1. Institute for Collaborative Research in Education, Assessment, and Teaching Environments for STEM Workshop 5: How to Read the Standards

2. Institute for Collaborative Research in Education, Assessment, and Teaching Environments for STEM Learning Goals At the end of this session, participants will be able to: Explain how NGSS integrate all three dimensions as performance expectations (PEs) Read standards expressed as PEs Explain the value of writing the standards as PEs

3. Institute for Collaborative Research in Education, Assessment, and Teaching Environments for STEM Rotating Chair Discussion “How would you teach the three dimensions (disciplinary core ideas, science and engineering practices, and crosscutting concepts) in your classroom?“ 1.Form groups of five and make sure that all members in a group can hear others clearly. 2.One member, the “chair”, shares his/her ideas, others listen carefully. Participants who are willing to talk should raise their hands. The first speaker picks who will share next. 3.The second participant summarizes what the first participant said, states if s/he agrees with the comments and why, and then adds his/her own ideas. 4.A third participant summarizes what the first and second participants said, states if s/he agrees with the comments and why, and then adds his/her ideas. 5.The process continues in the same manner for the fourth and fifth participants. 6.One member summarizes the ideas of the entire group.

4. Institute for Collaborative Research in Education, Assessment, and Teaching Environments for STEM All Three Dimensions Work Together to Build Understanding Understanding content is inextricably linked to engaging in practices; Learning practices is inextricably linked to content; Content and practices develop and work together! Core Ideas Practices Crosscutting Concepts

5. Institute for Collaborative Research in Education, Assessment, and Teaching Environments for STEM Structure of the NGSS Referred to as performance expectations (PEs)  Integrate all three dimensions articulated in the Framework;  Require that students demonstrate knowledge-in- use;  State what students should be able to do at the end of instruction for grades K – 5 and for grade bands 6 – 8 and 9 – 12.

6. Institute for Collaborative Research in Education, Assessment, and Teaching Environments for STEM Performance Expectation from Core Ideas + Practices + Crosscutting Concepts Core Idea PS1.B: Substances react chemically in characteristic ways. In a chemical process, the atoms that make up the original substances are regrouped into different molecules, and these new substances have different properties from those of the reactants. The total number of each type of atom is conserved, and thus the mass does not change. Practice: Develop a model to describe unobservable mechanisms. Performance expectation: Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved. (MS-PS1-5) Crosscutting Concept: Energy and Matter Matter is conserved because atoms are conserved in physical and chemical processes Code

7. Institute for Collaborative Research in Education, Assessment, and Teaching Environments for STEM Reading NGSS Codes Grade Level Discipline & DCI The order that statements appeared 1ESS11HSPS12

8. Institute for Collaborative Research in Education, Assessment, and Teaching Environments for STEM Activity 1: Reading NGSS Codes 1.Select one PE from Grade 3: Interdependent Relationships in Ecosystems – Environmental Impacts on Organisms. 2.Individually, read the code and identify what each segment of the code stands for. 3.Pair with someone sitting next to you and ask your partner “What does the code stand for?” Discuss.

9. Institute for Collaborative Research in Education, Assessment, and Teaching Environments for STEM System Architecture 3. Interdependent Relationships in Ecosystems: Environmental Impact on Organisms Performance Expectations Science and Engineering Practices Disciplinary Core IdeasCrosscutting Concepts Connections to Other science disciplines at this grade level Other DCIs for older and younger students Common Core State Standards in Mathematics and ELA/Literacy Three Dimensions

10. Institute for Collaborative Research in Education, Assessment, and Teaching Environments for STEM Topic Title PE Connection Box Other DCI in Grade Brand Across Grade Brand Common Core State Standard (ELA and MATH) Clarification Statement & Assessment Boundary Statement

11. Institute for Collaborative Research in Education, Assessment, and Teaching Environments for STEM Activity 2: Understanding PEs Working in pairs, pick one PE that you are interested in, then individually read the PE carefully to find and understand all the foundations and connections listed for the PE. Turn and talk: Explain your ideas to your partner and listen carefully to your partner’s idea. Finalize your thoughts. Talk Out: Share out thoughts and ideas with the entire group.

12. Institute for Collaborative Research in Education, Assessment, and Teaching Environments for STEM NGSS Resources The NGSS performance expectations are available at http://www.nextgenscience.org/next- generation-science-standards http://www.nextgenscience.org/next- generation-science-standards

13. Institute for Collaborative Research in Education, Assessment, and Teaching Environments for STEM NGSS Website

14. Institute for Collaborative Research in Education, Assessment, and Teaching Environments for STEM View Standards Arranged by Topics

15. Institute for Collaborative Research in Education, Assessment, and Teaching Environments for STEM Topical Arrangement of Standards

16. Institute for Collaborative Research in Education, Assessment, and Teaching Environments for STEM Performance Expectations by Topics

17. Institute for Collaborative Research in Education, Assessment, and Teaching Environments for STEM Performance Expectations for Topic 5. Earth’s Systems

18. Institute for Collaborative Research in Education, Assessment, and Teaching Environments for STEM View Standards Arranged by DCI

19. Institute for Collaborative Research in Education, Assessment, and Teaching Environments for STEM Search Standards by Grade and DCI

20. Institute for Collaborative Research in Education, Assessment, and Teaching Environments for STEM Performance Expectations by DCI

21. Institute for Collaborative Research in Education, Assessment, and Teaching Environments for STEM PEs Associated with DCI 4-ESS2

22. Institute for Collaborative Research in Education, Assessment, and Teaching Environments for STEM View Individual Performance Expectations

23. Institute for Collaborative Research in Education, Assessment, and Teaching Environments for STEM Search Performance Expectations

24. Institute for Collaborative Research in Education, Assessment, and Teaching Environments for STEM Summary and Synthesizing Discussion Create a “Mind Map” to describe the components of PEs and the value of the PEs in instruction, curriculum, and assessment: – Start in the center with an image of the topic. – Use images, symbols, and codes. – Select key words. – The lines should be connected, starting from the central image. – You can use multiple colors throughout the mind map, for visual stimulation and also for encoding or grouping. – Use emphasis and show associations in your mind map.

25. Institute for Collaborative Research in Education, Assessment, and Teaching Environments for STEM Reflection on Practice Pick one PE from one “Topic” that you will teach in your class. Share your ideas, “What concepts, practices, and crosscutting concepts should be taught in that PE?” Note: Use the dimension and connection information contained on the topic page as evidence to support your answer.