e 12 nc K llia A NGSS 101

e 12 nc K- llia A NGSS 101 Introducing the Next Generation Science Standards for 21 st Century Teaching and Learning

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…Quickwrite List 1 thing you know for sure about the NGSS List 1 question you have about the NGSS Share with table group

A Natural Progression Science for All Americans NSES and Benchmarks Research (e. g. , Taking Science to School and Ready, Set, Science!) Framework for K-12 Science Education Next Generation Science Standards 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 Students 3 Dimensional Coherent Learning across Grades

Conceptual Shifts in NGSS 1. 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

What’s in a Logo? Science and Engineering Core ideas in the discipline Concepts across disciplines

Shift #1: K-12 Science Education Should Reflect the Interconnected Nature of Science as it is Practiced and Experienced in the Real World. Past 7 th 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.

Dimension 1 Science and Engineering Practices 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,

Dimension 2 Crosscutting Concepts 1. 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?

Core Ideas 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

Physical Sciences - PS 1 - Matter and Its Interactions PS 2 - Motion and Stability PS 3 - Energy PS 4 - Waves and Their Applications

DCIs: Physical Sciences PS 1 Matter and its interactions PS 1. A: Structure and Properties of Matter PS 1. B: Chemical Reactions PS 1. C: Nuclear Processes PS 2 Motion and stability: Forces and interactions PS 2. A: Forces and Motion PS 2. B: Types of Interactions PS 2. C: Stability and Instability in Physical Systems PS 3 Energy PS 3. A: Definitions of Energy PS 3. B: Conservation of Energy and Energy Transfer PS 3. C: Relationship Between Energy and Forces PS 3. D: Energy in Chemical Processes and Everyday Life PS 4 Waves & their applications in technologies for information transfer PS 4. A: Wave Properties PS 4. B: Electromagnetic Radiation PS 4. C: Information Technologies and Instrumentation

Life Sciences - LS LS 1 - From Molecules to Organisms: Structures and Processes LS 2 - Ecosystems: Interactions, Energy, and Dynamics LS 3 - Heredity: Inheritance and Variation of Traits LS 4 - Biological Evolution: Unity and Diversity

DCIs: Life Sciences LS 1 From molecules to organisms: Structures and processes LS 1. A: Structure and Function LS 1. B: Growth and Development of Organisms LS 1. C: Organization for Matter and Energy Flow in Organisms LS 1. D: Information Processing LS 2 Ecosystems: Interactions, energy, and dynamics LS 2. A: Interdependent Relationships in Ecosystems LS 2. B: Cycles of Matter and Energy Transfer in Ecosystems LS 2. C: Ecosystem Dynamics, Functioning, and Resilience LS 2. D: Social Interactions and Group Behavior LS 3 Heredity: Inheritance and variation of traits LS 3. A: Inheritance of Traits LS 3. B: Variation of Traits LS 4 Biological evolution: Unity and diversity LS 4. A: Evidence of Common Ancestry and Diversity LS 4. B: Natural Selection LS 4. C: Adaptation LS 4. D: Biodiversity and Humans

Earth and Space Sciences - ESS 1 - Earth’s Place in the Universe ESS 2 - Earth Systems ESS 3 - Earth and Human Activity

DCIs: Earth and Space Sciences • ESS 1 Earth’s place in the universe • ESS 1. A: The Universe and Its Stars • ESS 1. B: Earth and the Solar System • ESS 1. C: The History of Planet Earth • ESS 2 Earth’s systems • ESS 2. A: Earth Materials and Systems • ESS 2. B: Plate Tectonics and Large-Scale System Interactions • ESS 2. C: The Roles of Water in Earth’s Surface Processes • ESS 2. D: Weather and Climate • ESS 2. E: Biogeology • ESS 3 Earth and human activity • ESS 3. A: Natural Resources • ESS 3. B: Natural Hazards • ESS 3. C: Human Impacts on Earth Systems • ESS 3. D: Global Climate Change

Engineering, Technology and Applications of Sciences Engineering Design Links Among Engineering, Technology, Science and Society

DCIs: Engineering ETS 1 Engineering design ETS 1. A: Defining and Delimiting an Engineering Problem ETS 1. B: Developing Possible Solutions ETS 1. C: Optimizing the Design Solution ETS 2 Links among engineering, technology, science and society ETS 2. A: Interdependence of Science, Engineering, and Technology ETS 2. B: Influence of Engineering, Technology, and Science on Society and the Natural World

Three Dimensions Intertwined Ø The NGSS are written as Performance Expectations Ø NGSS requires contextual application of the three dimensions by students. Ø Focus is on “how” and “why” as well as “what”

Performance Expectations Dashes--HS-PS 1 -1; HS-PS 1 -5

PE Example MS-PS 4 -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 Boxes SEP, DCI, CCC Parentheses at the end of each DCI, SEP, CCC indicate the related PE.

Connections within NGSS and to CCSS ELA and Math

3 Dimensional Learning 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 Dissected 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

Building Performance Expectations In groups of 3 -4 people, take ONE card from EACH of the 3 envelopes You should have 1 Blue card: Science and Engineering Practice 1 Orange Card: Disciplinary Core Idea 1 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 21 st 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 Appendix B Appendix C Appendix D Appendix E Appendix F Appendix G Appendix H Appendix I Appendix J Appendix K Appendix L Appendix M Conceptual Shifts Responses to Public Feedback College and Career Readiness All Standards, All Students Disciplinary Core Idea Progressions in the NGSS Science and Engineering Practices in the NGSS Crosscutting Concepts in the NGSS Nature of Science Engineering Design in the NGSS Science, Technology, Society, and the Environment Model Course Mapping in Middle and High School Connections to Common Core State Standards in Mathematics 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