Science Content Framework Elementary (K-8) SY13-14

Transcription

1 Science Content Framework Elementary (K-8) SY13-14

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3 CITY OF CHICAGO Rahm Emanuel Mayor CITY BOARD OF EDUCATION David J. Vitale President Jesse H. Ruiz Vice President Members: Carlos M. Azcoitia Dr. Henry S. Bienen Dr. Mahalia A. Hines Andrea L. Zopp CHICAGO PUBLIC SCHOOLS Barbara Byrd- Bennett Chief Executive Officer Annette Gurley Chief of Teaching and Learning

4 COMMON CORE CPS June, 2013 Dear CPS Educators, In April of this year, the Next Generaon Science Standards (NGSS) were published aer years of extraordinary eort by science educators across the country. They represent the kind of shi in teaching and learning of science that the Common Core State Standards represent for literacy and mathemacs: a hugely ambious - and essenal - leap forward to ensure students are well prepared for the challenges we all must face, now and in the future, challenges that require the ability to think crically, analyze informaon and data, and make decisions based on evidence. The good news is that the kind of rigorous science learning expected by the NGSS embodies the literacy and mathemacs skills expected by the Common Core standards. This means that as we begin to implement the NGSS, students in classrooms across CPS will be challenged to integrate the mathemacal and literacy skills and pracces you are helping them develop in their other subject areas, while they engage in the work of learning-by-doing science. To support this crical shi in CPS educaon, we re pleased to share the first version of the CPS Science Content Framework. This document provides a clear path for transioning to the Next Generaon Science Standards (NGSS), standards that are designed to provide our students with both an appreciaon of the beauty of science and the skills and knowledge to understand and engage in science in the classroom and beyond. The development of the CPS Science Content Framework SY13-14 was greatly informed by A Framework for K-12 Science Educaon, the Naonal Science Educaonal Leadership Associaon (NSELA), and the Naonal Science Teachers Associaon (NSTA). Teachers from schools across the District collaborated with the Department of Mathemacs and Science to build this CPS Framework, and crical feedback was provided by our University Partners, as well as local and naonal science leaders. We cannot thank them enough for their thoughul feedback. The CPS Science Content Framework SY13-14 focuses our transion to the NGSS through the CPS Science Planning Guides that outline the scope of science learning for the school year, the beginning of the three-year transion to full implementaon of NGSS. These Planning Guides support teachers in providing the high-quality science instrucon aligned with the expectaons of the NGSS, expectaons that increase our focus on students actually doing science. Before diving into this document and the guides, please take the me to become familiar with the three dimensions for science instrucon - Disciplinary Core Ideas, Science and Engineering Pracces, and Crosscung Concepts - that are embedded in the NGSS. They are explained well in A Framework for K-12 Science Educaon, available at hp:// As you learn more about how the dimensions are integrated in the NGSS, you will begin to appreciate the crical shis that need to occur in every science classroom if we are going to meet the challenge that NGSS sets out for us. If you have feedback, ideas for resources, or quesons about this transion to the NGSS, do not hesitate to contact the Department of Mathemacs and Science. We look forward to working with you, to help ensure that all students reach a level of science achievement that puts them on the path to success in college and career. Thank you for all you do every day for our students. Sincerely, Barbara Byrd-Benne Chief Execuve Ocer Chicago Public Schools

5 Contents Acknowledgements...5 Overview...7 AnIntroduction...8 ThreeDimensions...8 LearningProgressionsintheNGSS...9 HowtoReadtheNextGenerationScienceStandards(NGSS)...11 HowtoReadanNGSSPerformanceExpectation...11 CPSInstructionalShiftsinScience...13 Shift1:FocusondeeperteachingoffewerDisciplinaryCoreIdeasthatreflectrealworldinterconnections...13 Shift2:IntegratetheScienceandEngineeringPracticesandCrosscuttingConceptsinallgrades,allyear...14 Shift3:MaintaincoherenceandcontinuityinstandardsbasedscienceinstructionacrossK12,whichcorrelateswith CCSSLandCCSSM...14 DistrictwideExpectationsandToolsthatSupporttheTransitiontoNGSS...19 CPSTransitionPlanforScience...19 GradesK CPSSciencePlanningGuides:AnOverview...21 K12SciencePlanningGuides...21 CPSScienceInstructionalPlanningCycleTool:AnOverview...24 CPSK8ScienceInstructionalPlanningCycleTool...24 SamplesofCompletedCPSScienceInstructionalPlanningCycleTools...24 TheAppendices:AnOverview...25 GettingStarted...26 WorksCitedandReferences...28 CPSSciencePlanningGuides...29 Grade1 Grade2 Grade3 Grade4 Grade5 Grade6 Grade7 Grade8 Foractivelinksaswellasadditionalscienceresources,accessthisdocumentonline:CPSKnowledgeCenter (Curriculum/Instruction>ContentAreaSubpages>Science>CPSScienceContentFramework).

6 CPSScienceContentFramework SY1314 CPSSciencePlanningGuideResources... AppendixA:GuidelinesforMaximizingInformalLearningExperiences... AppendixB:LocalInformalLearningInstitutions... AppendixC:NationalandRegionalScienceResources... Foractivelinksaswellasadditionalscienceresources,accessthisdocumentonline:CPSKnowledgeCenter (Curriculum/Instruction>ContentAreaSubpages>Science>CPSScienceContentFramework)

7 Foractivelinksaswellasadditionalscienceresources,accessthisdocumentonline:CPSKnowledgeCenter (Curriculum/Instruction>ContentAreaSubpages>Science>CPSScienceContentFramework) Acknowledgements Theworkrepresentedinthisdocumentandallassociatedpiecesrepresentsacollaborativeeffortonthepartofmany.Teachers throughoutcpsaswellasuniversitypartnerscontributedcountlesshourstosharetheirbestthinkingandextensiveexperiencein planning,developing,reviewing,andrevisingthesematerials.whilethesematerialsrepresentourbestunderstandingabouthowto addressthechallengeoftransitioningtothenextgenerationsciencestandardsineverycpsclassroom,weknowthereismuchto belearned.aswebeginourtransition,wewelcomefeedbackaboutwaystomakethematerialsmoreuseful. THANKStothefollowingfortheircontribution: ContributorstoK5Materials GretchenBrinza Teacher STEMMagnetAcademy AllisonGrandberry Teacher HainesSchool LeslieSwainStore Teacher KellerSchool AmyCostello Teacher FieldSchool HalleQuezada Teacher FieldSchool ShanaWrencher Teacher FunstonSchool MarcelloCostilla Teacher ReillySchool MistyRichmond Teacher LaraAcademy Contributorsto68Materials RolandoArgumendo Teacher CamrasSchool RonaldHall Teacher EvergreenSchool ThomasVlajkov Teacher RavenswoodSchool KristanBeck Teacher ManierreSchool MargaretO Sullivan Teacher ManierreSchool LauraVroman Teacher CanterSchool SarahDrake Teacher GarySchool SonjaOliveri Teacher HawthorneSchool ContributorstoHighSchoolMaterials JenniferFleck Teacher GageParkHighSchool IrinaLarinova Teacher ChicagoMilitaryAcademy JennySarna Teacher FarragutHighSchool AllanFluharty Teacher ProsserHighSchool PaulModha Teacher KennedyHighSchool JenniferStites Teacher HancockHighSchool JasonHanchey Teacher N.B.JeffersonAlt.HighSchool Olayinka MohoinMintah Teacher HopeCollegePrepHighSchool HarryWhite Teacher N.B.JeffersonAlt.HighSchool LeighaIngham Teacher KenwoodHighSchool SyedQadri Teacher SchurzHighSchool JoanneYonan Teacher LakeviewHighSchool VyjayantiJoshi Teacher LakeviewHighSchool

