NGSS 3 Course Model & CA Frameworks

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CSUN CSP Team

Matthew d’Alessio Gini Vandergon

Norm Herr Brian Foley John Reveles

csunscience.com

CA Science Framework: A CSP Team Effort!

• Next 60 day review starting June 28.
• Final Adoption November 9, 2016
• Changes since the last public comment
• 2 Million pages (down from 3 million)
• Shortened Intro and Overview (146 pp down to 79)
• Assessment chapter has more guidance about how to assess in 3-D
• Reorganized other chapters
• K-5 has greater emphasis on phenomena
• Vignettes tightened up and made more 3-D

What does NGSS implementation look like where you are?

Quick Form Input

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FORM

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RESULTS

What is the temperature outside?

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Location matters

Stockton v. our neighboring city Manteca.

UoP v. Stockton Airport

The terminal v. the runway.

The center of the runway v. the edge.

Stockton

Play with the thermometers and see how the temperature varies in this room.

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CAUTION: LASER LIGHT

Form

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RESULTS

Submit Another Response

Form

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Results

Measure a transect.

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Start at the road/edge.

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Take measurements every one meter towards the center.

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Record up to 10 measurements and then hit submit.

Discuss in quickwrite

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Debrief in Quickwrite (VV)

HS-ESS2-4. Use a model to describe how variations in the flow of energy into and out of Earth’s systems result in changes in climate. [Clarification Statement: Examples of the causes of climate change differ by timescale, over 1-10 years: large volcanic eruption, ocean circulation; 10-100s of years: changes in human activity, ocean circulation, solar output; 10-100s of thousands of years: changes to Earth's orbit and the orientation of its axis; and 10-100s of millions of years: long-term changes in atmospheric composition.] [Assessment Boundary: Assessment of the results of changes in climate is limited to changes in surface temperatures, precipitation patterns, glacial ice volumes, sea levels, and biosphere distribution.]

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Model of Energy Flow in Urban Heat Islands

Model of Energy Flow in Global Greenhouse Effect

Note: This vignette does not directly help achieve the related PS PEs, but it is a rich exploration of SEPs, CCCs, and DCIs at the foundation of these PEs.

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HS-PS3-4. Plan and conduct an investigation to provide evidence that the transfer of thermal energy when two components of different temperature are combined within a closed system results in a more uniform energy distribution among the components in the system (second law of thermodynamics). [Clarification Statement: Emphasis is on analyzing data from student investigations and using mathematical thinking to describe the energy changes both quantitatively and conceptually. Examples of investigations could include mixing liquids at different initial temperatures or adding objects at different temperatures to water.] [Assessment Boundary: Assessment is limited to investigations based on materials and tools provided to students.]

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HS-PS3-1 Create a computational model to calculate the change in the energy of one component in a system when the change in energy of the other component(s) and energy flows in and out of the system are known. [Clarification Statement: Emphasis is on explaining the meaning of mathematical expressions used in the model.] [Assessment Boundary: Assessment is limited to basic algebraic expressions or computations; to systems of two or three components; and to thermal energy, kinetic energy, and/or the energies in gravitational, magnetic, or electric fields.]

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Does Sequence Matter?

Six possible permutations in 3 Course Model can be driven by different philosophies.

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"Earth Science Capstone"

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"Physics First"

"Biology is the Gateway"

Bottom Line: All disciplines can be taught with different degrees of rigor in a developmental sequence.

Other examples of ESS integrated with other disciplines (NH)

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Patterns in ozone photochemistry

Carbon footprint

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MIDDLE SCHOOL