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: