WA State Next Generation Science Standards (NGSS) Transition Plan for K – 5 Kindergarten
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 Kindergarten
2 OSPI Teaching and Learning June 10, 2014 Washington’s Three Year Transition Plan for Next Generation Science Standards Kindergarten
Kindergarten The performance expectations in kindergarten help students formulate answers to questions such as: “What happens if you push or pull an object harder? Where do animals live and why do they live there? What is the weather like today and how is it different from yesterday?” Kindergarten performance expectations include PS2, PS3, LS1, ESS2, ESS3, and ETS1 Disciplinary Core Ideas from the NRC Framework. Students are expected to develop understanding of patterns and variations in local weather and the purpose of weather forecasting to prepare for, and respond to, severe weather. Students are able to apply an understanding of the effects of different strengths or different directions of pushes and pulls on the motion of an object to analyze a design solution. Students are also expected to develop understanding of what plants and animals (including humans) need to survive and the relationship between their needs and where they live. The crosscutting concepts of patterns; cause and effect; 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 kindergarten performance expectations, students are expected to demonstrate grade-­‐appropriate proficiency in asking questions, developing and using models, planning and carrying out investigations, analyzing and interpreting data, 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. 4). Kindergarten teachers introduce students to physical science (2), life science (1), 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. K-­‐PS2 Motion and Stability: Forces and Motion K-­‐PS2-­‐1. Plan and conduct an investigation to compare the effects of different strengths or different directions of pushes and pulls on the motion of an object. K-­‐PS2-­‐2. Analyze data to determine if a design solution works as intended to change the speed or direction of an object with a push or a pull.* K-­‐PS3 Energy K-­‐PS3-­‐1. Make observations to determine the effect of sunlight on Earth’s surface. K-­‐PS3-­‐2. Use tools and materials to design and build a structure that will reduce the warming effect of sunlight on an area. K-­‐LS1 From Molecules to Organisms: Structures and Processes K-­‐LS1-­‐1. Use observations to describe patterns of what plants and animals (including humans) need to survive. K-­‐ESS2 Earth Systems K-­‐ESS2-­‐1. Use and share observations of local weather conditions to describe patterns over time. K-­‐ESS2-­‐2. Construct an argument supported by evidence for how plants and animals (including humans) can change the environment to meet their needs. K-­‐ESS3 Earth and Human Activity K-­‐ESS3-­‐1. Use a model to represent the relationship between the needs of different plants and animals (including humans) and the places they live. K-­‐ESS3-­‐2. Ask questions to obtain information about the purpose of weather forecasting to prepare for, and respond to, severe weather.* K-­‐ESS3-­‐3. Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environment.* 3 OSPI Teaching and Learning June 10, 2014 Kindergarten
K-­‐2-­‐ETS K-­‐2-­‐ETS1. Ask questions, make observations and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool. K-­‐2-­‐ETS2. Develop a simple sketch, drawing or physical model to illustrate how the shape of an object helps its function as needed to solve a given problem. K-­‐2-­‐ETS3. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Common Core State Standards Connections: ELA: RI.K.1 With prompting and support, ask and answer questions about key details in a text. (K-­‐PS2-­‐2) ELA: W.K.1 Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book. (K-­‐ESS2-­‐2) CCSS_ELA: W.K.2 Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. (K -­‐ ESS2 -­‐ 2) ELA: W.K.7 Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). (K-­‐PS2-­‐
1) ELA: SL.K.3 Ask and answer questions in order to seek help, get information, or clarify something that is not understood. (K-­‐PS2-­‐2) Math: MP.2 Reason abstractly and quantitatively. (K-­‐PS2-­‐1) Math: MP.4 Model with mathematics. (K-­‐ESS2-­‐1) Math: K.MD.A.1 Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. (K-­‐PS2-­‐1) Math: K.MD.A.2 Directly compare two objects with a measurable attribute in common, to see which object has “more of”/”less of” the attribute, and describe the difference. (K-­‐PS2-­‐1) Math: K.MD.B.3 Classify objects into given categories; count the number of objects in each category and sort the categories by count. (K-­‐ESS2-­‐1) 4 OSPI Teaching and Learning June 10, 2014 Kindergarten
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 K-­‐PS2 Forces and Interactions Subsumes WA K-­‐1 PS1 Forces and Motion (Push-­‐Pull and Position) K-­‐PS3 Energy New; subsumes parts of WA PS3 (Energy Transfer) K-­‐LS1 Structures and Processes Subsumes WA Biological Evolution LS3 (Classifying Plants and Animals) K-­‐ESS2 Earth’s Systems (Introduces Weather) Subsumes WA K – 1 ES2A (Properties and Change) and WA K – 1 ES1A (Observing the Sun and the Moon) K-­‐ESS3 Earth and Human Activity Subsumes WA K – 1 ES2A (Properties and Change) Suggested Transition Plan that can be used by districts to begin phasing in of the NGSS. Awareness Phase 1 Spring 2014 Phase 2 2014-­‐15 Phase 3 2015-­‐16 Phase 4 2016-­‐17 Continue teaching WA 2009 Standards; Begin infusion/integration of K – 2 Science and Engineering Practices and CCCs. Continue infusing practices