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An Introduction to The Next Generation Science Standards NSTA National Conference San Antonio, Texas April 11-14, 2013.

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Presentation on theme: "An Introduction to The Next Generation Science Standards NSTA National Conference San Antonio, Texas April 11-14, 2013."— Presentation transcript:

1 An Introduction to The Next Generation Science Standards NSTA National Conference San Antonio, Texas April 11-14, 2013

2 2 Developing the Standards

3 Instruction Curricula Assessments Teacher Development July 2011 Developing the Standards

4 July 2011

5 View free PDF form The National Academies Press at Secure your own copy from A Framework for K-12 Science Education

6 Benchmarks for Scientific Literacy and Atlas of Science Literacy National Science Education Standards 2009 NAEP Science Framework (National Assessment of Educational Progress) College Board Standards for College in Science NSTA’s Science Anchors project Resources for the Framework

7 How People Learn Taking Science to School Ready, Set, Science National Research Council Reports

8 Three-Dimensions: Scientific and Engineering Practices Crosscutting Concepts Disciplinary Core Ideas A Framework for K-12 Science Education

9 Handout about the Three Dimensions

10 Scientific and Engineering Practices 1.Asking questions (for science) and defining problems (for 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 (for science) and designing solutions (for engineering) 7.Engaging in argument from evidence 8.Obtaining, evaluating, and communicating information

11 1.Patterns 2.Cause and effect: Mechanism and explanation 3.Scale, proportion, and quantity 4.Systems and system models 5.Energy and matter: Flows, cycles, and conservation 6.Structure and function 7.Stability and change 11 Crosscutting Concepts

12 Life SciencePhysical Science LS1:From Molecules to Organisms: Structures and Processes LS2: Ecosystems: Interactions, Energy, and Dynamics LS3:Heredity: Inheritance and Variation of Traits LS4: Biological Evolution: Unity and Diversity PS1: Matter and Its Interactions PS2: Motion and Stability: Forces and Interactions PS3: Energy PS4: Waves and Their Applications in Technologies for Information Transfer Earth & Space ScienceEngineering & Technology ESS1: Earth’s Place in the Universe ESS2: Earth’s Systems ESS3: Earth and Human Activity ETS1: Engineering Design ETS2: Links Among Engineering, Technology, Science, and Society 12 Disciplinary Core Ideas

13 Life ScienceEarth & Space SciencePhysical ScienceEngineering & Technology LS1: From Molecules to Organisms: Structures and Processes LS1.A:Structure and Function LS1.B:Growth and Development of Organisms LS1.C:Organization for Matter and Energy Flow in Organisms LS1.D:Information Processing LS2: Ecosystems: Interactions, Energy, and Dynamics LS2.A:Interdependent Relationships in Ecosystems LS2.B:Cycles of Matter and Energy Transfer in Ecosystems LS2.C:Ecosystem Dynamics, Functioning, and Resilience LS2.D:Social Interactions and Group Behavior LS3: Heredity: Inheritance and Variation of Traits LS3.A:Inheritance of Traits LS3.B:Variation of Traits LS4: Biological Evolution: Unity and Diversity LS4.A:Evidence of Common Ancestry and Diversity LS4.B:Natural Selection LS4.C:Adaptation LS4.D:Biodiversity and Humans ESS1: Earth’s Place in the Universe ESS1.A:The Universe and Its Stars ESS1.B:Earth and the Solar System ESS1.C:The History of Planet Earth ESS2: Earth’s Systems ESS2.A:Earth Materials and Systems ESS2.B:Plate Tectonics and Large- Scale System Interactions ESS2.C:The Roles of Water in Earth’s Surface Processes ESS2.D:Weather and Climate ESS2.E:Biogeology ESS3: Earth and Human Activity ESS3.A:Natural Resources ESS3.B:Natural Hazards ESS3.C:Human Impacts on Earth Systems ESS3.D:Global Climate Change PS1: Matter and Its Interactions PS1.A:Structure and Properties of Matter PS1.B:Chemical Reactions PS1.C:Nuclear Processes PS2: Motion and Stability: Forces and Interactions PS2.A:Forces and Motion PS2.B:Types of Interactions PS2.C:Stability and Instability in Physical Systems PS3: Energy PS3.A:Definitions of Energy PS3.B:Conservation of Energy and Energy Transfer PS3.C:Relationship Between Energy and Forces PS3.D:Energy in Chemical Processes and Everyday Life PS4: Waves and Their Applications in Technologies for Information Transfer PS4.A:Wave Properties PS4.B:Electromagnetic Radiation PS4.C:Information Technologies and Instrumentation ETS1: Engineering Design ETS1.A:Defining and Delimiting an Engineering Problem ETS1.B:Developing Possible Solutions ETS1.C:Optimizing the Design Solution ETS2: Links Among Engineering, Technology, Science, and Society ETS2.A:Interdependence of Science, Engineering, and Technology ETS2.B:Influence of Engineering, Technology, and Science on Society and the Natural World Note: In NGSS, the core ideas for Engineering, Technology, and the Application of Science are integrated with the Life Science, Earth & Space Science, and Physical Science core ideas Core and Component Ideas

