Harvard Forest Schoolyard Ecology Connections to Next Generation Science Standards Pamela Snow 2015

The best way that Harvard Forest Schoolyard Ecology assists teachers in meeting the NGSS standards is by providing a way for your students to engage in authentic science practices.

Practice 1 Asking Questions and Defining Problems Students at any grade level should be able to ask questions of each other about the texts they read, the features of the phenomena they observe, and the conclusions they draw from their models or scientific investigations. (NRC Framework 2012, p. 56) Grades 3-5 Grades 6-8 Grades 9-12 Asking questions and Asking questions and defining Asking questions and defining defining problems in 3–5 problems in 6–8 builds on K–5 problems in 9–12 builds on K–8 builds on K–2 experiences experiences and progresses to experiences and progresses to and progresses to specifying relationships between formulating, refining, and evaluating specifying qualitative variables, and clarifying empirically testable questions and relationships arguments and models. design problems using models and  Ask questions about what  Ask questions o that arise from simulations. would happen if a variable careful observation of phenomena,  Ask questions o that arise from is changed.  Identify models, or unexpected results, to careful observation of phenomena, scientific (testable) and clarify and/or seek additional or unexpected results, to clarify non-scientific information. o to identify and/or and/or seek additional information. o (nontestable) questions. clarify evidence and/or the that arise from examining models or  Ask questions that can be premise(s) of an argument. or to a theory, to clarify and/or seek investigated and predict determine relationships between additional information and reasonable outcomes independent and dependent relationships. o to determine based on patterns such as variables and relationships in relationships, including quantitative cause and effect models. o to clarify and/or refine a relationships, between independent relationships. model, an explanation, or an and dependent variables. o to clarify engineering problem. or that and refine a model, an explanation, require sufficient and appropriate  Evaluate a question to determine if empirical evidence to answer. o it is testable and that can be investigated within the relevant. scope of the classroom, outdoor  Ask questions that can be environment, and museums and investigated within the scope of the other public facilities with research facilities, or field (e.g., available resources and, when outdoor environment) with available appropriate, frame a hypothesis resources and, when appropriate, based on observations and frame a hypothesis based on a model scientific principles. or that or theory. challenge the premise(s) of an  Ask and/or evaluate questions that argument or the interpretation of a challenge the premise(s) of an data set. argument, the interpretation of a data set, or the suitability of a design. Practice 3 Planning and Carrying Out Investigations Students should have opportunities to plan and carry out several different kinds of investigations during their K-12 years. At all levels, they should engage in investigations that range from those structured by the teacher—in order to expose an issue or question that they would be unlikely to explore on their own (e.g., measuring specific properties of materials)— to those that emerge from students’ own questions. (NRC Framework, 2012, p. 61)

Grades 3-5 Grades 6-8 Grades 9-12 Planning and carrying out Planning and carrying out Planning and carrying out investigations to answer investigations in 6-8 builds on investigations in 9-12 builds on K- questions or test solutions K-5 experiences and 8 experiences and progresses to to problems in 3–5 builds progresses to include include investigations that provide on K– 2 experiences and investigations that use evidence for and test conceptual, progresses to include multiple variables and mathematical, physical, and investigations that control provide evidence to support empirical models. variables and provide explanations or solutions.  Plan an investigation or test a evidence to support  Plan an investigation design individually and explanations or design individually and collaboratively to produce data to solutions. collaboratively, and in the serve as the basis for evidence  Plan and conduct an design: identify independent …supporting explanations for investigation and dependent variables and phenomena. Consider possible collaboratively to produce controls, what tools are confounding variables or effects data to serve as the basis needed to do the gathering, and evaluate the investigation’s for evidence, using fair how measurements will be design… tests in which variables recorded, and how many data  Plan and conduct an are controlled and the are needed to support a claim. investigation individually and number of trials collaboratively to produce data to considered.  Conduct an investigation serve as the basis for evidence, and/or evaluate and/or revise and in the design: decide on types,  Evaluate appropriate the experimental design to how much, and accuracy of data methods and/or tools for produce data to serve as the needed to produce reliable collecting data. basis for evidence that meet measurements and consider the goals of the investigation. limitations on the precision of the  Make observations data (e.g., number of trials, cost, and/or measurements to  Evaluate the accuracy of risk, time), and refine the design produce data to serve as various methods for collecting accordingly. the basis for evidence for data.  Plan and conduct an an explanation of a investigation … in a safe and phenomenon or test a  Collect data to produce data ethical manner including design solution. to serve as the basis for considerations of environmental, evidence to answer scientific social, and personal impacts.  Make predictions about questions or test  Select appropriate tools to what would happen if a collect, record, analyze, and variable changes. evaluate data.

