Next Generation Science Standards - an Overview

Guiding Assumption of Framework & Standards: Meld Content Knowledge and Scientific Practices “Science is not just a body of knowledge that reflects current understanding of the world; it is also a set of practices used to establish, extend and refine that knowledge. Both elements– knowledge and practice--- are essential.” a set of practices Science Both elements– knowledge and practice--- are essential.”

Two-Step Process OR / 3

The Guiding Principles of the Framework and NGSS are Research- Based and Include... 4

NGSS Lead States California actively participated in NGSS development. 5

Step 1: Vision for Science Step 2: Develop NGSS Begin CA Science Framework State Adoption of NGSS Middle School Sequence Finalized Middle School Sequence Finalized Design Phase Awareness Phase What’s Next? CDE presents Bay Area Tool Kit More Resources: Evidence Statements Accelerated Pathways Instructional Materials Rubric

NGSS Timeline: From Awareness to Implementation Beginning awareness around NGSS Understanding the nature of the NGSS Thinking about moving from standards to instruction Beginning to plan for implementation Awareness 2014 TransitionImplementation NSTA Readers Guide to the Next Generation Science Standards, 2013, page xi

Three Dimensions Intertwined NGSS will require contextual application of the three dimensions by students Focus is on how and why as well as what

 Disciplinary Core Ideas  Crosscutting Concepts  Science and Engineering Practices Dimension 2 Crosscutting Concepts

Dimension 1 Scientific and 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 mathematics and computational thinking 6.Constructing explanations (science) and designing solutions (engineering) 7.Engaging in argument from evidence 8.Obtaining, evaluating, and communicating information For each, the Framework includes a description of the practice, the culminating 12 th grade learning goals, and what we know about progression over time. Dimension 1 Scientific and Engineering Practices 15 Inquiry = Practices

Bruce Kawanami 12 SCIENCE & ENGINEERING Scientific Process Why? Knowledge

Bruce Kawanami 13 SCIENCE & ENGINEERING Scientific Process Why? Knowledge Engineering Design Process Prototype Need Specification Science/Technology

Dimension 1 Scientific and 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 mathematics and computational thinking 6.Constructing explanations (science) and designing solutions (engineering) 7.Engaging in argument from evidence 8.Obtaining, evaluating, and communicating information For each, the Framework includes a description of the practice, the culminating 12 th grade learning goals, and what we know about progression over time. Dimension 1 Scientific and Engineering Practices 15 Practices = Inquiry

Dimension 1 Scientific and 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 mathematics and computational thinking 6.Constructing explanations (science) and designing solutions (engineering) 7.Engaging in argument from evidence 8.Obtaining, evaluating, and communicating information Dimension 1 Scientific and Engineering Practices 15 Practices = Inquiry

NGSS Moving from the Scientific Method to the New K-12 Science Framework’s 3 Areas of Science and Engineering Activities

3 Areas of Activity for Science & Engineering Investigating Evaluating (Argumentation) Developing Explanations & Solutions

Scientific Method Engineering Method Developed by Sandra Yellenberg

Scientific Method Ask a question Engineering Method Define problem Ask questions-Define Problems Developed by Sandra Yellenberg

Scientific Method Ask a question Do research Engineering Method Define problem Do research Ask questions-Define Problems Research existing theories & models Developed by Sandra Yellenberg

Scientific Method Ask a question Do research Construct hypothesis Engineering Method Define problem Do research Specify requirements Ask questions-Define Problems Research existing theories & models Construct hypothesis-Specify requirements Developed by Sandra Yellenberg

Scientific Method Ask a question Do research Construct hypothesis Design experiment Engineering Method Define problem Do research Specify requirements Brainstorm, evaluate, chose a solution Ask questions-Define Problems Brainstorm, evaluate Design experiment-Choose solution Construct hypothesis-Specify requirements Research existing theories & models Developed by Sandra Yellenberg

Scientific Method Ask a question Do research Construct hypothesis Design experiment Conduct experiment Engineering Method Define problem Do research Specify requirements Brainstorm, evaluate, chose a solution Develop prototype Ask questions-Define Problems Brainstorm, evaluate Design experiment-Choose solution Construct hypothesis-Specify requirements Research existing theories & models Conduct experiment -Develop prototype Developed by Sandra Yellenberg

Scientific Method Ask a question Do research Construct hypothesis Design experiment Conduct experiment Analyze data & draw conclusions Engineering Method Define problem Do research Specify requirements Brainstorm, evaluate, chose a solution Develop prototype Test solution Ask questions-Define Problems Brainstorm, evaluate Construct hypothesis-Specify requirements Research existing theories & models Conduct experiment -Develop prototype Conduct experiment Test solution Developed by Sandra Yellenberg Design experiment-Choose solution

