WA State Next Generation Science Standards (NGSS) Transition Plan for K – 5 Third Grade The tables in the following pages provide draft plans for the transition to the Next Generation Science Standards (NGSS). Districts can determine their own plans for implementing the NGSS; however, the following proposed plans are for those districts that want guidance on how to transition from the 2009 WA State K-­‐12 Science Standards to the NGSS. These documents were developed through the collaborative efforts of the Washington State NGSS Leadership Team with feedback from teachers and critical stakeholders across the state. They provide an overview to assist districts in determining elements of a transition plan, and outline what OPSI and statewide partners are committed to providing in terms of support for Washington’s schools as we transition to the NGSS. Additionally, the NGSS Appendices provide further guidance. Schools and districts are advised to proceed slowly with the purchase of any learning materials until teachers have had time to become thoroughly familiar with the NGSS and publishers have been able to produce this next generation of high quality classroom materials. The transition plan spans four years beginning in October, 2013 after the NGSS were adopted as Washington State Science Content Learning Standards. Phase 1 focuses on an awareness period in which districts, schools and teachers begin with the Framework for K12 Science Education as the grounding document for the NGSS. The Framework explicates the three dimensions of the NGSS: the science and engineering practices, the crosscutting concepts and the disciplinary core ideas. Understanding how these dimensions complement each other will lead to a greater understanding of the NGSS and its integrative nature. Chapter 10 of the Framework addresses instruction, curriculum and teacher professional development and will be helpful for district leaders charged with implementation of science standards. Chapter 11 of the Framework and Appendix D of the NGSS highlight equity research and strategies in science and engineering education, ensuring that all students have opportunities to engage in high-­‐quality learning experiences. The NGSS call for the standards to be accessible to all students. Phase 2 infuses crosscutting concepts and science and engineering practices with WA 2009 Science Learning Standards while focusing on the equity opportunities afforded by the NGSS. “The eight practices are not separate; they intentionally overlap and interconnect. As explained by Bell, et al. (2012), the eight practices do not operate in isolation. Rather, they tend to unfold sequentially, and even overlap.” -­‐-­‐APPENDIX F – Science and Engineering Practices in the NGSS Phase 3 follows the same format as Phase 2 with the continued infusion of crosscutting concepts and science and engineering practices. This advantages teachers by giving them more time to research and plan lessons around less familiar disciplinary core ideas, crosscutting concepts and science and engineering practices. Supporting the phase-­‐in period will be learning resources developed nationally and locally through Washington’s Mathematics and Science Partnership Grants. These materials will be available electronically through the OSPI Math/Science Partnership Grant website. Instructional materials, building on the thorough understanding of the Framework document and NGSS, are leveraged and evaluated for placement. Districts are encouraged to use their existing learning materials and resources until teachers have time to fully understand the NGSS and can make informed selections. Phase 4 marks the complete transition to the NGSS including the assessments. The elementary NGSS progress from grade to grade with learning progressions built in and reliant on the work of the previous level. This document consolidates the performance expectations of the NGSS and their connections with the Common Core State Standards in English Language Arts and Mathematics, and the newly released English Language Proficiency Standards. The transition documents are flexible and will continually be revisited and updated as resources become available. OSPI will work with formal and informal professional development and higher education partners to develop workshops and materials needed to support statewide science education. 1 OSPI Teaching and Learning June 10, 2014 Third Grade 2 OSPI Teaching and Learning June 10, 2014 Washington’s Three Year Transition Plan for Next Generation Science Standards Third Grade Third Grade The performance expectations in third grade help students formulate answers to questions such as: “What is typical weather in different parts of the world and during different times of the year? How can the impact of weather-­‐related hazards be reduced? How do organisms vary in their traits? How are plants, animals, and environments of the past similar or different from current plants, animals, and environments? What happens to organisms when their environment changes? How do equal and unequal forces on an object affect the object? How can magnets be used?” Third grade performance expectations include PS2, LS1, LS2, LS3, LS4, ESS2, and ESS3 Disciplinary Core Ideas from the NRC Framework. Students are able to organize and use data to describe typical weather conditions expected during a particular season. By applying their understanding of weather-­‐related hazards, students are able to make a claim about the merit of a design solution that reduces the impacts of such hazards. Students are expected to develop an understanding of the similarities and differences of organisms’ life cycles. An understanding that organisms have different inherited traits, and that the environment can also affect the traits that an organism develops, is acquired by students at this level. In addition, students are able to construct an explanation using evidence for how the variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing. Students are expected to develop an understanding of types of organisms that lived long ago and also about