Next Generation Science Standards For States, By States (2013) / Chapter Skim
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APPENDIX K: Model Course Mapping in Middle and High School for the Next Generation Science Standards
APPENDIX K: Model Course Mapping in Middle and High School for the Next Generation Science Standards
Pages 447-471
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From page 447... ...
There are also plans GENERATION SCIENCE STANDARDS in the works to develop accelerated models to propel students toward Advanced Placement courses earlier in their high school careers as well as models that integrate the NGSS and career tech nical education pathways, such as engineering and medicine. FOUNDATIONAL UNDERSTANDINGS FOR THE REACHING THE POTENTIAL NGSS MODEL COURSE MAPS A Framework for K–12 Science Education (Framework)
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models that requires that a course fit into a set amount of time -- NOTE: This in an example from the Framework organization to demonstrate the relationship between "domains," "disciplinary core ideas," and "component ideas." courses could be spread over a longer time than 3 years, extended to meet student needs, or accelerated. Some modes and settings 114 NEXT GENERATION SCIENCE STANDARDS
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As is more carefully detailed in Appendix I, the NGSS represent a commitment to integrate engineering design into the structure After the following list, details about each model course map, of science education by raising engineering design to the same how it was developed, and ideas for next steps are provided. Model Course Mapping in Middle and High School for the Next Generation Science Standards 115
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This model course map arranges PEs so that the component ideas of the DCIs in each course progressively build on the skills and knowledge described in courses that precede it. The fifth of the The first step in this process was separating the core ideas based six foundational understandings for using model course maps on their reliance on other core ideas.
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For example, although all model course maps, there are four PEs in each grade band that PS1: Matter and Its Interactions was originally placed in the first focus exclusively on engineering design. Although these PEs are course, its component idea PS1.C: Nuclear Processes requires not represented in the figure below, the stand-alone engineering content in both Courses 1 and 2, so it was shifted to Course 3.
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NOTE: This table connects the middle school NGSS PEs to the component ideas from the 2. PEs are bundled into curriculum units and lesson plans, it is As Framework.
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It may be ESS2.B HS-ESS1-5. component ideas between two courses that, although a PE is placed in a course, students may not be ready to perform all aspects of that PE by the end of the NOTE: This table connects the high school NGSS PEs to the component ideas from the course.
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In native education, or online modules. performing this analysis, they notice that several component ideas had only a few PEs and they did not seem to relate too Model Course Mapping in Middle and High School for the Next Generation Science Standards 121
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between middle school and high school: Several component ideas do not have PEs at the middle school level, so they eliminated Feeling like they had now successfully arranged the science content the following component ideas from their middle school course into a conceptual progression that could work for their school, the 122 NEXT GENERATION SCIENCE STANDARDS
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Model Course Mapping in Middle and High School for the Next Generation Science Standards 123
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Ideas for guiding PE is connected to two this conversation are included in the next steps section following component ideas between the presentation of the model. two courses This model course map is significantly less complicated in developNOTE: This table connects the middle school NGSS PEs to the component ideas from the ment relative to the Conceptual Progressions Model Course Map.
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In this table, the component ideas are arranged into courses based on California's revised organization. TABLE K-3A California Integrated Learning Progressions Model -- Middle School and all of the PEs connected to each of those component ideas Course 1 Course 2 Course 3 (as noted in the NGSS foundation boxes)
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each sciences domain of the Framework -- life sciences, physical sciences, and earth and space sciences. Model Course Mapping in Middle and High School for the Next Generation Science Standards 127
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In this table the component ideas are arranged into courses based on the organization described as the Science Domains Model -- one course is assigned to each sciences domain of the Framework -- life sciences, physical sciences, and earth and space sciences.
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biology, chemistry, and physics courses. This was done in a two-step process: First the 12 earth and space sciences DCI component ideas The model course maps presented here attempt to organize the were assigned to a course based on their best conceptual fit; then 9–12 grade band PEs based on the frequently taught courses of the individual earth sciences PEs were sorted by their alignment to biology, chemistry, and physics.
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For K-1 and K-2 from Model Course Map 1 provide insight about example, it could be that a PE is placed in the first course the interconnected nature of the component ideas and how because the DCI dimension is determined to be foundational they support each other in a progression of content. A close to a PE in the second course, but the depth of the SEPs examination of these resources and the next steps suggested described in the PE may not be reached until the third year.
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The table uses the information in the NGSS foundation boxes to connect the high school NGSS PEs to the component ideas from the Framework. Model Course Mapping in Middle and High School for the Next Generation Science Standards 131
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, the science team decides to outline a 4-year tentative sure and admissions criteria -- which the team perceives as barriers implementation plan to highlight all necessary changes to cur to using the other model course maps as starting points. riculum, instruction, professional learning opportunities, and local As the K–12 science team evaluates the Modified Science Domains graduation requirements.
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LS4.D HS-LS4-6. as a secondary connection to this component idea PE is connected to two component ideas between two courses NOTE: In this table the component ideas are arranged into courses based on the organization described as the Modified Science Domains Model -- biology, chemistry, and physics -- with a fourth course added for the earth and space sciences.
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From page 468... ...
, or none of the model course maps presented. "By the end of the 12th grade, students should have gained Any course map will have benefits and challenges linked to the sufficient knowledge of the practices, crosscutting concepts, underlying assumptions and processes that were involved in and core ideas of science and engineering to engage in public making them and to the local situation where they are to be discussions on science-related issues, to be critical consumers implemented.
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For example, some states require only two science their own courses, which will mean that those responsible for Model Course Mapping in Middle and High School for the Next Generation Science Standards 135
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fact, engineering an effective learning program is a complex and Incorporation of the earth and space sciences PEs across biol- challenging task that depends on instructor knowledge of the con ogy, chemistry, and physics courses may not align with current tent and pedagogy, materials that support good instruction, deter practice. Teacher preparation and professional learning oppor- mination and implementation of learning progressions, assess tunities will need to be explicitly designed to support teachers ments for formative and summative purposes, and even school in this transition.
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This may mean that the models presented Model Course Mapping in Middle and High School for the Next Generation Science Standards 137
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