How are all of the species living on Earth today related? How does understanding evolutionary science contribute to our well-being? In this course, participants will learn about evolutionary relationships, population genetics, and natural and artificial selection. Participants will explore evolutionary science and learn how to integrate it into their classrooms.
Teaching with the Next Generation Science Standards
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來自 American Museum of Natural History 的課程
进化论：教育者课程
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從本節課中
Darwin's Second Great Idea - Adaptation via Natural Selection
You will learn about Darwin’s second breakthrough: that adaptation via natural selection is the basic mechanism of evolution. You’ll go behind the scenes with Dr. Cracraft to see how evolutionary biologists use the Museum’s collections. Lastly, you’ll choose a topic from the course and explain how to use it as empirical evidence that supports common ancestry and biological evolution.
與講師見面
Joel Cracraft, Ph.D.Chair and Lamont Curator
Division of Vertebrate Zoology
David Randle, Ph.D.Senior Manager of Professional Development
Education Department
Hi, this is David Randle.
I'd like to speak to you for a
few minutes about the Next Generation Science Standards.
The Next Generation Science Standards are, are a recent release in the United States.
They were, they came out in April of 2013.
And we use the framework for the Next Generation Science Standards, which
I'll talk about in more detail during this lecture, to develop this course.
For those of you who aren't in the United States, I think you'll find that
the dimensions of the standards will be very
helpful in thinking about your own science teaching.
So what I'd like to do in this short talk
is to take you through the development of the framework.
I'll start with some history of standards in the United
States and lead you through the 3 dimensions of the standards.
And then we'll go to the Next Generation
Science Standards website, and I'll show you how to,
to look at a a page from the
standards that applies to the content from this course.
[BLANK_AUDIO].
So to understand the Next Generation Science Standards, it's helpful to take a
look back at, at the standards movement, for science in the United States.
So, 2 different groups, the National Research
Council and the American Association for the Advancement
of Science came out with 2 different sets
of standards, that have a lot of similarities.
The National Science, sorry, the National Research Council
came up with the National Science Education Standards.
This was released in 1996 and really helped define this idea of inquiry.
So inquiry has become a very pervasive buzzword in, in education and,
and it you know, has become a model for for science teaching.
And that really came out of the, how
the National Science Education Standards define science education.
2000 to help further explore this idea of inquiry they
came up with inquiry in the National Science Education Standards.
And it's a, it's a, has a lot of nice
case studies and it, that help through the inquiry process.
A little bit before that, so in 1993,
the American Association for the Advancement of Sciences
came out with the benchmarks for science literacy
as part of their project 2061, which is,
is an effort to achieve scientific literacy among
the the population and some of the materials
that have been produced along with Project 2061
or the Atlas for Science Literacy which are,
are great resources.
They're developmental concept maps which you can find in interactive versions
that include Scien, Student Misconceptions on
the National Science Digital Library website.
So, what's important here, is to think
about how these documents informed state standards.
So, for those of you who aren't, who aren't familiar with education in
the United States, the education's really the purview of the states, and so
the Federal government, you know, really is, is in a funding role and
in an advisory role, but the states really have control over their own education.
So what happened with these documents is once they were
released, they sort of defined what students needed to know.
And states took these and formed their, their, their own standards and from
the state concern, was really about how do we assess what students have learned?
So there's 2 elements.
These documents really describe you know, the content
the students need to know and then the
state standards further defined, you know, what, we
need to do in order to access this knowledge.
[BLANK_AUDIO].
So, the development of the Next Generation Science Standards started with the
crafting of a document called the
Framework for the Next Generation Science Standards.
This was led by the National Research Council, and
they basically pulled together a large group of, of science
teachers, university level science
educators, scientists and other educational
professionals, to think about how we want to frame science education.
And what they came up with was this idea of
3 dimensions, that define the process and the content of science.
And these include the science and engineering practices.
So this is what scientists and engineers do, in order to create, to, to
explore new knowledge if you're a scientist
or solve problems if you're an engineer.
[UNKNOWN] crosscutting concepts which are, are ideas that unify the study of science.
So they're, they stretch across all of the subjects of science.