the nature of their environments. Third graders are expected to develop an understanding of the idea that when the environment changes some organisms survive and reproduce, some move to new locations, some move into the transformed environment, and some die. Students are able to determine the effects of balanced and unbalanced forces on the motion of an object and the cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other. They are then able to apply their understanding of magnetic interactions to define a simple design problem that can be solved with magnets. The crosscutting concepts of patterns; cause and effect; scale, proportion, and quantity; systems and system models; interdependence of science, engineering, and technology; and influence of engineering, technology, and science on society and the natural world are called out as organizing concepts for these disciplinary core ideas. In the third grade performance expectations, students are expected to demonstrate grade-­‐appropriate proficiency in asking questions and defining problems; developing and using models, planning and carrying out investigations, analyzing and interpreting data, constructing explanations and designing solutions, engaging in argument from evidence, and obtaining, evaluating, and communicating information. Students are expected to use these practices to demonstrate understanding of the core ideas. (NGSS, p. 22). Third grade teachers introduce students to physical science (1), life science (4), Earth and space science (2), and engineering design (1) standards. These are integrated with key science and engineering practices and crosscutting concepts. *Indicates an engineering connection. 3-­‐PS2 Motion and Stability: Forces and Interactions 3-­‐PS2-­‐1. Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object. 3-­‐PS2-­‐2. Make observations and/or measurements of an object’s motion to provide evidence that a pattern can be used to predict future motion. 3-­‐PS2-­‐3. Ask questions to determine cause and effect relationships of electric or magnetic interactions between two objects not in 3 OSPI Teaching and Learning June 10, 2014 Third Grade contact with each other. 3-­‐PS2-­‐4. Define a simple design problem that can be solved by applying scientific ideas about magnets.* 3-­‐LS1 From molecules to Organisms: Structures and Processes 3-­‐LS1-­‐1. Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death. 3-­‐LS2 Ecosystems: Interactions, Energy, and Dynamics 3-­‐LS2-­‐1. Construct an argument that some animals form groups that help members survive. 3-­‐LS3 Heredity: Inheritance and Variation of Traits 3-­‐LS3-­‐1. Analyze and interpret data to provide evidence that plants and animals have traits inherited from parents and that variation of these traits exists in a group of similar organisms. 3-­‐LS3-­‐2. Use evidence to support the explanation that traits can be influenced by the environment. 3-­‐LS4-­‐1 Biological Evolution: Unity and Diversity 3-­‐LS4-­‐1. Analyze and interpret data from fossils to provide evidence of the organisms and the environments in which they lived long ago. 3-­‐LS4-­‐2. Use evidence to construct an explanation for how the variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing. 3-­‐LS4-­‐3. Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all. 3-­‐LS4-­‐4. Make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may change.* 3-­‐ESS2 Earth's Systems 3-­‐ESS2-­‐1. Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season. 3-­‐ESS2-­‐2. Obtain and combine information to describe climates in different regions of the world. 3-­‐ESS3 Earth and Human Activity 3-­‐ESS3-­‐1. Make a claim about the merit of a design solution that reduces the impacts of a weather-­‐related hazard.* 3-­‐5-­‐ETS1 Engineering Design 3-­‐5-­‐ETS1-­‐1. Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost. 3-­‐5-­‐ETS1-­‐2. Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem. 3-­‐5-­‐ETS1-­‐3. Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved. 4 OSPI Teaching and Learning June 10, 2014 Third Grade Common Core State Standards Connections: ELA: RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. ELA: RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea. ELA: RI.3.3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect. ELA: RI.3.7 Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur). ELA: W.3.1 Write opinion pieces on topics or texts, supporting a point of view with reasons. ELA: W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. ELA: SL.3.3 Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. ELA: SL.3.4 Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace. ELA: W.3.7 Conduct short research projects that build knowledge about a topic. ELA: RI.3.9 Compare and contrast the most important points and key details presented in two texts on the same topic. ELA: W.3.8 Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. ELA: W.3.9 Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. ELA: SL.3.4 Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace. ELA: SL.3.5 Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details. MATH: MP.2 Reason abstractly and quantitatively. MATH: MP.4 Model with mathematics. MATH: MP.5 Use appropriate tools strategically. MATH: 3.MD.A.2 Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l). Add, subtract, multiply, or divide to solve one-­‐step word problems involving masses or volumes that are given in the same units, e.g., by using drawings (such as a beaker with a measurement scale) to represent the problem. MATH: 3.MD.B.3 Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one-­‐ and two-­‐step “how many more” and “how many less” problems using information presented in bar graphs. MATH: 3.MD.B.4 Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units—whole numbers, halves, or quarters. MATH: 3.NBT Number and Operations in Base Ten MATH: 3.NF Number and Operations—Fractions 5 OSPI Teaching and Learning June 10, 2014 Third Grade This section shows a high level comparison between WA 2009 Science Content Learning Standards and the NGSS. NGSS Standard Comparison to WA