8 CPSScienceContentFramework SY1314 Foractivelinksaswellasadditionalscienceresources,accessthisdocumentonline:CPSKnowledgeCenter (Curriculum/Instruction>ContentAreaSubpages>Science>CPSScienceContentFramework) CPSDepartmentofMathematicsandScience JeschReyes Director HallieAskuvich ScienceSpecialist BarbaraDubielakWood ScienceSpecialist SushmaSharma ScienceSpecialist GailMerritt EditorialConsultant UniversityPartners WendyJackson,Ph.D. Director,DePaul/CPSMath&Science Partnership DePaulUniversity RachelShefner,Ph.D. AssociateDirectoroftheCenterfor ScienceandMathematicsEducation LoyolaUniversity DavidSlavsky,Ph.D. DirectorofCenterforScienceandMath Education,andDirectorofCore Curriculum LoyolaUniversity LindaBrazdil,Ph.D. ChemistryInstructor Dept.ofChemistryandBiochemistry LoyolaUniversity StevenMcGee,Ph.D. ResearchAssociateProfessor NorthwesternUniversity MelSabella,Ph.D. Chair,DepartmentofPhysicsand Chemistry ChicagoStateUniversity PhotoCredit DavidSaradin OfficeofCommunications

9 Overview TheNextGenerationScienceStandards(NGSS)weredevelopedinpartnershipwiththeNationalResearchCouncil(NRC),the NationalScienceTeachersAssociation(NSTA),theAmericanAssociationfortheAdvancementofScience(AAAS),andAchieve.The firststepininthisprocesswasthedevelopmentofaframeworkfork12scienceeducation(frameworkforngss)bythenational AcademiesofScience.TheFrameworkforNGSSidentifiesbroadconceptsandpracticesand isdesignedtohelprealizeavisionfor educationinthesciencesandengineeringinwhichstudents,overmultipleyearsofschool,activelyengageinscienceand engineeringpracticesandapplycrosscuttingconceptstodeepentheirunderstandingofthecoreideasinthesefields. (AFramework fork12scienceeducation,2012).itservesasthefoundationdocumentforthenextgenerationsciencestandards.thesecondstep wasthedevelopmentofthestandardsbasedontheframework.thewritingteamwascomposedof41membersfrom26states, representingstates,k 12andpostsecondaryeducation,andthescientific,engineering,andbusinesscommunities.Asofsummer, 2013,stateswillbeintheprocessofreviewingandadoptingtheNGSS.(DevelopingNextGenerationScienceStandards,2011 retrievedfromhttp:// WhiletheNGSSprovidetheperformanceexpectationsbasedonthethreedimensionsofsciencelearning,theyarenotintendedas curriculum,tasks,orteaching/learningexperiences.therefore,thecpsdepartment ofmathematicsandsciencehasbeencollaboratingwithteachersanduniversity partnerstodevelopthecpssciencecontentframework SY1314 atoolthatwill guideteachersastheytransitiontotheimplementationofthengss. Makingthetransitiontothesenew,higherstandardswillnotbeeasy.Alleducators, ateverylevelofthesystem,mustworktogethertocreatethestructuresand supportsthatwillhelpteachersproviderigorouslearningexperiencesintheir scienceclassroomseveryday,experiencesthatarealignedwiththenewstandards, sothateverystudentispreparedforsuccessafterhighschool. ThreeDimensionsofScienceInstruction TheNGSSaredesignedtoaddressthe richandcomplexnatureofscience learning:theprocessesofthinkingabout, analyzing,andusingscienceand engineeringinformation;the fundamentalconceptsthatarerelevant toallsubjectareas,andthecontentthat isuniquetoindividualsubjectareas. Thisdocumentincludes: AnintroductiontoAFrameworkforK12ScienceEducation(Frameworkfor NGSS)andtheNextGenerationScienceStandards(NGSS) TheinstructionalshiftsneededtotransitiontotheNGSSasoutlinedinthe FrameworkforNGSSandhowtheseshiftsareevidentintheCPSScience ContentFramework SY1314: FocusondeeperteachingoffewerDisciplinaryCoreIdeasthatreflect realworldinterconnections. IntegratetheScienceandEngineeringPracticesandCrosscutting Conceptsinallgrades,allyear. MaintaincoherencethroughNGSSlearningprogressionsacrossK12, coordinatingwithcommoncorestatestandardsforliteracyand Mathematics(CCSSLandCCSSM). ComponentsoftheCPSScienceContentFramework SY1314: CPSScienceTransitionPlan:ourphasedapproachtofull implementationofthengss CPSSciencePlanningGuides:materialtosupportNGSSaligned teachingandlearning,forgradesk8andkeyhighschoolscience courses. Inthestandards,thesedimensionsare referredtoas: 1. ScienceandEngineeringPractices: theyrepresentthemajorpractices thatscientistsandengineersuse, practicesthatrequirebothskillsand knowledge. 2. CrosscuttingConcepts:theyconnect ideasacrossallsciencedisciplines (subjectareas). 3. DisciplinaryCoreIdeas:fourmajor domains(subjectareas)are:physical sciences,lifesciences,earthand spacesciences,andengineering/ technologyandapplicationsof science. Whenstudentshavelearning experiencesthatincludeeachdimension inthecontextoftheothers,theyareable tofullydeveloptheskillsand understandingsassociatedwithreal science. Appendix:Recommendedprofessionalresourcelistaswellasavailableinformallearningopportunitiesandguidance abouthowtousethemtoenhancecoreinstruction. Foractivelinksaswellasadditionalscienceresources,accessthisdocumentonline:CPSKnowledgeCenter (Curriculum/Instruction>ContentAreaSubpages>Science>CPSScienceContentFramework)

