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  • Hi. It's Paul Andersen and in this video series I am going to be talking

  • about the Next Generation Science Standards. When you see the word standards you might

  • think about the Common Core State Standards. Those are a group of standards in the areas

  • of mathematics and english language arts that are going to guide schools over the next decade.

  • They do contain a science component but it's just literacy component. They're not the science

  • standards. The Next Generation Science Standards will be released this spring. And when they

  • are released they're going to give science teachers guidance. Not only what they should

  • be teaching but how they should be teaching it. And the reason I love the Next Generation

  • Science Standards is that they are built on a wonderful foundation in three general areas.

  • And this foundation called the K-12 Science Framework is amazing. It was developed by

  • a group made up of both scientists and there were a number of Noble Laureates on that group

  • and science educators. And basically what they came up with was a core. These core concepts

  • that you need to have to be scientifically literate. In other words to be a scientific

  • literate member of society. And so if you're interested in science at all, like me, you'll

  • be interested in the framework. A quick disclaimer. I didn't have anything to do with the formation

  • of these standards or in the drafts of these standards. I'm simply a teacher who's interested

  • in this framework and wanted to share that interest with you. And so here's a citation

  • to the standards. They were developed by the national research council which is essentially

  • the working arm of the national academy of sciences and engineering. If you're interested

  • you could go to the website nextgenscience.org or you could download the K-12 science framework.

  • It's basically four hundred pages and that's what I'm going to base this video series on.

  • And so I love it and I want to share some of that love with you. And so basically it's

  • in three areas. In the areas of practice, concepts and ideas. And so they've come up

  • with eight science and engineering practices, seven crosscutting concepts, 44 disciplinary

  • core ideas and those are going to be in the areas of physical science, life science, earth

  • and space science and finally engineering technology and applications of science. And

  • so if you add all of that up and include this video, that's going to be sixty total videos

  • that I am going to make that cover the K-12 science framework. And so I hope you're with

  • me as we tour this K-12 framework because I know I've learned a bunch already and I

  • hope you can learn some with me as well. And so I want to through these three general areas

  • and give you a taste of what's to come. First is the area of science and engineering practices.

  • You'll notice that engineering is a big part of these new standards and the reason why

  • is that engineering is really the application of science. And so the practices are a combination

  • of both knowledge and skills. In other words what is required to do science or to do engineering?

  • And so an example of practice could be practice number three that's the development of using

  • models and so in order to work as a scientist you have to be able to do that. And our students

  • should be doing that as well, all the way from elementary through high school on to

  • college.and so let me give you a real world application of this practice. If you were

  • with me in August you were eagerly awaiting signals from Mars Curiosity, this giant labortory

  • that landed on the surface of Mars. And the way it landed was amazing. It actually was

  • dropped form a rocket crane, lowered kind of on to the surface. But in order to do that

  • the scientists and engineers at NASA had to do develop a number of models to test this

  • out. To see if it would actually work. And then finally in August in landed and you can

  • see these guys are super excited about that. And so that would be a practice, the ability

  • to develop and use models. But they're not always physical models. Sometimes they're

  • math. Sometimes they're computational models. Next is the area of crosscutting concepts.

  • And there are going to be seven of those. These are going to be fundamental concepts

  • and they're going to bridge all of the ideas in other words you could have a crosscutting

  • concept in the life sciences or in the earth sciences or in engineering. It's going to

  • essentially be the same thing. And there are seven of these concepts they came up with.

  • Number two could be cause and effect or is cause and effect or it's looking at mechanism

  • and explanation. So to give you an example of that in the sciences it was awhile ago

  • we had no idea how infectious diseases were. How I could transmit one disease from one

  • person to another and it was beyond belief that there could be some micro-organism that

  • could pass that. But the work of scientists kind of figured this out. This is Louis Pasteur

  • and you may Louis Pasteur from the word pasteurization, but he was on of the scientists who figured

  • out how infectious diseases were. And let me explain the science that he did. He developed

  • something called the pasteur flask. What it could do was take a broth and boil within

  • that flask and think of it like chicken broth. So he'd boil it within there. He would then

  • leave this neck of the tube with some water down here and then on the other one he would

  • simply break it off. And what he found is that this one right here, where there was

  • no contamination, in other words there were no microorganisms that were able to make their

  • way in, there was no spoilage. There was no contamination. But in the one where he broke

  • the lid off there was contamination. So the hard work of scientists like this, they were

  • able to look at the cause and the effect and relate that together. Again that's not only

  • going to be in the life sciences we can find that everywhere. And finally we get to the

  • disciplinary core ideas. Again those are in the areas of life, physical, earth and then

  • engineering. Basically that's going to be the content. But the nice thing about the

  • state standards is that they're going to give you a progression. They're going to teach

  • you how to teach them. How to step students through the material. And so for example,

  • this is life science 1. So this is disciplinary core idea one D on information processing.

  • ANd so in the elementary level you're going to teach the students that they have parts

  • of their body that they use to collect information, like their eyes take in light, their ears

  • take in sound and their hand can take in touch and also sense temperature. But then as you

  • work through middle school and onto high school you're going to increase that information

  • around this core idea to the point where you're in high school you're going to be talking

  • about the brain and how those signals are received in the brain and where they go in

  • the brain. And how we form memories and how we form actions based on that. And as you

  • look at my videos, I'm going to have little icons in the corner of each of these videos

  • that show you what students should understand. So this would be this is what students should

  • be able to understand by the time they graduate from high school. And so those are the core

  • ideas. These are the standards. Again they're going to be about sixty of these videos that

  • walk you through it. It's going to be a long journey, but hopefully it's going to be a

  • fun journey and I hope you come along with me. And I hope that was helpful.

Hi. It's Paul Andersen and in this video series I am going to be talking

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B1 engineering core framework pasteur contamination disciplinary

NGSS - Next Generation Science Standards

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    阿多賓 posted on 2014/01/16
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