Science Content Learning Standard 3-­‐PS2 Motion and Stability: Forces and Subsumes WA PS1 (Forces and Motion) Interactions 3-­‐LS1 From Molecules to Organisms: Structures Subsumes parts of WA 2 -­‐ 3 LS2 (Ecosystems) and Processes 3-­‐LS2 Ecosystems: Interactions, Energy, and Mostly new; Subsumes parts of WA 2 – 3 LS1 (Structures and Functions of Living Dynamics Organisms) 3-­‐LS3 Heredity: Inheritance and Variation of Traits 3-­‐LS4 Biological Evolution: Unity and Diversity 3-­‐ESS2 Earth’s Systems Subsumes WA 2 -­‐3 Earth Systems, Structures and Properties; introduces climates. Suggested Transition Plan that can be used by districts to begin phasing in of the NGSS. Awareness Teachers should review the NGSS and its companion document: A Framework for K12 Science Education. They should study the Science and Engineering Practices that Phase 1 are emphasized in Third Grade, Chapter 11 of the Framework, and the related Spring Appendices. Where possible, teachers should begin to practice integrating some 2014 science and engineering practices into their current lessons. Continue teaching WA 2009 Standards; Begin phase in of the Science and Engineering Practices and Crosscutting Concepts. Begin infusion/integration of Grades 3 – 5 Integrate pedagogical strategies that ensure equitable learning with existing Phase 2 Science and Engineering Practices and instructional materials. Consider potential formative assessment opportunities. 2014-­‐15 CCCs. Continue infusing practices and Leverage instructional materials to include third grade standards; explore e-­‐
complementary crosscutting concepts. materials; initiate work with local community partners for authentic learning Phase 3 Begin infusing disciplinary core ideas. Focus opportunities for students (Fish and Wildlife, museums, etc.). 2015-­‐16 on integrated nature of NGSS. Build formative assessment classroom strategies. Fully implement all disciplinary core ideas; Replace or move instructional materials to the appropriate grade level. Phase 4 science and engineering practices; and 2016-­‐17 crosscutting concepts. 6 OSPI Teaching and Learning June 10, 2014 Second Grade Progression of Science and Engineering Practices and Crosscutting Concepts This section is meant to show Third Grade teachers the SEPs and CCs emphasized in Second Grade. Science and Engineering Practices Crosscutting Concepts Constructing Explanations and Designing Solutions Developing and Using Models Obtaining, Evaluating, and Communicating Information Third Grade Patterns Stability and Change Influence of Engineering, Technology, and Science on Society and the Natural World Third Grade Progression of Science and Engineering Practices and Crosscutting Concepts This section shows the key SEPs and CCs emphasized in Third Grade. This does not mean that other Practices or Crosscutting Concepts are not touched upon. Science and Engineering Practices Crosscutting Concepts Asking questions and defining problems Analyze and interpret data Construct explanations and design solutions Developing and using models Engaging in argument from evidence Obtaining, Evaluating, and Communicating Information Plan and conduct investigations Cause and effect Patterns Scale, proportion, and quantity Structure and function Systems and system models Influence of Engineering, Technology, and Science, on Society and the Natural World Interdependence of Engineering, Technology, and Science on Society and the Natural World Fourth Grade Progression of Science and Engineering Practices and Crosscutting Concepts This section is meant to show Third Grade teachers the SEPs and CCs emphasized in Fourth Grade. Science and Engineering Practices Crosscutting Concepts Analyze and interpret data Cause and Effect Asking questions and Defining Problems Energy and Matter Constructing Explanations and Designing Solutions Patterns Developing and Using Models Systems and System Models Engaging in Argument from Evidence Obtaining, Evaluating, and Communicating Information Influence of Engineering, Technology, and Science on Society and the Natural Planning and Carrying out investigations World Comments: ESDs; LASER Alliances; Community Partners will develop statewide professional learning modules to be used statewide. Which learning materials might best fit this series of standards? 7 OSPI Teaching and Learning June 10, 2014 Science and Engineering Practices for Third Grade This section assists in developing clarity about the Science and Engineering Practices for the primary grades. Practice Clarification and Example Asking Questions and Defining Problems A practice of science is to ask and refine questions that lead to descriptions and explanations of how the natural and designed world(s) works and which can be empirically tested. Engineering questions clarify problems to determine criteria for successful solutions and identify constraints to solve problems about the designed world. Both scientists and engineers also ask questions to clarify ideas. Developing and Using Models A practice of both science and engineering is to use and construct models as helpful tools for representing ideas and explanations. These tools include diagrams, drawings, physical replicas, mathematical representations, analogies, and computer simulations. Modeling tools are used to develop questions, predictions and explanations; analyze and identify flaws in systems; and communicate ideas. Models are used to build and revise scientific explanations and proposed engineered systems. Measurements and observations are used to revise models and designs. Third Grade Asking questions and defining problems in 3–5 builds on K–2 experiences and progresses to specifying qualitative relationships. • Ask questions about what would happen if a variable is changed. • Identify scientific (testable) and non-­‐scientific (non-­‐testable) questions. • Ask questions that can be investigated and predict reasonable outcomes based on patterns such as cause and effect relationships. • Use prior knowledge to describe problems that can be solved. • Define a simple design problem that can be solved through the development of an object, tool, process, or system and includes several criteria for success and constraints on materials, time, or cost. 3-­‐PS2-­‐3. Ask questions to determine cause and effect relationships of electric or magnetic interactions between two objects not in contact with each other. Modeling in 3–5 builds on K–2 experiences and progresses to building and revising simple models and using models to represent events and design solutions. •