10 CPS Science Content Framework SY13-14 An Introduction Next Generation Science Standards, NGSS, were built on a foundation that was established by the vision of science teaching and learning defined in A Framework for K-12 Science Education (Framework for NGSS), published by the National Research Council (NRC) in In developing the Framework for NGSS, the NRC built on prior work, drawing extensively on the American Association for the Advancement of Science s (AAAS) Project 2061 Science for All Americans (1989), and Benchmarks for Science Literacy (1993), the National Research Council s (NRC) National Science Education Standards (1996), and the National Science Teachers Association (NSTA) Science Anchors (2009). Additional resources, such as Ready, Set, Science (2007), Taking Science to School (2007), and America s Lab Report (2005), were also critical to the development of the NGSS. Retrieved on April 24, 2013 from 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; possess sufficient knowledge of science and engineering to engage in public discussions on related issues; are careful consumers of scientific and technological information related to their everyday lives; are able to continue to learn about science outside school; and have the skills to enter careers of their choice, including (but not limited to) careers in science, engineering, and technology. (NRC, A Framework for K-12 Science Education, 2012) Built on this goal, the NGSS define what students should understand and be able to do in science. The standards are rich in content and practice, arranged in a coherent manner across disciplines and grades to provide all students an internationally benchmarked science education. They set grade-specific and discipline-specific standards that follow coherent learning progressions, progressions that reflect what current research tells us about how students learn science. The standards represent a higher threshold for all students. (NGSS, 2013) A coherent and consistent approach throughout grades K-12 is key to realizing the vision for science and engineering education embodied in the framework: that students, over multiple years of school, actively engage in science and engineering practices and apply crosscutting concepts to deepen their understanding of each field s disciplinary core ideas. (NRC, A Framework for K-12 Science Education, 2012) Three Dimensions The Framework for NGSS outlines three dimensions that are incorporated in each standard: 1) Science & Engineering Practices, 2) Disciplinary Core Ideas, and 3) Crosscutting Concepts. The standards are written as student performance expectations. This is a key difference in the NGSS compared to current standards. These statements each incorporate a practice, a disciplinary core idea, and a crosscutting concept. The performance expectations are the assessable components of the NGSS architecture. (NGSS, 2013) The sequencing of student knowledge and skill development represented by these three dimensions is different than the sequence found in the former Illinois State Learning Standards and in instructional materials. The work of transitioning to the NGSS sequence within CPS, K-12, is described in the CPS Transition Plan and in grade-level CPS Science Planning Guides, described later in this document. For active links as well as additional science resources, access this document online: CPS Knowledge Center (Curriculum/Instruction > Content Area Subpages > Science > CPS Science Content Framework).

11 LearningProgressionsintheNGSS IntroductiontotheStandards InanefforttoincreasecoherenceinK12scienceeducation,theFrameworkforNGSSemphasizestheneedforstudentstohave repeatedexperiences,ineverygrade,withincreasingsophisticationacrossthegradelevels.suchopportunitiesallowstudentsto continuallybuilduponandrevisetheirknowledgeandabilities. Thegoalistoguidetheirknowledgetowardamorescientifically basedandcoherentviewofthenaturalsciencesandengineering,aswellasofthewaysinwhichtheyarepursuedandtheirresults canbeused. (NRC,AFrameworkforK12ScienceEducation,2012) Theserepeatedexperiencesofincreasingsophisticationarearticulated,foreachelementofeachdimension,aslearning progressions.thelearningprogressionswithinthescienceandengineeringpracticesarethefocusofthecpsscienceplanning GuidesSY1314.MoreinformationaboutthelearningprogressionsisavailableontheNGSSwebsite. Dimension1:ScienceandEngineeringPractices Dimension1describes(a)themajorpracticesthatscientistsemployastheyinvestigateandbuildmodelsandtheoriesaboutthe worldand(b)akeysetofengineeringpracticesthatengineersuseastheydesignandbuildsystems.weusetheterm practices insteadofatermsuchas skills toemphasizethatengaginginscientificinvestigationrequiresnotonlyskillbutalsoknowledgethat isspecifictoeachpractice.(nrc,aframeworkfork12scienceeducation,2012).seetable2,page,foradescriptionofeach ScienceandEngineeringPractice. Dimension2:DisciplinaryCoreIdeas Thecontinuingexpansionofscientificknowledgemakesitimpossibletoteachalltheideasrelatedtoagivendisciplineinexhaustive detailduringthek12years.butgiventhecornucopiaofinformationavailabletodayvirtuallyatatouch weclearlynowliveinan informationage animportantroleofscienceeducationisnottoteach allthefacts butrathertopreparestudentswithsufficient coreknowledgesothattheycanlateracquireadditionalinformationontheirown.aneducationfocusedonalimitedsetofideas andpracticesinscienceandengineeringshouldenablestudentstoevaluateandselectreliablesourcesofscientificinformation,and allowthemtocontinuetheirdevelopmentwellbeyondtheirk12schoolyearsassciencelearners,usersofscientificknowledge,and perhapsalsoasproducersofsuchknowledge.whatstandsoutinthisdimensionisthefactthatengineering,technology,and applicationsofscienceareofequalimportancetotraditionalscienceconcepts.(nrc,aframeworkfork12scienceeducation,2012) Dimension3:CrosscuttingConcepts CrosscuttingConceptsprovideaconnectivestructurethatsupportsstudents understandingofscienceasdisciplinesandthat facilitatesstudents comprehensionofthephenomenaunderstudyinparticulardisciplines.theywereselectedfortheirvalue acrossthesciencesandinengineering.theyhelpprovidestudentswithanorganizationalframeworkforconnectingknowledge fromthevariousdisciplinesintoacoherentandscientificallybasedviewoftheworld.theseconceptsshouldbecomecommonand familiartouchstonesacrossthedisciplinesandgradelevels.explicitreferencetotheconcepts,aswellastheiremergenceinmultiple disciplinarycontexts,canhelpstudentsdevelopacumulative,coherent,andusableunderstandingofscienceandengineering.(nrc, AFrameworkforK12ScienceEducation,2012)SeeTable3,page,foradescriptionandanexampleofeachCrosscuttingConcept. Thetableonthenextpageliststheelementsofeachofthesethreedimensions. Foractivelinksaswellasadditionalscienceresources,accessthisdocumentonline:CPSKnowledgeCenter (Curriculum/Instruction>ContentAreaSubpages>Science>CPSScienceContentFramework).