Scientific Method Ask a question Do research Construct hypothesis Design experiment Conduct experiment Analyze data & draw conclusions Communicate results Engineering Method Define problem Do research Specify requirements Brainstorm, evaluate, chose a solution Develop prototype Test solution Communicate results Ask questions-Define Problems Brainstorm, evaluate Design experiment-Choose solution Construct hypothesis-Specify requirements Research existing theories & models Conduct experiment -Develop prototype Conduct experiment Test solution Developed by Sandra Yellenberg

Scientific Method Ask a question Do research Construct hypothesis Design experiment Conduct experiment Analyze data & draw conclusions Communicate results Engineering Method Define problem Do research Specify requirements Brainstorm, evaluate, chose a solution Develop prototype Test solution Communicate results Ask questions-Define Problems Brainstorm, evaluate Design experiment-Choose solution Construct hypothesis-Specify requirements Research existing theories & models Conduct experiment -Develop prototype Conduct experiment Test solution Developed by Sandra Yellenberg The Practices of Science and Engineering

A Deeper Looking into the Practices is in NGSS Appendix F

 Disciplinary Core Ideas  Crosscutting Concepts  Science and Engineering Practices Dimension 2 Crosscutting Concepts

 Disciplinary Core Ideas  Crosscutting Concepts  Science and Engineering Practices Dimension 2 Crosscutting Concepts

Dimension 2 Crosscutting Concepts 30

Dimension 2 Crosscutting Concepts 1. Patterns 2. Cause and effect 3. Scale, proportion, and quantity 4. Systems and system models 5. Energy and matter in systems 6. Structure and function 7. Stability and change of systems 31 Crosscutting Concepts = Disciplinary Connective Tissue

Let’s try an experiment 1.Each person take 1 cow magnet, one disc magnet, and 3 paper clips. 2.Find a partner, and take turns demonstrating the following : Magnets exert a force at a distance Magnets attract and/or repel each other Magnets can make another object magnetic 3. Justify why your demonstration is valid. Be CreativeBe Creative Science is Fun!

Dimension 1 Scientific and 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 mathematics and computational thinking 6.Constructing explanations (science) and designing solutions (engineering) 7.Engaging in argument from evidence 8.Obtaining, evaluating, and communicating information For each, the Framework includes a description of the practice, the culminating 12 th grade learning goals, and what we know about progression over time. Dimension 1 Scientific and Engineering Practices 15 Identify the Practices that you just used during this activity.

Identify the Crosscutting Concepts that were addressed by the activity you just did. Dimension 2 Crosscutting Concepts 1. Patterns 2. Cause and effect 3. Scale, proportion, and quantity 4. Systems and system models 5. Energy and matter in systems 6. Structure and function 7. Stability and change of systems

35 Appendix G- Crosscutting Concepts Performance Expectations for Cause & Effect

 Disciplinary Core Ideas  Crosscutting Concepts  Science and Engineering Practices Dimension 3 Disciplinary Core Ideas

Main Topic Areas: Physical Science – 4 Core Ideas 13 sub-topics Earth and Space Science –3 sub topics 12 sub-topics Dimension 3 Disciplinary Core Ideas Life Science –4 Core Ideas 14 sub topics Engineering, Technology and Application of Science –1 Core Topic 3 sub-topics

This Document Defines the Product Not the Process The standards are expressed as grade level Performance Expectations. Performance expectations represent “the product” which defines what each student should know and be able to do. It does NOT define “the process” Curriculum/instructional strategies that the teacher utilizes to achieve the outcome.

Science is built of facts as a house is of stone But a collection of facts is no more science than a pile of stones a home

The Next Generation Science Standards are written as performance expectations  Disciplinary Core Ideas (content)  Science and Engineering Practice  Crosscutting Concepts of the that identify a and identifies a related

Sample of an NGSS Performance Expectation 7 th Grade – MS-LS1-3 Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

Sample of an NGSS Performance Expectation 7 th Grade – MS-LS1-3 Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Practice: Engaging in Argument from Evidence

Sample of an NGSS Performance Expectation 7 th Grade – MS-LS1-3 Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Practice: Engaging in Argument from Evidence Crosscutting Concept: Systems and System Models

Sample of an NGSS Performance Expectation 7 th Grade – MS-LS1-3 Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Practice: Engaging in Argument from Evidence Crosscutting Concept: Systems and System Models Core Idea: LS1-A Structure & Function

