1. Preparing for Public Review of the Next Generation Science Standards for Today’s Students and Tomorrow’s Workforce Developed by: Phil Lafontaine, Director Professional Learning Support Division California Department of Education Dean Gilbert, Science Coordinator Orange County Department of Education

2. Ice Breaker Take one item out of your pocket or purse and make up a story using the item to solve a problem.

3. California to Revise Science Standards SB 300 required the Superintendent of Public Instruction, Tom Torlakson, to submit a set of revised standards to the State Board of Education by March 2013. The revised standards must be based upon the NGSS The SBE must take action on the revised standards by July 2013. 2

4. Lead Partners 4

5. NGSS Lead States California is actively participating in NGSS development. 5

6. K-12 Teachers College and University Faculty Practicing Scientists Leaders in Business and Industry Formal and Informal Science programs California Science Teachers Association California Mathematics and Science Projects California Department of Education California Internal Review Team 6

7. Two-Step Process http://www.nextgenscience.org/ 7

8. A Framework for Science Education Practices, Crosscutting Concepts, and Core Ideas Vision Science for ALL Students Coherent Learning Three Dimensions Scientific and Engineering Practices Crosscutting Concepts Core Ideas Important First Step in Next Generation Science Standards Development National Research Council Board on Science Education 8

9. Framework Dimensions Scientific and Engineering Practices Crosscutting Concepts Disciplinary Core Ideas Realizing the Vision Integrating the Three Dimensions Implementation Equity and Diversity Guidance for Standards Development Looking Toward the Future: Research to Inform K-12 Science Education Standards Organization of Framework 9

10. The framework is designed to help realize a vision for education in the sciences and engineering in which students, over multiple years of school, actively engage in science and engineering practices and apply crosscutting concepts to deepen their understanding of the core ideas in these fields. A Framework for K-12 Science Education p. 1-2 A New Vision of Science Learning that Leads to a New Vision of Teaching 10

11. Vision for Science Education Builds on Existing National Science Education Efforts 11

12. The Guiding Principles of the Framework are Research- Based and Include... 12

13. Learning Develops Over Time More expert knowledge is structured around conceptual frameworks –Guide how they solve problems, make observations, and organized and structure new information Learning unfolds overtime Learning difficult ideas takes time and often come together as students work on a task that forces them to synthesize ideas Learning is facilitated when new and existing knowledge is structured around the core ideas Developing understanding is dependent on instruction 13

14. Organized According to Learning Progressions “Standards should be organized as progressions that support students’ learning over multiple grades. They should take into account how students’ command of the concepts, core ideas, and practices becomes more sophisticated over time with appropriate instructional experiences.” (NRC 2011, Rec 7) 14

15. Three Dimensions Scientific and Engineering Practices Crosscutting Concepts Disciplinary Core Ideas Focus of the Framework 15

16. Dimension 1 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, evaluating, and communicating information For each, the Framework includes a description of the practice, the culminating 12 th grade learning goals, and what we know about progression over time. Dimension 1 Scientific and Engineering Practices 15

17. 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 Framework 4-1 17

18. Dimension 3- Disciplinary Core Idea 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 18

19. Fewer, clearer, higher –“Many existing national, state, and local standards and assessments, as well as the typical curricula in use in the US, contain too many disconnected topics given equal priority.” (NRC, 2009) –Standards and curriculum materials should be focused on a limited number of core ideas. –Allows learners to develop understanding that can be used to solve problems and explain phenomena. Organized Around Core Ideas 19

20. The Partnership for 21 st Century Skills 20

21. Matter and Its Interactions Motion and Stability Energy Waves and Their Applications Physical Sciences 21

22. From Molecules to Organisms: Structures and Processes Ecosystems: Interactions, Energy, and Dynamics Heredity: Inheritance and Variation of Traits Biological Evolution: Unity and Diversity Life Sciences 22

23. Earth’s Place in the Universe Earth Systems Earth and Human Activity Earth and Space Sciences 23

24. Engineering Design Links Among Engineering, Technology, Science and Society Engineering, Technology and Applications of Sciences 24

25. Integration of 3 Dimensions: Practices Crosscutting Concepts Core Ideas Next Generation Of Science Standards Architecture 25

