Nature-based learning really support NGSS! These standards http://www.nextgenscience.org/next-generation-science-standards shift the focus to having students understand and do science and engineering, giving them a deeper understanding of key concepts and building critical thinking for their future in the knowledge- and technology-driven global society. There are three dimensions (scientific and engineering practices, crosscutting concepts, and disciplinary core ideas) that combine to form student performance expectations.
- Cross-cutting Concepts NGSS_CrossCutConcepts_1p and longer version NGSS_CrossCutConcepts_FrameworkAppG_17p_2013
- Scientific and Engineering Principles and Practices NGSS_SciEnginPractices_1p and longer version NGSS_SciEnginPractices_FrameworkAppF_33p_2013
- Disciplinary Core Ideas (DCIs), see list below
- Short videos of each of these, at http://www.bozemanscience.com/next-generation-science-standards/
A Rubric has been developed for nature-based learning NatureRubric . It outlines indirect, direct and action-oriented nature experiences to develop a sense of place and local nature, and to investigate nature using Science and Engineering Practices.
A learning community has formed, to understand and apply the NGSS to nature-and local-based learning. Workshops have been held since fall 2013 to explore the Disciplinary Core Ideas, Science and Engineering Practices, Cross-cutting Concepts, and how they fit together. Workshops are co-sponsored by and held at SDSU-Center for Research on Math and Science Education (CRMSE), 6475 Alvarado Road, San Diego, second floor, parking free.
Nature-based learning supports four DCIs
- Life Sciences LS2.A. Interdependent Relationships in Ecosystems: How do organisms interact with the living and nonliving environments to obtain matter and energy?
- Life Sciences LS4.D. Biodiversity and Humans: Why do individuals of the same species vary in how they look, function, and behave?
- Earth and Space Science ESS2.D. Weather and Climate: What regulates Weather and Climate?
- Earth and Space Science ESS3.C. Human Impacts on Earth Systems. How do humans change the planet?
The Framework contains pages that clearly describe the concepts in each DCI,
- Entire Framework document NGSS_Framework_401p_2012
- Entire Disciplinary Core Ideas document NGSS_K-12_DCI_103p_2013
San Diego County Office of Education
- Great resources at SDCOE’s website, https://sites.google.com/site/ngsssd/
- 5 Es instructional model, http://kms.sdcoe.net/differ/66-DSY/70-DSY.html
- Tables outlining the 5 Es instructional model (engage, explore, explain, elaborate, evaluate) SDCOE_5EModel_2p_2013
- Core document by BSCS, 2006, 19 p. BSCS_5E_Instructional_Model-ExecSummary_19p_2006
- Worksheets from January 31, 2014 workshop on Science and Engineering Practices in NGSS, SDCOE_SDCaN_NGSS-SciEngPractices_IceMeltingWorksheets_3p_31jan14.docx and SDCOE_SDCaN_NGSS-SciEngPractices_IceMeltingWorksheets_3p_31jan14.pdf