How We Learn Now:
Science Education for the
Next Generation
Tuesday, May 12
2:00-3:00 p.m. EDT
Agenda
Welcome and Introductions
Webinar goals
About Achieve
Three-dimensional learning and how it helps students explain phenomena
An educator’s perspective on three-dimensional learning in the classroom
Q&A
Webinar evaluation
2
About Achieve
Committed to ensuring all students graduate from high school “college
and career ready” so students are academically prepared for next steps
after high school.
Work with states to raise academic standards and graduation
requirements, improve assessments, and strengthen accountability
systems.
Partner with state governments, reform agencies, policy organizations,
and other stakeholders to conduct research, provide technical assistance
on policy execution, develop advocacy resources, and communicate
results.
3
Next Generation Science
Standards
THREE DIMENSIONS INTERTWINED
 The NGSS are written as
Performance Expectations
 NGSS will require
contextual application of
the three dimensions by
students.
 Focus is on how and why
as well as what
WHAT’S DIFFERENT ABOUT THE
NEXT GENERATION SCIENCE
STANDARDS?
Standards Comparison:
Structure and Properties of
Matter
Current State Middle School Science Standard
a. Distinguish between atoms and molecules.
b. Describe the difference between pure substances (elements and compounds) and
mixtures.
c. Describe the movement of particles in solids, liquids, gases, and plasmas states.
d. Distinguish between physical and chemical properties of matter as physical (i.e.,
density, melting point, boiling point) or chemical (i.e., reactivity, combustibility).
e. Distinguish between changes in matter as physical (i.e., physical change) or
chemical (development of a gas, formation of precipitate, and change in color).
f. Recognize that there are more than 100 elements and some have similar
properties as shown on the Periodic Table of Elements.
g. Identify and demonstrate the Law of Conservation of Matter.
Standards Comparison:
Structure and Properties of
Matter
Current State Middle School Science Standard
a. Distinguish between atoms and molecules.
b. Describe the difference between pure substances (elements and compounds)
and mixtures.
c. Describe the movement of particles in solids, liquids, gases, and plasmas states.
d. Distinguish between physical and chemical properties of matter as physical (i.e.,
density, melting point, boiling point) or chemical (i.e., reactivity, combustibility).
e. Distinguish between changes in matter as physical (i.e., physical change) or
chemical (development of a gas, formation of precipitate, and change in color).
f. Recognize that there are more than 100 elements and some have similar
properties as shown on the Periodic Table of Elements.
g. Identify and demonstrate the Law of Conservation of Matter.
Standards Comparison:
Structure and Properties of
Matter
NGSS Middle School Sample
Students who demonstrate understanding can:
1. Develop models to describe the atomic composition of simple molecules and extended
structures.
2. Analyze and interpret data on the properties of substances before and after the substances
interact to determine if a chemical reaction has occurred.
3. Gather and make sense of information to describe that synthetic materials come from
natural resources and impact society.
4. Develop a model that predicts and describes changes in particle motion, temperature, and
state of a pure substance when thermal energy is added or removed.
5. Develop and use a model to describe how the total number of atoms does not change in a
chemical reaction and thus mass is conserved.
6. Undertake a design project to construct, test, and modify a device that either releases or
absorbs thermal energy by chemical processes.*
Standards Comparison:
Structure and Properties of
Matter
NGSS Middle School Sample
Students who demonstrate understanding can:
1. Develop models to describe the atomic composition of simple molecules and extended
structures.
2. Analyze and interpret data on the properties of substances before and after the
substances interact to determine if a chemical reaction has occurred.
3. Gather and make sense of information to describe that synthetic materials come from
natural resources and impact society.
4. Develop a model that predicts and describes changes in particle motion, temperature,
and state of a pure substance when thermal energy is added or removed.
5. Develop and use a model to describe how the total number of atoms does not change in
a chemical reaction and thus mass is conserved.
6. Undertake a design project to construct, test, and modify a device that either releases
or absorbs thermal energy by chemical processes.*
Innovations in the NGSS
1. Three-Dimensional Learning
2. Students Engaging in Phenomena and Designed
Solutions
3. Engineering and Nature of Science is integrated into
science
4. All three dimensions build coherent learning
progressions
5. Science is connected to math and literacy
Three-Dimensional Learning
A.Grade-appropriate elements of the science and engineering practice(s),
disciplinary core idea(s), and crosscutting concept(s), work together to support
students in three-dimensional learning to make sense of phenomena and/or to
design solutions to problems.
i. Provides opportunities to develop and use specific elements of the
practice(s) to make sense of phenomena and/or to design solutions to
problems.
ii.Provides opportunities to develop and use specific elements of the
disciplinary core idea(s) to make sense of phenomena and/or to design
solutions to problems.
iii.Provides opportunities to develop and use specific elements of the
crosscutting concept(s) to make sense of phenomena and/or to design
solutions to problems.
iv.The three dimensions work together to support students to make sense of
phenomena and/or to design solutions to problems.
Three-Dimensional Learning
A.Grade-appropriate elements of the science and engineering
practice(s), disciplinary core idea(s), and crosscutting concept(s),
work together to support students in three-dimensional learning
to make sense of phenomena and/or to design solutions to
problems.
i. Provides opportunities to develop and use specific elements of the
practice(s) to make sense of phenomena and/or to design solutions to
problems.
ii.Provides opportunities to develop and use specific elements of the
disciplinary core idea(s) to make sense of phenomena and/or to design
solutions to problems.
iii.Provides opportunities to develop and use specific elements of the
crosscutting concept(s) to make sense of phenomena and/or to design
solutions to problems.
iv.The three dimensions work together to support students to make sense of
phenomena and/or to design solutions to problems.
Appendix F
Let’s Look for Evidence of
3-D Learning
Observing a Chemical Reaction
What happens to properties
when I combine substances?
What happens to properties
when I combine substances?
Key Differences
 Sample 1 (Observing a Chemical Reaction)
 “Cookbook” step by step instructions
 No requirement to show understanding of content or practice,
certainly no crosscutting concept
 Conclusion is a restatement of findings, not applicable to new
situations
 Sample 2 (What Happens to Properties When I Combine
Substances?)
 Involves two lessons in a progression toward students designing
their own lab
 Students are required to demonstrate understanding of all three
dimensions
 The lessons are structured such that student responses are
focused on using the dimensions to explain the phenomena
Conversation With Trish
Shelton, Science Teacher
CONTACT INFORMATION
Stephen Pruitt, Ph.D.
Senior Vice President
[email protected]
www.nextgenscience.org
Questions & Answers
Mark your calendars!
Upcoming webinars:
June 2nd from 2-3pm EDT: Topic TBD
23
Thank you!
Slides and resources at www.achieve.org/meetings-webinars
We are very interested in receiving your
feedback on this webinar:
https://www.surveymonkey.com/r/MK6X3RF
24