Compiled by Patricia Nolan Bertino 2013

Next Generation Science Standards (NGSS), Common Core State Standards (CCST), College and Career Readiness (CCR) and Forensic Science (1.23.13)

Compiled by Patricia Nolan Bertino 2013 www.BertinoForensics.com

Introduction

This document, created from various sources noted in the bibliography, is designed to help forensic educators to better understand the new directives in science education. An overview of The National Research Council’s (NRC) Framework for Science EducationK-12, College and Career Readiness Standards and Assessment (CCR), Common Core State Standards (CCSS) and the Next Generation Science Standards (NGSS) is provided. The ultimate goal of all of these new initiatives is to help teachers across the United States to better prepare students for college, careers and as future citizens working in a global economy.

Forensic Science is the perfect vehicle for teachers to integrate the goals of the NGSS (Next Generation Science Standards and the Common Core State Standards (CCSS). A definition of Forensic Science is the practical application of science to the law. The term “forensic” is derived from the Latin word “forum,” the location where matters of state were discussed. “Science,” also derived from the Latin, is defined as the body of knowledge or a process of verifying knowledge.

Forensic Science students are working with real life application of math and science when they examine and use evidence to solve crimes. Knowledge of math, biology, chemistry, earth science, social studies and technology are among a few of the many different disciplines required to work as a forensic scientist. When investigating crimes, students are asked to perform science and math as they follow a protocol, ask questions, collect and analyze data, research information, develop models, collaborate with others, engage in argument from evidence and ultimately draw conclusions. In addition, Forensic Science students must be able to critically analyze information produced by technology and must be able to use technology to help them analyze, document and communicate their findings.

Forensic Science students quickly learn that literacy, reading, writing and communication skills via reports, oral presentations, collaborations with others along with expert witness presentations are vital if they want to be able to report and justify their findings. Composing logical arguments based on substantive claims, sound reasoning and relevant evidence are essential in forensics. Evaluating arguments and specific claims in a text, or presenting or questioning the validity, reliability, relevance and sufficiency of evidence made by the opposing viewpoint in a courtroom, are just as important as presenting their own point of view.

What makes teaching Forensic Science a success is that it can accomplish all of these goals while providing a high interest, hands-on course for all students of varying levels of abilities; challenging the AP students and helping students with learning disabilities. For example, the students who claim that they can’t do math realize that they can do math when it involves calculating the impact angle of blood spatter or bullet trajectory. By offering alternative assessment tools such as Power Point presentations, video, creative writing, construction of mini models of crime scenes, expert witness testimonies and more, it is possible for all students of all abilities to demonstrate their mastery of the course content.

Forensic Science is a course where students look forward to coming to class and using science and math to solve crimes. The addition of Forensic Science to school curricula helps students complete a science graduation requirement but more importantly it demonstrates that students of all abilities can succeed in science and math. Student interest in science and math has been stimulated as evidenced by the “non-science” student enrolling in additional science courses after successfully completing a Forensic Science course.

Posing questions, forming and testing their hypotheses, gathering and scientifically analyzing evidence, researching background information, defending their hypothesis both orally and in written reports are intrinsic to a course in Forensic Science and remains a course well suited to help schools meet the standards addressed in the Next Generation Science Standards.

General Overview Part 1

1. College and Career Readiness Standards and Assessment (CCR)

-Under President Obama’s, the Federal Department of Education reauthorized the Elementary and Secondary Education Act (ESEA) (2010) that will:

a. Raise standards for all students in English language arts and mathematics; b. Develop better assessments aligned with college-and career-ready standards; c. Implement a complete education through improved professional development and evidence-based instructional models and supports. - Each state was encouraged to adopt its own state core standards

2. Common Core State Standards (CCSS) 2010

Mathematics Common Core State Standards

English Language Arts and Literacy Common Core State Standards

English Language Arts and Literacy in History/Social Studies, Science and Technical Subjects Common Core State Standards

(Note that the Standards correspond to College and Career Readiness Standards) 3. A Framework for K-12 Science Education was published in July 2011 by the National Research Council (NRC), a division of the National Academy of Science and Engineering. The Framework was developed by a team of scientists and educators.

The Framework lays the foundation for the NGSS by identifying the standards and outlining the scientific and engineering practices, crosscutting concepts and disciplinary core ideas for students to be science-literate members of society. The Framework provides teachers with guidance as to what concepts to teach, how and when to teach concepts that all students should know and be able to do by the end of high school.

