Caught in the Middle

The New York State Department of Education (NYSED) adopted the New York State P-12 Science Learning Standards (NYSSLS) based on the Next Generation Science Standards(NGSS) as of 2016. In January of 2019, NYSED posted on their website the course maps for the four courses in high school science for Earth and Space Science, Life Science, Chemistry, and Physics. Middle schools will have to look at what states are currently working on with their programs form grades six through eight. There are several models for courses highlighted by Appendix K of the Next Generation Science Standards, For States By States.

The Integrated Science Model

There is a model that integrates the sciences in each of the grade levels with a mixture of Life Science, Earth and Space Science, and Physical Science. This model is designated the California Integrated Middle School Science Model. In looking over the standards, the ELA and Math skills are cited in each of the performance expectations. In putting together an integrated approach there has to be careful planning and attention to what grade level to teach the standards with the skills of ELA and Math properly aligned. Currently there is research and information on how California approached the different models throughout the state and results with narratives on the models. There were some comments about the integrated approach from teachers that going to an integrated approach was difficult in that they were comfortable with the content area that they had taught over the years. Going to another or different unfamiliar subject area required more research and time to develop (NGSS - Early Adopters, 2018 p. 22). The integrated approach fits larger districts that have several content area teachers for each level. However, in a rural region, teachers will have to network with teachers in different districts to plan and construct lessons. There was a time before the Common Core era where middle schools taught curriculum with a more integrated and interdisciplinary approach. The learning became relevant to all subject areas focusing on the skills of each of the different subject areas. With NGSS, an integrated model is a reflection of the past with lessons being developed through a skills and grade level appropriate approach. Thematic units spiral the content with a mix of the different sciences that apply the science skills to have students investigate and figure out the phenomenon being explored.

The Content Area Model

For most of our middle schools, teachers instruct within their comfort area or subject area. A majority of middle schools divide the science into three courses over three years. The traditional model is a system where each year represents a different science. One year students are taught life science (some schools this is taught in 8th grade), then physical science, and earth science taught in 5th grade as well as one of the other grade levels 6th through 8th. The NYSSLS has followed the NGSS with middle level science being taught in grades 6th through 8th. With the new implementation there will be three years to teach the content rather than the current four years. With the new standards and the three-dimensional approach of the Science and Engineering Practices (SEPs), Disciplinary Core Ideas(DCIs), and Crosscutting Concepts(CCs) interwoven into each performance expectation (PE), the goal is to have students figure out science with less explanation by the teachers. Students will also not be required to focus on facts or large lists of vocabulary in science. The focus will be on the process of investigation and focusing on figuring out what is happening and how it can be engineered to solve problems. If as a teacher, the current model is to teach using a safe approach of what was taught in college with what is written in the certification, then the content area model will suite that mindset. The obstacle will be to figure out when the different sciences should be taught between the three grade levels. The performance expectations (PEs) are written with a content area (Disciplinary Core Idea), science and engineering practice (SEP), and crosscutting concept (CC) as a minimum. Each PE is linked to all applicable ELA and Math standards by grade level. Not only will a science department have to consider whether a particular science is appropriate for a certain grade level, they will have to be consideration on whether the students will have enough background or skills in ELA or Math necessary to tackle the PE within that grade level.

Conclusion

In any case, middle level science teachers will benefit with the opportunity to network with their peers to assistance each other developing units, storylines, lessons, activities, and assessments that conform to the learning experiences necessary in addressing the NGSS philosophy. The PEs in science are not unique or separate from the skills necessary from ELA and Math. Teachers will have to consider interaction and discussion with their colleagues in departments other than science to establish the appropriateness of science lessons for a particular grade level. With collaboration will come strength in numbers in creating tasks and activities that will benefit the students becoming more like scientists and engineers.

Resources:

NGSS Early Implementers: http://k12alliance.org/ca-ngss.php

NYS Science Standards Implementation Resources: http://www.nysed.gov/curriculum-instruction/science-standards-implementation-resources

Model Course Mapping in Middle and High School for the Next Generation Science Standards (Appendix K):

https://www.nextgenscience.org/sites/default/files/resource/files/Appendix%20K_Revised%208.30.13.pdf

NYSSLS Middle Level Grades: http://www.nysed.gov/common/nysed/files/programs/curriculum-instruction/p-12-science-learning-standardsms9-18.pdf