1. Foundational Services
Science –
Phase 1

2. Facilitator Notes – Set Up
Supplies
Participants will be working in groups throughout the sessions.  This will enhance networking, but will also enable participants to maximize NGSS experience.  Groups will need to be created.  When participants return from lunch, new groupings can form.
Suggestions for groupings:
As participants enter, provide each with a card (numbered, pictures of different practices, etc.) to randomly assign participants.  Tables are labeled with corresponding cards (numbers, practices, etc.)
As participants enter, provide each with a piece of candy.  Tables are labeled with candy types.  
Group Norms Table Tents
Table Labels
Cards (1/participant)
Hang the following posters:
Roadways
Driving Question Board (DQB)
Three-Dimensional Learning Consensus Poster

3. Session 2
The Three Dimensions
of NGSS 

4. Session 2: Facilitator Notes
Supplies
Time: 90 minutes
Notes:
Workbook: Initial Thoughts
Three-Dimensional Learning Consensus Poster
Poster Paper
Labels for Poster
Markers
Workbook: Three Dimensions of the Framework and NGSS
Workbook: Analysis
Group Analysis Handout
Group Crosscutting Concept Activity
Workbook: Reflection
Three-Dimensions: Participants engage in a consensus discussion regarding Three-Dimensional Science Learning.
Science and Engineering Practices, Crosscutting Concepts, and Disciplinary Core Ideas:
Discuss
Video: Science and Engineering Practices, Crosscutting Concepts , and Disciplinary Core Ideas
Activity: Participants reflect individually and in small groups on the anchoring event lesson in order to identify and describe the science and engineering practices, crosscutting concepts , and disciplinary core ideas within the lesson.
Reflection
Activity: Participants reflect on three dimensional learning.
Revisit the Driving Question Board

5. Our Targets are… I can describe three-dimensional learning.
I can identify how students will engage in the science and engineering practices.
I can utilize the crosscutting concepts when observing and investigating phenomenon.
I can summarize the disciplinary core ideas in the four areas of science.
Talking Points
The targets for this session, then, will focus on the three-dimensional learning and the three-dimensions of NGSS.
[Facilitator: click to animate]: We will look at each of the dimensions, but we will also work to make sense of how these three dimensions work together to create three-dimensional learning.

6. Overview of NGSS Framework
What does “THREE-DIMENSIONAL LEARNING” look like?
What eight “PRACTICES” help teachers and students make sense of phenomena and/or to design solutions to problems?
What seven “CROSSCUTTING CONCEPTS” provide ways of looking at phenomena across different science disciplines?
What criteria characterize “CORE IDEAS” and help focus K-12 science curriculum, instruction, and assessments on the most important aspects of science?
Talking Points
In order to reach these targets, answer our questions on the Driving Question Board, and continue to prepare to use the EQuIP Rubric, we will begin by focusing on the following areas. Therefore, participants should be able to answer some of our own questions as well as the following questions by the end of this segment:
What does “THREE-DIMENSIONAL LEARNING” look like?
What eight “PRACTICES” help teachers and students make sense of phenomena or design solutions to problems?
What seven “CROSSCUTTING CONCEPTS” provide ways of looking at phenomena across different science disciplines?
What criteria characterize “CORE IDEAS” and help focus K-12 science curriculum, instruction, and assessments on the most important aspects of science?

