Accelerating into NGSS TK2 Architecture of NGSS Accelerating

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Accelerating into NGSS TK-2 Architecture of NGSS

Accelerating into NGSS TK-2 Architecture of NGSS

Accelerating into NGSS Goals Experience Three Dimensional Learning Explore the architecture of the 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

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

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

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

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

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

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

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

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

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

3 -Dimensions of NGSS Resources H 3

Thank You! • Please provide us with feedback about this session and the last

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

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Insert Into Insert Into Values 1 Insert IntoInsert Into Insert Into Values 1 Insert Into
TREES INTO CARTONS CARTONS INTO TREES TREES INTOTREES INTO CARTONS CARTONS INTO TREES TREES INTO
TREES INTO CARTONS CARTONS INTO TREES TREES INTOTREES INTO CARTONS CARTONS INTO TREES TREES INTO
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