12 CPSScienceContentFramework SY1314 TABLE1:ElementsoftheThreeDimensions ScienceandEngineeringPractices DisciplinaryCoreIdeas CrosscuttingConcepts 1. Askingquestions(forscience)and definingproblems(for engineering) 2. Developingandusingmodels 3. Planningandcarryingout investigations 4. Analyzingandinterpretingdata 5. Usingmathematicsand computationalthinking 6. Constructingexplanations(for science)anddesigningsolutions (forengineering) 7. Engaginginargumentfrom evidence 8. Obtaining,evaluating,and communicatinginformation PhysicalSciences PS1: Matteranditsinteractions PS2: Motionandstability:Forcesand interactions PS3: Energy (AdaptedfromNRC,AFrameworkforK12ScienceEducation,2012) PS4: Wavesandtheirapplicationsin technologiesforinformation transfer LifeSciences LS1: Frommoleculestoorganisms: Structuresandprocesses LS2: Ecosystems:Interactions,energy, anddynamics LS3: Heredity:Inheritanceand variationoftraits LS4: Biologicalevolution:Unityand diversity EarthandSpaceSciences ESS1:Earth splaceintheuniverse ESS2:Earth ssystems ESS3:Earthandhumanactivity Engineering,Technology,andthe ApplicationsofScience ETS1:Engineeringdesign ETS2:Linksamongengineering, technology,science,andsociety 1. Patterns 2. Causeandeffect:Mechanismand explanation 3. Scale,proportion,andquantity 4. Systemsandsystemmodels 5. Energyandmatter:Flows,cycles,and conservation 6. Structureandfunction 7. Stabilityandchange Foractivelinksaswellasadditionalscienceresources,accessthisdocumentonline:CPSKnowledgeCenter (Curriculum/Instruction>ContentAreaSubpages>Science>CPSScienceContentFramework)

13 IntroductiontotheStandards Foractivelinksaswellasadditionalscienceresources,accessthisdocumentonline:CPSKnowledgeCenter (Curriculum/Instruction>ContentAreaSubpages>Science>CPSScienceContentFramework). HowtoReadtheNextGenerationScienceStandards(NGSS) TheNextGenerationScienceStandards(NGSS)architecturereflectstheideathatlearningisadevelopmental progression.itisdesignedtohelpstudentscontinuallybuildonandrevisetheirknowledgeandabilities, startingfromtheircuriosityaboutwhattheyseearoundthemandtheirinitialconceptionsabouthowthe worldworks. TheNGSSaredistinctfrompriorsciencestandardsintwoways:they(1)integratethethreedimensionswithineachstandardand haveintentionalconnectionsacrossstandards,and(2)arewrittenasperformanceexpectations.byusingthisintegratedstructure, thengsssupportthecomplexityanddevelopmentalprogressionofscienceteachingandlearning.toprovideguidanceand clarificationtoallusersofthestandards,thesystemarchitecturesupportsperformanceexpectationswithexplicit,detailed referencestothespecific,relevantelementsofeachdimensionandmakesconnectionstoothergradebandsandsubjects. HowtoReadanNGSSPerformanceExpectation PerformanceexpectationsaretheassessablecomponentoftheNGSS.TheyaretheportionoftheNGSSarchitecturethatindicates whatstudentsshouldknowandbeabletodo.whatisuniqueaboutthemisthatelementsofeachofthethreedimensionsare explicitlyaddressedinthestatement.someperformanceexpectationsincludeclarificationstatementsand/orassessment boundaries.thefollowinggraphicdeconstructsasampleperformanceexpectationtohelpexplaintheinnovativeandcomplex natureofthisstructure: MSPS1.6isthecodeforthestandardandtranslatestoMiddleSchool(MS),PhysicalScience(PS)coreidea1, performanceexpectation6(6). Undertakeadesignprojecttoconstruct,test,andmodify "istheessenceofthescienceandengineeringpractice, ConstructingExplanationsandDesigningSolutions,andisthe whatstudentsshouldbeabledo partofthestatement. releasesorabsorbsthermalenergy isassociatedwiththeenergyandmattercrosscuttingconceptbutitisalsoan integralpartofthedisciplinarycoreideadescribedin D below. Thistextdescribeswhat studentsshouldknow. DisciplinaryCoreIdeaPS1.B:ChemicalReactionsistheprimary referencehere,butthistextalsoconnectswithaspectsofets1.b:developingpossiblesolutionsandets1.c:optimizing thedesignsolution.seespecificsonthenextpage. ClarificationStatementsaredesignedtosupplyexamplesoradditionalclarificationtoaperformanceexpectation. AssessmentBoundaryStatementsareincludedwithindividualperformanceexpectationswhereappropriate,toprovide furtherguidanceortospecifythescopeoftheexpectationataparticulargradelevel.thisboundaryonlyappliesto assessmentandisnotintendedtolimitstudentaccesstomorecomplexordeepercontent. ThisperformanceexpectationanditsconnectionsareillustratedinthecontextoftheNGSSsystemarchitectureinthegraphicon thenextpage.thegraphicisprovidedtoillustratethecomplexityofthengss:whatthepiecesareandhowtheyarerelatedtoeach other.thedetailedinformationintheexampleexpectation,whichdescribesthespecificsampleperformanceexpectation,isnotas importantasthepictureofhowthengssarchitectureintegratessomanydifferentelements. MSPS1.6.Undertakeadesignprojecttoconstruct,test,andmodifyadevicethateitherreleasesorabsorbsthermalenergybychemical processes.* [ClarificationStatement:Emphasisisonthedesign,controllingthetransferofenergytotheenvironment,andmodificationofa deviceusingfactorssuchastypeandconcentrationofasubstance.examplesofdesignscouldinvolvechemicalreactionssuchas dissolvingammoniumchlorideorcalciumchloride.] [AssessmentBoundary:Assessmentislimitedtothecriteriaofamount,time,andtemperatureofsubstanceintestingthedevice.] A D B C D E F E F A C B

14 CPS Science Content Framework SY13 14 Example: NGSS Topic Arrangement Architecture (Adapted from April 2013 NGSS Standards by DCI) A B C D E F G H The example, above, illustrates how the different elements of the NGSS architecture are associated with each NGSS performance expectation: A Topic Title Bar Provides the grade level (MS: middle school) and the NGSS topic (Matter and Its Interactions) for a group of standards. B The performance expectation (NGSS standard) C Integrated elements of 3 dimensions The elements of each dimension that are integrated in the standard are identified in these color coded boxes. D Connections to Engineering. E Connections to Nature of Science F Connections to other DCIs The ways in which this standard connects to other DCIs, within this grade level, are indicated here. NOT G Articulation across grade levels The ways in which the standard connects to the Nature of Science element(s) are indicated here. The ways in which this standard connects to other DCIs, across grade levels, are indicated here. NOT AVAILABLE AT TIME OF PUBLICATION. H Connections to CCSS L & CCSS M The CCSS L and CCSS M standards with which the NGSS standard is correlated are identified here. Each performance expectation is a piece of the assessable component of a given standard. An explanation of the different parts of a performance expectation is provided on the preceding page. The ways in which the standard connects to the Engineering, Technology, & Applications of Science element(s) are indicated here. AVAILABLE AT TIME OF PUBLICATION. NOT AVAILABLE AT TIME OF PUBLICATION. For active links as well as additional science resources, access this document online: CPS Knowledge Center (Curriculum/Instruction > Content Area Subpages > Science > CPS Science Content Framework)

15 CPSInstructionalShiftsinScience ThecreationoftheCPSinstructionalshiftsinscience,below,wasinformedby(1)analysisofAFrameworkforK12Science Instruction,(2)theconceptualshiftsoutlinedintheNGSSPublicReleaseII,and(3)collaborationwithuniversitypartners. Duringthetransition,teachersmaybeatdifferentstagesofincorporatingtheinstructionalshiftsinscienceeducationintotheir teachingpractice.thisdocumentdescribes,andbuildsacommonunderstandingof,thedistrict sexpectationsforthekindofhigh qualityscienceinstructionrequiredtoimplementthengss. InstructionalShiftsinK12Science FocusondeeperteachingoffewerDisciplinaryCoreIdeasthatreflectrealworldinterconnections. IntegratetheScienceandEngineeringPracticesandCrosscuttingConceptsinallgrades,allyear. MaintaincoherenceandcontinuityinstandardsbasedscienceinstructionacrossK12,whichcorrelateswithCCSSLand CCSSM. Shift1:FocusondeeperteachingoffewerDisciplinaryCoreIdeasthatreflectrealworldinterconnections. WhatdoesitmeantofocusondeeperteachingoffewerDisciplinaryCoreIdeasthatreflectrealworldinterconnections? Giventheimportanceofscienceandengineeringinthe21stcentury,studentsrequireasenseofcontextualunderstandingwith regardtoscientificknowledge,howitisacquiredandapplied,andhowscienceisconnectedthroughaseriesofconceptsthathelp furtherourunderstandingoftheworldaroundus.theseissues requirefluencywiththecoreconceptsandpracticesofscienceand engineering. (NRC,AFrameworkforK12ScienceEducation,2012) Inclassrooms,thismeansthatteachershaveadeepunderstandingoflearningprogressionsandfocusinstructionaltimeandenergy oncriticalconceptsgroundedwithinappropriatecontextinagivengrade.inthisway,studentsdevelopstrongfoundational knowledgeanddeepconceptualunderstandingofscienceconceptsmeaningfullyconnectedtotherealworld. Whyisthisshiftsoimportant? ThisshiftisimportantbecauseastheFrameworkforNGSSindicates, Someknowledgeofscienceandengineeringisrequiredfor studentstobecomeinformedmembersofsociety,carefulconsumersofscientificandtechnologicalinformation,andengagewith themajorpublicpolicyissuesoftodaytomakeinformedeverydaydecisions. Thisfocushelpsstudentscontinuallybuildonandrevisetheirknowledgeandabilities,startingfromtheircuriosityaboutwhatthey seearoundthemandtheirinitialconceptionsabouthowtheworldworks.whenourstudentsdevelopdeeperconceptual understandings,theyarebetterabletoapplythoseunderstandingsandskillstoothercontexts,bothinscienceandinthereal world. Howshouldteachersfocusonteachingdeeperandfewercoreideasthatreflectrealworldapplication? Teachingfewerconceptsmeanseducatorswillhavetimetobemoreintentionalaboutbuildingdeeperconceptualunderstanding thatstudentscanusewithdexterityastheyapproachanysituationorproblem.studentswhoareengagedinmorerigorousscience explorationhavegreateropportunitiestoengagemeaningfullywithconceptsandconstructtherequisitedepthofunderstanding. TheNGSSshouldbeapproachedinscienceclassroomsinsimilarwaystotheCommonCoreStandardsforMathematics: ratherthan racingtocovereverythingintoday smilewide,inchdeepcurriculum,educatorsareencouragedtosignificantlynarrowanddeepen thewaytimeandenergyisspent. ( requirecarefulplanningofwhattoteachandwhen.teacherswillneedtoconsidercarefullywhenstudentswillachievemasteryof theconcept,andnotpresumeitwillbetaughtnextyear.(seeinthescienceclassroomchart,p.. ) Foractivelinksaswellasadditionalscienceresources,accessthisdocumentonline:CPSKnowledgeCenter (Curriculum/Instruction>ContentAreaSubpages>Science>CPSScienceContentFramework).

