1. District Training
Newport Independent

2. Rate Your Familiarity with NGSS
Choose one of the following that best describes your familiarity with the NGSS and explain your choice:
I know there are new science standards
Know a little about them/I know they have different colored sections on the paper
Read some of the framework/standards
I have a real deep understanding of standards their meaning and the content taught
I could lead a PD or group planning on the standards.
Read the choices and decide which one best describes your knowledge level. Close your eyes and on the count of three, raise your hand and hold up the number of fingers that best represents your familiarity with the NGSS.
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3. Facts and Myths About the NGSS Scientific and Engineering Practices
Place an X next to the descriptions you think are correct.
Which of your answers are you least sure about? Explain your thinking.
Discuss with a partner.
What other questions do you have?
Remind to keep handy. Participants will be revisiting several times throughout the day.
P-12 MSOU of PIMSER

4. A New Vision of Science Learning that Leads to a New Vision of Teaching
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
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6. What’s Different about the Next Generation Science Standards?

7. Three Dimensions Intertwined
The NGSS are written as Performance Expectations
NGSS will require contextual application of the three dimensions by students.
Focus is on how and why as well as what

8. Instructional Shifts in the NGSS
Performance Expectations
Evidence of learning
Learning Progressions
Science and Engineering
Coherence of Science Instruction
Connections within Science and between Common Core State Standards

9. “…students cannot fully understand scientific and engineering ideas without engaging in the practices of inquiry and the discourses by which such ideas are developed and refined. At the same time, they cannot learn or show competence in practices except in the context of specific content.”
A Framework for K-12 Science Education, pg. 218
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10. Standards: Nexus of 3 Dimensions
Not separate treatment of “content” and “inquiry” (No “Chapter 1”)
Curriculum and instruction needs to do more than present and assess scientific ideas – they need to involve learners in using scientific practices to develop and apply the scientific ideas.
Crosscutting Concepts
Core
Ideas
Practices
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11. Science and Engineering Practices
Guiding Principles
Students in K-12 should engage in all of the eight practices over each grade band.
Practices grow in complexity and sophistication across the grades.
Each practice may reflect science or engineering.
Practices represent what students are expected to do, and are not teaching methods or curriculum.
The eight practices are not separate; they intentionally overlap and interconnect.
Performance expectations focus on some but not all capabilities associated with a practice.
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12. Science and Engineering Practices
1. Asking questions (science) and defining problems (engineering)
2. Developing and using models
Planning and carrying out investigations
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
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13. Crosscutting 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

14. Physical Sciences PS 1: Matter and Its Interactions
PS 2: Motion and Stability
PS 3: Energy
PS 4: Waves and Their Applications
An overarching goal for learning in the physical sciences, therefore, is to help students see that there are mechanisms of cause and effect in all systems and processes that can be understood through a common set of physical and chemical principles.
The first three physical science core ideas answer two fundamental questions—“What is everything made of?” and “Why do things happen?”—that are not unlike questions that students themselves might ask. These core ideas can be applied to explain and predict a wide variety of phenomena that occur in people’s everyday lives, such as the evaporation of a puddle of water, the transmission of sound, the digital storage and transmission of information, the tarnishing of metals, and photosynthesis.
We also introduce a fourth core idea: PS4: Waves and Their Applications in Technologies for Information Transfer—which introduces students
to the ways in which advances in the physical sciences during the 20th century underlie all sophisticated technologies available today.
The committee included this fourth idea to stress the interplay of physical science and technology, as well as to expand student’s understanding of light and sound as mechanisms of both energy transfer (see LS3) and transfer of information between objects that are not in contact.
(Framework, p. 5-1)

