1. The Four Strands of Scientific Proficiency Students who understand science:  Know, use, and interpret scientific explanations of the natural world  Generate and evaluate scientific evidence and explanations  Understand the nature and development of scientific knowledge  Participate productively in scientific practices and discourse

2. The Four Strands of Scientific Proficiency The four strands are interwoven in learning. Advances in one strand support advances in the others. The strands emphasize the idea of “knowledge in use” – that is students’ knowledge is not static and proficiency involves deploying knowledge and skills across all four strands. Students are more likely to advance in their understanding of science when classrooms provide learning opportunities that attend to all four strands.

3. Conceptual Shift in the NGSS

4. 3-D Model = Science Performance at the Intersection 3D Student Performances 1. Instruction 2. Assessment 3. Instructional Materials 4. Professional Development Science and Engineering Practices Crosscutting Concepts Disciplinary Core Ideas

5. 1.Asking questions (for science) and defining problems (for engineering) 2.Developing and using models 3.Planning and carrying out investigations 4.Analyzing and interpreting data 5.Using mathematics and computational thinking 6.Constructing explanations (for science) and designing solutions (for engineering) 7.Engaging in argument from evidence 8.Obtaining, evaluating, and communicating information 1.Asking questions (for science) and defining problems (for engineering) 2.Developing and using models 3.Planning and carrying out investigations 4.Analyzing and interpreting data 5.Using mathematics and computational thinking 6.Constructing explanations (for science) and designing solutions (for engineering) 7.Engaging in argument from evidence 8.Obtaining, evaluating, and communicating information Scientific and Engineering Practices 5 Appendix F

6. Gathering Reasoning Communicating Obtain Information Ask Questions/Define Problems Plan & Carry Out Investigations Use Models to Gather Data Use Mathematics/Computational Thinking Evaluate Information Analyze Data Use Mathematics/Computational Thinking Developing Evidence Construct Explanations/Solve Problems Use Models to Predict & Develop Evidence Communicate Information Argue from Evidence (written & oral) Use Models to Communicate

7. Crosscutting Concepts 1.Patterns 2.Cause and effect: Mechanism and explanation 3.Scale, proportion, and quantity 4.Systems and system models 5.Energy and matter: Flows, cycles, and conservation 6.Structure and function 7.Stability and change 1.Patterns 2.Cause and effect: Mechanism and explanation 3.Scale, proportion, and quantity 4.Systems and system models 5.Energy and matter: Flows, cycles, and conservation 6.Structure and function 7.Stability and change 7 Appendix G

8. Crosscutting Concepts Cause and Effect Patterns Systems Scale Change and Stability Structure and Function Matter and Energy The Framework has identified seven key Crosscutting Concepts that serve a variety of purposes in science. This is one way to organize them for instruction.

9. Systems Scale and Proportion Stability and Change Matter and Energy Structure and Function Causality Cause and Effect Structure and Function Patterns

12. Investigations/ Experiences Learning Outcomes/Tar gets Getting to the Intent: Protocol

13. Science is fundamentally about explaining phenomena by determining how or why they occur and the conditions and consequences of the observed phenomena. – McNeill and Krajcik, 2008