1. Next Generation Science Standards
Backchannel w/us on:

2. Developing the Standards

3. Developing the Standards
Instruction
Curricula
Assessments
Teacher Development
July 2011

4. Where is WI at in this process
WI was not a lead state, but input was sought by WI and a Leadership team was developed and met regularly over the last year and a half.
WI – Decision to adopt the NGSS will be up to Tony Evers once the Standards are released.
We have one teacher from our State who is on the writing team. She works w/Elementary ELL students, she will be at our three day NGSS workshop in the summer.
Looking into developing a ‘fast track’ earth science certification for HS requirements.
Working w/CESA’s for a Statewide Roll-Out plan

5. Survey – of Familiarity w/Framework
How many of you read the Framework for K-12 Science
Education?
How many of you read the first draft of the NGSS?
How many of you read the 2nd draft of the NGSS?
1) Read them 2) Submitted Comments individually
3) Submitted Comments as a Group
Fingers 1-5 on familiarity. JAZZ this up???

6. Principles in the Framework:
Children are born investigators
Understanding builds over time
Science and Engineering require both knowledge and practice
Connecting to students’ interests and experiences is essential
Focusing on core ideas and practices
Promoting equity

7. Integration of the Three Dimensions
The practices are the processes of building and using the core ideas to make sense of the natural and designed world, and the cross cutting concepts hold the discipline together.
Core Ideas
Practices
Crosscutting Concepts 8 44 7

8. Architecture
If there are over 25 words in a statement people loose the clarity of the statement. Even in some that are longer you will see there is an a, b, c, e, f, g, h, i, etc.

9. Closer Look at a Performance Expectation
Construct and use models to explain that atoms combine to form new substances of varying complexity in terms of the number of atoms and repeating subunits. [Clarification Statement: Examples of atoms combining can include Hydrogen (H2) and Oxygen (O2) combining to form hydrogen peroxide (H2O2) or water(H2O). [Assessment Boundary: Restricted to macroscopic interactions.]
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.

10. Closer Look at a Performance Expectation
Construct and use models to explain that atoms combine to form new substances of varying complexity in terms of the number of atoms and repeating subunits. [Clarification Statement: Examples of atoms combining can include Hydrogen (H2) and Oxygen (O2) combining to form hydrogen peroxide (H2O2) or water(H2O). [Assessment Boundary: Restricted to macroscopic interactions.]
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.

11. Closer Look at a Performance Expectation
Construct and use models to explain that atoms combine to form new substances of varying complexity in terms of the number of atoms and repeating subunits. [Clarification Statement: Examples of atoms combining can include Hydrogen (H2) and Oxygen (O2) combining to form hydrogen peroxide (H2O2) or water(H2O). [Assessment Boundary: Restricted to macroscopic interactions.]
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.

12. Inside the NGSS Box
Title and Code Two sets of performance expectations at different grade levels may use the same name if they focus on the same topic. The code, however, is a unique identifier for each standard based on the grade level, content area, and topic of the standard.
Performance Expectations A statement that combines practices, core ideas, and crosscutting concepts together to describe how students can show what they have learned.
Clarification Statement A statement that supplies examples or additional clarification to the performance expectation.
What is Assessed A collection of several performance expectations describing what students should be able to do to master this standard
Assessment Boundary A statement that provides guidance about the scope of the performance expectation at a particular grade level.
Lowercase Letters Lowercase letters at the end of practices, core ideas, and crosscutting Concepts designate which Performance expectation incorporates them.
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
Enough copies for 50 of you if you are unfamiliar with the architecture of a performance standard ----
Disciplinary Core Ideas Concepts in science and engineering that have broad importance within and across disciplines as well as relevance in people’s lives.
Connection Box
Other standards in the Next Generation Science Standards or in the Common Core State Standards that are related to this standard
Crosscutting Concepts Ideas, such as Patterns and Cause and Effect, which are not specific to any one discipline but cut across them all.

13. Changes: Draft #1 to Draft #2
- Nature of Science was included much more (expect more integration)
- Technology, Engineering and Applied Science more integrated.
-Math more integrated and closer look at progression.
- REDUCED amount of content
-Corrected some science
-Appendicies were added for more support and resources -95% of the Standards were changed
Recommendations for Draft #2 from both NSTA/AAPT
BCSSE – name of states that ???
National Academy of Sciences (NRC) has been working on large scale statewide assessments. Not useful for classrooms in schools, but more for STATES. This is another research group. Steven said right now we are focused on QUALITY Standards. Assessment -95% of the standards have been re-written based on the feedback. Many it’s small. Wording.
Sometimes practice change –sometimes completely re-written.
Review did as far as CCreadiness resulted in the removal of some content. IHE’s gave feedback along with hiring managers. WOW! Got some push back from College and Career Ready committees. Some beef about stoikiometry. College C ready committee said kids were coming out of HS with the math, but not the science understanding.