15. Life Sciences
LS 1: From Molecules to Organisms: Structures and Processes
LS 2: Ecosystems: Interactions, Energy, and Dynamics
LS 3: Heredity: Inheritance and Variation of Traits
LS 4: Biological Evolution: Unity and Diversity
The life sciences focus on patterns, processes, and relationships of living organisms. Life is self-contained, self-sustaining, self replicating, and evolving, operating according to laws of the physical world, as well as genetic programming. Life scientists use observations, experiments, hypotheses, tests, models, theory and technology to explore how life works. The study of life ranges over scales from single molecules, through organisms and ecosystems, to the entire biosphere, that is all life on Earth. It examines processes that occur on time scales from the blink of an eye, to those that happen over billions of years. Living systems are interconnected and interacting.
A core principle of the life sciences is that all organisms are related by evolution and that evolutionary processes have led to the tremendous diversity of the biosphere. There is diversity within species as well as between species. Yet what is learned about the function of a gene or a cell or process in one organism is relevant to other organisms because of their ecological interactions and evolutionary relatedness. Evolution and its underlying genetic mechanisms of inheritance and variability are key to understanding both the unity and the diversity of life on Earth.
The first core idea, LS1: From Molecules to Organisms: Structures and Processes, addresses how individual organisms are configured and how these structures function to support life, growth, behavior, and reproduction. The first core idea hinges on the unifying principle that cells are the basic unit of life.
(Framework, p. 6-1)
The second core idea, LS2: Ecosystems: Interactions, Energy, and Dynamics, explores organisms’ interactions with each other and their physical environment. This include show organisms obtain resources, how they change their environment, how changing environmental factors affect organisms and ecosystems, how social interactions and group behavior play out within and between species, and how these factors all combine to determine ecosystem functioning.
The third core idea, LS3: Heredity: Inheritance and Variation of Traits across generations, focuses on the flow of genetic information between generations. This idea explains the mechanisms of genetic inheritance and describes the environmental and genetic causes of gene mutation and the alteration of gene expression.
The fourth core idea, LS4: Biological Evolution: Unity and Diversity, explores “changes in the traits of populations of organisms over time” [1] and the factors that account for species’ unity and diversity alike. It examines how variation of genetically-determined traits in a population may give some members a reproductive advantage in a given environment. This natural selection can lead to adaptation, that is, to a distribution of traits in the population that is matched to and can change with environmental conditions. Such adaptations can eventually lead to the development of separate species in separated populations.
(Framework, p. 6-2)

16. Earth and Space Sciences
ESS 1: Earth’s Place in
the Universe
ESS 2: Earth Systems
ESS 3: Earth and
Human Activity
Earth and space sciences (ESS) investigate processes that operate on Earth and also address its place in the solar system and the galaxy. Thus earth and space sciences involve phenomena that range in scale from the unimaginably large to the invisibly small.
Earth consists of a set of systems—atmosphere, hydrosphere, geosphere, and biosphere—that are intricately interconnected. These systems have differing sources of energy, and matter cycles within and among them in multiple ways and on various time scales.
In addition, Earth is part of a broader system—the solar system—which is itself a small part of one of the many galaxies in the universe.
Earth’s Place in the Universe describes the universe as a whole and addresses its grand scale in both space and time. This idea includes the overall structure, composition, and history of the universe, the forces and processes by which the solar system operates, and Earth’s planetary
history.
Earth’s Systems encompasses the processes that drive Earth’s conditions and its continual evolution (i.e., change over time). It addresses the planet’s large-scale structure and composition, describes its individual systems, and explains how they are interrelated. It also focuses on the mechanisms driving Earth’s internal motions and on the vital role that water plays in all of the planet’s systems and surface processes.
(Framework, p. 7-1)
Earth and Human Activity, addresses society’s interactions with the planet. Connecting the earth and space sciences to the intimate scale of human life, this idea explains how Earth’s processes affect people through natural resources and natural hazards, and it describes as well some of the ways in which humanity in turn affects Earth’s processes (Framework, p. 7-1 & 2).

17. Engineering, Technology and Applications of Sciences
ETS 1: Engineering Design
ETS 2: Links Among Engineering, Technology, Science and Society
Engineering Design: Although there is not yet broad agreement on the full set of core ideas in engineering [1], an emerging consensus is that design is a central practice of engineering; indeed, design is the focus of the vast majority of K-12 engineering curricula currently in use.
The components of this core idea include understanding how engineering problems are defined and delimited, how models can be used to develop and refine possible solutions to a design problem, and what methods can be employed to optimize a design.
Links Among Engineering, Technology, Science, and Society (ETS2): The applications of science knowledge and practices to engineering, as well as to such areas as medicine and agriculture, have contributed to the technologies and the systems that support them that serve people today. Insights gained from scientific discovery have altered the ways in which buildings, bridges, and cities are constructed; changed the operations of factories; led to new methods of generating and distributing energy; and created new modes of travel and communication. Scientific insights have informed methods of food production, waste disposal, and the diagnosis and treatment of disease. In other words, science-based, or science-improved, designs of technologies and systems affect the ways in which people interact with each other and with the environment, and thus these designs deeply influence society.
In turn, society influences science and engineering. Societal decisions, which may shaped by a variety of economic, political, and cultural factors, establish goals and priorities for technologies’ improvement or replacement.
(Framework, p. 8-1)

20. Coherent Science Instruction
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 scientific and engineering practices and apply crosscutting concepts to deepen their understanding of the core ideas in these fields.
Framework pg. 8-9
Stress role of practices in deepening understanding. Practices must be taught throughout the year in context of the content.
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21. Instruction Builds Toward PEs
Performance Expectations

22. Implications NGSS Curriculum Instruction Assessment
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23. How do I read this document?

24. Inside the NGSS Box
Title and Code The titles of standard pages are not necessarily unique and may be reused at several different grade levels . The code, however, is a unique identifier for each set based on the grade level, content area, and topic it addresses.
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.
Engineering Connection (*) An asterisk indicates an engineering connection in the practice, core idea or crosscutting concept that supports the performance expectation.
Scientific & Engineering Practices Activities that scientists and engineers engage in to either understand the world or solve a problem
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
Disciplinary Core Ideas Concepts in science and engineering that have broad importance within and across disciplines as well as relevance in people’s lives.
Crosscutting Concepts Ideas, such as Patterns and Cause and Effect, which are not specific to any one discipline but cut across them all.
Connections to Engineering, Technology and Applications of Science These connections are drawn from the disciplinary core ideas for engineering, technology, and applications of science in the Framework.
Connection Box
Other standards in the Next Generation Science Standards or in the Common Core State Standards that are related to this standard
Connections to Nature of Science Connections are listed in either the practices or the crosscutting connections section of the foundation box.
Codes for Performance Expectations Codes designate the relevant performance expectation for an item in the foundation box and connection box. In the connections to common core, italics indicate a potential connection rather than a required prerequisite connection.
Based on the January 2013 Draft of NGSS

25. Exploring a Performance Expectation
Choose a PE for a concept you are least familiar with, but one that connects to a big idea in your current curriculum.
Find the Disciplinary Core Idea (DCI) for that PE, and work your way through the NGSS to find the other connections in the TOP of the chart.
If you finish one PE, try repeating the process for another PE.
This is the AM activity.

26. Putting the PE into the classroom ____________________________
From the PE that you chose continue with the planning of instructional process by thinking of Clear Learning Targets

27. Clear Learning Target If the learning is unclear to you then
You will not be able to make it clear to students.
It will be unclear what to teach and how to assess.
It could be interpreted different ways that could lead to significantly different learning experiences.
Create learning targets that are inherent to the intent of the standard.
Sometimes the benchmark or standard is stated in a manner that is clear and may only need to be categorized to determine which method should be used to assess the intended learning.

28. Cognitive Scaffolding and Targets
Knowledge
Reasoning
Performance Skills
Products

29. Types of Learning Targets
Knowledge
Reasoning
Performance Skills
Product
What knowledge or understanding is required to become competent on this standard?
What reasoning (if any) is required to be competent on this standard?
What performance skills (if any) are required to demonstrate competence on this
standard?
What product competencies (if any) are required by this standard?
Remember, not all standards have all of these as underpinnings and some standards may only need to be ‘classified’ to assist with assessing students’ learning.
Explain, Know, Describe could be Knowledge or Reasoning – need to be crystal clear when using these verbs. “Understand” needs more clarity and should not stand alone.

30. Intent of Performance Expectation
Knowledge
Reasoning
Intent of Performance Expectation
Performance
Skills
Product
Targets that collectively work together to develop the intent of the standard -

31. Initial Thoughts…
Overall Goal:
Knowledge
Reasoning
Performance/Skills
Products
Things I’m not clear on…
Progression, Practices, Core Ideas, and Crosscutting Concepts
CASL Chapter 3, page 64 and content resources
Interdisciplinary Connections and other resources
Performance Expectation:
Final Thoughts…
Knowledge Targets:
Reasoning Targets:
Performance/Skill Targets:
Product Targets:
I am clear about …
References

32. Assessment Formative and Summative
Instruction and assessment should be seamless and flowing.
A teacher should know where the students stand prior to the summative assessment on a specific PE or Unit Topic before they summative is given….how….thru formative assessments.

33. Assessments should include all of the following:
Science and Engineering Practices
Disciplinary Core Ideas
Crosscutting Concepts
“The three dimensions of the Framework, which constitute the major conclusions of this report, are presented in separate chapters. However, in order to facilitate students’ learning, the dimensions must be woven together in standards, curricula, instruction, and assessments.”
NRC Framework Pages
Using this section of the PPT we will introduce the three dimensions.
1- Now think about these dimensions, are they new? Do they look familiar? The science practices are similar but not exactly habits of mind from Science for all Americans and inquiry from NSES. It is import ant to note that is not just skills or not just knowledge but both and taken together. The book Taking Science to School provided a clear picture of Science Practices.
2. The Core Ideas are similar in many regards to the Benchmarks statements that are found in the AAAS documents. They are reduced and clarified, but still support the science concepts that are important. These include life, physical, earth and engineering concepts.
Crosscutting Concepts are not new they come from the NSES, Benchmarks and NAEP framework. The crosscutting concepts have application across all domains of science. As such, they provide one way of linking across the domains in Dimension 3. These crosscutting concepts are not unique to this report. They echo many of the unifying concepts and processes in the National Science Education Standards, the common themes in the Benchmarks for Science Literacy, and the unifying concepts in the Science College Board Standards for College Success. The framework’s structure also reflects discussions related to the NSTA Science Anchors project, which emphasized the need to consider not only disciplinary content but also the ideas and practices that cut across the science disciplines.