14 Instruction Curricula Assessments Teacher Development July 2011 Developing the Standards

15 Developing the Standards

16 NGSS Lead State Partners

17 NGSS Writers

18 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 Next Generation Science Standards are student performance expectations – NOT curriculum. 3.The science concepts in the NGSS build coherently from K 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. 18

19 Appendices AConceptual Shifts BResponses to May Public Feedback CCollege and Career Readiness DAll Standards, All Students EDisciplinary Core Idea Progressions in the NGSS FScience and Engineering Practices in the NGSS GCrosscutting Concepts in the NGSS HNature of Science in the NGSS IEngineering Design in the NGSS JScience, Technology, Society, and the Environment KModel Course Mapping in Middle and High School LConnections to Common Core State Standards in Mathematics MConnections to Common Core State Standards in English Language Arts

20 Inside the Box

21 Inside the NGSS Box Based on the January 2013 Draft of NGSS

22 Inside the NGSS Box What is Assessed A collection of several performance expectations describing what students should be able to do to master this standard Foundation Box The practices, core disciplinary ideas, and crosscutting concepts from the Framework for K-12 Science Education that were used to form the performance expectations Connection Box Other standards in the Next Generation Science Standards or in the Common Core State Standards that are related to this standard Title and Code The titles of standard pages are not necessarily unique and may be reused at several different grade levels. The code, however, is a unique identifier for each set based on the grade level, content area, and topic it addresses. Based on the January 2013 Draft of NGSS

23 Inside the NGSS Box What is Assessed A collection of several performance expectations describing what students should be able to do to master this standard Performance Expectations A statement that combines practices, core ideas, and crosscutting concepts together to describe how students can show what they have learned. Assessment Boundary A statement that provides guidance about the scope of the performance expectation at a particular grade level. Clarification Statement A statement that supplies examples or additional clarification to the performance expectation. Engineering Connection (*) An asterisk indicates an engineering connection in the practice, core idea or crosscutting concept that supports the performance expectation. Based on the January 2013 Draft of NGSS

24 Inside the NGSS Box Foundation Box The practices, core disciplinary ideas, and crosscutting concepts from the Framework for K-12 Science Education that were used to form the performance expectations Scientific & Engineering Practices Activities that scientists and engineers engage in to either understand the world or solve a problem Disciplinary Core Ideas Concepts in science and engineering that have broad importance within and across disciplines as well as relevance in people’s lives. Crosscutting Concepts Ideas, such as Patterns and Cause and Effect, which are not specific to any one discipline but cut across them all. Connections to Engineering, Technology and Applications of Science These connections are drawn from the disciplinary core ideas for engineering, technology, and applications of science in the Framework. Connections to Nature of Science Connections are listed in either the practices or the crosscutting connections section of the foundation box. Based on the January 2013 Draft of NGSS

25 Inside the NGSS Box Foundation Box The practices, core disciplinary ideas, and crosscutting concepts from the Framework for K-12 Science Education that were used to form the performance expectations Scientific & Engineering Practices Activities that scientists and engineers engage in to either understand the world or solve a problem Disciplinary Core Ideas Concepts in science and engineering that have broad importance within and across disciplines as well as relevance in people’s lives. Crosscutting Concepts Ideas, such as Patterns and Cause and Effect, which are not specific to any one discipline but cut across them all. Based on the January 2013 Draft of NGSS

