Science
Overview of NGSS
The Next Generation Science Standards (NGSS), has three distinct and equally important dimensions to learning science. These dimensions are combined to form each standard or performance expectation (what students are expected to be mastered by the end of the unit) and each dimension works with the other two to help students build cohesive understanding of science over time. The three dimensions are (see NGSS 3 dimension image):
- The Science and Engineering Practices (SEP): How students "discover" the content by taking part and becoming scientist (ex: asking questions, analyzing data, planning an investigation)
- The Disciplinary Core Ideas (DCI): The content (or old standards)
- The Cross Cutting Concepts (XCC): How students "think" or the lens they try to understand the world around them (ex: patterns, cause and effect)
Each unit starts of with a phenomena that is observable, real-life contexts that form the basis of a question or a problem to be solved around the content (DCI). During the introduction to the phenomena students will make observations and ask questions about what they see. Then, students will use the science engineering practices (SEP) to discover the science content (DCI) like planning an investigation or analyzing data. As students make new observations they may use the Cross Cutting Concepts (XCC) to "think" like a scientist by looking for patterns or cause and effect. Students then apply their knowledge to the phenomena and they keep repeating the process until they understand the phenomena (see science unit/lesson flow image)
NGSS Performance Expectations and Ca Framework
Grade | Performance Expectations | Ca Framework |
TK | (There are no PE's for TK) | Transitional Kindergarten |
K-2 | K-2 Framework | |
3-5 | 3-5 Framework | |
6-8 (integrated) | 6-8 Framework | |
9-12 (3 course model) | 9-12 Framework |
Science Pacing (When Physically at School)
Science Pacing (When Physically at School) |
Note only CCUSD Teachers can see the following:
TK
Elementary School:
CCMS:
Examples of Distance Learning Lessons (could take more than one day):
(These are exemplars from UCLA science project. Each of these lessons offers voice, choice, and encourage public display of thinking. These are written for asynchronous but easily you can bring students together for breakout room discussions.)
Elementary:
Secondary:
8th: What is Sound?
Bio: Nutrition and Energy
Teacher Note: that the above lessons were created in spring when certain resources may have been free. As we proceed through the school year Erica Young will modify based on what materials/videos are available. Each week Erica Young will provide lessons for elementary, if you want to go a different order than what she has created feel free to pull from what we used last year.
Ex: Provide a slide show, assign a breakout rooms:
one slide with directions, another slide a task (answer a question, complete a model)
Resources for Planning (Phenomena, Planning Templates, 5 E learning Cycle)
What is a Phenomena? What are the different types?
Anchor Phenomena: Anchor phenomena are those observable, real-life contexts that form the basis of a question or a problem to be solved. They are very complex. They represent questions we can't answer in a single experiment or problem we can't solve in one round of prototyping.
- Example: Flooding in New York City. There are many reasons that New York City could experience flooding, so the topic isn't something that can be "solved" or "answered" in a single session. Rather, it provides a frame for the lesson.
Investigative Phenomena: Is an offshoot of the anchor phenomena.
- Example: If we once again use New York Flooding, then then investigative phenomena related to that might be how soil and ground cover affect water seepage because that is an element that affects flooding.
Phenomena Resource Sites:
- Phenomena By Grade Level (Wonder of Science)
- Phenomena Master List (Wonder of Science)
- Georgia Science Teachers
- San Diego Phenomena
- Phenomena- Project Sing
- NGSS Phenomena
Secondary:
- Middle School
- High School
Science and Engineering Practices: How students "discover" the content resources/supports
Science and Engineering Practices:
How students "discover" the content
|
Cross Cutting Concepts: How students "think" or the "lens" they use to understand science
Cause and Effect | ||
Structure and Function | ||
System and System Models | ||
Scale, Proportion, and Quantity | ||
Stability and Change | ||
Energy and Matter | ||
Patterns |
- Cross Cutting Concepts: (Icons, Questions related to the XCC, and Questions related to the Science and Engineering Practices)
Science Talk Resources
Discussion by SEP:
Discussion:
- Table Tent Discussions (Expressing an opinion, Partner and group reporting, Predicting, Offering a Suggestion)
- Table Talk Menu
Group Accountability:
Science Notebook Resources
Different Ways to Introduce Science Notebooks:
1) Look at science notebooks from scientist and look for characteristics:
- Resource Link
- with a partner look over a scientist notebook page
- discuss characteristics you see and write them in your notebook
- find another partner (different example) and share with them the characteristics you see
- swap the scientist you have and repeat the same process
2) Gallery Walk with Partners (Resource Link <-- same as above)
3) Notable Notebooks by Jessica Fries- Gaither (each site has two copies check with the librarian)
4) Video of students explaining their science notebooks
Different Versions/Forms of Science Notebooks:
Science Wall
|
Digital Notebook
(Google Slides)
|
Paper Packet
|
Binder
|
Physical Paper Notebook
|
What are different ways to Set up a Physical Notebook?
Notebook with label prompt
|
One side Student side and one side teacher side
(also lower elementary)
|
One side relate back to phenomena and the other side teacher/class side
|
Right and Left Side Material has specific guidelines
|
Notebook Content:
Cognitive Rigor Matrix for Science
What is the Cognitive Rigor Matrix?
The following charts combine Bloom's taxonomy and Webb's Depth of Knowledge into a single chart called Cognitive Rigor Matrix. The charts provide a comparison of varying levels or depths of knowledge related to practices within each discipline.
How do I use the Cognitive Rigor Matrix?
- Use a range of Depth of Knowledge. If you are only assessing the highest DOK level you will miss out on opportunities to know what students do and don't know. Go for a range.
- Planning formative assessment strategies and tools can focus on differing DOK levels.
- Performance assessments can be offering a variety levels of DOK embedded in larger, more complex task.
Rigor Matrix Specific to Science:
Science Performance Task Resources
Science Performance Task |
- Stanford NGSS Assessment Project (SNAP) Stanford University
- LACOE Performance Task
- Next Generation Science Standard Assessments (University of Illinois at Chicago, SRI International, Michigan State University, and the Concord Consortium)
- Instruction and Assessment Resources (Achieve)
- Performance Assessment Resource Bank (Council of State Science Supervisors and Stanford University)
- Wisconsin Classroom Science Assessment Examples (Wisconsin Dept. of Education)
- Kentucky Assessment Ex
- Wonder of Science (look at draft of performance task)
- How to create: Stem Teaching Tool PD (Institute for Science + Math Education)
CAST Test Items
Students are tested in 5th, 8th, and 11th grade and the items cover items that in are previous grades. For example they are tested in 5th grade but it covers 3-5th grade science content.
Elementary:
Middle School:
6th Grade
High School:
Prepare your Students for CAST: