If you have been reading about the conceptual shifts of the Next Generation Science Standards found in Appendix A you may have noticed shift #3 “The Science Concepts in the NGSS Build Coherently from K–12” without really considering what this can mean for you and your students.
One of the first implications is that each performance expectation/standard found at an earlier grade level is vital to a future performance expectation at a higher grade level. If a teacher elects to not cover a standard (perhaps through the rationale of “power standards” or “essential standards”) they will be putting additional responsibility on teachers at the next grade level to have to backfill the missed information.
A great way to look at how the science concepts build coherently across the grade bands, is to take a look at the following image (taken from the DCI Progression Matrix from NSTA) (Click to enlarge the image)
Looking at the K-2 grade band, we first notice that the important information from this disciplinary core idea starts in 2nd grade in 2-PS1-1, 2-PS1-2 and 2-PS1-3. At this grade level, students are discovering physical and observable properties of matter. This can include solid and liquid states of matter, texture, hardness, color, and flexibility. They also are discovering that these properties can help determine the usefulness and purpose of items. For example, it could be very hard to write with a pencil that is too flexible. Finally, students will start to explore that smaller objects can be combined in different ways to create different, larger objects.
These 2nd grade standards are laying the foundation for three different performance expectations that are found at 5th grade: 5-PS1-1, 5-PS1-2, and 5-PS1-3. In these standards we extend the learning from 2nd grade (on physical and observable properties) to now investigating particles that can’t be seen and must be detected in other ways. In 2nd grade, students explored solids and liquids and in 5th grade, they move into gasses. 5th grade also begins to lay the foundation for conservation of matter that will be built upon in future grade levels as well.
If we map out the sequence for DCI PS1.A (Structure and Properties of Matter) across the specific grade levels for Iowa, you can see how the concepts built over time, demonstrating the importance of covering each standard at its appropriate grade level.
When we consider the implications of this progression across grades, we might easily overlook some potential benefits and opportunities that can emerge from this progression as well. Due to the progression across grade levels, we will no longer be giving the students the idea of it’s “one and done” with their science education. Traditionally, we have called “dibs” on certain activities at specific grade levels. For example, students might study butterflies in first grade and, after they complete 1st grade, never discuss or make connections to that butterfly unit again. With the spiraling that occurs with the new science standards, the same basic concept will be re-visited again, with the students going more in depth than in the previous year’s learning.
In addition to fostering the notion that students will build on prior learning (no longer the “one and done”) this also opens up opportunities for collaboration between not only the teachers of various grade levels, but collaboration between the students. Try to consider how Iowa 2nd grade and 5th grade teachers might encourage a type of multi-age “science friends” program where the 5th graders can partner with a 2nd grader as they cover the material about properties of matter. This interaction could range from face to face time (perhaps working alongside them in an investigation) to journaling back and forth with their “science friend” to recording messages or creating video clips for their science partner. The possibilities are limitless and the potential for making the student work more authentic is endless.
The partnerships do not need to restricted to elementary students – middle school and high school students could also benefit from experiences of collaboration with students in a different grade. When you consider MS-PS3-3, which is an 8th grade standard for Iowa, you notice it states “Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer.*” An 8th grade teacher’s mind might take them to consider having their students create a solar oven (and also meet some of the ETS standards in the process). However, the high school teacher in that same district might read their standard of HS-PS3-3 which states “Design, build, and refine a device that works within given constraints to convert one form of energy into another form of energy.*” and also think they may ask their students to create a solar oven.
Think what powerful experiences we could give our students if we had the 8th graders and high schoolers work together on a joint project where each grade level was able to go to the depth that was appropriate for their standard. (If you are curious about how those two standards differ, click on the links above that take you to the evidence statements for each performance expectation.) Perhaps the 8th grade builds the solar oven, then passes it to the high school to modify the design to fit within the constraints determined? Perhaps the solar ovens are stored and the high school student is given the solar oven THEY CREATED in 8th grade to modify? Or maybe the 8th graders have to present their solar ovens to the high school and share what they learned about energy transfer. From there, the high school students create their own solar ovens, then share their creations back with the 8th graders. Teachers can determine the exciting possibilities for their own classroom based on the DCI progressions that are in place.
As you consider how you might partner with other teachers at other grade levels, you may be wondering where you can find content from other grade levels that builds on your foundation (or perhaps you build on their foundation). You can find this information in a few places. First is the DCI Matrix designed by NSTA . Another place is Appendix E of the NGSS. You can also look at the white connection box that is listed at the bottom of a performance expectation page – look for the heading of “articulation of DCIs across grade bands.” Finally, we have a spreadsheet that shows performance expectations that connect at each grade level.
Take the first step – look at your performance expectations and consider the progression – what teacher might you be able to partner with for the benefit of both your students? Kay Schmalen (kschmalen@centralriversaea.org) and Mandie Sanderman (asanderman@centralriversaea.org) would love to hear your success stories!!