26 Inside the NGSS Box Foundation Box The practices, core disciplinary ideas, and crosscutting concepts from the Framework for K-12 Science Education that were used to form the performance expectations Connections to Engineering, Technology and Applications of Science These connections are drawn from the disciplinary core ideas for engineering, technology, and applications of science in the Framework. Connections to Nature of Science Connections are listed in either the practices or the crosscutting connections section of the foundation box. Based on the January 2013 Draft of NGSS

27 Inside the NGSS Box Codes for Performance Expectations Codes designate the relevant performance expectation for an item in the foundation box and connection box. In the connections to common core, italics indicate a potential connection rather than a required prerequisite connection. Based on the January 2013 Draft of NGSS

28 Inside the NGSS Box What is Assessed A collection of several performance expectations describing what students should be able to do to master this standard Foundation Box The practices, core disciplinary ideas, and crosscutting concepts from the Framework for K-12 Science Education that were used to form the performance expectations Connection Box Other standards in the Next Generation Science Standards or in the Common Core State Standards that are related to this standard Performance Expectations A statement that combines practices, core ideas, and crosscutting concepts together to describe how students can show what they have learned. Title and Code The titles of standard pages are not necessarily unique and may be reused at several different grade levels. The code, however, is a unique identifier for each set based on the grade level, content area, and topic it addresses. Scientific & Engineering Practices Activities that scientists and engineers engage in to either understand the world or solve a problem Disciplinary Core Ideas Concepts in science and engineering that have broad importance within and across disciplines as well as relevance in people’s lives. Crosscutting Concepts Ideas, such as Patterns and Cause and Effect, which are not specific to any one discipline but cut across them all. Codes for Performance Expectations Codes designate the relevant performance expectation for an item in the foundation box and connection box. In the connections to common core, italics indicate a potential connection rather than a required prerequisite connection. Assessment Boundary A statement that provides guidance about the scope of the performance expectation at a particular grade level. Clarification Statement A statement that supplies examples or additional clarification to the performance expectation. Connections to Engineering, Technology and Applications of Science These connections are drawn from the disciplinary core ideas for engineering, technology, and applications of science in the Framework. Connections to Nature of Science Connections are listed in either the practices or the crosscutting connections section of the foundation box. Engineering Connection (*) An asterisk indicates an engineering connection in the practice, core idea or crosscutting concept that supports the performance expectation. Based on the January 2013 Draft of NGSS

29 Closer Look at NGSS

30 Closer Look at a NGSS (Grade 2) 30 2.PS1 Matter and Its Interactions Students who demonstrate understanding can: 2-PS1-1.Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties. [Clarification Statement: Observations could include color, texture, hardness, and flexibility. Patterns could include the similar properties that different materials share.] The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education: Science and Engineering PracticesDisciplinary Core IdeasCrosscutting Concepts Planning and Carrying Out Investigations Planning and carrying out investigations to answer questions or test solutions to problems in K–2 builds on prior experiences and progresses to simple investigations, based on fair tests, which provide data to support explanations or design solutions. Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence to answer a question. (2-PS1-1) PS1.A: Structure and Properties of Matter Different kinds of matter exist and many of them can be either solid or liquid, depending on temperature. Matter can be described and classified by its observable properties. (2-PS1-1) Patterns Patterns in the natural and human designed world can be observed. (2-PS1-1) Connections to other DCIs in this grade-level: will be available on or before April 26, Articulation of DCIs across grade-levels: will be available on or before April 26, 2013 Common Core State Standards Connections: will be available on or before April 26, ELA/Literacy – Mathematics –

