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Next Generation Science Standards Public Release II Rhode Island Middle Level Educators January 26, 2013.

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Presentation on theme: "Next Generation Science Standards Public Release II Rhode Island Middle Level Educators January 26, 2013."— Presentation transcript:

1 Next Generation Science Standards Public Release II Rhode Island Middle Level Educators January 26, 2013

2 Building on the Past; Preparing for the Future 7/2011 – March / / s 1990s-2009 Phase IIPhase I

3 Read It For Yourself

4 What’s Different about the Next Generation Science Standards?

5 Conceptual Shifts in the 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 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 and Common Core State Standards ( English Language Arts and Mathematics) are Aligned.

6 Three Dimensions Intertwined The NGSS are written as Performance Expectations NGSS will require contextual application of the three dimensions by students.

7 S5. Use mathematics & computational thinking M6. Attend to precision M7. Look for & make use of structure E3. Respond to the varying demands of audience, talk, purpose, & discipline E1.Demonstrate independence E7. Come to understand other perspectives & cultures S2. Develop and use models M4. Model with mathematics M1. Make sense of problems & persevere in solving them M8. Look for & express regularity in repeated reasoning S1. Ask questions & define problems S3. Plan & carry out investigations S4. Analyze & interpret data E2. Build strong content knowledge E4. Comprehend as well as critique E5. Value evidence M2. Reason abstractly & quantitatively M3. Construct viable argument & critique reasoning of others S7. Engage in argument from evidence S6. Construct explanations & design solutions S8. Obtain, evaluate & communicate information E6. Use technology & digital media strategically & capably M5. Use appropriate tools strategically MATH SCIENCE LITERACY Source: Working Draft v2, by Tina Cheuk, ell.stanford.edu

8 Standards Comparison: Structure and Properties of Matter 5a distinguishing between solutions, mixtures, and “pure” substances, i.e. compounds and elements. 5b classifying common elements and compounds using symbols and simple chemical formulas. 5c interpreting the symbols and formulas of simple chemical equations. 5d using symbols and chemical formulas to show simple chemical rearrangements that produce new substances (chemical change). 5e explaining that when substances undergo physical changes, the appearance may change but the chemical makeup and chemical properties do not. 5f explaining that when substances undergo chemical changes to form new substances, the properties of the new combinations may be very different from those of the old. Current State Middle School Science Standard

9 Standards Comparison: Structure and Properties of Matter 5a distinguishing between solutions, mixtures, and “pure” substances, i.e. compounds and elements. 5b classifying common elements and compounds using symbols and simple chemical formulas. 5c interpreting the symbols and formulas of simple chemical equations. 5d using symbols and chemical formulas to show simple chemical rearrangements that produce new substances (chemical change). 5e explaining that when substances undergo physical changes, the appearance may change but the chemical makeup and chemical properties do not. 5f explaining that when substances undergo chemical changes to form new substances, the properties of the new combinations may be very different from those of the old. Current State Middle School Science Standard

10 Standards Comparison: Structure and Properties of Matter a. Develop molecular-level models of a variety of substances, comparing those with simple molecules to those with extended structures. b. Design a solution that solves a practical problem by using characteristic chemical and physical properties of pure substances.* c. Develop a molecular level model that depicts and predicts why either temperature change and/or change of state can occur when adding or removing thermal energy from a pure substance. d. Develop molecular models of reactants and products to support the explanation that atoms, and therefore mass, are conserved in a chemical reaction. e. Analyze and interpret the properties of products and reactants to determine if a chemical reaction has occurred. f. Gather and communicate information that people's needs and desires for new materials drive chemistry forward, and that synthetic materials come from natural resources and impact society.* g. Design, construct, and test a device that either releases or absorbs thermal energy by chemical processes.* NGSS Middle School Sample

