DESIGNATIONS. Center for Pre-College Programs New Jersey Institute of Technology. Standards-Based Lesson Planning and Achievement of the Standards

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1 Center for Pre-College Programs New Jersey Institute of Technology Standards-Based Lesson Planning and Achievement of the Standards Howard Kimmel and Levelle Burr-Alexander COMMON CORE STATE STANDARDS (CCSS-MATH) AND NEXT GENERATION SCIENCE STANDARDS (NGSS) NGSS CCSS-MATH DESIGNATIONS similar methodologies for designating specific standards for targeted grade levels for both CCSS-Math and NGSS. The methodologies for designating CCSS-Math and NGSS differ than those for the New Jersey Core Curriculum Content Standards (NJCCCS). 1

2 NEXT GENERATION SCIENCE STANDARDS Presented within conceptual categories for each grade level (K-5) or set of grade levels (Middle School and High School). Noted: these domains may vary between grade levels. The designation for NGSS standards can be written as: a.bb.c, where a represents the grade level, K, 1, 2, 3, 4, 5, MS, and HS. bb represents the Conceptual Category. c represents the Standard. The primary subject categories are: PSx Physical Sciences LSx Life Sciences ESSx Earth Sciences Systems Conceptual Categories for Middle School and High School Standards Physical Science PS1 Matter and Its Interactions PS2 Motion and Stability: Forces and Interactions PS3 Energy PS4 Waves and their Applications in Technologies for Information Transfer Life Science LS1 From Molecules to Organisms: Structures, and Processes LS2 Ecosystems: Interactions, Energy, and Dynamics LS3 Heredity: Inheritance and Variation of Traits LS4 Biological Evolution: Unity and Diversity Conceptual Categories for Middle School and High School Standards (Continued) Earth Science ESS1 Earth s Place in the Universe ESS2 Earth s Systems ESS3 Earth and Human Activity Engineering Design ETS1 Engineering Design 2

3 Example for a High School Standard: Designation HS-ETS1-2 is intended for: High School Conceptual Category: ETS1 Engineering Design Standard 2 within that Conceptual Category: #2. Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering. And is written as: HS-ETS1-2. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem. Next Generation Science Standards Content Standards - Conceptual Categories APPENDIX H Understanding the Scientific Enterprise: The Nature of Science in the Next Generation Science Standards APPENDIX F Science and Engineering Practices in the NGSS APPENDIX I Engineering Design in the NGSS APPENDIX L Connections to the Common Core State Standards for Mathematics APPENDIX M Connections to the Common Core State Standards for Literacy in Science and Technical Subjects Appendix K Model Course Mapping in Middle and High School for the Next Generation Science Standards APPENDIX F Science and Engineering Practices in the NGSS In addition to the Conceptual Categories, NGSS includes Practices of Science and Engineering. Use of the term practices is meant to emphasize that engaging in scientific investigation requires not only skill but also knowledge that is specific to each practice. 3

4 Eight Practices of Science and Engineering 1. Asking questions (for science) and defining problems (for engineering) 2. Developing and using models 3. Planning and carrying out investigations 4. Analyzing and interpreting data 5. Using mathematics and computational thinking 6. Constructing explanations (for science) and designing solutions (for engineering) 7. Engaging in argument from evidence 8. Obtaining, evaluating, and communicating information Comparing NGSS with NJCCCS (2009) Nature of Science Next Generation Science Standards Appendix H Understanding the Scientific Enterprise: The Nature of Science in the Next Generation Science Standards. NJ Core Curriculum Content Standards (2009) 5.1 Science Practices: A. Understand Scientific Explanations B. Generate Scientific Evidence Through Active Investigations C. Reflect on Scientific Knowledge D. Participate Productively in Science Comparing NGSS with NJCCCS (2009) Technology Education, Engineering, & Design Next Generation Science Standards Appendix F Science and Engineering Practices in NGSS Appendix I Engineering Design in NGSS NJ Core Curriculum Content Standards (2009) 8.2 Technology Education, Engineering and Design A. Nature of Technology: Creativity and Innovation B. Design: Critical Thinking, Problem Solving, Decision Making C. Technological Citizenship, Ethics and Society D. Research and Information Fluency F. Resources for a technological world E. Communication and Collaboration G. The Designed World 4

5 COMMON CORE STATE STANDARDS (CCSS-MATH) Presented within conceptual categories or domains for each grade level (K-8) or set of grade levels (High School). Noted: these domains may vary between grade levels. Grades 6-8 RP Ratios and Proportional Relationships NS The Number System EE Expressions and Equations G Geometry SP Statistics and Probability CCSS Math High School The high school standards include Sub- Domains in addition to Domains with the designation: x.y-zz,w, where x represents HS. y represents Domain zz represents Sub-Domain w represents the Standard CCSS-Math - High School Domains & Sub-domains N Number and Quantity A Algebra F Functions M Modeling G Geometry S Statistics and Probability ID Interpreting Categorical and Quantitative Data IC Making Inferences and Justifying Conclusions CP Conditional Probability and the Rules of Probability MD Using Probability to Make Decisions 5

