LIVE INTERACTIVE YOUR DESKTOP 1 Start recording—title slide—1 of 3 Introducing the Next Generation Science Standards Originally presented by: Stephen Pruitt

Today’s goals Introduce and explain the conceptual shifts of the NGSS in science instruction. Dissect the performance expectations (i.e. standards) of the NGSS in terms of the three dimensions. Begin an analysis of “look fors” and “ask abouts” in science walkthroughs for classrooms using the Science and Engineering Practices.

Links to the Next Generation Science Standards (NGSS): Delaware NGSS resources s/science.shtml s/science.shtml

What’s Different about the Next Generation Science Standards? This logo is a registered trademark of Achieve. Neither Achieve nor the lead states and partners that developed the Next Generation Science Standards was involved in the production of, and does not endorse, this slideshow or any part of it.

Exploring the New NRC Framework for K-12 Science Education Released by the National Research Council of the National Academies of Science July 19, 2011

A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas 1.So, what’s with the name? The importance of the dimensions 2.What is the purpose of the Framework? The document represents the first step in a process for creating a new vision for science education and new standards in K-12 science education. This project capitalizes on a unique opportunity that exists at this moment—a large number of states are adopting common standards in mathematics and English/Language Arts and appear to be poised to consider adoption of common standards in K-12 science education. Framework – Forward viii

Framework Goals The Framework is motivated in part by a growing national consensus around the need for greater coherence—that is, a sense of unity—in K- 12 science education. Develop students’ understanding of the practices of science and engineering, which is as important to understanding science as is knowledge of its content. The Framework endeavors to move science education toward a more coherent vision in three ways: First – It is built on the notion of learning as a developmental progression. Second – The expectation is that students engage in scientific investigations and argumentation to achieve deeper understanding of core science ideas. Third – The Framework emphasizes that learning science and engineering involves integration of the knowledge of scientific explanations (i.e., content knowledge) and the practices needed to engage in scientific inquiry and engineering design. Thus, the Framework seeks to illustrate how knowledge and practice must be intertwined in designing learning experiences in K-12 science education. Framework 1-3

Goals for Science Education The Framework’s vision takes into account two major goals for K-12 science education: (1)Educating all students in science and engineering. (2)Providing the foundational knowledge for those who will become the scientists, engineers, technologists, and technicians of the future. The Framework principally concerns itself with the first task—what all students should know in preparation for their individual lives and for their roles as citizens in this technology-rich and scientifically complex world. Framework 1-2

Notable Features: Content Addresses the Mile Wide/Inch Deep Problem Fewer Big Ideas arranged as progressions of learning Engineering, Technology and Applications of Science is Elevated Ocean, Climate and Earth Systems Science are IN!

Practices Crosscutting Concepts Core Ideas Standards

Where does Climate Change fit? ESS2.D: Weather and Climate What regulates weather and climate? End of 2 nd grade: Weather is the combination of sunlight, wind, snow or rain, and temperature in a particular region at a particular time. People measure these conditions to describe and record the weather and to notice patterns over time End of 5 th grade: Weather is the minute by minute to day by day variation of the atmosphere’s condition on a local scale. Scientists record the patterns of the weather across different times and areas so that they can make predictions about what kind of weather might happen next. Climate describes the ranges of an area’s typical weather conditions and the extent to which those conditions vary over years to centuries. Frameworks pg. 188

Where does Climate Change fit? ESS2.D Weather and Climate End of 8 th grade: Weather and climate are influenced by interactions involving sunlight, the ocean, the atmosphere, ice, landforms, and living things. These interactions vary with latitude, and local and regional geography, all of which can affect oceanic and atmospheric flow patterns. Because these patterns are so complex, weather can be predicted only probabilistically. The ocean exerts a major influence on weather and climate by absorbing energy from the sun, releasing it over time, and globally redistributing it though ocean currents. Greenhouse gases in the atmosphere absorb and retain the energy radiated from land and ocean surfaces, thereby regulating Earth’s average surface temperature and keeping it habitable. Frameworks pg. 188

Where does Climate Change fit? End of grade 12: The foundation for Earth’s global climate system is the electromagnetic radiation from the sun as well as its reflection, absorption, storage, and redistribution among the atmosphere, ocean, and land systems and this energy’s reradiation into space. Climate change can occur when certain parts of Earths’ systems are altered. Changes in the atmosphere due to human activity have increased carbon dioxide concentrations and thus affect climate. Global climate models incorporate scientists’ best knowledge of physical and chemical processes and of the interactions of relevant systems. They are tested by their ability to fit past climate variations. Current models predict that, although future regional climate changes will be complex and varied, average global temperatures will continue to rise. The outcomes predicted by global climate models strongly depend on the amounts of human-generated greenhouse gases added to the atmosphere each year and by the ways in which these gases are absorbed by the ocean and the biosphere. Hence the outcomes depend on human behaviors as well as on natural factors that involve complex feedbacks among Earth’s systems.