26. What is the Value of Weaving the Three Dimensions of the Framework Together? Strengthening Scientific Thinking Lengthening Scientific Thinking Develop Flexible Scientific Thinking Making Connections within Scientific Thinking Cross Cutting Concepts Practices Core Ideas 26

27. Alignment to Common Core Each science standard is correlated to the cognitive demands of both English Language Arts standards and mathematics standards. Specific correlation of the Common Core standards are noted in the architecture of each individual science standard. Each science standard is correlated to the cognitive demands of both English Language Arts standards and mathematics standards. Specific correlation of the Common Core standards are noted in the architecture of each individual science standard. 27

28. What does this mean for content teachers? CONTENT MATTERS! http://www.danielwillingham.com/videos.html

29. Performance Expectations Guide Summative Assessment Shayna had a small bottle of Bromine gas. The bottle was closed with a cork. She tied a string to the cork, and then placed the bottle inside a larger bottle. She sealed the large bottle shut (Figure 1). Next, Shayna opened the small bottle by pulling the string connected to the cork. Figure 2 shows what happened after the cork of the small bottle was opened. 1. Draw a model that shows what is happening in this experiment. 2. Explain in writing what is happening in your model. Figure 1Figure 2 29

30. Shifts in the Teaching and Learning of Science Organize around limited number of core ideas. Favor depth and coherence over breadth of coverage. Core ideas need to be revisited in increasing depth, and sophistication across years. Focus needs to be on connections: – Careful construction of a storyline – helping learners build sophisticated ideas from simpler explanations, using evidence. – Connections between scientific disciplines, using powerful ideas (nature of matter, energy) across life, physical, and environmental sciences. 27

31. Shifts (cont.) Performance expectations should bring together scientific ideas (core ideas, cross cutting ideas) with scientific and engineering practices. – Curriculum materials need to do more than present and assess content. – Curriculum materials need to involve learners in practices that develop, use, and refine the scientific ideas. 31

32. Lots of work completed, underway, and left to do Instruction Curricula Assessments Teacher Development 32

33. NGSS Development Timeline 33

34. Sept. 2011 Lead State Meeting (sponsored by Achieve) Nov./Dec. 2011 CA Internal Review Team reviews first draft Early Jan. 2012 Lead States meet with Writers Jan./Feb. 2012 Critical Stakeholders, All States, Leads May 2012 Public Draft and Comment period Summer 2012 All State Review; CA Internal Review Early Fall, 2012 Public Draft and Comment Period Late Fall, 2012 Final Draft; CA Internal Review Late Fall/Early Winter Final State Report Winter 2012 Final NGSS Posted March 2013 Standards presented to CA State Board of Education July 2013 CA State Board Of Education takes action on proposed standards California NGSS Review 34 

35. How to Read the Standards Map 35

36. Code for the standard name 36

37. Core and Component Ideas in the Physical Sciences Core Idea PS1: Matter and Its Interactions PS1.A: Structure and Properties of Matter PS1.B: Chemical Reactions PS1.C: Nuclear Processes Core Idea 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 Core Idea 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 Core Idea PS4: Waves and Their Applications in Technologies for Information Transfer PS4.A: Wave Properties PS4.B: Electromagnetic Radiation PS4.C: Information Technologies and Instrumentation 37

38. Core and Component Ideas in the Life Sciences Core Idea 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 Core Idea LS2: Ecosystems: Interactions, Energy, and Dynamics LS2.A: Interdependent Relationships in Ecosystems LS2.B: Cycles of Matter and Energy Transfer in Ecosystems LS2.C: Ecosystems Dynamics, Functioning, and Resilience LS2.D: Social Interactions and Group Behavior Core Idea LS3: Heredity: Inheritance and Variation of Traits LS3.A: Inheritance of Traits LS3.B: Variation of Traits Core Idea 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 38

39. Core and Component Ideas in the Earth/Space Sciences Core Idea 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 Core Idea 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 Core Idea 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 39