And then, the subject matter, so these
disciplinary core ideas, in 4 science content areas.
So the first dimension of the Next Generation
Science Standards is the, the science and engineering practices.
This is an attempt to define this idea of inquiry.
So to define what scientists really do.
So there's things like asking questions.
They're developing models which is sort of a
new aspect that wasn't present in the old standards.
They plan and carry out an investigation.
The data that comes out of that, they analyze it in different ways.
A lot of that's using math and other ways of thinking computationally.
Eventually, this ends up in the
construction of some kind of an explanation.
And then defending those explanations and, aspect of communication.
So it, in a nutshell and it, these don't have
to go in any particular order, the scientific process is,
is very messy, and the practices are are an attempt
to discretely define the different elements of the scientific method.
So, this figure comes out of the
framework for the Next Generation of Science Standards.
And it's really an attempt to to define what
scientists do and, and to related it to the practices.
And so, if if you think of, of science as as basically 3 things are happening.
There's a, the generation of hypotheses.
There's experimentation and then there's the evaluation of your evidence.
And really, you can start in almost any place, on this diagram or in that process.
So, some scientists may start if you're an obeservationalist or a naturalist, you may
start with observations in the real world, which could lead you to a hypothesis about
why certain things are happening, which leads
you to an investigation and eventually lead you
to some kind of a theory or a model to explain what you have seen.
To, to replace our idea of the step by step scientific
method that, it, you've seen in, in a lot of text books.
Or it's very traditional with this more fluid, and
more dynamic idea of how scientists go about their work.
So, the next dimension of the next
generation science standards are the cross cutting
concepts, and these are, are big ideas
that really provide students with conceptual framework.
So, a way to organize their knowledge.
The the research on learning has pointed out that it's very
important for students to learn based on what they know already.
So they've already conceptualized and compartmentalized a
lot of what they know, and so
these framework, sorry the crosscutting concepts are,
provide a framework for students to do that.
And in the life sciences, if we take a look at some of these you
know, we see this idea of, of patterns
in DNA, in adaptations that different organisms have.
Cause and effect is a big one.
In biology, you know, we're looking at how genetic inheritance happens.
How evolution occurs through natural selection and genetic drift.
This idea of scale and proportion is also really important.
And, and in biology we go from the molecular
level, so like what's going on inside cells, you
know, to cells, to the organisms and the systems
in the organisms, and eventually to the level of ecosystem.
We use systems and model thinking in order to understand what we see in biology.
The idea of energy and matter is really important to biology, and we get at it
through a capture of inorganic energy, and move
it into the biological realm with photosynthesis or chemosynthesis.
We look at how that energy is used by other organisms in respiration.
And then when we get into bigger ecosystem level, we're looking at this
idea of the cycling of matter and the flow of energy through ecosystems.
We can look at structure and function;
examples of that are adaptations and some of
the ideas of genetics and then, the
way different body systems work in our physiology.
And then there's the idea of stability and
change, which is crucial in this course and
others, when we look at the idea of
evolution and the idea of, of how ecosystems work.
And research has shown that this is really important.
That students don't come away with an understanding
of this or they don't come away with that
conceptual framework that I mentioned, unless it's made
very explicit to them in their, in the instruction.
We've already talked a little bit about how a scientific understanding is a
combination of the, the practices that scientists
use, and the content that their exploring.
And the third element of the Next
Generation Science Standards is the disciplinary core idea.
So this is the content.
And the way the standards have broken it up is, is into 4 domains.
So there's earth and space science, there's life science, there's
the physical sciences, and then
there's the engineering and technological applications.
Within the life sciences, it's broken up into 4 core ideas.
So this idea of of structure and function
from molecules to organisms, ecosystems, heredity and evolution.
And within that, the NGSS has broken things down into, component ideas.
And so the idea for the component ideas is, is that in the past, you know,
our standards have, have, been categorized as being,
you know, a mile wide and an inch deep.
So a lot of standards covering a lot of different things
but there isn't a lotta depth in, in many of them.
And so, for these standards in the
form and function there's basically 4 component ideas.
In ecosystems there's 4 component ideas.
Heredity, there's 2 and in biological evolution there's 4.
