NGSS and the Primary Classroom
Posted: Thursday, May 2nd, 2013
by Michelle French
Since the public reviews of the Next Generation Science Standards have come to a close, like many primary teachers, I’ve been wondering what science will look like in kindergarten, first, and second grade classrooms. When I reviewed NGSS, its three dimensions were initially overwhelming to me. Then I took a deep breath… reread the document… and realized that the blending of NGSS’s three dimensions: Disciplinary Core Ideas, Science and Engineering Practices, and Crosscutting Concepts, actually created an environment for young students to not only know science content, but know how to act, think, and reason scientifically.
I was pleasantly surprised when I saw just how many of the concepts from the three dimensions my students and I were already exploring in my life science learning sequence. The sequence actually began many months before formal instruction began: my first grade students and I made frequent observations about the changes in the artichoke plant growing in the garden in front of our classroom. The standards students would be exploring were the current first grade standards: LS: 2a, 2b, 2e and IE: 4a-b. (CA State Science Standards for First Grade)
To organize the new learning sequence, I used the “5E” lesson design from K-12 Alliance. The 5E design consists of: Engage, Explore, Explain, Evaluate, and Extend. I have attached a shortened version on the lesson sequence. The attachment shows the “Engage” and “Explore” sections. In the Explore section, you will only see Day 5 in explicit detail. Know that the other four days followed a similar plan and addressed different structures. By mapping out the learning sequence, I was able to identify opportunities to highlight the NGSS Crosscutting Concept of “Structure and Function” repeatedly (see photo 5).
By the time we officially begin our learning sequence; my students had already developed many authentic questions about the artichoke plant. Students were encouraged to ask questions, and I recorded them on chart paper (see photo 1) that was left hanging on the wall throughout the learning sequence. Many student questions guided the inquiry process and we frequently referred back to them. This part of the learning sequence could be the NGSS equivalent in the Science and Engineering Practice dimension as “Asking Questions and Defining Problems.”
As we later began the “Engage” section, students drew upon their prior knowledge about living things, with plants in particular (see photo 2). This tied in with the NGSS Science and Engineering Practice, “Constructing Explanations and Designing Solutions,” which specifically states, “…solutions in K-2 builds on prior experiences and progresses to the use of evidence or ideas in constructing explanations….” It is imperative that students surface not only their accurate evidence and ideas, but also their misconceptions at the beginning of the learning sequence. This information needs to be explicitly recognized in order to allow students to connect and reconcile their new conceptual understandings of content with their previous understanding.
As we moved through the learning sequence, students used other components of the Science and Engineering dimension. For example, “Developing and Using Models” encourages students to record their knowledge in various ways (see photo 4). Throughout this sequence, students made diagrams and drawings that demonstrated the relationship between the plant’s structures and their functions. Additionally, “Obtaining, Evaluating, and Communicating Information” calls for students to read “grade appropriate texts.” This is part of the Explore section that I did not include in the plan itself. After the Explore section was completed, we turned to our adopted consumable science textbook. It was then that students could compare and contrast what they had learned in their direct observations and experiences with the information from the textbook and they could relate their understandings directly to the textbook. This process gave validity to what they experienced first-hand.
Not only do the NGSS allow us to rethink what we are doing specifically in science, they make direct connections to Common Core State Standards in both language arts and mathematics. As we teach science, we will be able to provide real, authentic reasons for listening, speaking, reading, writing and engaging in mathematical thinking. Common Core and NGSS have a beautiful synergy. It is time to stop teaching factoids and begin teaching for deeper, more meaningful understandings of content. The primary grades have an awesome responsibility of setting the foundation for this synergistic type of teaching and learning.
Again, I was pleasantly surprised to realize that many of the practices my students and I were engaging in are explicitly explored and refined in NGSS. I hope that this 5E learning sequence has highlighted some of the NGSS components for you. This lesson is just a beginning for me, and I hope that when our new science standards are adopted, primary teachers come to embrace the wonderful opportunities they provide for our young students.
Please, visit the NGSS website: http://www.nextgenscience.org/ for more information. Many of the supporting documents are still available to review even though the main document has been removed for revision. The NGSS final draft will soon be available for us. I encourage all primary teachers to have a voice and comment on the final document.
Posted: Saturday, February 6th, 2016
by Jenna Porter & Rich Hedman
Over the next few years, school districts throughout California will need to decide which curriculum course model to adopt for high school science. Unlike middle school, for which there are two relatively straightforward course models (preferred integrated and alternative discipline specific), high schools will have more than 4 distinct course model options (see Table 1). Which model would be best for high schools in your district? To assist you in answering that question, we offer some resources and points to consider, and make a recommendation for providing equitable opportunities for all students to access the new science curriculum. Learn More…
Posted: Friday, January 15th, 2016
Are you a Next Generation Science Teacher? Have the science teachers at your school participated in current science safety professional development? Did you know that training in science safety is required by CALOSHA to keep employees safe? Do you know what documentation is required to reduce an individual teacher, administrator, and/or the school’s liability?
