1 Cathy Ezrailson, Ph.D. Associate Professor of Science Education, University of South Dakota.
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Overview of the The NEW South Dakota Science Standards 1 Cathy Ezrailson, Ph.D. Associate Professor of Science Education, University of South Dakota
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A.All Standards, All StudentsAll Standards, All Students B.Disciplinary Core Idea in the SDSSDisciplinary Core Idea C.Science and Engineering Practices in the SDSSScience and Engineering Practices G.Crosscutting Concepts in the SDSSCrosscutting Concepts H.Nature of ScienceNature of Science I.Engineering Design Science, Technology, Society, and the EnvironmentEngineering DesignScience, Technology, Society, and the Environment 3
Transcript of 1 Cathy Ezrailson, Ph.D. Associate Professor of Science Education, University of South Dakota.
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Overview of the The NEW South Dakota
Science Standards
Cathy Ezrailson, Ph.D.Associate Professor of Science Education, University of South Dakota
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Conceptual Shifts
The standards reflect DOING “Real Science” These new standards are NOT a curriculum Build coherently from K to 12 Focus on DEEP understanding & connections Nature of Science & Engineering are Integrated
K-12 SD Standards and Common Core are aligned
What is different about the new standards?
A. All Standards, All Students B. Disciplinary Core Idea in the SDSSC. Science and Engineering Practices in the SDSS
G. Crosscutting Concepts in the SDSSH. Nature of Science I. Engineering Design Science
, Technology, Society, and the Environment
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Overview
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Disciplinary Core IdeasLife Science Physical ScienceLS1: From Molecules to Organisms: Structures & ProcessesLS2: Ecosystems: Interactions, Energy, & DynamicsLS3: Heredity: Inheritance & Variation of TraitsLS4: Biological Evolution: Unity & Diversity of Life
PS1: Matter & Its InteractionsPS2: Motion & Stability: Forces & InteractionsPS3: EnergyPS4: Waves & Their Applications in Technologies for Information Transfer
Earth & Space Science Engineering & TechnologyESS1: Earth’s Place in the UniverseESS2: Earth’s SystemsESS3: Earth & Human Activity
ETS1: Engineering DesignETS2: Links Among Engineering, Technology & Society
Patterns Cause and effect: Mechanism and explanation Scale, proportion, and quantity Systems and system models Energy and matter: Flows, cycles, and conservation Structure and function Stability and change
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Crosscutting Concepts
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Crosscutting Concepts
Asking questions and defining problems Developing and using models Planning and carrying out investigations Analyzing and interpreting data Using mathematics and computational thinking Constructing explanations and designing solutions Engaging in argument from evidence Obtaining, evaluating, and communicating information
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Science & Engineering Practices
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Appendix E – DCI Progressions
Disciplinary Core Ideas
Asking questions and defining problems Developing and using models Planning and carrying out investigations Analyzing and interpreting data Using mathematics and computational thinking Constructing explanations and designing solutions Engaging in argument from evidence Obtaining, evaluating, and communicating information
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Science & Engineering Practices
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Appendix F – Practices Progressions
Science & Engineering Practices
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Activity #5 – What will I Teach?
TASK: In groups review standards pages for the content
that you will likely be teaching.
Discuss how the specific shifts in content & pedagogy that will be necessary under NGSS.
Identify additional structural considerations that must be addressed for implementing NGSS.
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Activity #5 – What will I Teach?
TASK: Complete the reflections page for Activity #5
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GENERAL What additional resources will be needed?
How will we accomplish mastery of understanding?
How will science be assessed at the state level?
Will science be given more weight in state assessments?
What professional development will be needed and where will teachers get it?
Next Steps – Key Questions
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MIDDLE & HIGH SCHOOL LEVEL Can the curriculum be pruned to get at the core
ideas?
What scope & sequence will be followed?
How will NGSS affect elective course offerings and content?
Will licensure be an issue?
Next Steps – Key Questions
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Thank You!
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Disciplinary Core Ideas