What Information is Included on Each Page of the NGSS Standards? 45

Standard Performance Expectations Foundation Boxes Common Core Connections

English, Math, & Science Practices 47

Appendices have been added to support the NGSS and in response to feedback – 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– Includes California Integrated Model for Grades 6-8 – Appendix L – Connections to Common Core State Standards in Mathematics – Appendix M – Connections to Common Core State Standards in ELA NGSS Supporting Materials

Next Generation Science Standards… Are:Are NOT : Performance Expectations focused on the nexus of the three dimensions of science learning Separate sets of isolated inquiry and content standards Performance Expectations that require students demonstrate proficiency Curriculum or instructional tasks, courses, experiences or materials Designed to lead to a coherent understanding of the Practices, Cross Cutting Concepts, and Disciplinary Core ideas Meant to limit the use of Practices or Crosscutting Concepts in instruction 49

Performance Expectations are what students can demonstrate at the end of a unit

Performance Expectations are NOT what teachers need to present to get students there. Performance Expectation 1 Content Knowledge

Performance Expectations are NOT what teachers need to present to get students there Performance Expectation 1 Content Knowledge Performance Expectation 1 Content Knowledge

Teachers need TIME and Content Knowledge to develop these pathways Performance Expectation 1 Content Knowledge Performance Expectation 1 Content Knowledge Teachers need TIME and Content Knowledge to Develop these pathways

What Content information Should be Taught in Grades 6-8?

TOM TORLAKSON State Superintendent of Public Instruction California Science Expert Panel (SEP) 27 Science Experts who are representative of the SRT –K-12 Teachers, COE Science Leaders, IHE Faculty, Business, Industry, and Informal Science Centers –Science Advisors Dr. Bruce Alberts Dr. Helen Quinn Dr. Art Sussman

TOM TORLAKSON State Superintendent of Public Instruction Achieve Inc. Review of High Preforming Nations Achieve examined 10 sets of international standards (i.e., Canada, Chinese Taipei, England, Finland, Hong Kong, Hungary, Ireland, Japan, Singapore, and South Korea), with the intent of informing the development of both the conceptual framework and new U.S. science standards. The major key findings include: Finding #1 - All countries require participation in integrated science instruction through Lower Secondary and seven of 10 countries continue that instruction through Grade 10, providing a strong foundation in scientific literacy. Achieve (2010).

TOM TORLAKSON State Superintendent of Public Instruction What Research Says Iowa SS&C: Found significant positive differences in learning in science concepts, process, application, creativity, attitude, and world view of SS&C compared to non-SS&C students. Liu, C., & Yager, R. E. (1997) CA SS&C: Students in integrated biology scored the same or better than students in traditional biology on the Golden State Exam. Scott, G (2000)

TOM TORLAKSON State Superintendent of Public Instruction Path to MS Arrangement Given: -NGSS middle school in grade span -NGSS as DCI or Topic arrangement -CA instructional materials adoption dictates grade level placement

TOM TORLAKSON State Superintendent of Public Instruction Path to Middle Grade Arrangement Action: SEP #1: Explore arrangements; Decision to integrate

TOM TORLAKSON State Superintendent of Public Instruction SEP Criteria for Design PEs must : Be arranged to provide a TRANSITION from elementary to high school ALIGN with CCSS ELA and Math Build WITHIN and ACROSS grade levels Be BALANCED in complexity and quantity at each grade INTEGRATE engineering appropriately

TOM TORLAKSON State Superintendent of Public Instruction Dr. Art Sussman: “… the SEP very seriously considered the option of having discipline-focused concepts for grades 6, 7 and 8. It quickly became very clear that there had to be foundational physical science concepts in grade 6 to be able to do the NGSS middle school life and earth science concepts. However some of the physical science concepts were clearly too advanced for grade 6 (required math concepts and skills that are beyond grade 6 level in addition to being too complex for grade 6). That combination of needing some physical science in grade 6 but not being able to do all physical science in grade 6 made the discipline-specific approach impossible.

TOM TORLAKSON State Superintendent of Public Instruction Path to Middle Grade Arrangement Action SEP #3: Use input from National NGSS topics as a base to build a consensus arrangement

TOM TORLAKSON State Superintendent of Public Instruction Dr. Bruce Alberts “The [arrangement’s] strong emphasis in the NGSS on cross-cutting concepts and on active learning has been enforced by mixing standards for the different sciences (and engineering) in each year of middle school. Thus, the students will reinforce what they learned the previous year, returning to related ideas, and the focus in every year will be on SCIENCE itself, not biology, or earth sciences, or the physical sciences.”