6 Example: Designation HS.S-IC.6 is intended for: High School Domain: S Statistics and Probability Sub-Domain: IC Making Inferences and Justifying Conclusions Standard 6 within that Sub-Domain: #6. Evaluate reports based on data. And is written as: HS.S-IC.6. Evaluate reports based on data. Naked Egg Drop Summary: In this activity, students will go through an iterative design process to prevent a naked egg from breaking when dropped from increasing heights. Students should review or learn about materials, energy and conservation of energy, design planning, construction techniques, and engineering modifications during this activity. Learning Objectives: Students should understand that, prior to the drop, the egg has a large amount of potential energy. When it is dropped, students should be able to explain that the energy is transferred from potential to kinetic. Their design should incorporate knowledge of materials and the properties of those materials, and their role in dissipating energy through various means like heat, light, or vibrations. Students should understand the relationship between height and kinetic energy of the falling egg. Naked Egg Drop Educational Standards: State STEM Standard: California, Science, K-5, Physical Science, 1998, c. Students know machines and living things convert stored energy to motion and heat. NGSS Standards: PS1a Structure and properties of matter, PS3A Definitions of Energy, PS3C Conservation of Energy and Energy Transfer, ETS1A Defining and Delimiting and Engineering Problem, ETS1B Developing Possible Solutions, ETS1C Optimizing the Design Solution 6

7 PS3A Definitions of Energy Motion energy is properly called kinetic energy; it is proportional to the mass of the moving object and grows with the square of its speed. (MS-PS3.1) A system of objects may also contain stored (potential) energy, depending on their relative positions. (MS-PS3.2) Temperature is a measure of the average kinetic energy of particles of matter. The relationship between the temperature and the total energy of a system depends on the types, states, and amounts of matter present. (MS-PS3-3), (MS-PS3.4) PS3B Conservation of Energy and Energy Transfer Sunlight warms Earth s surface. (K-PS3.1), (K-PS3.2) When the kinetic energy of an object changes, there is inevitably some other change in energy at the same time. (MS.PS3.5) The amount of energy transfer needed to change the temperature of a matter sample by a given amount depends on the nature of the matter, the size of the sample, and the environment. (MS.PS3.4) Energy is spontaneously transferred out of hotter regions or objects and into colder ones. (MS.PS3.3 Conservation of energy means that the total change of energy in any system is always equal to the total energy transferred into or out of the system. (HS-PS3.1) Lesson Topic: Soil Property Testing Learning Objectives: Students will be able to incorporate particle size and permeability of soil into a lab and answer lab analysis questions that follow it. Standards and Indicators B B D.1, and D.2 7

8 Lesson Topic: Soil Property Testing Classroom activities: Students will document their observations of the soil samples when they are dry & wet. Students will create a filtering system with the materials provided to determine the rate of water flow through the soil sample. Students will be given an unknown to identify based on its characteristic and filtering rate. Lesson Topic: Soil Property Testing Learning Objectives: Lesson Topic: Soil Property Testing Learning Objectives: Students will be able to compare and contrast wet soil samples and dry soil samples. Students will be able to create a filtering system and measure the rate of flow of water through each soil sample. 8

9 Standards and Indicators NJ Adopted B.1, Design investigations, collect evidence, analyze data, and evaluate evidence to determine measures of central tendencies, causal/correlational relationships, and anomalous data. Standards and Indicators NGSS Practices of Science and Engineering. 3. Plan an investigation, and in the design: identify independent and dependent variables, what tools are needed to do the gathering of data, and how measurements will be recorded, Measurement and Significant Figures - Precision and Accuracy Summary In this lesson students compare and contrast precision and accuracy as they measure the properties of an object to the proper precision as dictated by the specific measuring device(s). Students are expected to report their measurements and calculations to the proper number of significant figures/digits. Measurement and Significant Figures - Precision and Accuracy (Continued) Learning Objectives: Students will be able to: Determine the density of a marble to the proper number of significant figures. Compare and contrast the precision and accuracy of their measured and calculated data. Formulate and answer a statistical question. 9

10 Measurement and Significant Figures - Precision and Accuracy (Continued) Next Generation Science Standards (NGSS): 5-PS1-3. Make observations and measurements to identify materials based on their properties. APPENDIX L Connections to the Common Core State Standards for Mathematics: Science and Engineering Practice: Analyzing and Interpreting Data. Apply concepts of statistics and probability from the Common Core State Standards to scientific and engineering questions and problems. Measurement and Significant Figures - Precision and Accuracy (Continued) Common Core State Standards-Mathematics 6-SP.1. Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers. 6-SP.5. Summarize numerical data sets in relation to their context, such as by: a. Reporting the number of observations. b. Describing the nature of the attribute under investigation, including how it was measured and its units of measurement NGSS Evidence Statements ence%20statements%20w%20exec%20jan% pdf The NGSS identify assessable performance expectations (PEs), or what students should know and be able to do at the end of instruction The evidence statements are meant to show what it looks like for students to fully satisfy the PE. The evidence statements were designed to articulate how students can use the scientific and engineering practices to demonstrate their understanding of the disciplinary core ideas, DCIs, and thus, demonstrate proficiency on each PE. The evidence were not created to: Be used as curriculum Limit or dictate instruction 10

11 Q & A 11