34. State Assessment
So how will the state assess the KCAS Next Generation Standards?????? How can I be a part of the creation process????

36. How to create a Learning Experience/Assessment
Reshaping the classroom and learning experience

37. 3-D Model = Science Performance at the Intersection
3D Student Performances
1. Instruction
2. Assessment
3. Instructional Materials
4. Professional Development
Science and Engineering Practices
Crosscutting
Concepts
Disciplinary Core Ideas
Professional development must model the instruction of the classroom. The 3-D expectation holds for the PD as well as classroom instruction.

38. Standards Based Education System
Instruction
Standards
Assessments
Classroom
Assessments
Curriculum Standards
Teacher
Observation of
Students
Assessments
Accompanying
Instructional
Materials
Skills
The relationship of Standards to Assessment.
The “Big Red Arrow” is the instruction that goes on in the classroom. SEC provides insight into this instruction.
Math
Language Arts
Science
State Level NRT and ELD Assessment

39. Gathering Reasoning Communicating (Moulding, 2012)
Professional development must provide teachers with a way to engage student is all aspects of science.
(Moulding, 2012)

40. Where do they go?
Assign the eight Science and Engineering Practices to the appropriate category (categories?) independently.
Discuss your placement decisions with a shoulder partner.
Take note of any AH-HA moments, and questions you may have.

41. Gathering Reasoning Obtain Information Ask Questions/Define Problems
Communicating
Obtain Information
Ask Questions/Define Problems
Plan & Carry Out Investigations
Use Models to Gather Data
Use Mathematics & Computational Thinking
Evaluate Information
Analyze Data
Use Mathematics and Computational Thinking
Construct Explanations/Solve Problems
Developing Arguments from Evidence
Use Models to Predict & Develop Evidence
Professional development must provide teachers with a way to engage student is all aspects of science.
Communicate Information
Using Argue from Evidence (written/oral)
Use Models to Communicate
(Moulding, 2012)

42. Crosscutting Concepts
The Framework has identified seven key Crosscutting Concepts that serve a variety of purposes in science. This is one way to organize them for instruction.
Cause and Effect
Patterns
Systems
Scale
Change and Stability
Structure and Function
Matter and Energy

43. Systems Causality Cause and Effect Patterns
Scale and Proportion Stability and Change Matter and Energy
Causality Cause and Effect
Structure and Function
Patterns

44. Science Performances
Engaging Students in Science and Engineering Practices
Using Core Ideas as evidence in Science Performances
Clearly Defined and Meaningful Use of Crosscutting Concepts

45. Phenomena Defining Systems to Investigate
Finding and Using Patterns as Evidence
Determining Cause and Effect Relationships

46. A 3D instructional experience what does it look like and how do I develop one????

47. Performance Expectation Example
3-PS2-2.
Make observations and/or measurements of an object’s motion to provide evidence that a pattern can be used to predict future motion. [Clarification Statement: Examples of motion with a predictable pattern could include a child swinging in a swing, a ball rolling back and forth in a bowl, and two children on a see-saw.] [Assessment Boundary: Assessment does not include technical terms such as period and frequency.]

48. Deconstruct of Example
Knowledge
Explain that “patterns” describe a repeating characteristic, and give examples of patterns in the manmade or natural world. (Connection to Nature of Science: science findings are based on recognizing patterns.)
Identify an observed and/or measured pattern, and explain the pattern.
Recognize that “observations” and/or “measurements” are data that can support a claim.
Reasoning or Skill
Gather and analyze data to provide evidence for patterns of motion.
Use mathematical reasoning to compare the motion of objects in order to identify a pattern.
Explain how a pattern of motion can be used to predict other motion of an object under similar constraints.

49. What does this look like
Look at the learning experience given..
What do you see that is different than a regular lesson plan?
What perspective is the learning experience written from?
How would learning targets link to the learning experience?
How may PE’s does this cover? – and why?

50. Create your own
Using the PE chosen before, the deconstruction statements you have created earlier…create your own learning experience
Use the protocols to help guide you in evaluating if your learning experience is following the guidelines.

51. Developing your Learning Experience
In grade/subject level groups of 2 or 3
Think of the PE you have chosen.
On a separate sheet of paper note your favorite experience you would use to teach it.
In your group come to an agreement on the topic you would all like to work on
Use your deconstruction and PE to create a learning experience based on your favorite experience

52. Developing your Learning Experience
Work in your groups and using the idea template (Gathering, Reasoning Communicating), create an experience for your students.
All groups will share out to the other groups for feedback.
There will be time for all to revise based on the group discussion.

53. Learning Experience Expectation
Ideally…..Teachers/Instructional Leads will implement lesson idea before next meeting and bring back reflections.

54. Next Steps
What is the next steps for the District and how will you “implement” a learning experience????