Section outline

• Select section Welcome

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  Welcome

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  A Framework for K-12 Science Education and the Next Generation Science Standards (NGSS) capture some of the best thinking on science education in the United States.

  The Framework, the NGSS Standards, and papers that have been written about current science education efforts can provide a good background and increase understanding of NGSS.

  Educators can access a curated set of materials about science learning through this online course. Though you could spend days digging into these and related materials, the intention here is to start thinking about how this approach to formal science education connects to nonformal environmental literacy programming.

  In this online course, you will read, view short videos, and think about select components of the Framework, NGSS, and articles written about this approach to science education.

  As you work your way through this online course, please feel free to contact Krysta Hougen at krysta.hougen@noaa.gov with any questions, ideas, and/or concerns you may have. Thank you!

  • Select activity How to create an account in Chesapeake Exploration and enroll in a course

    

    How to create an account in Chesapeake Exploration and enroll in a course Page

    Creating an account and enrolling in this course will allow you to save your progress and essay submissions and allow you to earn a badge at the completion of the course.

  • Select activity How to Use This Resource

    

    How to Use This Resource Page
  • Select activity Frequently Asked Questions

    

    Frequently Asked Questions Page
• Select section Connecting the Framework and NGSS

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  Connecting the Framework and NGSS

  This section includes a brief background on both the Framework for K-12 Science Education and the Next Generation Science Standards (NGSS).

  Lesson objectives:

  1. Learn about the research and current thinking around science learning and thinking that support the education approach described in A Framework for K-12 Science Education.
  2. Understand the three dimensions that outline the knowledge and practices needed in science and engineering, first introduced in the Framework and later serving as the foundation for NGSS.

  Estimated lesson completion time: 45 minutes

  • Select activity Connecting NGSS and the Framework

    

    Connecting NGSS and the Framework Lesson

    Completion

    Students must

    

    Go through the activity to the end
  • Select activity "A Framework for K-12 Science Education"

    

    "A Framework for K-12 Science Education" Page

    Read or download the complete document via this page.

  • Select activity A New Vision For Science Education

    

    A New Vision For Science Education File

    This one-pager summarizes how science education will change in response to the Framework and NGSS.

• Select section Science and Engineering Practices

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  Science and Engineering Practices

  

  In this section, we focus on the Science and Engineering Practices (SEPs). The SEPs are used throughout one's K-12 career and beyond. Many of the SEPs have a potent connection to environmental literacy work.

  Lesson objectives:

  1. Understand what the Science and Engineering Practices are intended to do and why they are included in the Framework.
  2. Explore a resource that further explains the SEPs and learn about the Claim, Evidence, Reasoning process that can be used across all grade levels.
  3. Reflect on which SEPs you currently practice with students and which SEPs you could add into your environmental literacy programs.

  Estimated lesson completion time: 1 hour

  • Select activity Science and Engineering Practices

    

    Science and Engineering Practices Lesson

    Completion

    Students must

    

    Go through the activity to the end
• Select section Crosscutting Concepts

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  Crosscutting Concepts

  

  This section focuses on the Crosscutting Concepts (CCCs). CCCs guide students to connect different domains of science and deepen their understanding of scientific topics. As a student advances through school, their understanding and use of each concept should increase in complexity and should help them develop a more-coherent view of the scientific world.

  Lesson objectives:

  1. Understand the seven Crosscutting Concepts introduced in the Framework.
  2. Reflect on how these concepts can be integrated into your lessons.
  3. Critique the proposed progression from grades K to 12 for each concept.

  Estimated lesson completion time: 45 minutes

  • Select activity Crosscutting Concepts

    

    Crosscutting Concepts Lesson

    Completion

    Students must

    

    Go through the activity to the end
• Select section Disciplinary Core Ideas

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  Disciplinary Core Ideas

  

  This section focuses on the last of the three dimensions of science learning: Disciplinary Core Ideas (DCIs).

  Lesson objectives:

  1. Understand the four categories of Disciplinary Core Ideas.
  2. Learn how multiple DCIs are used to investigate a phenomenon. 
  3. Understand how NGSS "Storylines" can be used to achieve grade-level performance expectations.

