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.
