS are now the required science content standards for all districts in California The NGSS require all standards for all students. Outline the essential knowledge and skills that all students need in order to be truly ready for college and careers in science in the 21st century

5 Why the need for new standards? Only 36% of 2013 U.S. High School graduates were ready for college-level coursework science 38% of students who start a STEM major do not graduate with one. The high school students of 19 industrialized nations performed better than U.S. students in science in 2012 In 2008, 4% of U.S. bachelor's degrees were awarded in engineering compared with 31% in China

6 Why the need for new standards? In 2009, for the first time, over half of U.S. patents were awarded to non-u.s. companies because STEM shortcomings are forcing a hold on innovation Job opportunities in STEM fields are growing fast, but too few of our high school graduates are ready for college coursework or careers in STEM areas.

7

8

9 Research into the cause of the STEM shortage Lack of authentic learning activities in STEM subjects in K-12 education Little time for science in elementary school Poor alignment of K-12 and college curricula Longstanding debate over what students should know and be able to do in science by the time they finish high school

10 Developing the Standards Lead Partners: National Research Council National Science Teachers Association American Association for the Advancement of Science Achieve Team Authors: 26 Lead State Partners (CA included) Teachers Practicing Scientists Cognitive Scientists Science Education Researchers

11 Developing the Standards Two Step Process Development of K-12 Science Framework (July 2011) Next Generation Science Standards (April 2013) Release of the CA Framework (November 2015) Research, Industry, Science Education Informs the writing of framework 1 Framework guides development of the NGSS 2

12 Learning About Learning

13 NGSS State by State /2016 Washington Oregon Michigan California Nevada Connecticut Kansas Illinois West Virginia Kentucky New Jersey Iowa Maryland Arkansas Delaware *Massachusettes Hawaii Rhode Island *Colorado *New York Vermont *Maine *Tennessee 26 states were involved in writing NGSS 18 have adopted 24 are considering NGSS or have adopted equivalent standards

14 Paradigm Shift 1998 California Science Standards What should students know Deep understanding of concepts Engage in scientific thinking Big ideas and crosscutting concepts Science & Engineering Integration of Common Core STEM Practices Learning as a developmental progression

15 Paradigm Shift Three dimensions combine to form each standard

16 How does NGSS differ from 1998 Standards? Based on phenomena Focused on critical thinking skills and learning concepts through the science and engineering practices Based on research and evidence of how students learn 1998 standards focus on what students know 1998 standards focus on memorizing a body of knowledge NGSS ask students to apply the concepts to make sense of phenomena and address problems and challenges 3 dimensional learning DCIs, SEPs, CCCs. 98 standards were the DCIs SEPs= DO DCIs=KNOW CCCs=THINK

17 What Does This Look Like in the Classroom?

18

19 Shift #1: K-12 Science Education Should Reflect the Interconnected Nature of Science as it is Practiced and Experienced in the Real World Past 7th Grade Life Science CA Standard Students know plants and animals have levels of organization for structure and function, including cells, tissues, organs, organ systems and whole organism. Current Middle Grades CA NGSS Adopted Standard Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

20 The progression from novice to expert in science involves more than just acquisition of rote content knowledge. Experts are able to identify patterns, solve problems, and make connections in ways that reflect a deep understanding of the content. Research indicates that deep learning of science content, particularly content that is related to complex, multidisciplinary systems, is best achieved when students have multiple opportunities to engage in a few key foundational concepts over a sustained period of time in many different and authentic contexts. --National Research Council

21 Disciplinary Core Ideas Life Science Physical Science LS1: From Molecules to Organisms: Structures and Processes PS1: Matter and Its Interactions LS2: Ecosystems: Interactions, Energy, and Dynamics LS3: Heredity: Inheritance and Variation of Traits LS4: PS2: Motion and Stability: Forces and Interactions PS3: Energy PS4: Waves and Their Applications in Technologies for Information Transfer Biological Evolution: Unity and Diversity Earth & Space Science Engineering & Technology ESS1: Earth s Place in the Universe ETS1: Engineering Design ESS2: Earth s Systems ETS2: Links Among Engineering, Technology, Science, and Society ESS3: Earth and Human Activity 21