  Estimated lesson completion time: 1 hour

  • Select activity Disciplinary Core Ideas

    

    Disciplinary Core Ideas Lesson

    Completion

    Students must

    

    Go through the activity to the end
• Select section Performance Expectations and Reading the Standards

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  Performance Expectations and Reading the Standards

  

  The three dimensions of learning in NGSS are:

  1. Science and Engineering Practices
  2. Crosscutting Concepts
  3. Disciplinary Core Ideas

  These three dimensions work together to form each standard or performance expectation. 

  Lesson objectives:

  1. Practice reading an NGSS performance expectation. 
  2. Understand the benefits and limitations of using evidence statements.
  3. Become familiar with the NGSS website.

  Estimated lesson completion time: 1 hour

  • Select activity Performance Expectations

    

    Performance Expectations Lesson

    Completion

    Students must

    

    Go through the activity to the end
• Select section Environmental Literacy and NGSS

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  Environmental Literacy and NGSS

  In this section, we look at the process you could take to connect environmental literacy (EL) programming to Disciplinary Core Ideas, Crosscutting Concepts and, Science and Engineering Practices.

  Lesson objectives:

  1. Review resources that can help you connect EL programming to NGSS.
  2. Practice connecting an outdoor EL program to NGSS.
  3. Connect and/or strengthen the connection of one of your own EL programs to NGSS.

  Estimated lesson completion time: 2 hours

  • Select activity NGSS in the outdoors

    

    NGSS in the outdoors Lesson

    Completion

    Students must

    

    Go through the activity to the end
  • Select activity Evaluating an example Environmental Literacy program

    

    Evaluating an example Environmental Literacy program Lesson

    Completion

    Students must

    

    Go through the activity to the end
  • Select activity Connecting your EL program to NGSS

    

    Connecting your EL program to NGSS Lesson

    Completion

    Students must

    

    Go through the activity to the end
  • Select activity Additional Resources for Connecting NGSS to Environmental Literacy and Field Programs

    

    Additional Resources for Connecting NGSS to Environmental Literacy and Field Programs Folder
• Select section Additional Resource: Evaluating Science Lessons with Screener Tools

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  Additional Resource: Evaluating Science Lessons with Screener Tools

  After connecting your programs to NGSS, you may want to use an additional resource to evaluate the connections. This section explores resources designed for the formal and nonformal education community to evaluate lessons and programs supportive of NGSS. Review the tools now or after you have evaluated one of your environmental literacy programs.

  The tools designed for nonformal education programs are conscious of the limited time nonformal educators may have with students. If you are able to see the same group of students multiple times within a school year, there might be elements from all these screener tools that will help in your program evaluation. Use the rubric or mix of rubrics that make the most sense for your context.

  • Select activity EQuip Rubric for Lessons & Units in Science

    

    EQuip Rubric for Lessons & Units in Science Page

    This screener tool is designed for classroom lessons.

  • Select activity Modified EQuIP Rubric

    

    Modified EQuIP Rubric File

    This is a version of the EQuIP rubric that has been modified for nonformal environmental educators. It is a word document so you may find it helpful to make edits to better suit your situation.

  • Select activity Additional Guidance on using EQuIP

    

    Additional Guidance on using EQuIP Lesson
  • Select activity Informal Resource Review Tool

    

    Informal Resource Review Tool File

    This screener tool was designed to identify linkages between NGSS and nonformal education programs. 

• Select section Additional Resources

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  Additional Resources

  • Select activity Resources on MSDE Blackboard Site

    

    Resources on MSDE Blackboard Site URL

    During the summer of 2015, the Maryland State Department of Education (MSDE) ran a number of College and Career Readiness Conferences around the state of Maryland. The resources are organized based on subjects--in the resource list you'll find Environmental Literacy, Science, and STEM among many others.
  • Select activity NGSS Sample Tasks

    

    NGSS Sample Tasks URL

    Achieve has a collection of sample tasks (lessons based on my look at them) that help illustrate how NGSS may be applied. A couple of them directly relate to Environmental Literacy Programming (watersheds). Visit this site to check them out.