7. Which students does NGSS target?
Talking Points
To begin, it is essential to consider the NGSS audience. Next Generation Science Standards are standards for the next generation of students, but which students does NGSS target?
Today there are profound differences among specific demographic groups in their educational achievements and patterns of science learning, as in other subject matter areas. Achievement gaps are well documented. Within the K-12 Science Framework, the research on the lack of equity in education in general and science education in particular are summarized.
One of the most important and significant shifts: NGSS and the Framework are about science for ALL students.
In today’s world, science, engineering, and technology are not a luxury to be experienced by SOME students.
Science, engineering, and technology:
Serve as cultural achievement and shared good of humankind;
Permeate modern life and as such are essential at the individual level;
Are critical to participation in public policy and good decision-making;
Are essential for ensuring that future generations will live in a society that is economically viable, sustainable, and free.
Using NGSS in the fullest capacity will enable all students to access science in order to prepare students for college, career, and citizenship.
Using NGSS is also a means to promote equity in science education.
Let’s consider the lesson we participated in at the onset of our day. How does this lesson target all students?
By using phenomenon that is relatable for our students.
Effective Discourse – giving all students a voice.
Creating “an equal playing field” in students all sharing the same experience.
While these are not the only ideas in creating equity, this does provide a good lens for our work today.
[Facilitator: click to animate] For more information on Science Education for ALL students, look to the following resources:
Framework: Chapter 11 – Equity and Diversity in Science and Engineering Education (
Appendix to NGSS: Appendix D – All Standards, All Students. (

8. What is Three-Dimensional Learning?
Practices
Core Ideas
Facilitator Notes
Set up Three-Dimensional Learning consensus discussion poster in advance.
Individual Task:
Allow 2-3 minutes for individuals to complete the task.
Use Workbook: Participants record responses in workbook.
Whole Group Task: Conduct a Consensus Discussion. This is the initial discussion and you will revisit it each time that you discuss a dimension and then at the very end of the sessions.
Recall that consensus discussion does not mean the group needs to agree on everything. Instead, this is a discussion to determine what consensus exists at this point.
Use Talk Moves to elicit participants reactions and responses.
Scribe (or ask for a volunteer scribe) points of agreement on poster.
This should be a discussion in which individuals share initial thoughts. It is okay if they are not completely on track with all their thoughts regarding three-dimensional learning. Allow for others to challenge different ideas. At the end of the day, come back to this poster and revisit the consensus – make changes, deletions, and additions as needed with the group.
Talking Points
Perhaps the most important shift in NGSS is three-dimensional learning. This shift is defined here in Session One; however, it addressed in more detail in the third segment of the professional development.
The three dimensions are practices, core ideas, and crosscutting concepts.
When you hear the term “three-dimensional learning,” what does it mean to you? Take 2-3 minutes to create a working definition of this process. Be prepared to share.
[Allow 2-3 minutes for individual work. Then ask participants to share in a consensus discussion. Record the groups thoughts on a poster paper labeled Three-Dimensional Learning.]
Three-dimensional learning is when these three dimensions work together to support students in making sense of phenomena and/or in designing solutions to problems.
Students engage in practices to develop a deep understanding of core ideas and the crosscutting concepts throughout multiple areas of science.
Before looking at how the dimensions work together, we’ll look at the three separately to ensure our common understanding of each.
Crosscutting Concepts

9. What Are Science and Engineering Practices?
Practices are the behaviors that scientists engage in as they investigate and build models and theories about the natural world and the key set of engineering practices that engineers use as they design and build models and systems.
Talking Points
Practices are the behaviors that scientists engage in as they investigate and build models and theories about the natural world and the key set of engineering practices that engineers use as they design and build models and systems.
The term practices is used instead of skills to emphasize that engaging in scientific investigation requires not only skill but also knowledge that is specific to each practice.
These are the practices that students will engage in within the classroom.
Lesson plans become based on which practice or practices the students will be utilized in each lesson.
Unit plans become based on practices woven together to discover and design.
When used effectively, these practices are more than activities in an inquiry or problem-based learning environment.
How? To understand these significant shifts, we will examine each of the practices.

10. Eight Scientific & Engineering Practices
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
Talking Points
The Framework identifies eight scientific and engineering practices that occur throughout the different disciplines of science. Descriptions of these practices and how they should become more complex over time can be found in the Framework, NGSS, and the Appendix to NGSS. Show participants the resources for future reference.
Framework: Chapter 3 - Dimension 1 SCIENTIFIC AND ENGINEERING PRACTICES (
NGSS: With each performance expectation, you are able to examine the relevant and related practices.
Appendix to NGSS: Appendix F (
These eight practices are:
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; and
Obtaining, evaluating, and communicating information.
We are now going to view a short video that reviews and demonstrates the eight science and engineering practices.