Practice 4 Analyzing and Interpreting Data Once collected, data must be presented in a form that can reveal any patterns and relationships and that allows results to be communicated to others. Because raw data as such have little meaning, a major practice of scientists is to organize and interpret data through tabulating, graphing, or statistical analysis. Such analysis can bring out the meaning of data—and their relevance—so that they may be used as evidence. (NRC Framework, 2012, p. 61-62)

Grades 3-5 Grades 6-8 Grades 9-12 Analyzing data in 3–5 Analyzing data in 6–8 builds on Analyzing data in 9–12 builds builds on K–2 K–5 experiences and progresses to on K–8 experiences and experiences and extending quantitative analysis to progresses to introducing more progresses to investigations, distinguishing detailed statistical analysis, the introducing quantitative between correlation and comparison of data sets for approaches to collecting causation, and basic statistical consistency, and the use of data and conducting techniques of data and error models to generate and analyze multiple trials of analysis. data. qualitative observations.  Construct, analyze, and/or  Analyze data using tools, When possible and interpret graphical displays of technologies, and/or models feasible, digital tools data and/or large data sets to (e.g., computational, should be used. identify linear and nonlinear mathematical) in order to make relationships. valid and reliable scientific  Represent data in claims. tables and/or various  Use graphical displays (e.g.,  Apply concepts of statistics graphical displays (bar maps, charts, graphs, and/or and probability (including graphs, pictographs tables) of large data sets to determining function fits to and/or pie charts) to identify temporal and spatial data, slope, intercept, and reveal patterns that relationships. correlation coefficient for linear indicate relationships.  Distinguish between causal and fits) to scientific and correlational relationships in data. engineering questions and  Analyze and interpret  Analyze and interpret data to problems, using digital tools data to make sense of provide evidence for phenomena. when feasible. phenomena, using  Apply concepts of statistics and  Consider limitations of data logical reasoning, probability (including mean, analysis (e.g., measurement mathematics, and/or median, mode, and variability) to error, sample selection) when computation. analyze and characterize data, analyzing and interpreting data. using digital tools when feasible.  Compare and contrast various  Compare and contrast  Consider limitations of data types of data sets (e.g., self- data collected by analysis (e.g., measurement error), generated, archival) to examine different groups in order and/or seek to improve precision consistency of measurements to discuss similarities and accuracy of data with better and observations. and differences in their technological tools and methods  Evaluate the impact of new findings. (e.g., multiple trials). data on a working explanation  Analyze and interpret data to of a proposed process or determine similarities and system. differences in findings.

Practice 5 Using Mathematics and Computational Thinking Although there are differences in how mathematics and computational thinking are applied in science…, mathematics often brings these two fields together by enabling engineers to apply the mathematical form of scientific theories and by enabling scientists to use powerful information technologies designed by engineers. Both kinds of professionals can thereby accomplish investigations and analyses and build complex models, which might otherwise be out of the question. (NRC Framework, 2012, p. 65)

Grades 3-5 Grades 6-8 Grades 9-12 Mathematical and Mathematical and Mathematical and computational thinking in 3–5 computational thinking in 6–8 computational thinking in 9- builds on K–2 experiences and builds on K–5 experiences and 12 builds on K-8 experiences progresses to extending progresses to identifying and progresses to using quantitative measurements to patterns in large data sets and algebraic thinking and a variety of physical using mathematical concepts analysis, a range of linear and properties and using to support explanations and nonlinear functions including computation and mathematics arguments. trigonometric functions, to analyze data and compare  Use digital tools (e.g., exponentials and logarithms, alternative design solutions. computers) to analyze very and computational tools for large data sets for patterns statistical analysis to analyze,  Organize simple data sets to and trends. represent, and model data. reveal patterns that suggest Simple computational relationships.  Use mathematical simulations are created and representations to describe used based on mathematical  Describe, measure, and/or support scientific models of basic assumptions. . estimate, and/or graph conclusions.  Use mathematical, quantities (e.g., area, volume, computational, and/or weight, time) to address  Apply mathematical algorithmic representations of scientific questions and concepts and/or processes phenomena or design problems. (e.g., ratio, rate, percent, solutions to describe and/or basic operations, simple support claims and/or algebra) to scientific questions explanations. and problems.  Apply techniques of algebra and functions to represent and solve scientific problems.  Apply ratios, rates, percentages, and unit conversions in the context of complicated measurement problems involving quantities with derived or compound units (such as mg/mL, kg/m3 , acre-feet, etc.).