  • Select activity NGSS Alignment Activity Cards

    

    NGSS Alignment Activity Cards Folder

    These cards can be printed and cut out to help you map out a curriculum's alignment to NGSS. This card deck is also useful in a workgroup or workshop context when multiple educators may be thinking together on how to align lessons to NGSS.

  • Select activity How Cross Sector Collaborations are Advancing STEM Learning

    

    How Cross Sector Collaborations are Advancing STEM Learning File
  • Select activity The below resources are all linked within the Less...

    The below resources are all linked within the Lessons

  • Select activity A Framework for K-12 Science Education

    

    A Framework for K-12 Science Education File
  • Select activity Framework Ch. 2

    

    Framework Ch. 2 File
  • Select activity Framework Ch. 3

    

    Framework Ch. 3 File
  • Select activity Framework Ch. 3 SEP descriptions

    

    Framework Ch. 3 SEP descriptions File
  • Select activity Framework Ch. 4

    

    Framework Ch. 4 File
  • Select activity Framework Chapters 5-8

    

    Framework Chapters 5-8 File
  • Select activity Framework Ch. 5

    

    Framework Ch. 5 File
  • Select activity Framework Ch. 6

    

    Framework Ch. 6 File
  • Select activity Framework Ch. 7

    

    Framework Ch. 7 File
  • Select activity Framework Ch. 8

    

    Framework Ch. 8 File
  • Select activity Resources from nextgenscience.org

    Resources from nextgenscience.org

  • Select activity NGSS SEPs

    

    NGSS SEPs File
  • Select activity NGSS Crosscutting Concepts

    

    NGSS Crosscutting Concepts File
  • Select activity DCI Arrangement in NGSS

    

    DCI Arrangement in NGSS File
  • Select activity Evidence Statement Summary

    

    Evidence Statement Summary File
  • Select activity Using Phenomena in NGSS-Designed Lessons and Units

    

    Using Phenomena in NGSS-Designed Lessons and Units File
  • Select activity NGSS Screener Tool

    

    NGSS Screener Tool File
  • Select activity Field Investigations: Using Outdoor Environments to Foster Student Learning of Scientific Practices

    

    Field Investigations: Using Outdoor Environments to Foster Student Learning of Scientific Practices File
  • Select activity Field Investigation guide Chapter 1

    

    Field Investigation guide Chapter 1 File
  • Select activity Field Investigation guide Lesson 2

    

    Field Investigation guide Lesson 2 File
  • Select activity Field Investigation guide, pages 7-8

    

    Field Investigation guide, pages 7-8 File
  • Select activity BEETLES Project: Creating Effective Outdoor Science Activities

    

    BEETLES Project: Creating Effective Outdoor Science Activities File
  • Select activity BEETLES "What Lives Here?"

    

    BEETLES "What Lives Here?" File
  • Select activity BEETLES Project: Creating Effective Outdoor Science Activities (Appendix B)

    

    BEETLES Project: Creating Effective Outdoor Science Activities (Appendix B) File
  • Select activity BEETLES Project: Creating Effective Outdoor Science Activities (Appendix C)

    

    BEETLES Project: Creating Effective Outdoor Science Activities (Appendix C) File
  • Select activity BEETLES Project: Creating Effective Outdoor Science Activities (Appendix D)

    

    BEETLES Project: Creating Effective Outdoor Science Activities (Appendix D) File
  • Select activity Additional referenced resources

    Additional referenced resources

  • Select activity Environmental Literacy Program Example Outline

    

    Environmental Literacy Program Example Outline File
  • Select activity Environmental Literacy Program example with questions

    

    Environmental Literacy Program example with questions File
  • Select activity Environmental Literacy Program example with DCI

    

    Environmental Literacy Program example with DCI File
  • Select activity Environmental Literacy Program example with CCCs

    

    Environmental Literacy Program example with CCCs File
  • Select activity Environmental Literacy Program example with SEPs

    

    Environmental Literacy Program example with SEPs File
  • Select activity Environmental Literacy Program example with edited Objectives

    

    Environmental Literacy Program example with edited Objectives File
  • Select activity Using the EQuIP Rubric - Facilitators Guide

    

    Using the EQuIP Rubric - Facilitators Guide File
  • Select activity Environmental Literacy Model (Word version)

    

    Environmental Literacy Model (Word version) File