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 AllianceNGSS 101IntroducingtheNext Generation Science Standardsfor21st Century Teaching and Learning
2 Goals of This SessionRecognize the connection between the NRC Framework for K-12 Science Education and the development of the Next Generation Science StandardsReview key instructional shifts of NGSSExamine the “architecture” of the NGSSRecognize the connections between NGSS and CCSS
3 Before We Begin…Quickwrite List 1 thing you know for sure about the NGSSList 1 question you have about the NGSSShare with table group
4 A Natural Progression Framework for K-12 Science Education Science for All AmericansNSES andBenchmarksResearch (e.g., Taking Science to School and Ready, Set, Science!)Framework for K-12 Science EducationNext Generation Science StandardsA Natural Progression1990’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 IdeasA New Vision forTeaching and LearningScience for ALL Students3 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 StandardStudents 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 StandardUse 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 PracticesAsking questions (science) and defining problems (engineering)Developing and using modelsPlanning and carrying out investigationsAnalyzing and interpreting dataUsing mathematics and computational thinkingConstructing explanations (science) and designing solutions (engineering)Engaging in argument from evidenceObtaining, evaluating, and communicating information
10 Dimension 2 Crosscutting Concepts PatternsCause and effectScale, proportion, and quantitySystems and system modelsEnergy and matterStructure and functionStability and change
11 Making Sense of Cross Cutting Concepts With a partner select a concept to discussWhat 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 SignificanceHas broad importance across multiple science or engineering disciplines, a key organizing concept of a single disciplineExplanatory PowerCan be used to explain a host of phenomenaGenerativeProvides a key tool for understanding or investigating more complex ideas and solving problemsRelevant to Peoples’ LivesRelates to the interests and life experiences of students, connected to societal or personal concernsUsable from K to 12Is 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 StabilityPS3 - EnergyPS4 - Waves and Their Applications
14 DCIs: Physical Sciences PS1 Matter and its interactionsPS1.A: Structure and Properties of MatterPS1.B: Chemical ReactionsPS1.C: Nuclear ProcessesPS2 Motion and stability: Forces and interactionsPS2.A: Forces and MotionPS2.B: Types of InteractionsPS2.C: Stability and Instability in Physical SystemsPS3 EnergyPS3.A: Definitions of EnergyPS3.B: Conservation of Energy and Energy TransferPS3.C: Relationship Between Energy and ForcesPS3.D: Energy in Chemical Processes and Everyday LifePS4 Waves & their applications in technologies for information transferPS4.A: Wave PropertiesPS4.B: Electromagnetic RadiationPS4.C: Information Technologies and InstrumentationHelen14
15 Life Sciences - LSLS1 - From Molecules to Organisms: Structures and ProcessesLS2 - Ecosystems: Interactions, Energy, and DynamicsLS3 - Heredity: Inheritance and Variation of TraitsLS4 - Biological Evolution: Unity and Diversity
16 DCIs: Life SciencesLS1 From molecules to organisms: Structures and processesLS1.A: Structure and FunctionLS1.B: Growth and Development of OrganismsLS1.C: Organization for Matter and Energy Flow in OrganismsLS1.D: Information ProcessingLS2 Ecosystems: Interactions, energy, and dynamicsLS2.A: Interdependent Relationships in EcosystemsLS2.B: Cycles of Matter and Energy Transfer in EcosystemsLS2.C: Ecosystem Dynamics, Functioning, and ResilienceLS2.D: Social Interactions and Group BehaviorLS3 Heredity: Inheritance and variation of traitsLS3.A: Inheritance of TraitsLS3.B: Variation of TraitsLS4 Biological evolution: Unity and diversityLS4.A: Evidence of Common Ancestry and DiversityLS4.B: Natural SelectionLS4.C: AdaptationLS4.D: Biodiversity and Humans16
17 Earth and Space Sciences - ESS ESS1 - Earth’s Place in the UniverseESS2 - Earth SystemsESS3 - Earth and Human Activity
18 DCIs: Earth and Space Sciences ESS1 Earth’s place in the universeESS1.A: The Universe and Its StarsESS1.B: Earth and the Solar SystemESS1.C: The History of Planet EarthESS2 Earth’s systemsESS2.A: Earth Materials and SystemsESS2.B: Plate Tectonics and Large-Scale System InteractionsESS2.C: The Roles of Water in Earth’s Surface ProcessesESS2.D: Weather and ClimateESS2.E: BiogeologyESS3 Earth and human activityESS3.A: Natural ResourcesESS3.B: Natural HazardsESS3.C: Human Impacts on Earth SystemsESS3.D: Global Climate ChangeHelen18
19 Engineering, Technology and Applications of Sciences Engineering DesignLinks Among Engineering, Technology, Science and Society
20 DCIs: Engineering ETS1 Engineering design ETS1.A: Defining and Delimiting an Engineering ProblemETS1.B: Developing Possible SolutionsETS1.C: Optimizing the Design SolutionETS2 Links among engineering, technology, science and societyETS2.A: Interdependence of Science, Engineering, and TechnologyETS2.B: Influence of Engineering, Technology, and Science on Society and the Natural World20
21 Three Dimensions Intertwined The NGSS are written as Performance ExpectationsNGSS requires contextual application of the three dimensions by students.Focus is on “how” and “why” as well as “what”
23 PE ExampleMS-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 LearningAnalyze 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 evidenceresource availability on organisms and populations of organisms in an ecosystemthe 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 envelopesYou should have1 Blue card: Science and Engineering Practice1 Orange Card: Disciplinary Core Idea1 Green Card: Cross Cutting ConceptPlace your cards in the order below and create a statement that blends the 3 dimensions.SEPDCICCC
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 moreSEPDCICCC
30 3 Dimensional Learning Builds Scientific Disposition Learning progressions (K-12) for the DCI, SEP, CCC across time support students to think like scientistsDevelops 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 Standards21st 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 ArtsDiscuss your coding with a partner.What did you notice?
34 Supporting Materials Appendix A Conceptual Shifts Appendix B Responses to Public FeedbackAppendix C College and Career ReadinessAppendix D All Standards, All StudentsAppendix E Disciplinary Core Idea Progressions in the NGSSAppendix F Science and Engineering Practices in the NGSSAppendix G Crosscutting Concepts in the NGSSAppendix H Nature of ScienceAppendix I Engineering Design in the NGSSAppendix J Science, Technology, Society, and the EnvironmentAppendix K Model Course Mapping in Middle and High SchoolAppendix L Connections to Common Core State Standards in MathematicsAppendix 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: