Accelerating into NGSS Grades 6 8 Architecture of

Accelerating into NGSS Grades 6 -8 Architecture of NGSS

Accelerating into NGSS Goals Experience Three Dimensional Learning Explore the architecture of the NGSS Deepen Understanding of Key Components of NGSS • Phenomena • SEPs • CCCs • Literacy

Identifying the 3 -Dimensions of NGSS and EP&Cs • Take a look at the cards that describe the Disciplinary Core Ideas (DCIs), Science and Engineering Practices (SEPs), Crosscutting Concepts (CCCs), and Environmental Principles and Concepts (EP&Cs) with your group. • Identify one DCI, SEP, CCC, and EP&C card that best aligns with your learning sequence. • Compare your selected cards with another group.

Architecture of the NGSS Standards 1. Performance Expectations (PE) 2. Foundation Boxes: 3 -Dimensions 3. Environmental Principles and Concepts (EP&Cs) 4. Connection Boxes: …to other DCIs, grade levels, and CCSS

Identifying the Performance Expectation (PE) • Performance Expectations are assessable statements of what students should know and be able to do. • Identify a Performance Expectation from today’s learning sequence. • Does the performance expectation contain a clarification statement and/or assessment boundary?

Identifying the Science & Engineering Practices (SEPs) • Colored boxes show the 3 -dimensions of the performance expectations. • Read the SEP box • Which SEP element was most evident in your learning sequence?

Identifying Disciplinary Core Ideas (DCIs) • Read the DCI box. • Which DCI element was most evident in your learning sequence?

Identifying Crosscutting Concepts (CCC) • Read the CCC box. • Which CCC was most evident in your learning sequence?

Identifying Environmental Principles and Concepts (EP&Cs) • Read EP&Cs. • Discuss how the DCI LS 4. D: Biodiversity and Humans could be used in conjunction with the EP&Cs to deepen student understanding. • Discuss lessons you teach where EP&Cs could be integrated? Note: There are no EP&Cs integrated into this particular 6 -8 learning sequence.

Connection Boxes: ELA & Math • Did the learning sequence include opportunities for developing literacy skills? • Locate the connection box and identify which ELA and math standards are aligned to the performance expectations.

Reviewing the Learning Sequence PE • MS-ESS 1 -1. Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons. • How do we know this performance expectation belongs to Middle School and the physical science domain? • MS-ESS 1 -1. Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons.

3 -Dimensions of NGSS Resources

Thank You! • Please provide us with feedback about this session and the last two days by filling out “Gots & Needs”. Contributions to the development of this session include: • • • Nathan Inouye, Science Coordinator, Ventura County Office of Education Dr. Jerry Lieberman, State Education and Environmental Roundtable Director Toby Spencer, Rio Americano High School & CSTA Board Member