11. Science & Engineering Practices
Taking Points
During this video consider the following questions:
How do the practices engage students in thinking deeply about their work?
How are the practices interrelated?
How could you use the practices in your classroom?
Source:

12. Analyzing Science & Engineering Practices
Facilitator Notes
Small Group Task:
Allow 5 minutes for groups to discuss the different practices that were part of the lesson.
Use Group Reflection: Participants record responses in group reflection workbook.
Whole Group Task:
Conduct a “Sharing Initial Ideas” discussion.
Use Talk Moves to elicit participants reactions and responses.
Talking Points
Now, take 5 minutes at your table to discuss the practices that were utilized in today’s lesson.
To help facilitate your discussion:
We are providing you will a one page, two-sided summary of the all three dimensions. The blue section summarizes the Science and Engineering Practices.
An analysis sheet has been provided to record your groups thoughts. Be prepared to share.
[After 5 minutes, have a few tables share their initial ideas.]

13. Analyzing Practices: Investigations
Students have created a consensus model explaining the behaviors they understand about light.
This model is challenged in the first part of the lesson when students are asked to make predictions from their model.
Students are then prompted to plan an investigation to collect data that can be used to enhance their model.
Facilitator Notes
Individual Task:
Allow 2-3 minutes for individuals to examine the marked sections of the Framework.
Use Workbook: Participants have been provided with the page of the Framework.
Small Group Task:
Allow 2-3 minutes for small groups to discuss their impressions.
Use Group Reflection: Participants record responses in group reflection workbook.
Whole Group Task:
Conduct a “Sharing Initial Ideas” discussion.
Use Talk Moves to elicit participants reactions and responses.
Review notes on the screen.
Following the discussion, review the slides.
Talking Points
When you consider the unit as a whole, there are many practices that can be identified.
From the lesson in which you physically participated, we look towards investigation. Before we simply label this lesson as “Planning and Carrying Out Investigations,” we look for guidance from the Framework on how to ensure the lesson is enabling the students to engage in the scientific practice of Planning and Carrying Out an Investigation.
Let’s examine a section of the Framework and apply it to our lesson [Facilitator: click to animate]:
Take a minute or two to read the marked statements.
Then, as a small group, discuss: Was this present in the lesson? How?
Let’s discuss your small group thoughts as a whole group.
As you can see, we have identified many of the ideas in these sections. [Facilitator: click to animate this slide and the following two slides]

14. Analyzing Practices: Investigations
The students design an investigation.
Students formulate questions:
Does light do anything other than scatter and reflect?
Does light travel through objects?
Does it travel through all objects in the same amount?

15. Analyzing Practices: Investigations
Students determine what to test.
Students are asked to collect materials that would be beneficial to test.
Students bring in objects and select from objects available in the classroom.
Students determine how to test the objects.
Students call upon their past experience in the unit to decide the tools needed and required measurements.

16. Reflection and Take-Aways…
At this point, what can we take away from our work regarding the Science and Engineering Practices in Three-Dimensional Learning?
Facilitator Notes
Place a sheet of chart paper to capture take aways regarding Science and Engineering Practices. Place the chart paper near Three-Dimensional Learning.
Whole Group Task:
Conduct a “Building Understanding” discussion.
Use Talk Moves to elicit participants reactions and responses.
Scribe (or ask for a volunteer scribe) take-aways on Three-Dimensional Learning poster.
Talking Points
We stated earlier that the practices are the behaviors that scientists and engineers engage in as they investigate and design.
As science educators, we are charged with enabling our students to engage in the practices of scientists and engineers at their developmental level.
By introducing and analyzing practices through the exercises today, what can we take away at this point? [Allow responses from the participants.]
In summary:
Students engage in the practices in each lesson
Students experience multiple practices throughout a unit.
Students are not explicitly and independently taught the practices; instead, students learn by using the practices as they are attempting to understand the science or design a solution. Thus, practices are purposeful.
Incorporating practices into the classroom is not as easy as “check” we investigated because we did a lab.
Utilizing the Framework (and Appendix) are essential to understand what is intended in incorporating the practices.