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Identify limitations of models. Collaboratively develop and/or revise a model based on evidence that shows the relationships among variables for frequent and regular occurring events. Develop a model using an analogy, example, or abstract representation to describe a scientific principle or design solution. Develop and/or use models to describe and/or predict phenomena. Develop a diagram or simple physical prototype to convey a proposed object, tool, or process. Use a model to test cause and effect relationships or interactions concerning the functioning of a natural or designed system. 3-­‐LS1-­‐1. Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death. 8 OSPI Teaching and Learning June 10, 2014 Third Grade Planning and Carrying Out Investigations Scientists and engineers plan and carry out investigations in the field or laboratory, working collaboratively as well as individually. Their investigations are systematic and require clarifying what counts as data and identifying variables or parameters. Engineering investigations identify the effectiveness, efficiency, and durability of designs under different Planning and carrying out investigations to answer questions or test solutions to problems in 3–5 builds on K–2 experiences and progresses to include investigations that control variables and provide evidence to support explanations or design solutions. • Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence, using fair tests in which variables are controlled and the number of trials considered. • Evaluate appropriate methods and/or tools for collecting data. • Make observations and/or measurements to produce data to serve as the basis for evidence for an explanation of a phenomenon or test a design solution. • Make predictions about what would happen if a variable changes. • Test two different models of the same proposed object, tool, or process to determine which better meets criteria for success. 3-­‐PS2-­‐1. Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object. Analyzing and Interpreting Data Analyzing data in 3–5 builds on K–2 experiences and progresses to introducing quantitative approaches to collecting data and conducting multiple trials of qualitative observations. When possible and feasible, Scientific investigations produce data that must digital tools should be used. be analyzed in order to derive meaning. Because data patterns and trends are not always obvious, • Represent data in tables and/or various graphical displays (bar graphs, pictographs, and/or pie charts) scientists use a range of tools—including to reveal patterns that indicate relationships. tabulation, graphical interpretation, visualization, • Analyze and interpret data to make sense of phenomena, using logical reasoning, mathematics, and statistical analysis—to identify the significant and/or computation. features and patterns in the data. Scientists • Compare and contrast data collected by different groups in order to discuss similarities and identify sources of error in the investigations and differences in their findings. calculate the degree of certainty in the results. • Analyze data to refine a problem statement or the design of a proposed object, tool, or process. Modern technology makes the collection of large • Use data to evaluate and refine design solutions. data sets much easier, providing secondary sources for analysis. 3-­‐LS3-­‐1. Analyze and interpret data to provide evidence that plants and animals have traits inherited from Engineering investigations include analysis of parents and that variation of these traits exists in a group of similar organisms. data collected in the tests of designs. This allows comparison of different solutions and determines how well each meets specific design
criteria—that is, which design best solves the problem within given constraints. Like scientists, engineers require a range of tools to identify patterns within data and interpret the results. 9 OSPI Teaching and Learning June 10, 2014 Advances in science make analysis of proposed solutions more efficient and effective. Using Mathematics and Computational Thinking In both science and engineering, mathematics and computation are fundamental tools for representing physical variables and their relationships. They are used for a range of tasks such as constructing simulations; solving equations exactly or approximately; and recognizing, expressing, and applying quantitative relationships. Mathematical and computational approaches enable scientists and engineers to predict the behavior of systems and test the validity of such predictions. Constructing Explanations and Designing Solutions The end-­‐products of science are explanations and the end-­‐products of engineering are solutions. The goal of science is the construction of theories that provide explanatory accounts of the world. A theory becomes accepted when it has multiple lines of empirical evidence and greater explanatory power of phenomena than previous theories. The goal of engineering design is to find a systematic solution to problems that is based on scientific knowledge and models of the material world. Each proposed solution results from a process of balancing competing criteria of desired functions, technical feasibility, cost, safety, aesthetics, and compliance with legal requirements. The optimal choice depends on 10 Third Grade Mathematical and computational thinking in 3–5 builds on K–2 experiences and progresses to extending quantitative measurements to a variety of physical properties and using computation and mathematics to analyze data and compare alternative design solutions. •
