Steps to Develop NGSS Lessons and Units Integrating

Steps to Develop NGSS Lessons and Units Integrating the three dimensions

Agenda Updates to NGSS Review January 2014 training Unpacking Performance Expectations Unpacking vs. Deconstructing Lesson development Next Steps / reflection

NGSS Updates May 20, 2014

NGSS Updates Draft implementation plan Framework development (by January 2016) Implementation of NGSS (2016 -2017) Assessment recommendation (2016 -2017) Curriculum Materials adoption (2017 -2018) Middle School disciplinary model – April 2014 July 21: Day-Long Face-to-Face Institute (NSTA / CSTA) NGSS Rollout Symposium #1 (Oakland – TBD) CSTA / NSTA (Long Beach, December 4 -6)

States That Have Officially Adopted NGSS • Rhode Island • Kentucky • Kansas • Maryland • Vermont • California • Delaware • Washington • District of Columbia • Nevada • Oregon • Illinois (last updated April 9, 2014)

Review of NGSS presentation January, 2014

Three Dimensions 7 Crosscutting Concepts 8 Science and Engineering Practices 44 Disciplinary Core Ideas and Component Ideas • • Physical Sciences Life Sciences Earth and Space Sciences Engineering, Technology, and Applications of Science

Architecture of NGSS Performance Expectations Foundation Boxes Connection Boxes

Performance Expectation What students should know and be able to do after instruction Communicates a “big idea” Assessments for and of learning Includes clarification statements (more detail and examples of topics) assessment boundaries (what is not expected)

Deconstructing Performance Expectations

Unpacking Performance Expectations Unpacking vs. Deconstructing

Unpacking Standards do not describe all that can / should be taught Reveals smaller learning targets Aids the design of instruction and assessment Achieves “collective clarity” regarding learning targets Steps of knowledge or concepts & skills that build toward the standard Identify strategies for all students to achieve standard Determine rigor of learning targets Collaborating for Success with the Common Core Bailey, Jakicic, Spiller

Determining What Is Essential 1. 2. 3. Endurance—Will this standard provide students with knowledge and skills that will be of value beyond a single test date? Leverage—Will this provide knowledge and skills that will be of value in multiple disciplines? Readiness—Will this provide students with the essential knowledge and skills necessary for success in the next unit, level of instruction, course, grade or level of instruction? Du. Four, Eaker, & Many Learning by Doing 2 nd Ed, 2010, Page 65 Ainsworth , Rigorous Curriculum Design, 2010 Page 40 Reeves, The Leader’s Guide to Standards 2002, pp. 49– 52

Deconstructing vs. Unpacking Deconstructing: • Break down 3 -dimensions • Understand clarification statement / assessment boundary • Examine vertical alignment • Connect to CCSS Unpacking: • Identify Essential Skills / Concepts • Determine teaching strategies • Examine resources for instruction and assessment

Steps to Develop NGSS Lessons and Units Integrating the three dimensions

Appendix E: Learning Progressions Coherent instruction in K-12 science Focus on core ideas Integration of content and practices Turn to page 3, follow the ESS 3. A progression

ESS 3. A: Natural Resources K-2 3 -5 Living things need water, air, and resources from the land, and they live in places that have things they need. Humans use natural resources for everything they do. 6 -8 9 -12 Humans depend on Earth’s land, ocean, atmosphere, and biosphere for different resources, many of which are limited or not renewable. Resources are distributed unevenly around the planet as a result of past geologic processes Energy and fuels humans use are derived from natural sources an their uses affects the environment. Some resources are renewable over time, others are not. Resource availability has guided the development of human society and use of natural resources has associated costs, risks, and benefits.

From NGSS to Classroom Instruction Read Chapter 4 from Translating the NGSS for Classroom Instruction by Rodger Bybee Read the following section – what are the implications for your science programs? How does this differ from your current science program? Identify a Coherent Set of Performance Expectations…(page 55 -58)

From Standards to Instruction Performance Expectations (PE’s) are not Learning Targets; and they overlap with each other. If you try to teach the PE’s as a list of skills, you will never finish them. PE’s that aren’t taught in an integrated manner are like Lemony Snicket science: a series of unfortunate events. Stephen L. Pruitt, Ph. D. Senior Vice President for Content, Research and Development Achieve

Why Bundle? Ø Ø Ø Teaching, or attempting to teach, individual performance expectations led to a disjointed and stunted view of science. Developing instructional materials and instruction should be viewed as leading to understanding the larger core idea. Coherent instructional materials and instruction should focus on a Disciplinary Core Idea (or set of them) rather than discrete pieces that are never tied together.

How Does One Bundle? Crosscutting Concepts Disciplinary Core Idea Science & Engineering Practices

Bundling Determine a theme Build around a coherent set of PEs Identify instructional strategies & learning outcomes Determine science investigations / engineering problems that integrate PEs Design a sequence of learning activities

Determine theme / topic Ex: Energy • What do you teach in this unit? • What PEs focus on this unit? – 4 -PS 3 -2. Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents – 4 -PS 3 -4. Apply scientific ideas to design, test, and refine a device that converts energy from one form to another. * – 4 -ESS 3 -1. Obtain and combine information to describe that energy and fuels are derived from natural resources and their uses affect the environment.

What are the essential questions? From the Framework • What is energy? • What is meant by conservation of energy? • How is energy transferred between objects? • How do Earth’s surface processes and human activities affect each other? • How do humans depend on Earth’s resources?

What do students need to know / do? Framework –find the Grade band Endpoints for the following DCI: • PS 3. A • PS 3. B • PS 3. D • ESS 3. A

Energy Explore the Energy site – What resources would you need? – How could you use 5 E’s (engage, explore, explain, elaborate, evaluate) – How would you assess your students? https: //sites. google. com/site/cccoeenergy/welcome

Additional considerations: • How will you assess your students? • What misconceptions need to be addressed? • What are key lessons / activities for this topic? • What instructional strategies address the Three Dimensions in this unit? • What time frame is needed?

Take a unit you are planning • What are the PEs that support this topic? • What CCSS support this topic? • What do you want students to do / know (Backwards planning)? • How will you assess student learning – Formative – Summative • How will you engage all students – Inquiry – Big idea

Next steps Explore NGSS and unpack PEs Choose a topic / theme and develop NGSS unit Teach, Integrate modify, re-teach, reflect science with CCSS ELA and Math

Resources Contra Costa County Office of Education www. cocoschools. org/steam Presentation Resources http: //tinyurl. com/cccoe-pusd-elementary Next Generation Science Standards www. nextgenscience. org CDE updates to the NGSS www. cde. ca. gov/pd/ca/sc/ngssintrod. asp http: //www. cde. ca. gov/pd/ca/sc/ngssstandards. asp NSTA Common Core Resources www. nsta. org/about/standardsupdate