4. Next Generation Science Standards (NGSS)

Based on National Research Council‘s NRC Framework for Science Education K-12

Coordinated with Common Core State Standards and College and Career Readiness

Second draft released Jan 2013, Final Draft due spring 2013

Part 2 Common Core State Standards and Next Generation Science Standards

Common Core State Standards

Initiative Preparing America’s Students for College and Careers. http://www.corestandards.org

a. Mission Statement

“The Common Core State Standards provide a consistent, clear understanding of what students are expected to learn, so teachers and parents know what they need to do to help them. The standards are designed to be robust and relevant to the real world, reflecting the knowledge and skills that our young people need for success in college and careers. With American students fully prepared for the future, our communities will be best positioned to compete successfully in the global economy.”

b. Mathematics Standards (Key Points )

- The standards stress not only procedural skill but also conceptual understanding

- Having built a strong foundation K-5, students can do hands on learning in geometry, algebra and probability and statistics

- The middle school standards are robust and provide a coherent and rich preparation for high school mathematics. - The high school standards:

(1) Call on students to practice applying mathematical ways of thinking to real world issues and challenges; they prepare students to think and reason mathematically.

(2) Help students develop a depth of understanding and ability to apply mathematics to novel situations

(3) Emphasize mathematical modeling, the use of mathematics and statistics to analyze empirical situations, understand them better, and improve decisions

c. English Language Arts Standards (Key Points)

(1) Reading

- Establish “staircase” of reading

- Progressively increase comprehension

- Include classic and contemporary literature as well as challenging textbooks

(2) Writing

-Write logical arguments based on substantive claims, sound reasoning and relevant evidence

- Research

(3) Speaking and Listening

-Students gain, evaluate and present…ideas through listening and speaking as well as through media.

-Includes academic formal and informal discussions in one-on-one, small group and whole class settings

-Student collaboration is used to answer questions, build understanding and solve problems

(4) Language

- Students will grow their vocabularies through a mix of conversations, direct instruction, and reading (5) Media and Technology

- Skills related to media use (both critical analysis and production of media) are integrated throughout the standards.

c. Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science and Technical Subjects http://www.corestandards.org/assets/CCSSI_ELA %20Standards.pdf

The grades 6–12 common core standards \ define what students should understand and be able to do by the end of each grade span. They correspond to the College and Career Readiness (CCR) anchor standards below by number.

The CCR and grade-specific standards are necessary complements—the former providing broad standards, the latter providing additional specificity—that together define the skills and understandings that all students must demonstrate.

College and Career Readiness Anchor Standards for Reading

Key Ideas and Details 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

3. Analyze how and why individuals, events, or ideas develop and interact over the course of a text.

Craft and Structure 4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

6. Assess how point of view or purpose shapes the content and style of a text. Integration of Knowledge and Ideas

7. Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.* 8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

Range of Reading and Level of Text Complexity 10. Read and comprehend complex literary and informational texts independently and proficiently.

College and Career Readiness Anchor Standards for Writing

Text Types and Purposes* 1. Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence.

2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details and well-structured event sequences.

Production and Distribution of Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

Research to Build and Present Knowledge 7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

Range of Writing 10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

*These broad types of writing include many subgenres. See Appendix A for definitions of key writing types.

NGSS Next Generation Science Standards

 Based on National Research Council (NRC) Framework for K-12 Science Education (2011).

 National Research Council is a division of National Academy of Science and Engineering

The goal of the Framework is to ensure that by the end of 12th grade, all students ….Possess sufficient knowledge of science and engineering to engage in public discussions on related issues;

Are careful consumers of scientific and technological information related to their everyday lives?

Are able to continue to learn about science outside schools;

Have the skills to enter careers of their choice, including but not limited to careers in science, engineering and technology.

 Identifies the science all K-12 students should know

 Shows the progression of scientific and engineering concepts

 Provides guidance in how to teach the core concepts

 Composed of three dimensions: Practices, Crosscutting Concepts, Core Ideas

1 . Dimension 1: Practices (total 8)

a. Practices are the skill and knowledge needed to do scientific investigation and engineering design

Scientific practices are the major practices that scientists employ to investigate and build models and theories about the natural world Engineering practices are what engineers use as they formulate a problem that can be solved through design and the construction of systems.

b. Requires hands-on learning, inquiry learning

(1) Scientific inquiry: formulate a question that can be answered through investigation

(2) Engineering inquiry: formulate a problem that can be solved through design

c. Eight Science and Engineering Practices in NGSS (Appendix G-NGSS Public Release II)

(1) Asking questions and defining problems

(2) Developing and using models

(3) Planning and carrying out investigations

(4) Analyzing and interpreting data

(5) Using mathematics, information and computer technology, and computational thinking

(6) Constructing explanations and designing solutions

(7) Engaging in argument from evidence

(8) Obtaining, evaluation and communicating information

2. Dimension: Crosscutting Concepts (total 7)

a. Fundamental concepts with applications across all domains of science

b. Bridge all ideas

c. Gives students an organizational structure to understand the world

d. Crosscutting Concepts (7 ) (Framework of Science Education (Appendix G-NGSS Public Release II)

(1) Patterns

(2) Cause and Effect (3) Scale, Proportion and Quantity

(4) Systems and System Models

(5) Energy and Matter in Systems

(6) Structure and Function

(7) Stability and change of Systems

3 . Dimension: Disciplinary Core Ideas

“The role of science education is not to teach ‘all the facts’ but rather to prepare students with sufficient core knowledge so that they can later acquire additional information on their own… An education focused on a limited set of ideas and practices in science and engineering should enable students to evaluate and select reliable sources of scientific information, and allow them to continue their development well beyond their K-12 school years as science learners, users of scientific knowledge, and perhaps also as producers of such knowledge.” (Source NGSS Public Release, page 2)

a. Criteria used by NGSS committee for ideas to be included within Core Ideas. (An idea must meet at least two of the following :)

(1) Have broad importance across multiple sciences or engineering disciplines.