14. NSTA Recommendations For Final Doc.
Need to emphasize the importance of Foundation Boxes versus Performance Expectations
Contain the fundamental aspects of learning goals for teaching and planning instruction
Performance Expectations to be used at the conclusion of learning for assessment
NSTA

15. NSTA NSTA Recommendations
All elements listed in Appendix H be included in standards for all students
Reduce the size and scope of the standards: fewer concepts, less complexity at each grade level
Include guidance on the time and resources necessary for implementation
NSTA

16. AAPT Recommendations
Clarify and correct scientific inaccuracies in the disciplinary core ideas
Do not associate only one science and engineering practice with one disciplinary core idea – prefer any practice/s with any DCI
Clarify wording of performance expectations

17. AAPT Recommendations
Correct science content so that science teachers do not doubt credibility of entire enterprise
Question Model Pathway 3: just a restatement of standard biology-chemistry- physics pathway
Concerned about the imbalance in number of DCIs associated with biology as compared to chemistry and physics

18. What is staying the SAME…
Core Ideas
Practices
Crosscutting Concepts

19. Scientific and Engineering Practices
Asking questions (for science) and defining problems (for engineering)
Developing and using models
Planning and carrying out investigations
Analyzing and interpreting data
Using mathematics and computational thinking
Constructing explanations (for science) and designing solutions (for engineering)
Engaging in argument from evidence
Obtaining, evaluating, and communicating information
Don’t forget to play video here of Practice #1

20. Disciplinary Core Ideas
Life Science
Physical 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 Science
Engineering & 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

21. DCI – Disciplinary Core Ideas
A core idea for K-12 science instruction is a scientific idea that:
Has broad importance across multiple science or engineering disciplines or is a key organizing concept of a single discipline
Provides a key tool for understanding or investigating more complex ideas and solving problems
Relates to the interests and life experiences of students or can be connected to societal or personal concerns that require scientific or technical knowledge
Is teachable and learnable over multiple grades at increasing levels of depth and sophistication

22. Engineering & Technology
Life Science
Earth & Space Science
Physical Science
Engineering & 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
Note: In NGSS, the NATURE of SCIENCE has also been ADDED more integrated.

23. Progressions
The science standards are written providing a progression to facilitate coherence in learning of these ideas over the course of schooling.
Science 25 January 2013: Vol. 339 no pp
AAAS
“Descriptions of the successively more sophisticated ways of thinking about an idea that follow one another as students learn” (Wilson & Bertenthal, 2005)
Scholarship on learning progressions (LP) in science has emerged over the past five years, with the first comprehensive descriptions of learning progressions, on the nature of matter and evolution, published as commissioned reports (Catley, Lehrer & Reiser, 2005; Smith, Wiser, Anderson & Krajcik, 2006). Currently there are multiple research reports on learning progressions in multiple domains such as: ecology and biodiversity (Songer, Kelcey, & Gotwals, 2009), modeling (Schwarz et al., 2009), genetics (Duncan, Rogat, & Yarden, 2009), force and motion (Alonzo, & Steedle, 2008), and environmental systems (Mohan, Chen, & Anderson, 2009). Learning progressions (LPs) are depictions of students’ increasingly sophisticated ideas and practices in a domain over time (Duschl, Schweingruber, & Shouse, 2007; Smith et al., 2006). Both the Taking Science to School (Duschl, Schweingruber & Shouse, 2007) and The Learning Progressions in Science: An Evidence-based Approach to Reform (Corcoran, Mosher & Rogat, 2009) reports argue for the development of learning progressions as a means to build coherent curriculum and assessment systems. To some extent LPs are a response to the “mile wide and inch deep” curriculum in the U.S., which covers too many topics in a perfunctory manner (Schmidt, Want & McNight, 2005). Thus the LP approach advocates for a focus on fewer, yet powerful, ideas, a process of deepening students’ understandings of these ideas over time, and the development of assessment that can measure such progress.

24. Progressions
“ If mastery of a core idea in a science discipline is the ultimate educational destination, then well-designed learning progressions provide a map of the routes that can be taken to reach that destination. Such progressions describe both how students’ understanding of the idea matures over time and the instructional supports and experiences that are needed in order for them to make progress.” Framework
Take from WSST presentation---  And framework
To develop a thorough understanding of scientific explanations of the world, students need sustained opportunities to work with and develop the underlying ideas and to appreciate those ideas’ interconnections over a period of years rather than weeks or months [1]. This sense of development has been conceptualized in the idea of learning progressions [1, 25, 26].