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Decide if qualitative or quantitative data are best to determine whether a proposed object or tool meets criteria for success. Organize simple data sets to reveal patterns that suggest relationships. Describe, measure, estimate, and/or graph quantities such as area, volume, weight, and time to address scientific and engineering questions and problems. Create and/or use graphs and/or charts generated from simple algorithms to compare alternative solutions to an engineering problem. 3-­‐ESS2-­‐1. Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season. Constructing explanations and designing solutions in 3–5 builds on K–2 experiences and progresses to the use of evidence in constructing explanations that specify variables that describe and predict phenomena and in designing multiple solutions to design problems. •
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Construct an explanation of observed relationships (e.g., the distribution of plants in the back yard). Use evidence (e.g., measurements, observations, patterns) to construct or support an explanation or design a solution to a problem. Identify the evidence that supports particular points in an explanation. Apply scientific ideas to solve design problems. Generate and compare multiple solutions to a problem based on how well they meet the criteria and constraints of the design solution. 3-­‐LS3-­‐2. Use evidence to support the explanation that traits can be influenced by the environment. OSPI Teaching and Learning June 10, 2014 how well the proposed solutions meet criteria and constraints.
Engaging in Argument from Evidence Argumentation is the process by which evidence-­‐
based conclusions and solutions are reached. In science and engineering, reasoning and argument based on evidence are essential to identifying the best explanation for a natural phenomenon or the best solution to a design problem. Scientists and engineers use argumentation to listen to, compare, and evaluate competing ideas and methods based on merits. Scientists and engineers engage in argumentation when investigating a phenomenon, testing a design solution, resolving questions about measurements, building data models, and using evidence to evaluate claims. Obtaining, Evaluating, and Communicating Information Scientists and engineers must be able to communicate clearly and persuasively the ideas and methods they generate. Critiquing and communicating ideas individually and in groups is a critical professional activity. Communicating information and ideas can be done in multiple ways: using tables, diagrams, graphs, models, and equations as well as orally, in writing, and through extended discussions. Scientists and engineers employ multiple sources to obtain information that is used to evaluate the merit and validity of claims, methods, and designs. 11 Third Grade Engaging in argument from evidence in 3–5 builds on K–2 experiences and progresses to critiquing the scientific explanations or solutions proposed by peers by citing relevant evidence about the natural and designed world(s). •
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Compare and refine arguments based on an evaluation of the evidence presented. Distinguish among facts, reasoned judgment based on research findings, and speculation in an explanation. Respectfully provide and receive critiques from peers about a proposed procedure, explanation or model.by citing relevant evidence and posing specific questions. Construct and/or support an argument with evidence, data, and/or a model. Use data to evaluate claims about cause and effect. Make a claim about the merit of a solution to a problem by citing relevant evidence about how it meets the criteria and constraints of the problem. 3-­‐LS4-­‐3. Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all. Obtaining, evaluating, and communicating information in 3–5 builds on K–2 experiences and progresses to evaluating the merit and accuracy of ideas and methods. •
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Read and comprehend grade-­‐appropriate complex texts and/or other reliable media to summarize and obtain scientific and technical ideas and describe how they are supported by evidence. Compare and/or combine across complex texts and/or other reliable media to support the engagement in other scientific and/or engineering practices. Combine information in written text with that contained in corresponding tables, diagrams, and/or charts to support the engagement in other scientific and/or engineering practices. Obtain and combine information from books and/or other reliable media to explain phenomena or solutions to a design problem. Communicate scientific and/or technical information orally and/or in written formats, including various forms of media as well as tables, diagrams, and charts. 3-­‐ESS2-­‐2. Obtain and combine information to describe climates in different regions of the world. OSPI Teaching and Learning June 10, 2014 Third Grade Crosscutting Concepts for Third Grade This section assists in developing clarity about the Crosscutting Concepts for the primary grades. Crosscutting Concepts Clarification and Example Students identify similarities and differences in order to sort and classify natural objects and designed products. They identify patterns related to time, including simple rates of change and cycles, and to use these patterns to make predictions. Patterns 4-­‐PS4-­‐1. Develop a model of waves to describe patterns in terms of amplitude and wavelength and that waves can cause objects to move. Students routinely identify and test causal relationships and use these relationships to explain change. They understand events that occur together with regularity might or might not signify a cause and effect relationship. Cause and Effect 4-­‐ESS2-­‐1. Make observations and/or measurements to provide evidence of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation. Students recognize natural objects and observable phenomena exist from the very small to the immensely large.