(2) Provide key tool for more complex ideas and solving problems.

(3) Relate to the interest and life experiences of students or be connected to societal or personal concerns that require scientific or technical knowledge.

(4) Be teachable and learnable over multiple grades at increasing levels.

b. Core Ideas divided into 4 Main Domains

(1) Physical Science

PS1: Matter and its interaction

PS1A - Structure & Properties of Matter PS1B - Chemical Reactions PS1C - Nuclear Processes PS2: Motion and stability: Forces and Interactions

PS2A - Forces & Motion PS2B - Types of Interactions PS2C - Stability & Instability

PS3: Energy

PS3A - Definitions of Energy PS3B - Energy: Conservation & Transfer PS3C - Energy & Forces PS3D - Energy in Chemical Processes & Life

PS4 Waves and their applications in technological information transfer

PS4A - Wave Properties PS4B - Electromagnetic Radiation PS4C - Information Technologies

(2) Life Science

LS1: From molecules to organism: Structures and processes

LS1A - Structure & Function LS1B - Growth & Development LS1C - Organization in Organisms LS1D - Information Processing

LS2: Ecosystems: Interactions, energy and dynamics

LS2A - Relationships in Ecosystems LS2B - Cycles in Ecosystems LS2C - Ecosystem Dynamics LS2D – Social Interactions & Behavior

LS3 Heredity: Inheritance and variation of traits

LS3A - Inheritance of Traits LS3B - Variation of Traits

LS4 Biological evolution: Unity and diversity LS4A - Evidence of Common Ancestry LS4B - Natural Selection LS4C - Adaptation LS4D - Biodiversity & Humans

(3) Earth and Space Science

ESS1: Earth’s place in the universe ESS2: Earth’s systems ESS3: Earth and Human Activity

(4) Engineering, Technology and Applications to Science

ETS1: Engineering design ETS2: Links among engineering, technology, science and society

Appendix A-NGSS II Conceptual Shifts for science educators needed to implement NGSS

a. K-12 Science Education reflects the real world interconnections in science.

b. NGSS reflects Student outcomes not explicit curriculum

c. Science concepts build ….K-12

d. Focus on deeper Understand and application of content

e. Science and Engineering are integrated in Science Education from K-12

f. Science Standards coordinate with English Language Arts and Mathematics Common Core State Standards.

Appendix C NGSS II-College and Career Readiness

This is a parallel process to NGSS that tries to ensure the college and career readiness of students. College and career ready students can:

a. Use knowledge that blends Science and Engineering Practices, Crosscutting Concepts and Disciplinary Core Ideas to make sense of the world and to approach problems not previously encountered….

b. Evaluate the use of knowledge through self-directed planning, monitoring and evaluation

c. Apply blended knowledge…across various disciplines……. d. Employ valid and reliable research strategies

e. Exhibit evidence of effective transfer of mathematics and disciplinary literacy skills to science.

Sources:

Next Generation Science Standards, Public release 1, (draft) http://www.nextgenscience.org

“Important Information about the Second Public Draft of the Next Generation Science Standards” (January 2013 releases are drafts), NGSS Public Release II, http://www.nextgenscience.org

Andersen, Paul, Bozmanscience Videos on Next Generation Science Standards http://www.bozemanscience.com

Common Core State Standards http://www.corestandards.org

Common Core State Standards for English Language Arts &Literacy in History/Social Studies, Science, and Technical Subjects http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf

A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas, 2012 Board of Science Education (BOSE) National Academies Press (free download of the Framework) http://www.nap.edu/openbook.php?record_id=13165&page=1

http://www.nap.edu/openbook.php?record_id=13165&page=3

US Dept of Education, College and Career Ready Standards and Assessments, http://www2.ed.gov/policy/elsec/leg/blueprint/faq/college-career.pdf

A Blueprint for Reform: The Reauthorization of the Elementary and Secondary Education Act, U.S. Department of Education, March 2010. Full text, www2.ed.gov/policy/elsec/leg/blueprint For more information, visit www.ed.gov or call 1-800-USA-LEARN.

NSTA www.nsta.org/ngss

PARCC http://www.parcconline.org and

http://www.parcconline.org/samples/item-task-prototypes