16 CPSScienceContentFramework SY1314 Foractivelinksaswellasadditionalscienceresources,accessthisdocumentonline:CPSKnowledgeCenter (Curriculum/Instruction>ContentAreaSubpages>Science>CPSScienceContentFramework) HowisthisshiftrepresentedintheCPSScienceContentFrameworkSY1314? TheCPSSciencePlanningGuidesSY1314definethescopeofcontentforfocusedinstructionwithinagivengradelevel/science discipline.thissetsthefoundationforthetransitiontothedeeperandfewercoreideasthatreflectrealworldconnectionsas outlinedinthengss.subsequentplanningguideswillevolvetobealignedtothedeeperandfewercoreideasdefinedbythengss. Shift2:IntegratetheScienceandEngineeringPracticesandCrosscuttingConceptsinallgrades,allyear. WhatdoesitmeantointegratetheScienceandEngineeringPracticesandCrosscuttingConceptsinallgrades,allyear? Scienceisnotjustabodyofknowledgethatreflectscurrentunderstandingoftheworld.Itisalsoasetofpracticesusedtoestablish, extend,andrefinethatknowledge.bothknowledgeandpracticeareessential.studentsshould do scienceintheirclassroomsthat mirrorstheworkofrealscientists.teachersshouldalsoexplicitlyincorporatethecrosscuttingconceptsthatweavetogetherthe coreideasinallsciencedomainssothattheconceptsbecomecommonandfamiliar. Whyisthisshiftsoimportant? Thescientificissuesstudentswillfaceinthe21stcenturyrequirethemtounderstandtheconnectionsbetweenmanydifferentareas ofscience.theshifthelpsprovidestudentswithanorganizationalframeworkforconnectingknowledgefromvariousdisciplinesinto acoherentandscientificallybasedviewoftheworldthatdevelopsovertime,fromgradek12.moreimportantly,theshift emphasizesthemoveawayfromisolatingpracticesfromcontent,andthemovetowardtheintegrationofscienceandengineering Practices,CrosscuttingConcepts,andcontentindailyinstruction.TheFrameworkforNGSSpointsoutthat, Studentperformance expectationshavetoincludeastudent sabilitytoapplyapracticetocontentknowledge,therebyfocusingonunderstandingand applicationasopposedtomemorizationoffactsdevoidofcontext. HowshouldteachersintegratetheScienceandEngineeringPracticesandCrosscuttingConceptsthroughoutK12science instruction? CrosscuttingConceptsandScienceandEngineeringPracticesshouldbecomeintegralpartsofstudents dailyinstruction.content needstobetaughtwithstudentsengagedinthescienceandengineeringpractices,reflectingtheworkthatscientistsdoaswellas explicitlyidentifyingthecrosscuttingconceptsthatweavetogetherthecoreideasinallsciencedomains.students understanding ofthecrosscuttingconceptsshouldbereinforcedbytheirrepeateduseinthecontextofsciencecontentinstruction.(seeinthe SCIENCECLASSROOMchart,page) HowisthisshiftrepresentedintheCPSScienceContentFramework SY1314? ThesamplestudentoutcomestatementsprovidedineachCPSSciencePlanningGuideareexamplesofthekindofinstructionthat weavestogetherthethreedimensions.scienceandengineeringpracticesandcrosscuttingconcepts(k12),anddisciplinarycore Ideas(K8)areidentifiedwithintheCPSSciencePlanningGuides.Thestructureanduseofthesestatementsisexplainedonpage. Shift3:MaintaincoherenceandcontinuityinstandardsbasedscienceinstructionacrossK12,which correlateswithccsslandccssm. WhatdoesitmeantomaintaincoherenceandcontinuityinstandardsbasedscienceinstructionacrossK12,whichcorrelates withccsslandccssm? Developinginstudentsadeepunderstandingofeachelementofthethreedimensions,acrossallgradelevels,isakeyaspectofa coherentscienceeducation.todevelopthisdeepunderstanding,teachersingradesk12mustprovide sustainedopportunitiesfor studentstodevelopdeepunderstandingoftheunderlyingideasandtoappreciatethoseideas interconnectionsoveraperiodof yearsratherthanweeksormonths Suchprogressionsdescribebothhowstudents understandingoftheideamaturesovertime andtheinstructionalsupportsandexperiencesthatareneededforthemtomakeprogress. (AFrameworkforK12Science Education). BothCCSSLandCCSSMarenaturallyaddressedwithincoherent,highqualityscienceinstructionthataddressesDisciplinaryCore Ideas,ScienceandEngineeringPractices,andCrosscuttingConcepts.

17 InstructionalShifts Whyisthisshiftsoimportant? Historically,sciencehasbeentaughtasasetofdisjointedandisolatedfacts.Thisshiftisimportantbecauseitreinforcesthefactthat sciencelearningisaprogressionofknowledgeandskillacquisitionthatmustoccurfromgradetograde,togivestudentsthe opportunitytolearnmorecomplexmaterial,andtoleadthemtoadeepunderstandingofsciencebytheendofhighschool.the sameideasordetailsarenotcoveredeachyear.inhighschool,foundationalconceptsandskillsthathavealreadybeentaught(e.g., howtomakeagraph)donotneedtoberepeated.inaddition,withaclearunderstandingofwhatcomesbeforeandaftera particularpointintheprogression,teacherscandeterminethenextstepstomovestudentsforwardfromthatpoint. HowshouldteachersmaintaincoherenceandcontinuityinstandardsbasedscienceinstructionacrossK12,whichcorrelateswith CCSSLandCCSSM? ByfocusingoncontentoutlinedintheCPSSciencePlanningGuidesthroughoutthethreeyeartransition,teacherswillknowwhat sciencecontenttheirstudentshavelearnedinprecedingyearsandwillorientinstructionaccordingly.highqualityscience instruction(forexample,instructionthatincludesscienceandengineeringpractices,crosscuttingconcepts,anddisciplinecore Ideas)naturallyintegratesgradeappropriatecontentandskillsfrommathematicsandliteracytomakesciencelearningmore accessible.thisintegrationextendscoherenceandcontinuityacrosscontentareas.teacherswillneedtokeepcurrentwiththe latestbestpracticesthatintegratesciencewithreadingandmathematicsandexplicitlymaketheconnectionstoccsslandccssm forstudents.(seeinthescienceclassroomchart,page.) HowisthisshiftrepresentedintheCPSScienceContentFramework SY1314? UseoftheCPSSciencePlanningGuideshelpsmaintaincontinuityacrossgradelevelssothesamecontentisnotrevisitedagainand again.ineachplanningguide,thethreengssdimensions(content,practices,andcrosscuttingconcepts),ccssl,andccssmare explicitlycalledout.theseoverlapinmeaningfulandsubstantiveways.thissupportscoordinatedlearningacrosscontentareasand makesiteasierforstudentstoaccesssciencelearning. Foractivelinksaswellasadditionalscienceresources,accessthisdocumentonline:CPSKnowledgeCenter (Curriculum/Instruction>ContentAreaSubpages>Science>CPSScienceContentFramework).

