2. The Basics About NGSS

3. A Framework for K-12 Science Education
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4. Scientific and Engineering Practices
These statements define what students are expected to do
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

5. Crosscutting Concepts
These statements transcend all science content and grade levels. They are tools that enable students to make sense of content
Patterns
Cause and effect: Mechanism and explanation
Scale, proportion, and quantity
Systems and system models
Energy and matter: Flows, cycles, and conservation
Structure and function
Stability and change

6. Disciplinary Core Ideas
Life Science
Earth and Space Science
Physical Science
Engineering, Technology, and the Application of Science

7. 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

8. 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

9. 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
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.

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. Keep in Mind Depth of review is more important than
“covering” many or all of the standards!!
As teachers, our job is not to “cover” standards.
Our job is to “uncover” (or reveal) those standards!

12. Taking a close look at one set of performance expectations
A. Clarity and specificity B. Integration of the three dimensions in the performance expectations C. Coherence of performance expectations D. Achievability and preparedness E. Instructional implications of the performance expectations