So, the idea here is that we're limiting the, the
number of concepts that, that kids need to learn and the
ideas hopefully that we'll go into greater depth and, and
students will emerge with a greater understanding of all these concepts.
Up until now I've been talking about the framework for the
Next Generation Science Standards and the 3 dimensions that it defines.
For the rest of the talk, I'd like to shift to talking specifically
about the standards and the standards
themselves are these elements called performance expectations.
And they're written as typical standards.
So basically students who demonstrate an understanding of x can do y.
And it's really important that, that all 3 of the di, dimensions that we've talked
about, that were described by the framework,
are incorporated in each of the performance expectations.
So, in a way, and these standards have
been described as, as students knowledge is action.
What's really important is that the
performance expectations, they don't define your instruction.
So they don't define a lesson.
They're not for making a lesson plan.
They're for making assessment.
So we'll look and see how the 3 dimensions can help you, help inform your
instruction, but the, the performance expectations itself
is not a recipe for a lesson plan.
It's a recipe for how students knowledge can be assessed.
So, this is the Next Generation Science Standards
website, it's nextgenerationsciencestandards.org and
there are various ways you
can look at the standards here and, and there's
also a lot of things that you can download.
So you can download you know, the
standards themselves, you can download the framework
for the Next Generation Science Standards as
well as a lot of supplementary materials.
If we dive in we can, we can search the standards in a variety of different ways.
So you can do it individually, you can, can, you know,
do a search for a topic and see what standards come up.
We're going to take a look here at the disciplinary core ideas.
And, you know, we could specify our grade band, or you could scroll down
to the bottom here, and you come up with what they call these story lines.
And so within the High School Storyline for Life
Science, we have heredity, inheritance, and variation of traits.
And what you see here now, these 3 standards here.
So, high school, the, the, so the HS stands for
high school, this is Life Science Standard 3.1, 3.2 and 3.3.
They deal with this idea of heredity inheritance and variation of traits.
And if we take a look at each of
these statements, these are basically things that students can do.
So their, their designed to be used you know,
for the assessment at the end of a unit.
There's different ways that you can look at them.
So we could color code them according to which
practice, disciplinary core idea and crosscutting concepts are involved.
And as I mentioned before, each of
these performance expectations includes elements of all 3.
So it's a way to give the students a greater
understanding of the content and the way, science is done.
So if I color code it this way I see
that, that my practice is asking questions and defining the problem.
So ask questions to clarify relationships about,
and then we move into the disciplinary
core idea her, which gets at the
structure and function and the inheritance of traits.
And, and you can read that on your own.
Another way that we can look at it, is by looking at the crosscutting concepts.
So here's the practice, once again asking questions and here,
the, the crosscutting concept is this idea of cause and effect.
Another way to read these is if you look down below, one of
the, you see this code at the end of each, at each statement.
So, for the practices, this first practice, asking
question and defining problem is is related to LS3-1.
So this one up here.
If you look in the disciplinary core ideas, we find LS3-1 here under structure
and function, so all cells contain genetic information in the form of DNA molecules.
And then, when we look at the Crosscutting
Concept, we also see LS3-1 down here as well.
So, all of the standards are organized in this manner.
One of the, the things that, that the site
is also useful for is, is to find connections.
At the bottom of this page, we
have connections to other disciplinary core ideas.
So in other parts of the standards, and also from grade bands, so we can see
how, like, similar themes stretch across from the
primary school all the way into high school.
And another interesting thing, this is, will
be especially, pertinent for those of you in
the United States are connections to the Common
Core, state standards for writing, math, and reading.
So, the, this document gives you a lot of information in a really compact form.
It's, it's difficult to read at first, but once you get the hang of it there's
a lot of information here and can really
inform your teaching and the development of lessons.
So I hope this is a helpful introduction to the Next Generation Science Standards.
Currently in the United States these standards are going through a process of
adoption by the states, and how the states end up doing the assessment.
So using those performance expectations as the assessment is going to be very
interesting to keep an eye on, over the next couple of years or so.
The, the general framework for the standards I think
is something that can inform our teaching right now
though, so please dive in, explore the standards and
and I hope this informs your teaching as well.
