Michael Wysession Department of Earth and Planetary Sciences Washington University, St. Louis, MO Implementing the Next Generation Science Standards

For the “Vision” of the NGSS, go to the NRC Framework

Learning Objectives: 1.Choose the content you want the students to know 2.Find the practices that will help them remember the content Change in Pedagogic Approach: 1996 to 2012 [NRC, 1996]

Learning Objectives: 1.Choose the content you want the students to know 2.Find the practices that will help them remember the content Change in Pedagogic Approach: 1996 to 2012 Learning Objectives: 1.Choose the practices you want the students to be able to do 2.Find the content that will help them carry out the practices 3.Choose the crosscutting concept that best connects the two [NRC, 1996] [NRC, 2012]

Equivalence of Physical / Life / ESS

Strong Emphasis on Systems Thinking The 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 [in systems]

Likely Approach to Middle School Curricula Course Map #1: Conceptual Understanding Model

Example: MI-STAR Middle School Integrated Curriculum [J. Huntoon]

Likely Approach to High School Curricula Course Map #3: Modified Science Domains Model

NGSS Content Appears Totally Siloed

“ Bundle” Performance Expectations Into Integrated “Storylines:” Example (High School): Fossils and Evolution

Example of Bundling PEs: (High School) - Fossils and Evolution Life Science: HS-LS4-1: Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence. HS-LS4-5: Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species. Example of Bundling PEs: (High School) - Fossils and Evolution

Earth Science: MS-ESS1-4: Construct a scientific explanation based on evidence from rock strata for how the geologic time scale is used to organize Earth’s 4.6-billion-year-old history. HS-ESS1-6: Apply scientific reasoning and evidence from ancient Earth materials, meteorites, and other planetary surfaces to construct an account of Earth’s formation and early history. Example of Bundling PEs: (High School) - Fossils and Evolution

Physical Science: HS-PS1-8: Develop models to illustrate the changes in the composition of the nucleus of the atom and the energy released during the processes of fission, fusion, and radioactive decay. Example of Bundling PEs: (High School) - Fossils and Evolution 0

Arbitrariness of SEP/DCI Pairings

It’s OK to teach with other groupings, but remember that THIS is how it will be assessed.

NSTA: NGSS Activities:

NGSS Implementation:

NGSS Implementation:

Achieve Resources:

Achieve Resources:

Achieve Resources:

State-Level Adoption States that have already adopted the NGSS: Arkansas, California, Delaware, Illinois, Kansas, Kentucky, Maryland, Nevada, New Jersey, Oregon, Rhode Island, Vermont, Washington State, West Virginia, Washington DC (But Oklahoma, Massachusetts, West Virginia, S. Dakota have NGSS-like standards)

Also Many District-Level Adoptions Currently: Adoptions + Adaptations + Rogue Districts = >70%

State-Level Adoption States that have adopted the NGSS: Arkansas, California, Delaware, Illinois, Kansas, Kentucky, Maryland, Nevada, New Jersey, Oregon, Rhode Island, Vermont, Washington State, West Virginia, Washington DC  ~30% of US students States that have adapted the NGSS: Oklahoma, Massachusetts, West Virginia, S. Dakota  ~4% of US students Other states in the process of adopting/adapting: Florida, Georgia, Maine, Michigan, Minnesota, Missouri, Montana, Nebraska, New York, N. Carolina, Ohio, Pennsylvania, Tennessee  ~36% of US students Total  ~70% (plus many additional districts from other states)

Teaching kids to play baseball and softball….