NGSS 101

Introducing the

Next Generation Science Standardsfor

21st Century Teaching and Learning

K-12 Allia

nce

Goals of This Session Recognize the connection between the NRC

Framework for K-12 Science Education and the development of the Next Generation Science Standards

Review key instructional shifts of NGSS

Examine the “architecture” of the NGSS

Recognize the connections between NGSS and CCSS

Before We Begin…QuickwriteList 1 thing you know for sure about

the NGSS

List 1 question you have about the NGSS

Share with table group

Science for All Americans NSES and Benchmarks

Research (e.g., Taking Science to School and Ready, Set, Science!)

Framework for K-12 Science EducationNext Generation Science Standards

A Natural Progression

1990’s –----------------------------------------------------2014 and beyond

A Framework for K-12 Science Education

Practices, Crosscutting Concepts, and Core Ideas

A New Vision for Teaching and Learning

Science for ALL Students3 Dimensional Coherent Learning

across Grades

Conceptual Shifts in NGSS1. K-12 science education should reflect the interconnected nature of

science as it is practiced and experienced in the real world.

2. The NGSS are student performance expectations – NOT curriculum.

3. The science concepts build coherently from K-12.

4. The NGSS focus on deeper understanding of content as well as application of content.

5. Science and engineering are Integrated in the NGSS from K–12.

6. The NGSS are designed to prepare students for college, career, and citizenship.

7. The NGSS and Common Core State Standards (Mathematics and English Language Arts) are aligned. 6

Conceptual Shifts in NGSS

What’s in a Logo?

Science and Engineering

Core ideas in the discipline

Concepts across disciplines

Past 7th Grade Life Science CA

Standard

Students know plants and animals have levels of organization for structure and function, including cells, tissues, organs, organ systems and whole organism.

Current Middle Grades CA NGSS Adopted Standard

Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

Shift #1: K-12 Science Education Should Reflect the Interconnected Nature of Science as it is Practiced and Experienced in the Real World.

Dimension 1 Scientific and Engineering Practices

1. Asking questions (science) and defining problems (engineering)

2. Developing and using models

3. Planning and carrying out investigations

4. Analyzing and interpreting data

5. Using mathematics and computational thinking

6. Constructing explanations (science) and designing solutions (engineering)

7. Engaging in argument from evidence

8. Obtaining, evaluating, and communicating information

Dimension 1Science and Engineering Practices

Dimension 2

Crosscutting Concepts1. Patterns

2. Cause and effect

3. Scale, proportion, and quantity

4. Systems and system models

5. Energy and matter

6. Structure and function

7. Stability and change

Making Sense of Cross Cutting Concepts

With a partner select a concept to discuss

• What is the concept?

• How might you use it in instruction?

• How are cross cutting concepts different from what we had before?

Disciplinary Significance

Has broad importance across multiple science or engineering disciplines, a key organizing concept of a single discipline

Explanatory Power

Can be used to explain a host of phenomena

Generative

Provides a key tool for understanding or investigating more complex ideas and solving problems

Relevant to Peoples’ Lives

Relates to the interests and life experiences of students, connected to societal or personal concerns

Usable from K to 12

Is teachable and learnable over multiple grades at increasing levels of depth and sophistication

Dimension 3- Disciplinary Core Ideas

PS1 - Matter and Its Interactions

PS2 - Motion and Stability

PS3 - Energy

PS4 - Waves and Their Applications

Physical Sciences - PS

DCIs: Physical Sciences

PS1 Matter and its interactionsPS1.A: Structure and Properties of MatterPS1.B: Chemical ReactionsPS1.C: Nuclear Processes

PS2 Motion and stability: Forces and interactionsPS2.A: Forces and MotionPS2.B: Types of InteractionsPS2.C: Stability and Instability in Physical Systems

PS3 EnergyPS3.A: Definitions of EnergyPS3.B: Conservation of Energy and Energy TransferPS3.C: Relationship Between Energy and ForcesPS3.D: Energy in Chemical Processes and Everyday Life

PS4 Waves & their applications in technologies for information transferPS4.A: Wave PropertiesPS4.B: Electromagnetic RadiationPS4.C: Information Technologies and Instrumentation

Life Sciences - LS

LS1 - From Molecules to Organisms: Structures and Processes

LS2 - Ecosystems: Interactions, Energy, and Dynamics

LS3 - Heredity: Inheritance and Variation of Traits

LS4 - Biological Evolution: Unity and Diversity

DCIs: Life Sciences

LS1 From molecules to organisms: Structures and processesLS1.A: Structure and FunctionLS1.B: Growth and Development of OrganismsLS1.C: Organization for Matter and Energy Flow in OrganismsLS1.D: Information Processing

LS2 Ecosystems: Interactions, energy, and dynamicsLS2.A: Interdependent Relationships in EcosystemsLS2.B: Cycles of Matter and Energy Transfer in EcosystemsLS2.C: Ecosystem Dynamics, Functioning, and ResilienceLS2.D: Social Interactions and Group Behavior

LS3 Heredity: Inheritance and variation of traitsLS3.A: Inheritance of TraitsLS3.B: Variation of Traits