and complementary crosscutting concepts. Begin infusing disciplinary core ideas. Focus on integrated nature of NGSS. Build formative assessment classroom strategies. Fully implement all disciplinary core ideas; science and engineering practices; and crosscutting concepts. Teachers should review the NGSS and its companion document: A Framework for K12 Science Education. They should study the Science and Engineering Practices that are emphasized in Kindergarten, Chapter 11 of the Framework, and the related Appendices. Where possible, teachers should begin to practice integrating some science and engineering practices into their current lessons. Begin phase in of the science and engineering practices and crosscutting concepts. Integrate pedagogical strategies that ensure equitable learning with existing instructional materials. Consider potential formative assessment opportunities. Leverage instructional materials to include Kindergarten standards; explore e-­‐
materials; initiate work with local community partners for authentic learning opportunities for students (Fish and Wildlife, museums, etc.). Replace or move instructional materials to the appropriate grade level. 5 OSPI Teaching and Learning June 10, 2014 Kindergarten
Kindergarten Progression of Science and Engineering Practices (SEPs) and Crosscutting Concepts (CC) This section shows the primary SEPs and CCs emphasized in Kindergarten. This does not mean that other Practices or Crosscutting Concepts are not touched upon. Science and Engineering Practices Crosscutting Concepts Analyze and interpret data Cause and effect Ask questions and define problems Patterns Construct explanations and design solutions Structure and function Develop and use models Systems and system models Engaging in argument from evidence Plan and conduct investigations First Grade Progression of Science and Engineering Practices and Crosscutting Concepts This section is meant to show Kindergarten teachers the SEPs and CCs emphasized in First Grade. Science and Engineering Practices Crosscutting Concepts Plan and conduct investigations Cause and effect Analyze and interpret data Patterns Construct explanations and design solutions Structure and function Obtaining, Evaluating, and Communicating Information Influence of Engineering, Technology, and Science, on Society and the Natural 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? This section for notes. 6 OSPI Teaching and Learning June 10, 2014 Kindergarten
Science and Engineering Practices for Kindergarten This section assists in developing clarity about the Science and Engineering Practices for the early 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. Asking questions and defining problems in K–2 builds on prior experiences and progresses to simple descriptive questions that can be tested. Ask and/or identify questions: • Based on observations to find more information about the natural and/or designed world(s). • That can be answered by an investigation. Define a simple problem that can be solved through the development of a new or improved object or tool. K-­‐ESS3-­‐2. Ask questions to obtain information about the purpose of weather forecasting to prepare for, and respond to, severe weather.* *Engineering connection Modeling in K–2 builds on prior experiences and progresses to include using and developing models (i.e., diagram, drawing, physical replica, diorama, dramatization, or storyboard) that represent concrete events or design solutions. • Distinguish between a model and the actual object, process, and/or events the model represents. • Compare models to identify common features and differences. • Develop and/or use a model to represent amounts, relationships, relative scales (bigger, smaller), and/or patterns in the natural and designed world(s). • Develop a simple model based on evidence to represent a proposed object or tool. K-­‐ESS3-­‐1. Use a model to represent the relationship between the needs of different plants and animals (including humans) and the places they live. 7 OSPI Teaching and Learning June 10, 2014 Kindergarten
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 in K–2 builds on prior experiences and progresses to simple investigations, based on fair tests, which provide data to support explanations or design solutions. • With guidance, plan and conduct an investigation in collaboration with peers (for K). • Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence to answer a question. • Evaluate different ways of observing and/or measuring a phenomenon to determine which way can answer a question. • Make observations (firsthand or from media) and/or measurements to collect data that can be used to make comparisons. • Make observations (firsthand or from media) and/or measurements of a proposed object or tool or solution to determine if it solves a problem or meets a goal. • Make predictions based on prior experiences. K-­‐PS2-­‐1. Plan and conduct an investigation to compare the effects of different strengths or different directions of pushes and pulls on the motion of an object. Analyzing and Interpreting Data Analyzing data in K–2 builds on prior experiences and progresses to collecting, recording, and sharing observations. Scientific investigations produce data that must be analyzed in order to derive meaning. Because • Record information (observations, thoughts, and ideas). data patterns and trends are not always obvious, • Use and share pictures, drawings, and/or writings of observations. scientists use a range of tools—including • Use observations (firsthand or from media) to describe patterns and/or relationships in the natural tabulation, graphical interpretation, visualization, and designed world(s) in order to answer scientific questions and solve problems. and statistical analysis—to identify the significant • Compare predictions (based on prior experiences) to what occurred (observable events). features and patterns in the data. Scientists • Analyze data from tests of an object or tool to determine if it works as intended. identify sources of error in the investigations and calculate the degree of certainty in the results. Modern technology makes the collection of large K-­‐PS2-­‐2. Analyze data to determine if a design solution works as intended to change the speed or direction data sets much easier, providing secondary of an object with a push or a pull.