They use standard units to measure and describe physical quantities such as weight, time, temperature, and
Scale, Proportion and Quantity volume. Students understand that a system is a group of related parts that make up a whole and can carry out functions its individual parts cannot. They can also describe a system in terms of its components and their interactions. Systems and System Models 3-­‐LS4-­‐4. Make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may change. Students learn matter is made of particles and energy can be transferred in various ways and between objects. Students observe the conservation of matter by tracking matter flows and cycles before and after processes and recognizing the total weight of substances does not change. Energy and Matter 5-­‐LS1-­‐1. Support an argument that plants get the materials they need for growth chiefly from air and water.
Students learn different materials have different substructures, which can sometimes be observed; and substructures have Structure and Function shapes and parts that serve functions. Students measure change in terms of differences over time, and observe that change may occur at different rates. Students Stability and Change learn some systems appear stable, but over long periods of time they will eventually change.
12 OSPI Teaching and Learning June 10, 2014 Third Grade WA KIDS Connections These suggestions were developed before the NGSS were finalized but are included as supports for third grade teachers. Children in Third Grade may: Start to understand systems (e.g., solar system, digestive system). Help your child compare different plants and animals by their Identify individual parts and how they work together. characteristics. Start to understand how ecosystems can change quickly (a storm) or Have fun with shadows, noting how they change with the time of slowly (a pond becoming a meadow). day. Plan ways to test predictions, put these plans into action and evaluate Help your child measure and record changes in weather (e.g.,inches the results. of rain using a cup, depth of snow using a ruler, and temperature using a thermometer). Understand how people are part of the environment and how he/she can Ask your child to observe the natural world, and to write down and/ help create a healthy environment. or draw what he/she observes. This section for notes. 13 OSPI Teaching and Learning June 10, 2014 Third Grade The Understanding Language Initiative Venn diagram shown on page 2 (Cheuk, 2013) depicts the relationships and convergences among the student actions described by the practices.1 For example, the central overlap of the three circles highlights the central role of evidence in the CCSS and the NGSS. In comparison, the ELP Standards address the types of language proficiency that ELLs need as they engage in content-­‐area practices (and, therefore, may show slightly different groupings of practices with each ELP Standard than the groupings shown in Figure 1). “By explicitly calling attention to these practices, state ELP Standards [can be designed to] cultivate higher order thinking skills in ELLs and target their ability to comprehend and communicate about complex text” (CCSSO, 2012, p. 16). This next section coordinates the NGSS with the English Language Proficiency Standards. English Language Proficiency Standards (ELPS) Connections Via the Science and Engineering Practices. This section is designed to assist teachers with second language students. Many of the suggestions in the following tables are helpful for all science students. It is very important to connect the Science and Engineering Practices (SEPs) with the English Language Proficiency Standards. The following chart shows which ELP standards correspond to the NGSS SEPs. For more detailed information about the ELPS visit OSPI Migrant/Bilingual Program. Third Grade ELPS Correspondence Matrix ELP Standards (page 36) Science and Engineering Practices (SEPs) 1 2 3 4 5 6 7 8 9 10 SEP1. Ask questions and define problems. X X X X SEP2. Develop and use models. SEP3. Plan and carry out investigations X SEP4. Analyze and interpret data. X X SEP5. Use mathematics and computational thinking. SEP6. Construct explanations and design solutions. X X X X X SEP7. Engage in argument from evidence. X X X SEP8. Obtain, evaluate, and communicate information. X X X X X X X X X This section for notes. 14 OSPI Teaching and Learning June 10, 2014 Third Grade Discipline-­‐specific Language in the K-­‐12 Science Classroom Framework for English Language Proficiency Development Features of classroom language Modality Registers 15 Teachers’ Receptive and Productive language use and associated language tasks Explanations and presentations (one-­‐to-­‐ many, many-­‐to-­‐many) Communication with small groups (one-­‐to-­‐
group) Communication with individual students (one-­‐
to-­‐one) Communication with parents (one-­‐to-­‐one) Colloquial + classroom registers + discipline-­‐ specific language and terminology Students’ language use and tasks Oral Receptive and Productive Whole-­‐class participation (one-­‐to-­‐many) Small group participation (one-­‐to-­‐group) Written Receptive Comprehension of classroom-­‐ based and school-­‐ based formal and informal written and multimodal communication Colloquial + classroom registers + discipline-­‐specific language and terminology OSPI Teaching and Learning Production of classroom-­‐