Practice 6 Constructing Explanations and Designing Solutions

The goal of science is to construct explanations for the causes of phenomena. Students are expected to construct their own explanations, as well as apply standard explanations they learn about from their teachers or reading. The Framework states the following about explanation: “The goal of science is the construction of theories that provide explanatory accounts of the world. A theory becomes accepted when it has multiple lines of empirical evidence and greater explanatory power of phenomena than previous theories.”(NRC Framework, 2012, p. 52)

Grades 3-5 Grades 6-8 Grades 9-12 Constructing Constructing explanations and Constructing explanations and explanations and designing solutions in 6–8 builds designing solutions in 9–12 builds designing solutions in on K– 5 experiences and on K–8 experiences and progresses 3–5 builds on K–2 progresses to include to explanations and designs that are experiences and constructing explanations and supported by multiple and progresses to the use designing solutions supported by independent student-generated of evidence in multiple sources of evidence sources of evidence consistent with constructing consistent with scientific ideas, scientific ideas, principles, and explanations that principles, and theories. theories. specify variables that  Construct an explanation that  Make a quantitative and/or describe and predict includes qualitative or qualitative claim regarding the phenomena and in quantitative relationships relationship between dependent and designing multiple between variables that predict(s) independent variables. solutions to design and/or describe(s) phenomena.  Construct and revise an problems.  Construct an explanation using explanation based on valid and models or representations. reliable evidence obtained from a  Construct an  Construct a scientific variety of sources (including explanation of explanation based on valid and students’ own investigations, observed relationships reliable evidence obtained from models, theories, simulations, peer (e.g., the distribution sources (including the students’ review) and the assumption that of plants in the back own experiments) and the theories and laws that describe the yard). assumption that theories and natural world operate today as they  Use evidence (e.g., laws that describe the natural did in the past and will continue to measurements, world operate today as they did do so in the future. observations, patterns) in the past and will continue to  Apply scientific ideas, principles, to construct or support do so in the future. and/or evidence to provide an an explanation  Apply scientific ideas, explanation of phenomena and principles, and/or evidence to solve design problems, taking into  Identify the evidence construct, revise and/or use an account possible unanticipated that supports explanation for realworld effects.  Apply scientific reasoning, particular points in an phenomena, examples, or events. theory, and/or models to link explanation.  Apply scientific reasoning to evidence to the claims to assess the show why the data or evidence is extent to which the reasoning and adequate for the explanation or data support the explanation or conclusion. conclusion

Practice 8 Obtaining, Evaluating, and Communicating Information Any education in science and engineering needs to develop students’ ability to read and produce domain-specific text. As such, every science or engineering lesson is in part a language lesson, particularly reading and producing the genres of texts that are intrinsic to science and engineering. (NRC Framework, 2012, p. 76)

Grades 3-5 Grades 6-8 Grades 9-12 Obtaining, evaluating, and Obtaining, evaluating, and Obtaining, evaluating, and communicating information communicating information in communicating information in in 3–5 builds on K–2 6–8 builds on K–5 experiences 9–12 builds on K–8 experiences experiences and progresses and progresses to evaluating and progresses to evaluating to evaluating the merit and the merit and validity of ideas the validity and reliability of the accuracy of ideas and and methods. claims, methods, and designs. methods.  Critically read scientific texts  Critically read scientific  Read and comprehend adapted for classroom use to literature adapted for classroom grade appropriate complex determine the central ideas use to determine the central ideas texts and/or other reliable and/or obtain scientific and/or or conclusions and/or to obtain media to summarize and technical information to scientific and/or technical obtain scientific and describe patterns in and/or information to summarize complex evidence, concepts, processes, or technical ideas and describe evidence about the natural and information presented in a text by how they are supported by designed world(s). paraphrasing them in simpler but evidence.  Integrate qualitative and/or still accurate terms.  Compare and/or combine quantitative scientific and/or  Compare, integrate and evaluate across complex texts and/or technical information in sources of information presented in other reliable media to written text with that contained different media or formats (e.g., support the engagement in in media and visual displays to visually, quantitatively) as well as other scientific …practices. clarify claims and findings. in words in order to address a  Combine information in  Gather, read, and synthesize scientific question written text with that information from multiple  Gather, read, and evaluate contained in corresponding appropriate sources and assess scientific and/or technical information from multiple tables, diagrams, and/or the credibility, accuracy… of authoritative sources, assessing the charts to support the each publication and methods evidence and usefulness of each engagement in other used, and describe how they source. scientific …practices. are supported or not supported  Evaluate the validity and  Obtain and combine by evidence. reliability of and/or synthesize information from books  Evaluate data, hypotheses, multiple claims, methods, and/or and/or other reliable media and/or conclusions in scientific designs that appear in scientific to explain phenomena and technical texts in light of and technical texts or media  Communicate scientific competing information or reports, verifying the data when and/or technical accounts. possible. information orally and/or in  Communicate scientific  Communicate scientific and/or technical information or ideas in written formats, including and/or technical information in multiple formats (i.e., orally, various forms of media as writing and/or through oral graphically, well as tables, diagrams, presentations. and charts NGSS Disciplinary Core Idea Progression Core Concepts that relate most closely to Harvard Forest Schoolyard Ecology Projects

