Weird Science!
Expectations, Practices, Core Ideas & Concepts
Next Generation Science Standards
- Asking Questions & Defining Problems
- Developing & Using Models
- Planning & Carrying Out Investigations
- Analyzing & Interpreting Data
- Using Mathematics & Computational Thinking
- Constructing Explanations & Designing Solutions
- Engaging In Argument From Evidence
- Obtaining, Evaluating & Communicating Information
Next Generation Crosscutting Concepts
- Patterns
- Cause & Effect: Mechanism & Explanation
- Scale, Proportion & Quantity
- Systems & System Models
- Energy & Matter
- Structure & Function
- Stability & Change
Crosscutting concepts have value because they provide students with connections
and intellectual tools that are related across the differing areas of disciplinary
content and can enrich their application of practices and their understanding of core
ideas.
Disciplinary Core Ideas
Physical Science
- Matter & It's Interactions
- Motion & Stability: Forces & Interactions
- Energy
- Waves & Their Applications
Life Science
- Structure & Function
- Ecosystems
- Traits & Heredity
- Biological Unity & Diversity
Earth & Space Science
- The Universe
- The Earth
- Earth Systems
Engineering, Technology & Applications of Science
- Problems & Solutions
- Interdependence and Influence
Performance Expectations
What Are They?
Performance expectations are the assessable statements of what students should know and be able to do. Some states consider these performance expectations alone to be “the standards,” while other states also include the content of the three foundation boxes and connections to be included in “the standard.”
What's The Point?
The essential point is that all students should be held accountable for demonstrating their achievement of all performance expectations. A scientifically literate student understands and is able to apply core ideas in each of the major science disciplines, and that they gain experience in the practices of science and engineering and
crosscutting concepts
Overall
Performance expectations should not limit the curriculum. Students interested in pursuing science further should have the opportunity to do so. Performance expectations are not a set of instructional or assessment tasks. They are statements of what students should be able to do after instruction.
Amanda Wilkinson
EED/420
Wendell LaTouche
Email: mrswilkinson06@yahoo.com
Location: Harrah, OK, United States