17. What Are Crosscutting Concepts?
Crosscutting concepts are concepts that have application across all disciplines of science. As such, they provide a way of linking the different disciplines of science.
Talking Points
Crosscutting concepts have application across all disciplines of science. As such, they are a way of linking the different disciplines of science by providing ways of looking at and making sense of phenomena and/or of designing solutions to problems.
Crosscutting concepts have always been a part of how scientists and engineers approach science and engineering respectfully .
In practice and discussion, these concepts are a means to process what is being discovered or engineered, make sense of collected data, and connect discovery to current understanding.
Furthermore, science and engineering in practice do not take place in a vacuum of one subject. The crosscutting concepts enable students to see the connections within science disciplines and between science and engineering. This is essential for science and engineering that will be experienced in college, careers, and life.
The Framework emphasizes that these concepts need to be made explicit for students because they provide an organizational schema for interrelating knowledge from various science fields into a coherent and scientifically-based view of the world.

18. Seven Crosscutting Concepts
Patterns
Cause and Effect
Scale, Proportion, and Quantity
Systems and System Models
Energy and Matter
Structure and Function
Stability and Change
Talking Points
The Framework identifies seven crosscutting concepts that occur throughout the different disciplines of science. Descriptions of these crosscutting concepts and how they should be made explicit can be found in the Framework, NGSS, and the Appendix to NGSS. Show participants the resources for future reference.
Framework: Chapter 4 - Dimension 2 CROSSCUTTING CONCEPTS (
NGSS: With each performance expectation, you are able to examine the relevant and related crosscutting concepts.
Appendix to NGSS: Appendix G (
These seven crosscutting concepts are:
Patterns;
Cause and effect;
Scale, proportion, and quantity;
Systems and system models:
Energy and matter
Structure and function; and
Stability and change.
This set of crosscutting concepts begins with two concepts that are fundamental to the nature of science: that observed patterns can be explained and that science investigates cause-and-effect relationships by seeking the mechanisms that underlie them.
The next concept—scale, proportion, and quantity—concerns the sizes of things and the mathematical relationships among dissimilar elements.
The next four concepts—systems and system models, energy and matter flows, structure and function, and stability and change—are interrelated in that the first is illuminated by the other three. Each concept also stands alone as one that occurs in virtually all areas of science and is an important consideration for engineered systems as well.
We are now going to view a short video that demonstrates how these crosscutting concepts can be used in Three-Dimensional learning.

19. Crosscutting Concepts
Taking Points:
During this video consider the following questions:
How do students benefit from understanding the Crosscutting Concepts?
How do the NGSS use Crosscutting Concepts in a new way?
How did the task prompt participants to use the Crosscutting Concepts?
Source:

20. WEATHER Facilitator Notes Group CCC Activity – 1/group
Small Group Task:
Allow 2-3 minutes for small groups to discuss their impressions.
Whole Group Task:
Use Talk Moves to elicit participants reactions and responses.
Talking Points
Think, for example, about weather, a phenomenon in nature. Within weather, there are many, many phenomena for us to understand.
Lets consider these phenomena with lens of the crosscutting concepts.
Could we consider weather phenomena thinking about…
Patterns? How/why or why not? [Note to facilitator: Allow one or two participants to respond.]
Cause and effect? How/why or why not? [Note to facilitator: Allow one or two participants to respond.]
Scale, proportion, and quantity? How/why or why not? [Note to facilitator: Allow one or two participants to respond.]
Systems and system models? How/why or why not? [Note to facilitator: Allow one or two participants to respond.]
Energy and matter? How/why or why not? [Note to facilitator: Allow one or two participants to respond.]
Structure and function? How/why or why not? [Note to facilitator: Allow one or two participants to respond.]
Stability and change? How/why or why not? [Note to facilitator: Allow one or two participants to respond.]
To dive a bit deeper into the role of Crosscutting Concepts, we will do an activity.
Each group will be given a card with a prompt. Work with your team to complete the task.
If needed, you may reference the one page, two-sided summary of the all three dimensions. The green section summarizes the Crosscutting Concepts.
In each of your groups, use the NGSS reference sheet. Focusing on your Crosscutting Concept, how could we examine this phenomena [Facilitator: click to animate] through the lens of your crosscutting concept and ask questions. How/why or why not?
Now we will have each small group share out. Could you describe this phenomenon through the lens of:

21. Analyzing Crosscutting Concepts
Facilitator Notes
Small Group Task:
Allow 5 minutes for groups to discuss the different practices that were part of the lesson.
Use Group Reflection: Participants record responses in group reflection workbook.
Whole Group Task:
Conduct a “Sharing Initial Ideas” discussion.
Use Talk Moves to elicit participants reactions and responses.
Talking Points
Now, take 5 minutes at your table to discuss the crosscutting concepts that were utilized in today’s lesson.
To help facilitate this discussion as well:
Reference the one page, two-sided summary of the all three dimensions. The green section summarizes the Crosscutting Concepts
An analysis sheet has been provided to record your groups thoughts. Be prepared to share.
[After 5 minutes, have a few tables share.]

22. Analyzing Crosscutting Concepts: Patterns
Students look for patterns in the objects in the way they transmit light.
When looking for patterns, students observe and naturally classify the objects as some objects allow either a lot of light, some light, or no light to be transmitted.
Facilitator Notes
Individual Task:
Allow 2-3 minutes for individuals to examine the marked sections of the Framework.
Use Workbook: Participants have been provided with the page of the Framework.
Small Group Task:
Allow 2-3 minutes for small groups to discuss their impressions.
Use Group Reflection: Participants record responses in group reflection workbook.
Whole Group Task:
Conduct a “Sharing Initial Ideas” discussion.
Use Talk Moves to elicit participants reactions and responses.
Review notes on the screen.
Following the discussion, review the slides.
Talking Points
When you consider the unit as a whole, there are more than one crosscutting concept that could be a focus of lessons or the entire unit in order to help students build and add to their organizational schema.
From the lesson in which you physically participated, we look towards patterns. Before we simply label this lesson as “Patterns,” we look for guidance from the Framework on how to ensure the lesson is enabling the students to build and add to their organizational schema with a focus on the crosscutting practice of Patterns.
Let’s examine a section of the Framework and apply it to our lesson [Facilitator: click to animate]:
Take a minute or two to read the marked statements.
Then, as a small group, discuss: Was this present in the lesson? How?
Let’s discuss your small group thoughts as a whole group.
As you can see, we have identified many of the ideas in these sections. [Facilitator: click to animate this slide and the following slide]

23. Analyzing Crosscutting Concepts: Patterns
From this investigation, students ask more questions:
What makes an object transmit light?
Does light do anything else?

