Science:
The Natural
Selection for
Common Core
State Standards
Debbie Gray, MPH, CHES
Science,
Opportunities for Learning
Before We Begin…Quickwrite
• Introductions
• List 3 things you know about the NGSS
• Questions you have about the NGSS
• Concerns about NGSS and CCSS
A Framework for
K-12 Science Education
Practices, Crosscutting Concepts, and Core Ideas
A New Vision for Teaching and
Learning
 Science for ALL Students
 Coherent Learning
Performance Expectations
Three Dimensions
 Scientific and Engineering Practices
 Crosscutting Concepts
 Disciplinary Core Ideas
Performance
Expectations
Foundation Boxes
SEP
DCI
CCC
Connection Boxes
Other DCIs
CCSS
Key Conceptual Shifts in NGSS
•
K-12 science education should reflect the interconnected nature of
science as it is practiced and experienced in the real world.
•
The NGSS are student performance expectations – NOT
curriculum . . . . We are not assessing rote memorization
•
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 are designed to prepare students for college, career,
and citizenship
•
The NGSS and Common Core State Standards (Mathematics and
English Language Arts) are aligned.
5
The Challenge of NGSS
Why NGSS?
NGSS & CCSS . . . .
 Fun !
 Transforming my classroom
 Transforming my students
 Exhausting
 My students
 Charter high school
 ELL, credit deficient, “at-risk”
 14 – 19
 Flex schedule = attendance challenges
Stepping Stones
 Literacy
 Key issue – minimalistic attitude
 Counter intuitive to the accuracy,
evidence and precision necessary in
science
 Qualitative Data
News Flash
Students do not use their text books
Evidence to support this . . .
 Bacteria samples throughout the school,
texts revealed the lowest growth
 Studies show this
Demystyfying the text
Science Literacy . . .
Starts with Reading
Text Features
The text is broadly divided into ____________________________ . Each unit is then broken down into chapters.
Biology is the _____________________________________________________________________________________ .
On the first page of each chapter, the sections are outlined as the _______________________________________ .
The scientific process can be found in what section of chapter 1? ___________________ It is one of the five
__________________________________________________ in chapter 1.
The two encompassing ideas of the “Key Concept” The Study of Life are
The Key Concepts for chapter 1 can be found in a list on page ___________ of your text. These Key Concepts could also
1. ________________________________________________________________________________________
2. ________________________________________________________________________________________
be called ___________________________ of the chapter. Section 1.1, The Study of Life, has two main ideas and key
These are called the _______________________________________________________ of the first section in chapter 1.
The first main idea has two subheadings. These two subheadings are titled:
vocabulary. Where can these two items be located for chapter 1, section 1 (1.1)? _____________________________
1. ________________________________________________________________________________________
2. ________________________________________________________________________________________
All living things and places on earth are called the ________________________________________________________ .
The “Main Idea” for each section is distinguished in the text in what manner, such as font, ink color, etc.
Biodiversity is ______________________________________________________________________________________
________________________________________________________________________________________________ .
________________________________________________________________________________________________
There are about 2 million different things on this planet. These “things” can be called ___________________________ .
True or False: All the species in the world that will be known in your lifetime may increase by a few thousand but most
have already been discovered by scientist. _____________________
The Main Idea is then broken down into additional parts. These subheadings are noted in ___________________ font.
A living thing is called an _____________________________________________ .
ALL organisms share the following characteristics:
After the conclusion of each “Main Idea” there is a question to help one check their understanding; this question is set
apart in what color of font? _________________________ .
1. ________________________________________________________________________________________
2. ________________________________________________________________________________________
3. ________________________________________________________________________________________
________________________________________________________________________________________
Science Literacy . . .
Starts with Reading
 Unit Articles . . . “current event”
 Progression
New York Times, or CNN
CDC
Scientific American
The National High School Journal of
Science
LABS . . . .
 It’s Science
 Its about experiencing and questioning
 Talking . . . Collaborating . . . Exploring
 Formats have moved from answering
questions to designing the investigation
 Literacy & Math
. . . Writing, Analyzing, Interpreting, Communicating
Graphs, Data to support conclusions
Research & Presentations
 Debate
 Key to engagement . . . Something
relevant
Genetic Engineering
Global Warming
Research & Presentations
 Power point
 Body Systems
Analyzing Data
Explain what is happening to this population
over a given amount of time.
Analyzing Data
Approximately 4 years ago, school districts
required students to receive a booster shot for
pertussis. How does the above chart reflect why
the booster was required and is there any trend
showing it is working?
Finally . . . Tests to
Assessments
 Paper and Pencil Tests . . .
 From the guess and bubble
 To – Write, Explain, Interpret
 To Performance Assessments
Hard work
Game Changer
Students are loving it!!!!!