The Basics About NGSS http://www.nextgenscience.org

A Framework for K-12 Science Education View free PDF form The National Academies Press at www.nap.edu Secure your own copy from www.nsta.org/store http://rccsecondaryscience.wikispaces.com/Frameworks+for+NGSS

Scientific and Engineering Practices These statements define what students are expected to do Asking questions (for science) and defining problems (for engineering) Developing and using models Planning and carrying out investigations Analyzing and interpreting data Using mathematics and computational thinking Constructing explanations (for science) and designing solutions (for engineering) Engaging in argument from evidence Obtaining, evaluating, and communicating information

Crosscutting Concepts These statements transcend all science content and grade levels. They are tools that enable students to make sense of content Patterns Cause and effect: Mechanism and explanation Scale, proportion, and quantity Systems and system models Energy and matter: Flows, cycles, and conservation Structure and function Stability and change

Disciplinary Core Ideas Life Science Earth and Space Science Physical Science Engineering, Technology, and the Application of Science

Disciplinary Core Ideas Life Science Physical Science LS1: From Molecules to Organisms: Structures and Processes LS2: Ecosystems: Interactions, Energy, and Dynamics LS3: Heredity: Inheritance and Variation of Traits LS4: Biological Evolution: Unity and Diversity PS1: Matter and Its Interactions PS2: Motion and Stability: Forces and Interactions PS3: Energy PS4: Waves and Their Applications in Technologies for Information Transfer Earth & Space Science Engineering & Technology ESS1: Earth’s Place in the Universe ESS2: Earth’s Systems ESS3: Earth and Human Activity ETS1: Engineering Design ETS2: Links Among Engineering, Technology, Science, and Society

Integration of the Three Dimensions The practices are the processes of building and using the core ideas to make sense of the natural and designed world, and the cross cutting concepts hold the discipline together. Core Ideas Practices Crosscutting Concepts

Inside the NGSS Box Title and Code Two sets of performance expectations at different grade levels may use the same name if they focus on the same topic. The code, however, is a unique identifier for each standard based on the grade level, content area, and topic of the standard. Performance Expectations A statement that combines practices, core ideas, and crosscutting concepts together to describe how students can show what they have learned. Clarification Statement A statement that supplies examples or additional clarification to the performance expectation. What is Assessed A collection of several performance expectations describing what students should be able to do to master this standard Assessment Boundary A statement that provides guidance about the scope of the performance expectation at a particular grade level. Lowercase Letters Lowercase letters at the end of practices, core ideas, and crosscutting Concepts designate which Performance expectation incorporates them. Foundation Box The practices, core disciplinary ideas, and crosscutting concepts from the Framework for K-12 Science Education that were used to form the performance expectations Scientific & Engineering Practices Activities that scientists and engineers engage in to either understand the world or solve a problem Disciplinary Core Ideas Concepts in science and engineering that have broad importance within and across disciplines as well as relevance in people’s lives. Connection Box Other standards in the Next Generation Science Standards or in the Common Core State Standards that are related to this standard Crosscutting Concepts Ideas, such as Patterns and Cause and Effect, which are not specific to any one discipline but cut across them all.

Closer Look at a Performance Expectation Construct and use models to explain that atoms combine to form new substances of varying complexity in terms of the number of atoms and repeating subunits. [Clarification Statement: Examples of atoms combining can include Hydrogen (H2) and Oxygen (O2) combining to form hydrogen peroxide (H2O2) or water(H2O). [Assessment Boundary: Restricted to macroscopic interactions.] Performance expectations combine practices, core ideas, and crosscutting concepts into a single statement of what is to be assessed. They are not instructional strategies or objectives for a lesson.

Keep in Mind Depth of review is more important than “covering” many or all of the standards!! As teachers, our job is not to “cover” standards. Our job is to “uncover” (or reveal) those standards!

Taking a close look at one set of performance expectations A. Clarity and specificity B. Integration of the three dimensions in the performance expectations C. Coherence of performance expectations D. Achievability and preparedness E. Instructional implications of the performance expectations