18 CPS Science Content Framework SY13-14 The chart below describes how teachers can implement the kind of teaching and learning expected by these shifts. Note that the teaching and learning expected by the shifts involves much more student activity and engagement in doing science. Key: PS= Physical Science; ES: Earth Science, LS: Life Science IN THE SCIENCE CLASSROOM Shifts Focus on: Instead of: K-2 Examples 3-5 Examples 6-8 Examples HS Examples 1, 3 Ways students can construct and demonstrate understanding of scientific concepts 1, 2, 3 Integrating the three dimensions (Scientific and Engineering Practices, Crosscutting Concepts, and Disciplinary Core Ideas) as outlined in A Framework for K-12 Science Education 1, 3 Studying fewer fundamental science concepts in more depth Ways students demonstrate knowledge of scientific facts and information Separating science knowledge from science process Covering many science concepts in a general way PS Grade 2-Communicate information orally and in writing about the effects of pushes and pulls on objects with peers. ES Grade K-Use mathematics to categorize weather days in a three month period of time, compare, categorize, and sort the days by count. (Scale, proportion, and quantity) PS Grade 2-Analyze and interpret data gathered about changes in the direction of the motion of various objects caused by pushing and pulling with peers. PS Grade 4-Construct explanation for the variations of the interactions of magnets and objects with peers. ES Grade 5-Plan and carry out investigations to determine temperature differences of earth materials in sunlight and in shade. (Energy and matter: Flows, cycles, and conservation) PS Grade 5-Develop a model of a pulley system that indicates all of its parts and their functions and the directions of movement; update the model as additional information is obtained. PS Grade 8-Obtain, evaluate, and communicate information to explain why energy can be transferred but never destroyed. ES Grade 6-Argue from evidence the link between the greenhouse effect and global warming. (Cause and effect: mechanism and explanation) PS Grade 8-Use mathematics and computational thinking to calculate the speed, and acceleration, of an object. PS HS-Use models to simulate zero gravity and weightlessness. ES HS-Use hurricane data to predict and analyze the path of the hurricanes in the Atlantic and Pacific oceans. (Pattern) PS HS-Plan and carry out investigations to establish proportional relationship between the acceleration of an object and the force applied upon the object, and the inversely proportional relationship of acceleration to its mass. For active links as well as additional science resources, access this document online: CPS Knowledge Center (Curriculum/Instruction > Content Area Subpages > Science > CPS Science Content Framework).

19 Instructional Shifts Key: PS= Physical Science; ES: Earth Science, LS: Life Science IN THE SCIENCE CLASSROOM, continued Shifts Focus on: Instead of: K-2 Examples 3-5 Examples 6-8 Examples HS Examples 1, 2 Developing and using models to explain natural phenomena 1, 2, 3 Activities that investigate and analyze science questions or design solutions for engineering problems 2, 3 Opportunities to produce and analyze data using a range of tools 2, 3 Engaging students in argument and explanation from evidence 2, 3 Working in collaborative groups to analyze and synthesize data and then defending a conclusion Reading, defining vocabulary, and explaining what was read Activities that demonstrate and verify science content Collection of data using limited tools without demonstration of understanding Performing textbook experiments without explanation Working in isolation to analyze and synthesize data without defending a conclusion LS Grade 2-Develop a model of a known insect, labeling its body structures and explaining their uses; update the model as additional information is obtained. ES Grade 2-Plan, design, and construct a device that demonstrates the effect air has on the descent of the device from a prescribed height. ES Grade K-Carry out investigation using senses as well as simple weather instruments. ES Grade K-Engage in argument from evidence about types of weather that happen during each season. PS Grade 1-Communicate and evaluate the designs with others comparing the strengths and weaknesses of the structures. LS Grade 4-Design a model that indicates the interaction between bones and muscles labeling all parts and explaining what happens. ES Grade 5-Design and construct a model solar home that incorporates the results of the investigation of the variables that affect solar heating and cooling. ES Grade 3-Use mathematics to measure shadow lengths and measure time intervals. ES Grade 3-Engage in argument from evidence about comparison of the mineral compositions of various rocks. PS Grade 4-Engage in argument from evidence with peers and/or in writing, about the effectiveness of parallel and series circuits in different situations in our everyday lives using accurate vocabulary. LS Grade 7-Use a food web as model to demonstrate the transfer of matter and energy through an ecosystem. ES Grade 6-Design an instrument that uses an alternate form of energy to function (ex: solar, wind). ES Grade 6-Analyze and interpret data to illustrate how an increase of greenhouse gasses can increase the Earth s surface temperature. ES Grade 6-Engage in argument from evidence to debate the advantages and disadvantages of using mined versus manufactured minerals. PS Grade 8-Engage in argument to explain Newton s Second Law (F=ma) using evidence from graphical relationships. LS HS-Develop and use models to describe the structures and organization of cells and tissues that underlie basic life functions including nutrition, respiration, cellular transport, biosynthesis and reproduction. ES HS-Design, draw and construct a prototype windmill to transform wind energy into mechanical energy. ES HS-Obtain star data from internet source and plot stars on H-R diagram. ES HS-Engage in an argument and provide evidence for the Big Bang theory of formation of the universe from text. PS HS-Obtain, evaluate, and communicate information about nature of light. For active links as well as additional science resources, access this document online: CPS Knowledge Center (Curriculum/Instruction > Content Area Subpages > Science > CPS Science Content Framework)

20 CPS Science Content Framework SY13-14 Key: PS= Physical Science; ES: Earth Science, LS: Life Science IN THE SCIENCE CLASSROOM, continued Shifts Focus on: Instead of: K-2 Examples 3-5 Examples 6-8 Examples HS Examples 1, 2, 3 Public communication and justification to varied audiences 3 Integration of mathematics and literacy into science instruction to develop understanding 2, 3 Science as coherent learning progressions from grades K- 12 Communication of student ideas and conclusions to the teacher with homework, quizzes, and tests. Keeping mathematics and literacy instruction separate from science instruction Science as isolated, unrelated gradelevel or disciplinerelated experiences LS Grade 1-Communicate and evaluate the findings of investigations with others to compare strengths and weakness in addressing the organisms needs and determine the optimal habitat. LS K-Use mathematics to describe and compare the lengths of structures on multiple organisms. MP.3 PS Grade 1-Carry out investigations about the properties of solids and liquids describing them by their observable properties. LS Grade 5-Communicate and evaluate the environments suitable for microorganisms with others, comparing strengths and weaknesses. LS Grade 3-Engage in argument from evidence about seed germination times. SL.3.1, SL.3.3, SL.3.4 PS Grade 4- Plan and carry out investigations that will test the properties and solubility of unknown substances. LS Grade 7-Obtain, evaluate, and communicate information about an organism s dependence on environmental interactions with biotic and abiotic factors. LS Grade 7-Using mathematics and computational thinking to draw informal comparative inferences about two populations in an ecosystem. MP.2 PS Grade 8-Plan and carry out investigations to demonstrate conservation of matter. LS HS-Obtain, evaluate, and communicate information about plant and animal adaptations in each biome that allows them to survive in their particular region. LS HS-Obtain, evaluate, and communicate information about the major components of an ecosystem and how they contribute to ecosystem survival. RST , WHST PS HS-Plan and carry out investigations to determine the common properties of ionic compounds and covalent compounds. Communicate information orally or in writing about the properties of solids and liquids. Communicate information orally and in writing about the properties and solubility of unknown substances to peers using accurate vocabulary. Obtain, evaluate, and communicate information about the characteristic properties of a given substance. Construct and communicate explanations using the structure of atoms, trends in the periodic table and knowledge of the patterns of chemical properties to predict the outcome of simple reactions. For active links as well as additional science resources, access this document online: CPS Knowledge Center (Curriculum/Instruction > Content Area Subpages > Science > CPS Science Content Framework).