31 Closer Look at a NGSS (Grade 2) 31 2.PS1 Matter and Its Interactions Students who demonstrate understanding can: 2-PS1-1.Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties. [Clarification Statement: Observations could include color, texture, hardness, and flexibility. Patterns could include the similar properties that different materials share.] The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education: Science and Engineering PracticesDisciplinary Core IdeasCrosscutting Concepts Planning and Carrying Out Investigations Planning and carrying out investigations to answer questions or test solutions to problems in K–2 builds on prior experiences and progresses to simple investigations, based on fair tests, which provide data to support explanations or design solutions. Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence to answer a question. (2-PS1-1) PS1.A: Structure and Properties of Matter Different kinds of matter exist and many of them can be either solid or liquid, depending on temperature. Matter can be described and classified by its observable properties. (2-PS1-1) Patterns Patterns in the natural and human designed world can be observed. (2-PS1-1) Connections to other DCIs in this grade-level: will be available on or before April 26, Articulation of DCIs across grade-levels: will be available on or before April 26, 2013 Common Core State Standards Connections: will be available on or before April 26, ELA/Literacy – Mathematics – Note: Performance expectations combine practices, core ideas, and crosscutting concepts into a single statement of what is to be assessed. They are not instructional strategies or objectives for a lesson.

32 Closer Look at a NGSS (Grade 2) 32 2.PS1 Matter and Its Interactions Students who demonstrate understanding can: 2-PS1-1.Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties. [Clarification Statement: Observations could include color, texture, hardness, and flexibility. Patterns could include the similar properties that different materials share.] The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education: Science and Engineering PracticesDisciplinary Core IdeasCrosscutting Concepts Planning and Carrying Out Investigations Planning and carrying out investigations to answer questions or test solutions to problems in K–2 builds on prior experiences and progresses to simple investigations, based on fair tests, which provide data to support explanations or design solutions. Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence to answer a question. (2-PS1-1) PS1.A: Structure and Properties of Matter Different kinds of matter exist and many of them can be either solid or liquid, depending on temperature. Matter can be described and classified by its observable properties. (2-PS1-1) Patterns Patterns in the natural and human designed world can be observed. (2-PS1-1) Connections to other DCIs in this grade-level: will be available on or before April 26, Articulation of DCIs across grade-levels: will be available on or before April 26, 2013 Common Core State Standards Connections: will be available on or before April 26, ELA/Literacy – Mathematics – Note: Performance expectations combine practices, core ideas, and crosscutting concepts into a single statement of what is to be assessed. They are not instructional strategies or objectives for a lesson.

33 Closer Look at a NGSS (Grade 2) 33 2.PS1 Matter and Its Interactions Students who demonstrate understanding can: 2-PS1-1.Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties. [Clarification Statement: Observations could include color, texture, hardness, and flexibility. Patterns could include the similar properties that different materials share.] The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education: Science and Engineering PracticesDisciplinary Core IdeasCrosscutting Concepts Planning and Carrying Out Investigations Planning and carrying out investigations to answer questions or test solutions to problems in K–2 builds on prior experiences and progresses to simple investigations, based on fair tests, which provide data to support explanations or design solutions. Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence to answer a question. (2-PS1-1) PS1.A: Structure and Properties of Matter Different kinds of matter exist and many of them can be either solid or liquid, depending on temperature. Matter can be described and classified by its observable properties. (2-PS1-1) Patterns Patterns in the natural and human designed world can be observed. (2-PS1-1) Connections to other DCIs in this grade-level: will be available on or before April 26, Articulation of DCIs across grade-levels: will be available on or before April 26, 2013 Common Core State Standards Connections: will be available on or before April 26, ELA/Literacy – Mathematics – Note: Performance expectations combine practices, core ideas, and crosscutting concepts into a single statement of what is to be assessed. They are not instructional strategies or objectives for a lesson.

34 Closer Look at a NGSS (Grade 2) 34 2.PS1 Matter and Its Interactions Students who demonstrate understanding can: 2-PS1-1.Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties. [Clarification Statement: Observations could include color, texture, hardness, and flexibility. Patterns could include the similar properties that different materials share.] The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education: Science and Engineering PracticesDisciplinary Core IdeasCrosscutting Concepts Planning and Carrying Out Investigations Planning and carrying out investigations to answer questions or test solutions to problems in K–2 builds on prior experiences and progresses to simple investigations, based on fair tests, which provide data to support explanations or design solutions. Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence to answer a question. (2-PS1-1) PS1.A: Structure and Properties of Matter Different kinds of matter exist and many of them can be either solid or liquid, depending on temperature. Matter can be described and classified by its observable properties. (2-PS1-1) Patterns Patterns in the natural and human designed world can be observed. (2-PS1-1) Connections to other DCIs in this grade-level: will be available on or before April 26, Articulation of DCIs across grade-levels: will be available on or before April 26, 2013 Common Core State Standards Connections: will be available on or before April 26, ELA/Literacy – Mathematics – Note: Performance expectations combine practices, core ideas, and crosscutting concepts into a single statement of what is to be assessed. They are not instructional strategies or objectives for a lesson.