based and school-­‐ based formal and informal written and multimodal communication, such as: written reports science Interaction with individual peers (one-­‐to-­‐one) Interaction with adults within school contexts (one-­‐to-­‐one) Productive journal entries Science-­‐learner written registers + discipline-­‐specific language and terminology + disciplinary discourse conventions June 10, 2014 Classroom registers used by teachers for several goals or purposes Checking for understanding Examples of Registers Science discourse registers used by teachers for several goals or purposes Describing models Constructing and defending arguments Providing written or verbal explanation of a phenomenon or system Classroom registers used by students for several goals or purposes Comprehending oral directions Giving directions Facilitating discussions Asking for clarification Describing models Constructing Classroom, school, and science-­‐ learner written texts are of multiple t ypes (and expressed through language in certain registers) Textbooks Lab or equipment manuals Writing by other students Internet materials Participating in discussions Learner-­‐appropriate science classroom discourse registers and conventions used by s tudents for several goals or purposes Third Grade Science-­‐oriented trade books Science press articles Syllabi School announcements Formal documents (e.g., class assignment, quarterly grades, and assessment results) arguments Providing oral explanations of a phenomenon or system This space for notes. 16 OSPI Teaching and Learning June 10, 2014 Scientific Sense-­‐Making and Language Use: How the NGSS and the English Language Proficiency Standards Are Connected Key NGSS Practice 1a: Ask questions (science) Analytical Tasks Receptive L anguage Functions Productive L anguage Functions Third Grade Frame questions conceptually to • Achieve improved understanding of current topic • Elicit clarification of a statement just made by another • Elicit further details of models or explanations of others Conceptually frame and refine questions that can be investigated by further observations or measurements • Comprehend and develop own understanding of a topic or another’s ideas, expressed orally or in writing • Comprehend questions and responses of others Ask questions to • Achieve improved understanding of current topic • Elicit clarification of a s tatement just made by another or further details of models or explanations of others • Propose investigations to be carried out through further observations or measurements Key NGSS Practice 1b: Define the problem (engineering) • Analyze the needs and constraints of the situation Analytical Tasks • Analyze what design criteria are needed Receptive L anguage Functions • Comprehend oral or written explanations of needs and constraints • Comprehend suggestions of others Communicate (orally and in writing) ideas, concepts, and information related to formulation and expression of design criteria: Productive L anguage Functions • A sk questions to elicit needs and constraints • Specify criteria using words and graphic representations • Describe design criteria and own analytic process orally or in writing Key NGSS Practice 2: Develop models • Develop and represent an explicit model of a phenomenon or system • Use a model to support an explanation of a phenomenon or system Analytical Tasks • Make revisions to a model based on either suggestions of others or conflicts between a model and observation • Comprehend others’ oral and written descriptions, discussions, and justifications of models of phenomena or systems Receptive L anguage Functions • Interpret the meaning of models presented in texts and diagrams 17 OSPI Teaching and Learning June 10, 2014 Third Grade Communicate (orally and in writing) ideas, concepts, and information related to a phenomenon or system using a model developed for this purpose: • L abel diagrams of a model and make lists of parts • Describe a model using oral and/or written language as well as illustrations Productive L anguage Functions • Describe how a model relates to a phenomenon or system • Discuss limitations of a model • A sk questions about others’ models out investigations Key NGSS Practice 3: Plan and carry • Refine questions to be investigated • Analyze variables in situation and decide whether and how variables are to be controlled • Analyze resources needed • Plan observations or measurements and how to record them • Predict expected results based on proposed model and explanation (i.e., based on a hypothesis about the system) Analytical Tasks Receptive L anguage Functions Productive L anguage Functions • Comprehend descriptions of variables and resources • Comprehend suggestions of others for the plan • Comprehend alternate hypotheses and predictions suggested by others • Read and follow investigation plan