22 Dimension 3- Disciplinary Core Ideas Has broad importance across multiple science or engineering disciplines, a key organizing concept of a single discipline Can be used to explain a host of phenomena Provides a key tool for understanding or investigating more complex ideas and solving problems Relates to the interests and life experiences of students, connected to societal or personal concerns Is teachable and learnable over multiple grades at increasing levels of depth and sophistication

23 Why Disciplinary Core Ideas? At what temperature does water boil? Why does water boil at 100? Why does water, H20, a relatively light molecule boil at 100 when carbon dioxide, CO2, a much heavier molecule compared to water, boils at a much lower temperature -57?

24 Let s examine the boiling point of water a bit more A range of electrical forces with varying strengths tend to dominate the interactions between objects and/or matter. There is a single quantity called energy due to the remarkable fact that a system s total energy is conserved. Energy is best understood at the microscopic scale, at which it can modeled as either motions of particles or as stored force fields.

25 What s the point? Electrical Interactions is a core idea (PS2.B) in NGSS, yet few of our students today understand this essential idea! Moreover, NGSS focuses on students making sense of diverse phenomena by using this core idea.

26 How are all these phenomena or events related? A range of electrical forces with varying strengths tend to dominate the interactions between objects and/or matter.

27 Surrounding Districts Transitioning to the NGSS Newark Unified Cupertino New Haven Palo Alto Hayward San Lorenzo Oakland San Leandro San Jose Mountain View Santa Clara Mt. Diablo Santa Cruz Tracy San Francisco Dublin

28 Fremont Unified Transition Plan : Awareness and Transition (changing lesson pedagogy, conducting engineering activities, doing more scientific thinking and communication) : New NGSS 1 Course, Teacher Created Units of Study, Supplemental Bridge Curriculum Adopted for K-5 (Mystery Science), 6-8* (IQWST) : Full Implementation Important Points: We are not in front of the pack for implementation We have a professional responsibility to teach the standards We share the desire to ensure science instruction is inviting, challenging and experiential

29 Fremont Unified Transition Plan: Middle School New Units of Study in transition to Integrated Model Continue to incorporate NGSS Science & Engineering Practices Incorporate Engineering Standards Full implementation and alignment

30 Fremont Unified Transition Plan: High School First year of 9th grade NGSS 1 course Biology and Chemistry courses Incorporation of NGSS Science Practices One new unit taught through the lens of Earth Science These students continue through our current science sequence Design NGSS-aligned courses and pathways for years 2 and 3 Analyze impact of NGSS 1 course (Current Thinking) NGSS 2 Course (Living Earth or Chemistry of Earth Systems) NGSS 3 Course Full implementation and alignment

31 California Science Test (CAST) Year Assessment Plan Results CST NGSS Pilot Assessment Grades 5, 8, and 10 or 11 Unlikely NGSS Field Test Grades 5, 8, and 10 or 11 Likely NGSS Operational Student, Class, and Assessment Grades 5, 8, and School Reports 10 or 11

32 Timeline for new high school courses and California Science Assessment Date Plan New freshman (9th) class offered: NGSS pilot assessment New sophomore (10th) class offered: NGSS field test New junior (11th) class offered: NGSS Assessment Operational

33 Possible High School Course Sequence 9th GRADE 10th GRADE 11th GRADE Elective Options Tentatively Proposal* (not approved by FUSD School Board or Science Curriculum Council) NGSS 1 Honors Biology Course offerings remain the same Course offerings remain the same NGSS 1 Honors Biology Course offerings remain the same Biology Honors Biology Chemistry Honors Chemistry Course offerings remain the same Living Earth Honors Living Earth Chemistry of Earth Systems Honors Chemistry of Earth Systems Living Earth Honors Living Earth Chemistry of Earth Systems Honors Chemistry of Earth Systems AP Physics I* AP Environmental Science* AP Biology* Other Science Courses* (*Must have completed Chemistry) Physics in the Universe Honors Physics in the Universe AP Physics I* AP Environmental Science*