11 Standards Comparison: Structure and Properties of Matter a. Develop molecular-level models of a variety of substances, comparing those with simple molecules to those with extended structures. b. Design a solution that solves a practical problem by using characteristic chemical and physical properties of pure substances.* c. Develop a molecular level model that depicts and predicts why either temperature change and/or change of state can occur when adding or removing thermal energy from a pure substance. d. Develop molecular models of reactants and products to support the explanation that atoms, and therefore mass, are conserved in a chemical reaction. e. Analyze and interpret the properties of products and reactants to determine if a chemical reaction has occurred. f. Gather and communicate information that people's needs and desires for new materials drive chemistry forward, and that synthetic materials come from natural resources and impact society.* g. Design, construct, and test a device that either releases or absorbs thermal energy by chemical processes.* NGSS Middle School Sample

12 NGSS Public Release II/Timeline Goal: To distribute and receive feedback from interested stakeholders; and continue the transparent development process to enable states to prepare for consideration of NGSS  The standards opens for review at 3:00 p.m. EST on January 8,  The review period will end on January 29,  The standards and the survey can be accessed at  Final Release – March of 2013

13 RI Adoption Plan October, 2011 – RI State Leadership Team Formed October, 2011 – Present –Communication to field (listservs, webpages, districts) –Participation in Multi-State BCSSE Project –Participation in draft reviews March, 2013 – NGSS Released –RI Board of Education begins authority Anticipated Adoption – Summer, 2013 (necap 2017) Implementation began in October, 2011

14 Appendices for the NGSS

15 New Content  Appendices have been added to support the NGSS and in response to feedback  Appendix A – Conceptual Shifts  Appendix B – Responses to May Public Feedback  Appendix C – College and Career Readiness  Appendix D – All Standards, All Students  Appendix E – Disciplinary Core Idea Progressions in the NGSS  Appendix F – Science and Engineering Practices in the NGSS  Appendix G – Crosscutting Concepts in the NGSS  Appendix H – Nature of Science  Appendix I – Engineering Design, Technology, and the Applications of Science in the NGSS  Appendix J – Model Course Mapping in Middle and High School  Appendix K – Connections to Common Core State Standards in Mathematics

16 Topic Arrangement Coding

17 Interpreting the Standards Performance Expectations - Assessable Components - NOT Curriculum Foundation Boxes - Practices - Core Ideas - Crosscutting Concepts Engineering & Application Nature of Science Connection Boxes - Common Core (ELA & Math) - Other grade-level core ideas - Prior grade-level core ideas

18 Interpreting the Standards Grade Level & Title Performance Expectation - based on core idea order Clarification Statement Assessment Boundary *Engineering Connection PracticesDisciplinary Core Ideas Cross-Cutting Engineering Nature of Science

19 DCI Progressions

20 Cross Cutting Concepts

21 Science and Engineering Practice

22 Engineering in the NGSS

23 Model Course Mapping I. Introduction II. Course Maps A. Conceptual Progressions Model (6-8) and (9-12) (Course Map Model 1) 1. Process and Assumptions: Where did this course map come from? 2. Refining Course Map 1

24 Connections to CCSS Mathematics

25 Other Supplementary Documents for NGSS Public Release II  Google: NGSS Web Seminars (NSTA Learning Center)  Supplementary Documents and Materials Available at nextgenscience.org  Why Standards Matter?  How to Read the NGSS  How to Complete the NGSS Survey  Glossary of Terms  Additional Aspects of the NGSS Public Release II  More flexibility of viewing of the standards has been provided with two official arrangements of the performance expectations: by topics and by DCI.  Additional flexibility was added to the website views of standards, allowing users to turn off pop up” description boxes.  The public feedback survey has been completed revised

26 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

27 Crosscutting Concepts 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

28 Disciplinary Core Ideas 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

29 How To Access The NGSS Survey?

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38 Accessing The Survey

39 When You Review… Go deep, don’t go wide, Provide comments that are actionable, Remember the Disciplinary Core Ideas (DCI) come from the Framework, Use the Appendices (A-K), Take your time on the review, Encourage your colleagues, Download the PDFs…all gone January 29 th

40 Opportunity

41 Contact Information Peter McLaren & Jenn Golenia Science and Technology Specialists RI Department of Education


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