Disciplinary Grades 3-5 Grades 6-8 Grades 9-12 Core Idea ESS2.E Living things can [Content found in The biosphere and Earth’s Biogeology affect the physical LS4.A and LS4.D] other systems have many characteristics of interconnections that cause a their environment. continual coevolution of Earth’s surface and life on it ESS3.A Energy and fuels Humans depend on Resource availability has Natural humans use are Earth’s land, ocean, guided the development of resources derived from natural atmosphere, and human society and use of sources and their biosphere for different natural resources has use affects the resources, many of associated costs, risks, and environment. Some which are limited or benefits. resources are not renewable. renewable over Resources are time, others are not. distributed unevenly around the planet as a result of past geologic processes. ESS3.C Societal activities Human activities have Sustainability of human Human have had major altered the biosphere, societies and the biodiversity impacts on effects on the land, sometimes damaging that supports them requires Earth systems ocean, atmosphere, it, although changes to responsible management of and even outer environments can have natural resources, including space. Societal different impacts for the development of activities can also different living things. technologies help protect Earth’s Activities and resources and technologies can be environments. engineered to reduce people’s impacts on Earth. ESS3.D N/A Human activities affect Global climate models used to Global climate global warming. predict changes continue to be change Decisions to reduce improved, although the impact of global discoveries about the global warming depend on climate system are ongoing understanding climate and continually needed. science, engineering capabilities, and social dynamics. LS1.B Growth Reproduction is Animals engage in N/A and essential to every behaviors that increase development kind of organism. the odds of of organisms Organisms have reproduction. An unique and diverse organism’s growth is life cycles. affected by both genetic and environmental factors. LS1.C Food provides Plants use the energy The hydrocarbon backbones of Organization animals with the from light to make sugars produced through for matter and materials and sugars through photosynthesis are used to energy flow in energy they need for photosynthesis. Within make amino acids and other organisms body repair, growth, individual organisms, molecules that can be warmth, and motion. food is broken down assembled into proteins or Plants acquire through a series of DNA. Through cellular material for growth chemical reactions that respiration, matter and energy chiefly from air, rearrange molecules flow through different water, and process and release energy. organizational levels of an matter and obtain organism as elements are energy from recombined to form different sunlight, which is products and transfer energy. used to maintain conditions necessary for survival. LS2.A The food of almost Organisms and Ecosystems have carrying Interdependent any animal can be populations are capacities resulting from relationships traced back to dependent on their biotic and abiotic factors. The in ecosystems plants. Organisms environmental fundamental tension between are related in food interactions both with resource availability and webs in which some other living things and organism populations affects animals eat plants with nonliving factors, the abundance of species in for food and other any of which can limit any given ecosystem. animals eat the their growth. animals that eat Competitive, plants, while predatory, and decomposers restore mutually beneficial some materials back interactions vary to the soil across ecosystems but the patterns are shared.

LS2.B Cycles Matter cycles The atoms that make Photosynthesis and cellular of matter and between the air and up the organisms in an respiration provide most of the energy soil and among ecosystem are cycled energy for life processes. Only transfer in organisms as they repeatedly between the a fraction of matter consumed ecosystems live and die. living and nonliving at the lower level of a food parts of the ecosystem. web is transferred up, Food webs model how resulting in fewer organisms at matter and energy are higher levels. At each link in transferred among an ecosystem elements are producers, consumers, combined in different ways and decomposers as and matter and energy are the three groups conserved. Photosynthesis and interact within an cellular respiration are key ecosystem components of the global carbon cycle LS2.C When the Ecosystem If a biological or physical Ecosystem environment characteristics vary disturbance to an ecosystem dynamics, changes some over time. Disruptions occurs, including one induced functioning, organisms survive to any part of an by human activity, the and resilience and reproduce, ecosystem can lead to ecosystem may return to its some move to new shifts in all of its more or less original state or locations, some populations. The become a very different move into the completeness or ecosystem, depending on the transformed integrity of an complex set of interactions environment, and ecosystem’s within the ecosystem. some die biodiversity is often used as a measure of its health. LS4.C Particular Species can change Evolution results primarily Adaptation organisms can only over time in response from genetic variation of survive in particular to changes in individuals in a species, environments. environmental competition for resources, and conditions through proliferation of organisms adaptation by natural better able to survive and selection acting over reproduce. Adaptation means generations. Traits that the distribution of traits in that support successful a population, as well as survival and species expansion, emergence reproduction in the or extinction, can change new environment when conditions change. become more common. LS4.D Populations of Changes in Biodiversity is increased by Biodiversity organisms live in a biodiversity can formation of new species and and humans variety of habitats. influence humans’ reduced by extinction. Humans Change in those resources and depend on biodiversity but habitats affects the ecosystem services also have adverse impacts on organisms living they rely on. it. Sustaining biodiversity is there. essential to supporting life on Earth.