Conceptual Shifts in the NGSS 1.K-12 Science Education Should Reflect the Interconnected Nature of Science as it is Practiced and Experienced in the Real World. 2.The Next Generation Science Standards are student performance expectations – NOT curriculum. 3.The science concepts build coherently from K The NGSS Focus on Deeper Understanding of Content as well as Application of Content. 5.Science and Engineering are Integrated in the NGSS from K–12. 6.The NGSS are designed to prepare students for college, career, and citizenship. 7.The NGSS and Common Core State Standards (English Language Arts and Mathematics) are Aligned.

Three Dimensions Intertwined  The NGSS are written as Performance Expectations  NGSS will require contextual application of the three dimensions by students  Focus is on how and why as well as what

Scientific and Engineering Practices 1. Asking questions (for science) and defining problems (for 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 (for science) and designing solutions (for engineering) 7. Engaging in argument from evidence 8. Obtaining, evaluating, and communicating information

Why Science and Engineering Practices? Engaging in the practices of science helps students understand how scientific knowledge develops. The actual doing of science or engineering can pique students’ curiosity, capture their interest, and motivate their continued study. A focus on practices (in the plural) avoids the mistaken impression that there is one distinctive approach common to all science—a single “scientific method”—or that uncertainty is a universal attribute of science.

Cross-Cutting Concepts 1.Patterns 2.Cause and effect: Mechanism and explanation 3.Scale, proportion, and quantity 4.Systems and system models 5.Energy and matter: Flows, cycles, and conservation 6.Structure and function 7.Stability and change

Guiding Principles of the Cross- Cutting Concepts Crosscutting concepts can help students better understand core ideas in science and engineering. Crosscutting concepts can help students better understand science and engineering practices. Crosscutting concepts should grow in complexity and sophistication across the grades. Crosscutting concepts are for all students. Conclusion: it is essential that all students engage in using crosscutting concepts, which could result in leveling the playing field and promoting deeper understanding for all students.

A model for how to envision the three Dimensions of the NGSS Crosscutting Concepts Disciplinary Core Idea practices Crosscutting Concepts

Science and Engineering Practices, not just teaching strategies  Science and Engineering Practices are how scientific knowledge is acquired  While Practices should be used in instruction, all students need to demonstrate achievement in their use and application. 

Appendices  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  Appendix L – Connections to Common Core State Standards in Mathematics  Appendix M – Connections to Common Core State Standards in ELA

What Should the NGSS Do? What Will the NGSS Not Do?

Describe Achievement, Not Instruction  Standards articulate a clear vision of the learning goals for students.  Standards articulate the student performance at the conclusion of instruction.  Standards are NOT a description of curriculum.  Standards do NOT dictate instruction.

Develop Understanding of Core Ideas, Not Lessons  Successful classroom implementation of the NGSS will require students to understand and apply the Disciplinary Core Ideas, Science and Engineering Practice, and Crosscutting Concepts through the development of ideas across time.  Successful implementation of the NGSS will require viewing instruction and assessment as the “bundling” of performance expectations into coherent lessons and assessments.  Unsuccessful classroom implementation of the NGSS will continue the use of the three dimensions as separate entities and lessons.

Moving from Standards to Instruction

Progressing to Understanding K PS1.A Structure of matter Objects can be built up from smaller parts. Matter exists as different substances that have observable different properties. Different properties are suited to different purposes. Because matter exists as particles that are too small to see, matter is always conserved even if it seems to disappear. Measurements of a variety of observable properties can be used to identify particular substances. The fact that matter is composed of atoms and molecules can be used to explain the properties of substances, diversity of materials, states of matter, phase changes, and conservation of matter. The sub-atomic structural model and interactions between electric charges at the atomic scale can be used to explain the structure and interactions of matter, including chemical reactions. Repeating patterns of the periodic table reflect patterns of outer electrons. A stable molecule has less energy than the same set of atoms separated; one must provide at least this energy in order to take the molecule apart.

Instructional Unit: Conservation and Interactions of Matter Instructional Bundling – HS Physical Sciences Within this instructional unit, four of the eight practices are highlighted in the standards. Classroom instruction should use additional practices to allow students to fully engage in the learning. The classroom instruction should have students ask questions, use investigations and analyze data to develop the explanations. PS1: Matter HS-PS1-3. Develop and use models to illustrate that the different forms of energy, both at the microscopic and macroscopic scale, can be accounted for as either motions of particles or energy stored in fields. PS3: Energy HS-PS2-6. Communicate scientific and technical information about why the molecular-level structure is important in the functioning of designed materials. PS2: Forces 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. HS-PS1-2. Construct and revise an explanation for the outcome of a simple chemical reaction based on the outermost electron states of atoms, trends in the periodic table, and knowledge of the patterns of chemical properties. HS-PS1-4. Develop and use a model to illustrate that the release or absorption of energy from a chemical system depends upon the changes in total bond energy. HS-PS1-5. Apply scientific principles and evidence to provide an explanation about the effects of changing the temperature or concentration of the reacting particles on the rate at which a reaction occurs. HS-PS1-7. Use mathematical representations to support the claim that atoms, and therefore mass, are conserved during a chemical reaction.

Contact Information Stephen Pruitt, Ph.D. Senior Vice President

On the Web nextgenscience.org nextgenscience.org nsta.org/ngssnsta.org/ngss A Framework for K-12 Science Education