25. Need for CLOSE reading & Understanding:
If you read the above without specialized knowledge, it implies at first glance that we need telescopes to see planets. A careful reading dispels this, since obviously the moon can be seen without a scope, but if you're an elementary school teacher without a background in science you may not be aware that several planets are quite obvious in the night sky. That we can see Saturn easily in this particular part of the world surprises most folks.
Science Teacher blogspot

26. CCC – Cross Cutting Concepts
CCC – are NOT additional Content!!!! They are the connective tissue between the sciences.

27. Cross Cutting Concepts
Patterns
Cause and effect
Scale, proportion, and quantity
Systems and system models
Energy and matter
Structure and function
Stability and change
Framework 4-1
CCC – are NOT additional Content!!!! They are the connective tissue between the sciences.

28. CCC – Scale, Proportion, and Quantity
NSTA – Webinar 3/19/13

29. More examples of scale
NSTA Webinar 3/19/13

30. Understandings: CCC Scale, Proportion, and Quantity
NSTA Webinar 3/19/13

31. Some suggestions for teaching scale

32. Scientific and Engineering Practices
Asking questions (for science) and defining problems (for engineering)
Developing and using models
Planning and carrying out investigations
Analyzing and interpreting data
Using mathematics and computational thinking
Constructing explanations (for science) and designing solutions (for engineering)
Engaging in argument from evidence
Obtaining, evaluating, and communicating information
Don’t forget to play video here of Practice #1

33. Scientists engage in argument to :
Practices: Argument
Scientists engage in argument to :
Defend claims using evidence and reasoning
Defend models using evidence
Critique the claims of other scientists
- Look for sufficient and appropriate evidence Joe Krajcik, Lead Physics Writer of Science Framework

34. Reasons Scientists use arguments
Scientist use argument to defend
Interpretation of data
Experimental designs
Method of data analysis
The appropriateness of a question
“In science, the production of knowledge is dependent on a process of reasoning from evidence that requires a scientist to justify a claim about the world. In response, other scientists attempt to identify the claim’s weakness and limitations to obtain the best possible explanation.”
Framework
This is about the ‘process’ of science. Do we have the right evidence? What does the evidence tell us? This is a process of coming up with the best explanation based on the evidence and it’s been going on.

35. Explanations in Science
“The goal of science is the construction of theories that provide explanatory accounts of the world. A theory becomes accepted when it has multiple lines of empirical evidence and greater explanatory power of phenomena than previous theories”
- Explains the How or Why
- Relies on Evidence
*The products of science are explanation and products of engineering are solutions.

36. Argument vs Explanation
Argument is part of the process of science that defends those explanations by carefully ruling out other alternative explanations and building the case that the data collected is sufficient and appropriate to serve as evidence for the current claim.
What are some examples of this…
Ex. Claim, Evidence, Arugument, and Explanation
Arguments are all about building the process of explanations through argumentation. Explanations are the products. In 6th grade –example of blowing up air and baloons – what we are blowing is CO2 – or there is moisture in our exhale so it’s a lot of water. We then went down to Janelle’s room and got the air pumps she used in 8th grade to blow up the baloons and try again. Claim—Argument--- Further investigation– Evidence– Explanation. Others???

37. Progression of a Practice
Greater sophistication
Grades K-2
Grades 3-5
Middle School
High School
Make a claim and use evidence.
Construct and support scientific arguments drawing on evidence, data, or a model. Consider other ideas.
Construct and present oral and written arguments supported by empirical evidence and reasoning to support or refute an explanation for a phenomenon.
Construct a counter argument that is based in data and evidence that challenges another proposed argument.
By Gr. 12 -Identify possible weaknesses in argument and discuss them using reasoning and evidence.
-Identify flaws in their own arguments and respond to criticism of others.
12th grade --- Students should be able to recognize that the major features of scientific arguments are 1) claims, 2) data, and reasons AND distinguish these elements in examples.
They should also be able to read media reports of science or technology in a critical manner so as to identify their strengths and weaknesses.

38. Appendices – College and Career Ready Appendix C – Summary:
readiness/
Apply Text Rendering Protocol:
1. Everyone read and jot some notes.
Select a Facilitator and Recorder for next Activity:
2. Then go around your group ONLY one person sharing at a time for 3 rounds. 1st round everyone shares a single significant sentence and why they selected it.
2nd round – phrase, 3rd round a word.
3. Post the summary to share in Gallery Walk.
Model Course Mapping: S.P. says there are 3 –courses. S.P. says what he and partners/// hope is this should not be ho-hum to go back to bio, chemistry.
10 guys in 18 hundreds decided to have alphabetic ‘science’ --- they want people to think about What’s combined. THESE are the courses for ALL students NOT necessarily the AP or I>>>
The reason MS was not put more integreated is ONLY because 1/3 of the states are silos 1/3 are integrated and 1/3 lets districts decide. So they couldn’t push one set at this point. BUT they do want to give ideas to go about it. It’s a federal thing.