* sources for analysis. Engineering investigations include analysis of 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. 8 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 9 Kindergarten
Mathematical and computational thinking in K–2 builds on prior experience and progresses to recognizing that mathematics can be used to describe the natural and designed world(s). • Decide when to use qualitative vs. quantitative data. • Use counting and numbers to identify and describe patterns in the natural and designed world(s). • Describe, measure, and/or compare quantitative attributes of different objects and display the data using simple graphs. • Use quantitative data to compare two alternative solutions to a problem. K-­‐2-­‐ETS3. Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs. Constructing explanations and designing solutions in K–2 builds on prior experiences and progresses to the use of evidence and ideas in constructing evidence-­‐based accounts of natural phenomena and designing solutions. • Use information from observations (firsthand and from media) to construct an evidence-­‐based account for natural phenomena. • Use tools and/or materials to design and/or build a device that solves a specific problem or a solution to a specific problem. • Generate and/or compare multiple solutions to a problem. K-­‐ESS2-­‐2. Construct an argument supported by evidence for how plants and animals (including humans) can change the environment to meet their needs. 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. Kindergarten
Engaging in argument from evidence in K–2 builds on prior experiences and progresses to comparing ideas and representations about the natural and designed world(s). • Identify arguments that are supported by evidence. • Distinguish between explanations that account for all gathered evidence and those that do not. • Analyze why some evidence is relevant to a scientific question and some is not. • Distinguish between opinions and evidence in one’s own explanations. • Listen actively to arguments to indicate agreement or disagreement based on evidence, and/or to retell the main points of the argument. • Construct an argument with evidence to support a claim. • Make a claim about the effectiveness of an object, tool, or solution that is supported by relevant evidence. K-­‐ESS2-­‐2. Construct an argument supported by evidence for how plants and animals (including humans) can change the environment to meet their needs. Obtaining, evaluating, and communicating information in K–2 builds on prior experiences and uses observations and texts to communicate new information. • Read grade-­‐appropriate texts and/or use media to obtain scientific and/or technical information to determine patterns in and/or evidence about the natural and designed world(s). • Describe how specific images (e.g., a diagram showing how a machine works) support a scientific or engineering idea. • Obtain information using various texts, text features (e.g., headings, tables of contents, glossaries, electronic menus, icons), and other media that will be useful in answering a scientific question and/or supporting a scientific claim. • Communicate information or design ideas and/or solutions with others in oral and/or written forms using models, drawings, writing, or numbers that provide detail about scientific ideas, practices, and/or design ideas. K-­‐ESS3-­‐3. Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environment.* 10 OSPI Teaching and Learning June 10, 2014 Kindergarten
Crosscutting Concepts for Kindergarten This section assists in developing clarity about the Crosscutting Concepts for the early primary grades. Crosscutting Concepts Clarification and Example Students recognize that patterns in the natural and human designed world can be observed, used to describe phenomena, and used as evidence. Patterns 1-­‐ESS1-­‐1. Use observations of the sun, moon, and stars to describe patterns that can be predicted. Students learn that events have causes that generate observable patterns. They design simple tests to gather evidence to support or refute their own ideas about causes. Cause and Effect 1-­‐PS4-­‐3. Plan and conduct an investigation to determine the effect of placing objects made with different materials in the path of a beam of light. Students use relative scales (e.g., bigger and smaller; hotter and colder; faster and slower) to describe objects. They use Scale, Proportion and Quantity standard units to measure length. Students understand objects and organisms can be described in terms of their parts; and systems in the natural and designed world have parts that work together. Systems and System Models K-­‐ESS3-­‐1. Use a model to represent the relationship between the needs of different plants or animals (including humans) and the places they live. Students