Communicate (orally and in writing) ideas, concepts, and information related to investigation tasks: • E xplain ideas for the task to others • Respond to others’ suggestions or questions about the plan • Produce a written plan for an investigation • Make predictions • Describe observations • Describe conditions and record measurements NGSS Practice 4: Analyze and interpret data • Decide on ways to organize and display data (e.g., graphs, charts, and timelines) • Recognize relationships between variables found in data, and where possible suggest mathematical expressions of them Analytical Tasks • Compare results obtained to predictions Receptive L anguage Functions • Comprehend suggestions of others and discussion of data • Interpret questions from others about the data Productive L anguage Functions Communicate (orally and in writing) ideas, concepts, and information related to analysis: • Create and label coherent representation of the data • Describe analysis and interpretations to others (orally or in writing) • Question others about their analysis 18 OSPI Teaching and Learning June 10, 2014 Third Grade Key NGSS Practice 5: Use mathematics and computational thinking (linked to grade-­‐level math s tandards) • Interpret and produce graphs of data • Relate mathematical symbols to physical quantities • Recognize where units of measure are needed Analytical Tasks • Recognize and apply mathematical relationships in interpreting phenomena • Recognize and apply algorithms for repeated computation (e.g., in data spreadsheet) • Employ computational tools appropriately Receptive L anguage Functions • Comprehend mathematical s tatements and arguments of others • Comprehend proposed algorithms for calculations • Comprehend discussions of use and purpose of computational tools Productive L anguage Functions Communicate (orally and in writing) ideas, concepts, and information related to mathematical ideas and computational algorithms: • Create and label coherent representation of data • Describe mathematical ideas in words as well as symbols • Describe and explain proposed algorithms for calculations Key NGSS Practice 6: Construct explanations (science) and design solutions (engineering) • Develop explanation or design • Analyze the match between explanation or model and a phenomenon or system Analytical Tasks • Revise explanation or design based on input of others or further observations • Analyze how well a solution meets design criteria Receptive L anguage Functions • Comprehend questions and critiques • Comprehend explanations offered by others • Comprehend explanations offered by texts • Coordinate texts and representations Communicate (orally and in writing) ideas, concepts, and information related to a phenomenon or system (natural or designed): • Provide information needed by listeners or readers Productive L anguage Functions • Respond to questions by amplifying explanation • Respond to critiques by countering with further explanation or by accepting as needing further thought • Critique or support explanations or designs offered by others Key NGSS Practice 7: Engage in argument from evidence 19 OSPI Teaching and Learning June 10, 2014 Analytical Tasks Receptive L anguage Functions Third Grade • Distinguish between a claim and supporting evidence or explanation • Analyze whether evidence supports or contradicts a claim • Analyze how well a model and evidence are aligned • Construct an argument • Comprehend arguments made by others orally • Comprehend arguments made by others in writing Communicate (orally and in writing) ideas, concepts, and information related to the formation, defense, and critique of arguments: Productive L anguage Functions • Structure and order written or verbal arguments for a position • Select and present key evidence to support or refute claims • Question or critique arguments of others Key NGSS Practice 8: Obtain, evaluate, and communicate scientific information Analytical Tasks Receptive L anguage Functions Productive L anguage Functions • Coordinate written, verbal, and diagrammatic inputs • Evaluate quality of an information source • Evaluate agreement/disagreement of multiple sources • Evaluate need for further information • Summarize main points of a text or oral discussion • Read or listen to obtain scientific information from diverse sources including lab or equipment manuals, oral and written presentations of other students, Internet materials, textbooks, science-­‐oriented trade books, and science press articles • Listen to and understand questions or ideas of others Communicate (orally and in writing) ideas, concepts, and information related to scientific information: • Present information, explanations, or arguments to others • Formulate clarification questions about scientific information • Provide summaries of information obtained appropriate a specific purpose or audience • Discuss the quality of scientific information obtained from text sources based on investigating the scientific reputation of the source, and comparing information from multiple sources This space for notes. 20 OSPI Teaching and Learning June 10, 2014