40. Core and Component Ideas in the Engineering, Technology, and Applications of Science Core Idea ETS1: Engineering Design ETS1.A: Defining and Delimiting an Engineering Problem ETS1.B: Developing Possible Solutions ETS1.C: Optimizing the Design Solution Core Idea 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 40

41. Examples of Standard Codes- Elementary Grades K-2 Nomenclature – 2.PS-EEnergy – 2.PS-SPMStructure and Properties of Matter Grades 3-5 Nomenclature – 4.PS-EEnergy – 5.PS-SPMStructure and Properties of Matter 41

42. Examples of Standard Codes- Middle School Physical Science – MS.PS-SPMStructure and Properties of Matter – MS.PS-EEnergy Life Science – MS.LS-SFIPStructure, Function and Information Processing – MS.LS-MEEMatter and Energy in Ecosystems – MS.LS-GDROGrowth, Development and Reproduction of Organisms – MS.LS-IREInterdependent Relationships in Ecosystems – MS.LS-OEAOrganisms and Ecosystem Adaptations – MS.LS-ECADEvidence of Common Ancestry and Diversity Earth/Space Science – MS.ES-SSpace Systems Engineering Nomenclature – MS.ETS-EDEngineering Design 42

43. Examples of Standard Codes- High School Physical Science – HS.PS-SPMStructure and Properties of Matter – HS.PS-EEnergy Life Science – HS.LS-SFIPStructure, Function and Information Processing – HS.LS-IVTInheritance and Variation of Traits – HS.LS-MEOEMatter and Energy in Organisms and Ecosystems – HS.LS-IREInterdependent Relationships Ecosystems – HS.LS-NSENatural Selection and Evolution Earth/Space Science – HS.ES-SSpace Systems Engineering Nomenclature – HS.ETS-EDEngineering Design 43

44. Essential Question 44

45. Essential Question The Essential Questions are designed to show an aspect of the world that will be explained as a student gains understanding of the disciplinary core ideas as defined by the Framework. In most cases, these questions were taken directly from the NRC Framework. 45

46. Standard 46

47. Standard a)Stem: Each standard is written in the form of one sentence, with a stem statement describing the overall core idea that is important for student understanding of science, followed by several performance expectations that describe how students will demonstrate that understanding. 47

48. Standard b)Component statements/Student Performance Expectations: Component statements are lettered with lowercase letters, and each combines Practices, Disciplinary Core Ideas, and Crosscutting Concepts into a performance expectation. 48

49. Blue font designates a science and engineering practice concept 49

50. Orange font designates a disciplinary core idea 50

51. Green font designates a crosscutting concept 51

52. Red font designates an Assessment Boundary statement 52

53. Assessment Boundary Assessment Boundary Statements provide further guidance or to restrict the scope of the standard at a particular grade level. 53

54. Foundation Boxes 54

55. Foundation Boxes Foundation boxes provide additional information that expands and explains the standards statements in relation to the three dimensions: Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts Component Statement 55

56. Science and Engineering Practices These statements were derived from the Framework to further explain the science and engineering practices important to emphasize in each grade band. The practices are grouped by the eight categories detailed in the Framework. Most standards emphasize only a few of the practice categories. However, all practices are emphasized within a grade band. 56

57. Disciplinary Core Ideas These statements are taken verbatim from the Framework, and detail the sub-ideas necessary for student mastery of the core idea. 57

58. Crosscutting Concept Statements These statements were derived from the Framework to further explain the crosscutting concepts important to emphasize in each grade band. The crosscutting concepts are grouped by the seven categories detailed in the Framework. Most standards emphasize only a few of the crosscutting concept categories. However, all crosscutting concepts are emphasized within a grade band. 58

59. Lowercase letters designate which of the standard statements uses this practice 59

60. Lowercase letters designate which of the standard statements incorporates this disciplinary core idea 60

61. Lowercase letters designate which of the standard statements incorporates this crosscutting concept 61

62. Connection boxes 62

63. Connection boxes Connection Boxes provide: a)connections to other topics in a particular grade level. b) articulation across grade levels. c) connections to Common Core State Standards. 63

64. Presentation developed by: Phil Lafontaine, Director Professional Learning Support Division California Department of Education Dean Gilbert, Science Coordinator Orange County Department of Education 64