observe objects may break into smaller pieces, be put together into larger pieces, or change shapes. Energy and Matter 2-­‐PS1-­‐3. Make observations to construct an evidence-­‐based account of how an object made of a small set of pieces can be disassembled and made into a new object. Students observe the shape and stability of structures of natural and designed objects are related to their function(s). Structure and Function 2-­‐LS2-­‐2. Develop a simple model that mimics the function of an animal in dispersing seeds or pollinating plants . Students observe some things stay the same while other things change, and things may change slowly or rapidly. Stability and Change 2-­‐ESS2-­‐1. Compare multiple solutions designed to slow or prevent wind or water from changing the shape of the land. 11 OSPI Teaching and Learning June 10, 2014 Kindergarten
WA KIDS Connections This section assists teachers as they develop lessons. These WA KIDS connections were developed before the NGSS were finalized. Children in Kindergarten may: Make observations and ask questions. Identify ways to find answers. Try Help your child name different parts of a whole object, plant or out these activities and think about what to do next to learn more. animal. Recognize landmarks in the local environment (lakes, rivers, rock Help your child measure. formations, etc.). Name many of the basic needs of animals and people (habitat). Encourage your child to count, measure or classify (e.g., Is that box big enough for a pet to stand up in? What types of food can it eat? How much food should I give it?). Identify what different animals eat. Begin to understand that some Observe patterns in nature, such as shapes of clouds, phases of the animals eat other animals, and some eat plants. moon, and leaves changing color. Begin to understand how the things people do may change the Compare, with your child, how different animals obtain food and environment. Recognize that the child’s own actions have an effect on water (e.g., a squirrel hunts for nuts; many birds and insects find the environment for the better (such as watering plants) or worse (such nectar in flowers, which contain food and water; people may grow as stomping on plants). food in gardens or shop for food in stores). Begin to tell the difference between materials that are natural and those Encourage your child to observe and describe nature. made by humans. This space for notes. 12 OSPI Teaching and Learning June 10, 2014 Kindergarten
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. Kindergarten 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. 13 OSPI Teaching and Learning June 10, 2014 Kindergarten
Discipline-­‐specific Language in the K-­‐12 Science Classroom Framework for English Language Proficiency Development Features of classroom language Modality Registers 14 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) Written Small group participation (one-­‐to-­‐group) Receptive Comprehension of classroom-­‐ based and school-­‐ based formal and informal written and multimodal communication Colloquial + classroom registers + discipline-­‐specific language and terminology Production of classroom-­‐based and school-­‐ based formal and informal written and multimodal communication, such as: written reports science journal entries Interaction with individual peers (one-­‐to-­‐one) Interaction with adults within school contexts (one-­‐to-­‐one) Productive Science-­‐learner written registers + discipline-­‐specific language and terminology + disciplinary discourse conventions OSPI Teaching and Learning June 10, 2014 Classroom registers used by teachers for several goals or purposes Checking for understanding 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 Examples of Registers Science discourse registers used by teachers for several goals or purposes Learner-­‐appropriate science classroom discourse registers and conventions used by s tudents for several goals or purposes Classroom, school, and science-­‐ learner written texts are of multiple types (and expressed through language in certain registers) Textbooks Lab or equipment manuals Writing by other students Science-­‐oriented trade books Science press articles Syllabi School announcements Formal documents (e.g., class assignment, quarterly grades, and assessment results) Describing models Constructing arguments Providing oral explanations of a phenomenon or system This section for notes. 15 Internet materials Asking for clarification Participating in discussions Kindergarten
OSPI Teaching and Learning June 10, 2014 Kindergarten
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 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 16 OSPI Teaching and Learning June 10, 2014 Kindergarten
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 Analytical Tasks Receptive L anguage Functions Productive L anguage Functions • 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) • 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 17 OSPI Teaching and Learning June 10, 2014 Kindergarten
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 Analytical Tasks • Analyze the match between explanation or model and a phenomenon or system • 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 Productive L anguage Functions 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 • 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 18 OSPI Teaching and Learning June 10, 2014 Analytical Tasks Receptive L anguage Functions Kindergarten
• 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 section for notes. 19 OSPI Teaching and Learning June 10, 2014