35 An Analogy

36 An Analogy between NGSS and a Cake Baking Tools & Techniques (Practices) Cake (Core Ideas) Frosting (Crosscutting Concepts) Baking a Cake (Performance Expectation)

37 An Analogy between NGSS and Cooking Kitchen Tools & Techniques (Practices) Basic Ingredients (Core Ideas) Herbs, Spices, & Seasonings (Crosscutting Concepts) Preparing a Meal (Performance Expectation)

38 Life Science (Vegetables)Physical Science (Meats) Earth & Space Science (Grains)Engineering & Technology (Dairy) 38 An Analogy between NGSS and Cooking

39 Practices in Science, Mathematics, and English Language Arts (ELA)

40 Practices in Mathematics, Science, and English Language Arts* MathScienceEnglish Language Arts M1.Make sense of problems and persevere in solving them. M2. Reason abstractly and quantitatively. M3. Construct viable arguments and critique the reasoning of others. M4. Model with mathematics. M5. Use appropriate tools strategically. M6. Attend to precision. M7. Look for and make use of structure. M8. Look for and express regularity in repeated reasoning. S1. Asking questions (for science) and defining problems (for engineering). S2. Developing and using models. S3. Planning and carrying out investigations. S4. Analyzing and interpreting data. S5. Using mathematics, information and computer technology, and computational thinking. S6. Constructing explanations (for science) and designing solutions (for engineering). S7. Engaging in argument from evidence. S8. Obtaining, evaluating, and communicating information. E1. They demonstrate independence. E2. They build strong content knowledge. E3. They respond to the varying demands of audience, task, purpose, and discipline. E4. They comprehend as well as critique. E5. They value evidence. E6. They use technology and digital media strategically and capably. E7. They come to understanding other perspectives and cultures. * The Common Core English Language Arts uses the term “student capacities” rather than the term “practices” used in Common Core Mathematics and the Next Generation Science Standards. Practices in Math, Science, and ELA*

41 Based on work by Tina Chuek ell.stanford.edu Math Science ELA M1: Make sense of problems and persevere in solving them M2: Reason abstractly & quantitatively M6: Attend to precision M7: Look for & make use of structure M8: Look for & make use of regularity in repeated reasoning S1: Ask questions and define problems S3: Plan & carry out investigations S4: Analyze & interpret data S6: Construct explanations & design solutions M4. Models with mathematics S2: Develop & use models S5: Use mathematics & computational thinking E1: Demonstrate independence in reading complex texts, and writing and speaking about them E7: Come to understand other perspectives and cultures through reading, listening, and collaborations E6: Use technology & digital media strategically & capably M5: Use appropriate tools strategically E2: Build a strong base of knowledge through content rich texts E5: Read, write, and speak grounded in evidence M3 & E4: Construct viable arguments and critique reasoning of others S7: Engage in argument from evidence S8: Obtain, evaluate, & communicate information E3: Obtain, synthesize, and report findings clearly and effectively in response to task and purpose Commonalities Among the Practices in Science, Mathematics and English Language Arts

42 NSTA Resources

43 On the Web nextgenscience.org nsta.org/ngss

44 Connect & Collaborate with Colleagues NSTA Member-only Listserv on NGSS Discussion forum on NGSS in the Learning center

45 Web Seminars Check the NSTA website at for upcoming programs.www.nsta.org/ngss Previous programs focused on scientific and engineering practices, crosscutting concepts, engineering, and more. All programs are archived at nars/NGSS/webseminar.aspx nars/NGSS/webseminar.aspx the

46 From the NSTA Bookstore Available Now Available summer 2013 Preorder Now

47 Future Conferences Charlotte, NC November 7–9 National Conference Boston – April 3-6, 2014 Portland, OR October 24–26 Denver, CO December 12–14


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