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NGSS 101 Introducing the Next Generation Science Standards for

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Presentation on theme: "NGSS 101 Introducing the Next Generation Science Standards for"— Presentation transcript:

1 NGSS 101 Introducing the Next Generation Science Standards for
K-12 Alliance NGSS 101 Introducing the Next Generation Science Standards for 21st Century Teaching and Learning

2 Goals of This Session Recognize the connection between the NRC Framework for K-12 Science Education and the development of the Next Generation Science Standards Review key instructional shifts of NGSS Examine the “architecture” of the NGSS Recognize the connections between NGSS and CCSS

3 Before We Begin…Quickwrite
List 1 thing you know for sure about the NGSS List 1 question you have about the NGSS Share with table group

4 A Natural Progression Framework for K-12 Science Education
Science for All Americans NSES and Benchmarks Research (e.g., Taking Science to School and Ready, Set, Science!) Framework for K-12 Science Education Next Generation Science Standards A Natural Progression 1990’s – and beyond

5 Science for ALL Students 3 Dimensional Coherent Learning across Grades
A Framework for K-12 Science Education Practices, Crosscutting Concepts, and Core Ideas A New Vision for Teaching and Learning Science for ALL Students 3 Dimensional Coherent Learning across Grades

6 Conceptual Shifts in NGSS
K-12 science education should reflect the interconnected nature of science as it is practiced and experienced in the real world. The NGSS are student performance expectations – NOT curriculum. The science concepts build coherently from K-12. The NGSS focus on deeper understanding of content as well as application of content. Science and engineering are Integrated in the NGSS from K–12. The NGSS are designed to prepare students for college, career, and citizenship. The NGSS and Common Core State Standards (Mathematics and English Language Arts) are aligned.

7 What’s in a Logo? Core ideas in the discipline Science and Engineering
Concepts across disciplines

8 Shift #1: K-12 Science Education Should Reflect the Interconnected Nature of Science as it is Practiced and Experienced in the Real World. Past 7th Grade Life Science CA Standard Students know plants and animals have levels of organization for structure and function, including cells, tissues, organs, organ systems and whole organism. Current Middle Grades CA NGSS Adopted Standard Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

9 Dimension 1 Scientific and Engineering Practices
Dimension 1 Science and Engineering Practices Asking questions (science) and defining problems (engineering) Developing and using models Planning and carrying out investigations Analyzing and interpreting data Using mathematics and computational thinking Constructing explanations (science) and designing solutions (engineering) Engaging in argument from evidence Obtaining, evaluating, and communicating information

10 Dimension 2 Crosscutting Concepts
Patterns Cause and effect Scale, proportion, and quantity Systems and system models Energy and matter Structure and function Stability and change

11 Making Sense of Cross Cutting Concepts
With a partner select a concept to discuss What is the concept? How might you use it in instruction? How are cross cutting concepts different from what we had before?

12 Dimension 3- Disciplinary Core Ideas
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

13 Physical Sciences - PS PS1 - Matter and Its Interactions
PS2 - Motion and Stability PS3 - Energy PS4 - Waves and Their Applications

14 DCIs: Physical Sciences
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 & their applications in technologies for information transfer PS4.A: Wave Properties PS4.B: Electromagnetic Radiation PS4.C: Information Technologies and Instrumentation Helen 14

15 Life Sciences - LS 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

16 DCIs: Life Sciences 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 16

17 Earth and Space Sciences - ESS
ESS1 - Earth’s Place in the Universe ESS2 - Earth Systems ESS3 - Earth and Human Activity

18 DCIs: Earth and Space Sciences
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 Helen 18

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

20 DCIs: Engineering 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 20

21 Three Dimensions Intertwined
The NGSS are written as Performance Expectations NGSS requires contextual application of the three dimensions by students. Focus is on “how” and “why” as well as “what”

22 Performance Expectations
Dashes--- HS-PS1-1; HS-PS1-5

23 PE Example MS-PS4-2 Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials. [Clarification Statement: Emphasis is on both light and mechanical waves. Examples of models could include drawings, simulations, and written descriptions.] [Assessment Boundary: Assessment is limited to qualitative applications pertaining to light and mechanical waves.]

24 Foundation Boxes SEP, DCI, CCC
Parentheses at the end of each DCI, SEP, CCC indicate the related PE.

25 Connections within NGSS
and to CCSS ELA and Math

26 3 Dimensional Learning Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem

27 3 Dimensional Learning Dissected
Analyze and interpret data to provide evidence resource availability on organisms and populations of organisms in an ecosystem the effects of resource availability on organisms and populations of organisms in an ecosystem

28 Building Performance Expectations
In groups of 3-4 people, take ONE card from EACH of the 3 envelopes You should have 1 Blue card: Science and Engineering Practice 1 Orange Card: Disciplinary Core Idea 1 Green Card: Cross Cutting Concept Place your cards in the order below and create a statement that blends the 3 dimensions. SEP DCI CCC

29 Performance Expectation Tasks
Think about a task(s) that students may need to accomplish in order to demonstrate all 3 dimensions of your new PE. Pull another blue card (SEP) and use it to create a new PE with the same DCI and CCC. Consider how the new SEP affects the type of task(s) a student may need to accomplish. Try it 1-2 times more SEP DCI CCC

30 3 Dimensional Learning Builds Scientific Disposition
Learning progressions (K-12) for the DCI, SEP, CCC across time support students to think like scientists Develops Habits of Mind: Knowing when and how to seek knowledge (what do I need to know?) Knowing when and how to build knowledge (what am I learning? What do I understand?) Knowing when and how to critique developing knowledge (e.g., what is evidence?, is it appropriate?, is it sufficient? and build knowledge

31 New Opportunities for All Learners
Common Core Standards (ELA and Mathematics) Next Generation Science Standards 21st Century Skills

32 Connections with The Common Core
Quickly read the list of practices/portraits. Code each practice/portrait with an: “S” for science & engineering “M” for mathematics “E” for English-Language Arts Discuss your coding with a partner. What did you notice?


34 Supporting Materials Appendix A Conceptual Shifts
Appendix B Responses to 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 in the NGSS Appendix J Science, Technology, Society, and the Environment Appendix K Model Course Mapping in Middle and High School Appendix L Connections to Common Core State Standards in Mathematics Appendix M Connections to Common Core State Standards in ELA

35 Stay Informed For questions and comments on Ca NGSS, email:
For background information on CA NGSS and resources visit: For background information on NGSS on the national level, visit:

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