21 DistrictwideExpectationsandToolsthatSupporttheTransitiontoNGSS TheCPSScienceContentFramework SY1314providesthecomprehensiveviewofhowwedevelopscientificallycapableand confidentstudents,asoutlinedinaframeworkfork12scienceeducationanddefinedbythenextgenerationsciencestandards (NGSS),giventheshiftsinscienceinstructiondescribedabove.Theprimaryobjectiveofthisframeworkandsupportingdocumentsis toprovidetoolsandstructuresthatwillsupportteachersinthedesignofstrong,schoolbasedscienceinstruction.thefollowing sectionsdescribetheessentialcomponentsofourapproachtongssimplementation. CPSTransitionPlanforScience TheCPSTransitionPlanforScienceisanintentionalanddeliberatestrategythatoutlineshowweprogresstowardsfull implementationofthengss.inthefirstyearoftransition,wehavetakenintoconsiderationthatthereisavastdifferencebetween thengssandtheformerk8ils(illinoislearningstandards)andbetweenthengssandthehighschoolpsae(prairiestate AcademicExams/CRS(CollegeReadinessStandards).Thereisdeeperengagementincontentateachgradelevelandmajorshiftsin instructionandapproach.alsotakenintoconsiderationisthatmanyscienceinstructionalmaterialsarecurrentlyalignedtotheils (K8)andPSAEandCRS(HS).TheTransitionPlanisexpectedtotakeplaceoverathreeyearperiodduringwhichtheStateofIllinois isexpectedtoadoptthengss.forsy1314,thetransitionplanandothersciencecontentframeworkcomponentsstrategically focusontheincorporationofscienceandengineeringpractices,andbeginincorporatingcrosscuttingconcepts.insy1415,the strategicfocuswillbetheincorporationofcrosscuttingconceptsandinitialincorporationofthedisciplinarycoreideas.the TransitionPlanexpectsthatbySY1516theDistrictwillbereadytoincludeallthreedimensionsforsciencelearningfromgradesK 12.Thefollowingchartillustratesthethreeyeartransition: CPSTransitionPlanforScience Grade/ Course (PreviewYear) Year Year Year3 K12 ENCOURAGED:Science& EngineeringPracticesin instruction IncludeScience& EngineeringPracticesin instruction; ENCOURAGED:include CrosscuttingConcepts IncludeScience& EngineeringPracticesand CrosscuttingConceptsinto instruction; ENCOURAGED:teachthe DisciplinaryCoreIdeas 100%NGSS s3dimensions: 1. ScienceandEngineering Practices 2. CrosscuttingConcepts 3. DisciplinaryCoreIdeas Werecognizethatthecurrentstandardsandassessmentsarestillinplace.ForSY1314,CPSteachersofscienceareexpectedto: DevelopanunderstandingofthevisionofAFrameworkforK12ScienceInstruction. IntegratetheScienceandEngineeringPracticesandbegintomakeexplicitconnectionstotheCrosscuttingConcepts,using currentscienceinstructionalmaterials. FollowthelearningprogressionsforScienceandEngineeringPractices,asoutlinedintheNGSS. MaintaincoherenceasoutlinedintheCPSSciencePlanningGuides,acrossgradesK12,correlatingwithCCSSLandCCSS M. TheGettingStartedsection,page, providesguidanceforteachersandteacherteamsabouthowtheycanmeetthese expectations Foractivelinksaswellasadditionalscienceresources,accessthisdocumentonline:CPSKnowledgeCenter (Curriculum/Instruction>ContentAreaSubpages>Science>CPSScienceContentFramework).

22 CPSScienceContentFramework SY1314 Foractivelinksaswellasadditionalscienceresources,accessthisdocumentonline:CPSKnowledgeCenter(Curriculum/Instruction>Content >Science>CPSScienceContentFramework) GradesK12 InSY1213,CPSteachersofsciencewereencouragedtobegintoincorporatetheScienceandEngineeringPracticesoutlinedinA FrameworkforK12ScienceEducation,usingtheSY1213SciencePlanningGuides.Teacherswereencouragedtoadjusthow studentsengagewiththecontent,butnotchangethecontentitself,inthispreliminarystepofthetransition. InSY1314,Year1ofthetransitiontoNGSS,teacherswillfocusonthevisionofscienceteachingandlearningasoutlinedinA FrameworkforK12ScienceEducation.AllCPSteachersofsciencewillincorporateScienceandEngineeringPracticesintoscience learningusingcurrentscienceinstructionalmaterials.additionally,theyareencouragedtomakeexplicitconnectionstothe CrosscuttingConceptsintheirinstruction.ThisapproachwasintentionallychosentobeginthetransitiontotheNGSSby1) encouragingactivestudentengagementinsciencelearningand2) developinganunderstandingoftheinterconnectednessof science.buildingdeeperunderstandingofsciencecoreideas (K8)/BigIdeas(HS)shouldoccurasoutlinedintheCPSScience PlanningGuides,K12.Finally,teachersareexpectedtocreate scienceteachingandlearningopportunitiestomeetthe expectationsofaframeworkfork12scienceeducationthatalso addresscommoncorestatestandardsforenglishlanguagearts andmathematics(ccssl,ccssm). InYears2and3oftheTransitionPlan,thefocuswillcontinueto beonexpandingstudents cognitivedevelopmentinalignment withthethreedimensionsofthengss. FocusonbuildingNGSSCapacity,GradesK12 ProfessionaldevelopmentinsupportofYear1NGSStransitionwill bealignedwiththehighqualityscienceinstructionexpectations inherentinaframeworkfork12scienceinstructionandoutlined inthecpsscienceplanningguides. ALookatTransitioninPractice:GradesK12 ThroughPDandfocusedengagementwiththe inclusionofscienceandengineeringpractices andexplicitconnectionstocrosscutting Concepts,teacherswillbuildcapacityaround theinstructionalshiftsinherentinthengss. TeachersaddresstheNGSSinstructionalshifts astheyapproachsciencecontentoutlinedinthe CPSSciencePlanningGuides,enriching instructionbyembeddingscienceand EngineeringPracticesandmakingexplicit connectionstocrosscuttingconcepts. TeachersdeepenfocusontheNGSS,using guidanceandresourcesinthecpsscience PlanningGuides.