1. NGSS and Harding Township School Presented to the BOE on February 8, 2016 Dr. Michael Gervis Middle School Science Supervisor

2. Origin of the Next Generation Science Standards A group of 26 lead states participated in the development Participants included representatives from colleges, elementary and secondary education. Based on the National Research Council’s A Framework for K-12 Science Education Partners include National Research Council, National Science Teachers Association, American Association for the Advancement of Science, Achieve Sponsors include The Cisco Foundation, GE Foundation, Carnegie Foundation of New York, DuPont

3. NGSS Trivia Was NGSS a Federal initiative? The federal government was not involved in this effort and did not fund it. Who funded NGSS? The work undertaken by the NRC and Achieve was being supported by the Carnegie Corporation of New York. Who Developed NGSS? It was state-led, and states will decide whether or not to adopt the standards. Achieve oversaw the process. Professional organizations (like ASSS, NSTA), teachers, scientists, engineers, etc. were heavily involved in development. Was the public (teachers or stake holders) involved in the process of creating NGSS? The first two drafts were released to the public. The final draft responded to public feedback. Lead States provided invaluable feedback throughout the process.

4. Principles in the Framework Children are born investigators Understanding builds over time Science and engineering require both knowledge and practice Connecting to students’ interest and experiences is essential Focusing on core ideas and practices Promoting equity

5. Structure of the Framework The Three Dimensions: Practices Core Ideas (Content) Crosscutting Concepts

6. Content and Practice Work together to Build Understanding Scientific ideas are best learned when students engage in practices To form useable understanding, knowing and doing cannot be separated, but rather must be learned together Allows for problem-solving, decisions making, explaining real- world phenomena, and integrating new ideas Core Ideas Practices Crosscutting Concepts

7. Scientific & Engineering Practices: 1.Asking questions (science) and defining problems (engineering) 2.Developing and using models 3.Planning and carrying out investigations 4.Analyzing and interpreting data 5.Using mathematical and computational thinking 6.Developing explanations (science) and designing solutions (engineering) 7.Engaging in argument from evidence 8.Obtaining, evaluating and communicating information

8. Crosscutting Concepts 1.Patterns 2.Cause and effect 3.Scale, proportion and quantity 4.Systems and system models 5.Energy and matter 6.Structure and function 7.Stability and change

9. Disciplinary Core Ideas Life SciencePhysical 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 ScienceEngineering & 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

10. Based on work by Tina Chuek ell.stanford.edu Math Science ELA M1: Make sense of problems and persevere in solving them M2: Reason abstractly & quantitatively M6: Attend to precision M7: Look for & make use of structure M8: Look for & make use of regularity in repeated reasoning S1: Ask questions and define problems S3: Plan & carry out investigations S4: Analyze & interpret data S6: Construct explanations & design solutions M4. Models with mathematics S2: Develop & use models S5: Use mathematics & computational thinking E1: Demonstrate independence in reading complex texts, and writing and speaking about them E7: Come to understand other perspectives and cultures through reading, listening, and collaborations E6: Use technology & digital media strategically & capably M5: Use appropriate tools strategically E2: Build a strong base of knowledge through content rich texts E5: Read, write, and speak grounded in evidence M3 & E4: Construct viable arguments and critique reasoning of others S7: Engage in argument from evidence S8: Obtain, evaluate, & communicate information E3: Obtain, synthesize, and report findings clearly and effectively in response to task and purpose Commonalities Among the Practices in Science, Mathematics and English Language Arts

11. Connections to Common Core NGSS align grade by grade with CCSS Connections to specific CCSS are listed for each NGSS expectation giving teachers a blueprint for building comprehensive cross-disciplinary lessons Intersections teach students to: – analyze data – model concepts – strategically use tools to productive talk and shared activity

12. Putting It All Together: What Does It Look Like?

13. An Example Middle School: Chemical Reactions

14. How is NGSS different from previous standards? ■Students know all matter is made of atoms, which may combine to form molecules. 5 th grade state standard ■Develop a model to describe that matter is made of particles too small to be seen. 5 th grade NGSS performance expectation 5-PS1-1 Current state standard NGSS Performance expectation What does it mean to learn that “matter is made of molecules”?

15. Middle School Comparison Current State Middle School Science Standard Distinguish between atoms & molecules Describe the difference between pure substances and mixtures Describe the movement of particles in solids, liquids, gases and plasma states Distinguish between the physical and chemical properties of matter Distinguish between changes in matter as physical or chemical Recognize that there are more than 100 elements and some have similar properties NGSS Middle School Sample 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 Plan investigations to generate evidence supporting the claim that one pure substance can be distinguished from another based on characteristic properties Use a simulation or mechanical model to determine the effect of temperature and motion of atoms Construct an argument that explains the effect of adding/removing a substance in different phases & during a phase change in terms of atomic and molecular motion

16. The Old and The New

17. Instructional Shifts in NGSS K – 12 science education should reflect the real world interconnections in science NGSS focuses on deeper understanding and application of content Standards are expressed as performance expectations – students must demonstrate knowledge in-use Standards articulate a clear vision of the learning goals for students

18. Inquiry vs. Practices Inquiry Science classrooms are environments where students learn about science ideas Practice Science classrooms are environments where students explore, examine and use science to explain how and why phenomena occur

19. Lots of work completed, underway, and left to do Instruction Curricula Assessments Teacher development Completed Completed! Looking Ahead

20. NGSS & HTS Implementation Achieved To Date: Coordination with Madison Supervisor of Science and Technology Monthly meetings with High School and Middle School Science Teachers Sessions at Madison Teaching Academy NJ DOE Conference In-House Science Committee meetings Coordination with Madison Elementary Science Committee Next Steps: Coordinate with Madison to research and purchase appropriate resources Coordinate with Madison to develop curriculum Middle School implementation: September 2016 Elementary School Implementation: September 2017 Teacher training