LS4 Biological evolution: Unity and diversityLS4.A: Evidence of Common Ancestry and DiversityLS4.B: Natural SelectionLS4.C: AdaptationLS4.D: Biodiversity and Humans

ESS1 - Earth’s Place in the Universe

ESS2 - Earth Systems

ESS3 - Earth and Human Activity

Earth and Space Sciences - ESS

DCIs: Earth and Space Sciences

• ESS1 Earth’s place in the universe

• ESS1.A: The Universe and Its Stars

• ESS1.B: Earth and the Solar System

• ESS1.C: The History of Planet Earth• ESS2 Earth’s systems

• ESS2.A: Earth Materials and Systems

• ESS2.B: Plate Tectonics and Large-Scale System Interactions

• ESS2.C: The Roles of Water in Earth’s Surface Processes

• ESS2.D: Weather and Climate

• ESS2.E: Biogeology• ESS3 Earth and human activity

• ESS3.A: Natural Resources

• ESS3.B: Natural Hazards

• ESS3.C: Human Impacts on Earth Systems

• ESS3.D: Global Climate Change

Engineering Design

Links Among Engineering, Technology, Science and Society

Engineering, Technology andApplications of Sciences

DCIs: Engineering

ETS1 Engineering designETS1.A: Defining and Delimiting an Engineering

ProblemETS1.B: Developing Possible SolutionsETS1.C: Optimizing the Design Solution

ETS2 Links among engineering, technology, science and society

ETS2.A: Interdependence of Science, Engineering, and Technology

ETS2.B: Influence of Engineering, Technology, and Science on Society and the Natural World

Three Dimensions Intertwined The NGSS are written as

Performance Expectations

NGSS requires contextual application of the three dimensions by students.

Focus is on “how” and “why” as well as “what”

Performance Expectations

Dashes---HS-PS1-1; HS-PS1-5

PE Example

MS-PS4-2 Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials.

[Clarification Statement: Emphasis is on both light and mechanical waves. Examples of models could include drawings, simulations, and written descriptions.] [Assessment Boundary: Assessment is limited to qualitative applications pertaining to light and mechanical waves.]

Foundation

BoxesSEP, DCI, CCC

Parentheses at the end of each DCI, SEP, CCC indicate the related PE.

Connections within NGSSand to CCSS ELA and Math

Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem

3 Dimensional Learning

Analyze and interpret data to provide evidence

resource availability on organisms and populations of organisms in an ecosystem

the effects of resource availability on organisms and populations of organisms in an ecosystem

3 Dimensional LearningDissected

Building Performance Expectations

In groups of 3-4 people, take ONE card from EACH of the 3 envelopes

You should have1 Blue card: Science and Engineering Practice1 Orange Card: Disciplinary Core Idea1 Green Card: Cross Cutting Concept

Place your cards in the order below and create a statement that blends the 3 dimensions.

SEP

DCI

CCC

Performance Expectation Tasks

Think about a task(s) that students may need to accomplish in order to demonstrate all 3 dimensions of your new PE.

Pull another blue card (SEP) and use it to create a new PE with the same DCI and CCC.

Consider how the new SEP affects the type of task(s) a student may need to accomplish.

Try it 1-2 times more

SEP

DCI

CCC

3 Dimensional Learning Builds Scientific Disposition

Learning progressions (K-12) for the DCI, SEP, CCC across time support students to think like scientists

Develops Habits of Mind: Knowing when and how to seek knowledge (what do I need to

know?)

Knowing when and how to build knowledge (what am I learning? What do I understand?)

Knowing when and how to critique developing knowledge (e.g., what is evidence?, is it appropriate?, is it sufficient? and build knowledge

New Opportunities for All Learners

Common Core Standards (ELA and Mathematics)

Next Generation Science Standards

21st Century Skills

Connections with The Common Core

Quickly read the list of practices/portraits.

Code each practice/portrait with an:

“S” for science & engineering

“M” for mathematics

“E” for English-Language Arts

Discuss your coding with a partner.

What did you notice?

Supporting Materials

Appendix A Conceptual ShiftsAppendix B Responses to Public FeedbackAppendix C College and Career ReadinessAppendix D All Standards, All StudentsAppendix E Disciplinary Core Idea Progressions in the NGSSAppendix F Science and Engineering Practices in the NGSSAppendix G Crosscutting Concepts in the NGSSAppendix H Nature of ScienceAppendix I Engineering Design in the NGSSAppendix J Science, Technology, Society, and the EnvironmentAppendix K Model Course Mapping in Middle and High SchoolAppendix L Connections to Common Core State Standards in

MathematicsAppendix M Connections to Common Core State Standards in

ELA

Stay Informed For questions and comments on Ca NGSS, email:

NGSS@cde.gov

For background information on CA NGSS and resources visit:

http://www.cde.ca.gov/pd/ca/sc/ngssintrod.asp

http://www.cascience.org/csta/ngss.asp

For background information on NGSS on the national level, visit:

http://www.nextgenscience.org

http://www.ngss.nsta.org