- Slides: 13
Accelerating into NGSS TK-2 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 H 1
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) H 2 • Read EP&Cs. • 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 • K-PS 2 -1. Plan and conduct an investigation to compare the effects of different strengths or different directions of pushes and pulls on the motion of an object. • How do we know this performance expectation belongs to Kindergarten and the physical science domain? • K-PS 2 -1. Plan and conduct an investigation to compare the effects of different strengths or different directions of pushes and pulls on the motion of an object.
3 -Dimensions of NGSS Resources H 3
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