34 Physics in the Universe Forces in motion Types of interactions (i.e. gravity, Coulomb's Law) Energy definitions, conservation, transfer Relationships between energy and forces Nuclear Processes Wave properties Electromagnetic radiation Information technologies History of Planet Earth Plate Tectonics and large scale system interactions Energy in chemical processes and everyday life

35 Living Earth Ecosystems Evolution History of Earth Nuclear Processes Earth's Materials and Systems (Role of water in earth processes) Weather and Climate Structure and Function Inheritance and variation in traits (Genetics) Growth and development in organism (Cell biology) Cycles of matter and energy flow in ecosystems Biogeology Organization of matter and energy flow in organisms

36 Chemistry of Earth s Systems Structure and properties of matter Chemical reactions Types of interactions Energy and processes in everyday life Definitions of energy Conservation of energy and energy transfer Plate tectonics and large scale system interactions Electromagnetic radiation Earth s materials and systems Weather and climate Natural resources Natural hazards Global climate change and human impacts Interdependent relationships in ecosystems

37 Alignment of SAT Subject Matter Tests with NGSS Courses SAT Subject Test and NGSS Course Physics SAT Test after completing Physics in the Universe Biology SAT Test after completing Living Earth Chemistry SAT Test after completing Chemistry of Earth Systems Topics Math Required Mechanics Electricity Waves Heat/Thermodynamics *Modern Physics Algebra 1 Algebra 2/Trig recommended Cell Biology Ecology Genetics Evolution Organismal Biology Algebra 1 Structure of Matter States of Matter *Equilibrium Reaction Types *Stoichiometry Thermochemistry Descriptive Chemistry Algebra 1

38 NGSS Courses and Preparation for AP Science Courses From Achieve: NGSS Disciplinary Core Ideas AP Essential Knowledge Statement Living Earth 44/55 Chemistry of Earth Systems 40/63 Physics in the Universe 47/88

39 NGSS and AP Practices 1. Asking questions (for science) and defining problems (for engineering) Practice 1: Use representations and models to communicate scientific phenomena and solve scientific problems 2. Developing and using models Practice 2: Use mathematics appropriately 3. Planning and carrying out investigations 4. Analyzing and interpreting data Practice 3: Engage in scientific questioning to extend thinking or to guide investigations 5. Using mathematics and computational thinking Practice 4: Plan and implement data collection strategies appropriate to the scientific question 6. Constructing explanations (for science) and designing solutions (for engineering) Practice 5: Perform data analysis and evaluation of evidence 7. Engaging in argument from evidence Practice 6: Work with scientific explanations and theories 8. Obtaining, evaluating, and communicating information Practice 7: Connect and relate knowledge across various scales, concepts, and representations.

40 What resources are needed? Resources Needed Impact Professional Development To become proficient with the instructional shifts required by NGSS. Additional PD for Earth Science content PLC Teacher Teams Develop units of study and formative assessments to meet NGSS Intervention Academic support for those students who are not mastering standards. *Intervention during the school day.

41 How will this impact be measured? Performance on California State Science Assessment Increased enrollment in STEM fields of study post secondary education Student surveys

42 How is Fremont developing teacher expertise in new content? Ongoing professional development Utilize PLC s Provide release time Partner with local universities (i.e. CSUEB partnership) PD s on Earth Science topics and ways to incorporate Earth Science phenomena.

43 How is Fremont Dealing with the Lack of Aligned Textbooks Elementary Supplemental Bridge Curriculum: Mystery Science Teacher/Instructional Coach created units of study Middle School Supplemental Bridge Curriculum (Proposed): IQWST- Investigating through Questioning With Science and Technology Teacher/Instructional Coach created units of study High School Teacher/Instructional Coach created units of study Using the California Draft Science Framework for guidance All Levels: Using WestEd tools for shifting existing curricular materials

44 Honors Science Non GATE identified students with A grades in all four semesters of 7th and 8th grades science qualify for Honors Science in high school. or Successful completion (C or better grades) at the previous level honors class to continue in the Honors course. Advanced Placement (AP) classes are open to any student who is interested in the subject and is willing to work hard. Students do not have to be GATE identified to qualify for an AP course. All course prerequisites must be met. AP classes are college level classes.