The Science Safety for Educators Online Course will provide participants with information to build a solid foundation to create a safe science environment for employees and students. It is recommended that schools, districts, and organizations have as a goal to prepare 100% of all science teachers and other related personnel for the ever-changing environment of safety for themselves, others, and students. Learn More…
Posted: Friday, January 15th, 2016
by Jill Grace
Teachers, the moment is NOW for you to take action to influence how your district supports science education.
I often get inquiries by teachers as to how they can gain access to financial support as they transition to instruction in the California Next Generation Science Standards (CA NGSS). This includes funding to attend professional learning opportunities (like the state-wide CA NGSS Roll Outs or CSTA’s California Science Education Conference which has a heavy CA NGSS emphasis) or sub-release time for teacher collaborative planning. The lack support in some districts and schools for these activities appears to be a “lost in translation” issue; many principals and district leaders are financially supporting these activities as they relate to English language arts and math, but not science. One of the reasons why we have a lengthy period of time leading to full implementation of the CA NGSS is to give teachers time to prepare: time to refresh on science concepts that are new at your grade-level and time to wrap your head around the shifts in instruction that the CA NGSS call for. The need for this time to prepare for the implementation of the CA NGSS is recognized at the state-level.
“We encourage local districts to begin implementation of the science standards now. The recently released draft of the new California NGSS curriculum framework can serve as an invaluable resource at all grade levels. We recognize the time required to build capacity among teachers and students for these new science standards,” said Mike Kirst, president of the California State Board of Education.
Trish Williams, member and NGSS Liaison on the California State Board of Education (SBE) added: “the State Board of Education knows that the NGSS represent a very different way of teaching from the 1998 California science standards, and knows that change takes time; teachers of science will need professional learning support from their district to explore and become comfortable teaching science with an NGSS three-dimensional approach.” Learn More…
Posted: Thursday, January 14th, 2016
by Lisa Hegdahl
“The overarching goal of our framework for K-12 science education is to ensure that by the end of 12th grade, all students have some appreciation of the beauty and wonder of science …”
A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas*
In 1985, I graduated from the University of California at Davis, with a Bachelor of Science in Zoology. In 1991, I began teaching 8th grade science in Galt, where our school’s science department determined the topics I taught which, for 7 years, were genetics, sound, astronomy, and body systems. In 1998, the CA Science Content Standards arrived and the 8th grade science curriculum became exclusively physical science – physics, astronomy, and chemistry – a far cry from my Zoological roots. As are many of you, I am now in the process of transitioning to the CA Next Generation of Science Standards (NGSS) 6-8 Integrated Model which means, once again, changing the core ideas I teach my 8th graders. Instead of strictly physical science, I will now teach Integrated Life Science, Earth and Space Science, and Physical Science (along with the Science and Engineering Practices, SEPs, and the Crosscutting Concepts, CCCs). Learn More…
Posted: Thursday, January 14th, 2016
by Anna Van Dordrecht, MA and Adrienne Larocque, PhD
Storytelling, which is fundamental to humanity, is increasingly being used by scientists to communicate research to a broader audience. This is evident in the success of scientists like Neil deGrasse Tyson. Capitalizing on this, in our classrooms we both tell stories about scientists under the banner of People to Ponder. Benefits of storytelling for students are numerous, and many align with NGSS. Specifically, Appendix H states that, “It is one thing to develop the practices and crosscutting concepts in the context of core disciplinary ideas; it is another aim to develop an understanding of the nature of science within those contexts. The use of case studies from the history of science provides contexts in which to develop students’ understanding of the nature of science.”
A Person to Ponder – Frances Kelsey
Frances Kelsey was born in 1914 in British Columbia, Canada. She graduated from high school at 15 and entered McGill University where she studied Pharmacology. After graduation, she wrote to a famous researcher in Pharmacology at the University of Chicago and asked for a graduate position. He accepted her, thinking that she was a man. While in Chicago, Kelsey was asked by the Food and Drug Administration to research unusual deaths related to a cleaning solvent; she determined that a compound, diethylene glycol, was responsible. This led to the 1938 passage of the Federal Food, Drug, and Cosmetic Act, which gave the FDA control to oversee safety in these categories. In 1938, Kelsey received her PhD and joined the Chicago faculty. Through her research, she discovered that some drugs could pass to embryos through the placental barrier. Learn More…