TOM TORLAKSON State Superintendent of Public Instruction Articulation One Example Life Science 8 th Natural Selection 7 th Ecosystems 6 th Cells/Organisms

TOM TORLAKSON State Superintendent of Public Instruction Example Integration 6 th Grade Cells and organisms Weather and climate Energy Engineering and Human Impact Systems and system models Patterns

TOM TORLAKSON State Superintendent of Public Instruction Example Integration 7 th Grade Ecosystems; photosynthesis Natural resources; rocks and minerals Chemical properties and reactions Engineering and Human Impact Matter cycles; energy flows Cause and effect

TOM TORLAKSON State Superintendent of Public Instruction Example Integration 8 th Grade Natural selection Earth History and Space Science Energy Engineering and human impact scale stability

TOM TORLAKSON State Superintendent of Public Instruction And now it’s time

TOM TORLAKSON State Superintendent of Public Instruction Pros of the Two Choices Discipline Specific Teacher Content Expertise Teacher Passion Integration NGSS vision for science not silos Implementation of Cross Cutting Concepts Possibility of 8 th grade integrated assessment Articulated Learning progression with LEPE each year SEP recommendation

TOM TORLAKSON State Superintendent of Public Instruction Dr. Helen Quinn “The recommended middle school sequence was developed with careful attention to many factors that will enhance student learning, as has been presented elsewhere. The evidence that such interleaved learning of topics, where past learning is connected to, applied and further developed in each subsequent unit or year provides the best opportunity for students to develop deeper understanding and transferrable, that is useable, knowledge. I strongly recommend that this sequence should be adopted. While it presents some challenges for teacher assignments it will in the long run be the most productive for in-depth student learning.”

TOM TORLAKSON State Superintendent of Public Instruction Creative Implementation Teach Life, Earth or Physical 6 th, 7 th and 8 th grade Combine expertise at grade level— students rotate; teachers stay in discipline Teachers collaborate to share expertise with colleagues Ease in implementation over the next several years State fully funds professional development!

TOM TORLAKSON State Superintendent of Public Instruction “The SBE’s clear intent in their November action was for there to be one Integrated NGSS Model in California for grades 6-8 that was preferred by the State Superintendent of Public Instruction and the State Board of Education, and one Discipline Specific NGSS Model in California for grades 6-8, as an alternate.”

TOM TORLAKSON State Superintendent of Public Instruction Implementation Plan State Superintendent Torlakson is convening a Strategic Leadership Team to design the NGSS for California Implementation Plan. Plan will include timelines and recommendations for –New science curriculum framework and instructional materials adoption –Implementation strategies –New state and national science assessments Implementation Plan will be presented to SBE

TOM TORLAKSON State Superintendent of Public Instruction Science Curriculum Framework January 2014 – January 2016 Provide support for teachers and guidelines for educational programs Guidance to school districts in the development of local curriculum Direction to publishers for the development of instructional materials Guidelines for local selection of instructional resources (Grades 9–12) Reflect current and confirmed research Guidance for teacher professional development programs, in-service, pre-service and teacher licensing standards

TOM TORLAKSON State Superintendent of Public Instruction The first step of this plan: 2 Day Regional NGSS Toolkit Training (Date TBD) For District Science and administrative leadership teams of up to 6 members Unofficial estimate of cost: $200 per person (6 th person free) includes materials, training, food Location probably near Oakland

TOM TORLAKSON State Superintendent of Public Instruction Lots of work completed, underway, and left to do Teacher Development Curricula Assessment Instruction

TOM TORLAKSON State Superintendent of Public Instruction What Can Districts Do Now? Start to plan for: 1.High quality professional learning opportunities for educators to prepare teachers to teach to the levels of rigor and depth required by the NGSS. 2.Provide NGSS-aligned instructional resources designed to meet the diverse needs of all students. 3.Develop and transition to NGSS-aligned assessment systems to inform instruction 4.Communicate and collaborate with parents, guardians, and the early childhood and extended learning communities to integrate the NGSS into programs and activities beyond the K–12 school setting. 5.Communicate and collaborate with business communities and additional stakeholders

TOM TORLAKSON State Superintendent of Public Instruction Opportunities to learn about the NGSS for California CDE NGSS web pages California Science Teachers Association (CSTA) California STEM Learning Network (CSLNet)

TOM TORLAKSON State Superintendent of Public Instruction NGSS Resources

TOM TORLAKSON State Superintendent of Public Instruction Join the CDE NGSS ListServ

Summary of the Goals of NGSS California is adopting NGSS with the goal of transforming science teaching and learning by providing all students with the rigorous and relevant education they need for success in college as well as careers and daily lives

Summary of the Key Shifts of NGSS These new standards shift the focus from mostly memorization of facts to having students develop deeper conceptual understanding of core scientific ideas and be able to apply the practices of science and engineering into real world problems.

Questions? Sandi Yellenberg