3 Dimensions of the Next Generation Science Standards Spokane County Water Resource Center Wendy Whitmer- Regional Science Coordinator 1

Goals Participants will examine the Next Generation Science Standards and think about instructional implications. Participants will consider how the NGSS might translate into the classroom Participants will look at how science and engineering practices, cross-cutting concepts, and disciplinary core ideas will integrate through a student’s K-12 science education experience. 2

Agenda Preview NGSS A look at the 3 dimensions Grades 2 and 5 concepts MS and HS concepts Learning Progressions Implications 3

Anatomy of a Next Generation Science Standard

Building an Understanding of the Architecture of the NGSS: Foundation Boxes

Building an Understanding of the Architecture of the NGSS: Performance Expectations

Architecture of the System Assessable Component Foundation Boxes Connections Code for Topic Name Grade Level Coded Performance Expectations Code in parentheses designate which of the performance expectations incorporate this Disciplinary Core Idea Code in parentheses designate which of the performance expectations incorporate this Crosscutting Concept Code in parentheses designate which of the performance expectations use this Practice

NGSS Preview “Share Your Thinking” Card Choose a standard – Find a partner 9

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What are your celebrations about this standard? What are your concerns or questions about this standard? 11

FAQs Jigsaw FAQs – 1 person per question except for: 2, 7, 8, and 10 – Report out Key ideas Implications for instruction 12

Transition Plan Year 0, 1, 2, 3 Alignment? How do you get started? What do you think might be the biggest shifts? 13

Framework Page 3: Summary Page 50: Science and Engineering Practices Page 84: Cross-Cutting Concepts 14

Classroom Practice? Choose 2 Performance Expectations that could be “bundled”. What might an instructional sequence look like? 15

Classroom Practice? Use the worksheet to analyze your sequence. What did the students do? What did the teacher do? 16

Reflection Grade 2 17

Grade 2- Structures and Properties of Matter 2-PS1-1. Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties. [Clarification Statement: Observations could include color, texture, hardness, and flexibility. Patterns could include the similar properties that different materials share.] 18

Grade 2- Structures and Properties of Matter What is your “rule” for deciding if something is a solid or a liquid? 19

Grade 2- Structure and Properties of Matter 20

Grade 2- Structures and Properties of Matter Page 3: – What Science and Engineering Practices did you use? – What Cross-Cutting Concepts did you use? 2-PS1-1. Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties. 21

Focus: What do you think happens to matter when it changes form? Grade 5- Structure and Properties of Matter 22

Grade 5- Structure and Properties of Matter Explore: 5-PS1-1. Develop a model to describe that matter is made of particles too small to be seen. [Clarification Statement: Examples of evidence could include adding air to expand a basketball, compressing air in a syringe, dissolving sugar in water, and evaporating salt water.] [Assessment Boundary: Assessment does not include the atomic-scale mechanism of evaporation and condensation or defining the unseen particles.] Materials – Ziploc sandwich bag – Seltzer tablets – Water – Beakers – Comic Strip handout 23

Grade 5- Structure and Properties of Matter Reflection: How do you know that the model you created fits this situation? Which Practices & Crosscutting Concepts were integrated into the lesson? 5-PS1-1. Develop a model to describe that matter is made of particles too small to be seen. 24

Implications What do these endpoints or performance expectations imply for the elementary classroom? 25

Thinking about Engineering as an iterative process with science…

Grade 8- Structure and Properties of Matter MS-PS1-4. Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed. [Clarification Statement: Emphasis is on qualitative molecular-level models of solids, liquids, and gases to show that adding or removing thermal energy increases or decreases kinetic energy of the particles until a change of state occurs. Examples of models could include drawings and diagrams. Examples of particles could include molecules or inert atoms. Examples of pure substances could include water, carbon dioxide, and helium.] 27

How can a model help you predict and describe changes in particle motion? Explore: 1.Construct a model “Air Thermometer”. 2.Place the model Air Thermometer in cold and warm water to investigate your claim about what happens to molecules when temperature changes. 3.Use evidence from the investigation to construct an explanation for the changes you observe. 28

Grade 8- Structure and Properties of Matter How did the evidence from this investigation support or not support your original explanation? Create diagrams to show your understanding. 29

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Grade 8- Structure and Properties of Matter What practices and cross-cutting concepts were in this lesson? How has a student’s understanding about properties of matter progressed thus far? MS-PS1-4. Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed. 31

Brain Break!! 32

Grade 12- Structures and Properties of Matter HS-PS1-1. Use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost energy level of atoms. [Clarification Statement: Examples of properties that could be predicted from patterns could include reactivity of metals, types of bonds formed, numbers of bonds formed, and reactions with oxygen.] [Assessment Boundary: Assessment is limited to main group elements. Assessment does not include quantitative understanding of ionization energy beyond relative trends.] 33

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Grade 12- Structures and Properties of Matter Use the information provided to make predictions about the two missing elements. 39

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Common Core Connections Read the Mendeleyev article. How was your methodology the same or different from Mendeleyev’s? 41

Grade 12- Structure and Properties of Matter What practices and cross-cutting concepts were in this lesson? How has a student’s understanding about models progressed through the day? HS-PS1-1. Use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost energy level of atoms. 42

Pages is a sample learning progression. Consider: How did the concept of structure and properties of matter progress? 43

How will instruction stay the same, how will instruction change? Same Pre-NGSS Post-NGSS 44

Instructional Shifts in the NGSS 1.Focus on big picture, not lessons 2.Learning Progressions 3.Science and Engineering Practices 4.Evidence of learning

Learning Progression Choose a standard that relates to something you are currently teaching. Find the other PEs from the other grade levels. Record: the SEP, the CCC, the DCIs 46

Classroom Practice? Choose 2 Performance Expectations that could be “bundled”. What might an instructional sequence look like? 47

Classroom Practice? Use the worksheet to analyze your sequence. What did the students do? What did the teacher do? 48

How do you know what they know? How would you know if the student has mastered the performance expectations you chose? – Strategies? 49

Evaluation Thank you!! 50