Paula Keener, Marine Biologist Director, Education Program NOAA Office of Ocean Exploration and Research

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1 Paula Keener, Marine Biologist Director, Education Program NOAA Office of Ocean Exploration and Research 1

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6 Ask participants to think about connections between science, engineering and technology required to accomplish what they are about to see. 6

7 The codependency of ocean exploration on engineering and technology and engineering and technology on the sciences employed to explore the ocean is striking. Our sciences steer advances in engineering and technology; similarly, engineering enables advancements in ocean exploration they are inextricably intertwined. P. Keener, 2012 I would like to take a minute and have you read this. This was a statement that I wrote in the Lau Basin, what I was doing as a scientist and what the goal of the NGSS are set to do. 7

8 NSES have not been revised in 17 years. Paucity of STEM majors and high demand for STEM careers. Local district goals and expectations drive student performance. Students need to be prepared for college, careers and citizenship. US competitiveness in global economy Intent is to motivate all students to engage in active practice of science and engineering. Know more about science and teaching and learning. Need new standards that stimulate interest in STEM Stds provide the necessary foundation for local decisions around curriculum, assessment and instruction. Leads to a more competitive workforce. 8

9 Phase I Phase II 1990s 1/2010-7/ /2011 March s-2009 Two phase process in partnership with the NRC, NSTA AAAS and Achieve. First, development of Framework by National Academies of Science (identified broad ideas and practices in the natural sciences and engineering that all students should be familiar with when they graduate from HS). Second, standards developed based on Framework by science educators and experts who wrote draft standards. 26 lead states. Two open comment periods, late spring, 2012 (over 10,000 comments), and final comment period closed January 29 th. Final standards expected to be out in March, % of performance measures were changed based on first comment period. Up to states to decide to adopt. Those that do will work together to implement. 9

10 1. Interconnected nature of science across 3 dimensions: Science and Engineering Practice; Crosscutting Concepts; and Disciplinary Core Ideas 2. Student performance expectations 3. Build coherently from K Deeper understanding of content and application of content 5. Science and engineering are integrated 6. Aligned to the Common Core State Standards for English Language Arts and Mathematics Image: Jean Francois Podevin Students must engage at a nexus of three dimensions practices, core ideas, and cross-cutting concepts Not a curriculum use of models to describe, collect data and/or predict Based on Framework Focus on a smaller set of idea that build in a progression from grade level to grade level and assumes previous material has been mastered by the student. Focus is on core ideas, not the facts associated with them. Meaning problems and application for deeper understanding 10

11 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 In past, engineering and technology have not received the same level of attention in science curricula, assessment, or the education of new science teachers as the traditional science disciplines. The NGSS fully integrate engineering design, technology and mathematics into the structure of science education by raising engineering design to the same level as scientific inquiry when teaching science disciplines at all levels, K-12. STEM. 1) Technology and engineering help solve meaningful problems (clean energy, human diseases, supplies of food and clean water, climate change that confront society) and 2) they help students deepen their understanding of science by applying their developing science knowledge in real-world contexts. 11

12 From Draft - Appendix Practices are broken into a pedagogical progression 12

13 1. Have broad importance across multiple sciences or engineering disciplines or be a key organizing principle of a single discipline 2. Be a key tool for understanding/investigating more complex ideas/solving problems 3. Relate to interests/life experiences or be connected to societal/personal concerns that require science or technology 4. Be teachable and learnable across grade levels at increasing levels of depth and sophistication. To be regarded as core, each idea had to meet at least two of following, though preferably three or all four. Defined by Framework 44 DCIs Content Progression Learning Progression across GLs 13

14 Physical Science Earth and Space Science Matter and Interactions (PS1) Earth s Place in the Universe Motion and Stability: Forces and (ESS1) Interaction (PS2) Earth s Systems (ESS2) Energy (PS3) Earth and Human Activity (ESS3) Waves and their Applications in Technologies for Information Transfer (PS4) Life Science From Molecules to Organisms (LS1) Ecosystems: Interactions, Energy, and Dynamics (LS2) Heredity: Inheritance and Variation of Traits (LS3) Biological Evolution: Unity and Diversity (LS4) NE Lau Basin Example To be regarded as core, each idea had to meet at least two of following, though preferably three or all four. Three major domains: Physical Sci Earth and Space Sci Life Sci Depth over breadth Ensuring greater coherence in learning across grade levels Helping students understand the crosscutting nature of crucial concepts that span scientific disciplines. Apply learning through scientific inquiry and deepen understanding through application of the technology-design process. 14

15 Patterns Cause and Effect Scale, Proportion, and Quantity Systems and Systems Thinking Energy and Matter in Systems Structure and Function Stability and Change in Systems The glue across all the domains of science NE Lau Basin Example 15

16 Foundation boxes do the unpacking for you. 16

17 Elementary teachers are very overwhelmed so this connection to CC is very useful. 17

18 Appendix A Conceptual Shifts Appendix B Responses to May 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 G Crosscutting Concepts in the NGSS Appendix H Nature of Science Appendix I Engineering Design, Technology, and the Applications of Science in the NGSS Appendix J Model Course Mapping in Middle and High School Appendix K Connections to Common Core State Standards in Mathematics Offline now. Under revision. 18

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24 Although the intrinsic beauty of science and a fascination with how the world works have driven exploration and discovery for centuries, many of the challenges that face humanity now and in the future related, for example to the environment, energy, and health require social, political, and economic solutions that must be informed deeply by knowledge of the underlying science and engineering. (National Research Council, 2012) Give them a minute to read this. 24