24. in Three-Dimensional Learning?
Reflection and Take-Aways…
At this point, what can we take away from our work regarding the Crosscutting Concepts
in Three-Dimensional Learning?
Facilitator Notes
Whole Group Task:
Conduct a “Building Understanding” discussion.
Use Talk Moves to elicit participants reactions and responses.
Scribe (or ask for a volunteer scribe) take-aways on Three-Dimensional Learning poster.
Talking Points
We stated earlier that the crosscutting concepts are a way of linking the different disciplines of science by providing ways of looking at and making sense of phenomena and/or of designing solutions to problems.
As science educators, we are charged with utilizing the crosscutting concepts within instruction.
By introducing and analyzing crosscutting concepts through the exercises today, what can we take away at this point? [Allow responses from the participants.]
In summary:
Students are able to use crosscutting concepts to create connections.
Students are able to use crosscutting concepts to make sense of phenomenon they are investigating.
Crosscutting concepts need to be made explicit in the instruction.
The crosscutting concepts have been a part of science. The difference is that they are now part of each performance expectation, an equal part of the three dimensions, and a means to create coherence.
Utilizing the Framework (and Appendix) are essential to understand what is intended in incorporating the crosscutting concepts.

25. What Are Disciplinary Core Ideas?
Disciplinary core ideas are the big ideas of science that provide scientists and engineers with the concepts and foundations to make sense of phenomena and/or design solutions to problems.
Talking Points
Disciplinary core ideas are the big ideas—the most important aspects—of science that provide scientists and engineers with the concepts and the foundations to make sense of phenomena and/or to design solutions to problems.
They can be used to focus K–12 science curriculum, instruction, and assessments on the most important aspects of science.

26. Criteria for Core Ideas
Have broad importance across multiple sciences or engineering disciplines or be a key organizing concept of a single discipline; 
Provide a key tool for understanding or investigating more complex ideas and solving problems;
Relate to the interests and life experiences of students or be connected to societal or personal concerns that require scientific or technological knowledge;
Be teachable and learnable over multiple grades at increasing levels of depth and sophistication.
Talking Points
According to the Framework, to be considered core, the ideas must meet at least two of the following criteria and ideally all four:
Have broad importance across multiple  sciences or engineering disciplines or be a key organizing concept of a single discipline; 
Provide a key tool for understanding or investigating more complex ideas and solving problems;
Relate to the interests and life experiences of students or be connected to societal or personal concerns that require scientific or technological knowledge;
Be teachable and learnable over multiple grades at increasing levels of depth and sophistication.
Disciplinary core ideas are grouped in four disciplines:
The physical sciences;
The life sciences;
The earth and space sciences; and
Engineering, technology, and applications of science.

27. What Are the Core Ideas in . . .?
PHYSICAL SCIENCE
Matter & Its Interactions
Motion & Stability: Forces & Interactions
Energy
Waves & Their Applications in Technologies for Information Transfer
Talking Points
The physical sciences include four core ideas:
Matter and its interactions
Motion and stability: forces and interactions
Energy
Waves and their applications in technologies for information transfer

28. What Are the Core Ideas in . . .?
LIFE SCIENCES
From Molecules to Organisms: Structures & Processes
Ecosystems: Interactions, Energy, & Dynamics
Heredity: Inheritance & Variation of Traits
Biological Evolution: Unity & Diversity
Talking Points
The life sciences include four core ideas as well:
From molecules to organisms: structures and processes
Ecosystems: interactions, energy, and dynamics
Heredity: inheritance and variation of traits
Biological evolution: unity and diversity

29. What Are the Core Ideas in . . .?
EARTH & SPACE SCIENCES
Earth’s Place in the Universe
Earth’s Systems
Earth & Human Activity
Talking Points
The earth sciences include three core ideas:
Earth’s place in the universe
Earth’s systems
Earth and human activity

30. What Are the Core Ideas in . . .?
ENGINEERING, TECHNOLOGY, & APPLICATIONS OF SCIENCE
Engineering Design
Links Among Engineering, Technology, Science, & Society
Talking Points
Engineering, technology, and the applications of science include two core ideas:
Engineering design
Links among engineering, technology, science, and society

31. Disciplinary Core Ideas
Taking Points
During this video consider the following questions:
What are the disciplinary core ideas?
How are the Disciplinary Core Ideas used differently than content has been in the past?
How do Disciplinary Core Ideas progress through grades?
Source:

32. Analyzing Disciplinary Core Ideas
Talking Points
Which of the following DCI were present in the lesson and/or unit we sampled today?
Today’s lesson was focused on the PS4: Waves and Their Application in Technologies for Information Transfer. [Facilitator: click to animate]
In order to understand light waves, can you foresee any other Disciplinary Core Ideas that may be relevant? Use your reference sheet in your workbook. [Allow responses from the participants.]
Energy (Light Energy and Thermal Energy)
Structure & Properties of Matter (Depending on the properties of the object, light interacts in different ways.)
Large-Scale Systems in Earth (Seismic Waves)

33. Analyzing Disciplinary Cores Ideas: Light
Talking Points
From the lesson in which you physically participated, we look towards PS4.B: Electromagnetic Radiation.
How do we know the essence of what the students are supposed to discover? We look towards the Framework to guide our understanding of the Disciplinary Core Idea.
Let’s examine a section of the Framework and apply it to our lesson. We will focus on the particular grade band related to the lesson.

34. Analyzing the Disciplinary Core Ideas: Light
Analyzing Disciplinary Cores Ideas: Light
Analyzing the Disciplinary Core Ideas: Light
Previous to this lesson, the students have learned that light is reflected and scattered.
Through this lesson, students come to understand that light is transmitted.
Students begin to ask questions which will lead to absorption of light.
Facilitator Notes
Individual Task:
Allow 2-3 minutes for individuals to examine the marked sections of the Framework.
Use Workbook: Participants have been provided with the page of the Framework.
Small Group Task:
Allow 2-3 minutes for small groups to discuss their impressions.
Use Group Reflection: Participants record responses in group reflection workbook.
Whole Group Task:
Conduct a “Sharing Initial Ideas” discussion.
Use Talk Moves to elicit participants reactions and responses.
Review notes on the screen.
Talking Points
Let’s look to the framework for more details.
Let’s examine a section of the Framework and apply it to our lesson [Facilitator: click to animate]:
Take a minute or two to read the marked statement.
Then, as a small group, discuss: Was this present in the lesson? How?
Let’s discuss your small group thoughts as a whole group.
As you can see, we have identified many of the ideas in these sections. [Facilitator: click to animate]

35. Analyzing the Disciplinary Core Ideas: Light
Analyzing Disciplinary Cores Ideas: Light
Analyzing the Disciplinary Core Ideas: Light
Physical Science Progression
INCREASING SOPHISTICATION OF STUDENT THINKING
K-2
3-5
6-8
9-12
PS4.B Electromagnetic radiation
Objects can be seen only when light is available to illuminate them.
Object can be seen when light reflected from their surface enters our eyes.
The construct of a wave is used to model how light interacts with objects.
Both an electromagnetic wave model and a photon model explain features of electromagnetic radiation broadly and describe common applications of electromagnetic radiation.
Talking Points
Another useful document for understanding the progression of the Disciplinary Core Ideas is Appendix E: Progressions Within the Next Generation Science Standards (
Read the statement that is marked. [Facilitator: click to animate]
From looking at this document, we can see that we are on track and we can see what comes before and after as well.
From: APPENDIX E – Progressions Within the Next Generation Science Standards

36. in Three-Dimensional Learning?
Reflection and Take-Aways…
At this point, what can we take away from our work regarding the Disciplinary Core Ideas
in Three-Dimensional Learning?
Facilitator Notes
Whole Group Task:
Conduct a “Building Understanding” discussion.
Use Talk Moves to elicit participants reactions and responses.
Scribe (or ask for a volunteer scribe) take-aways on Three-Dimensional Learning poster.
Talking Points
We stated earlier that the disciplinary ideas are the big ideas—the most important aspects—of science that provide scientists and engineers with the concepts and the foundations to make sense of phenomena and/or to design solutions to problems.
As science educators, we are charged with enabling our students to engage in the practices of scientists and engineers at their developmental level in order to learn the science or engineer the design.
By introducing and analyzing a disciplinary core idea through the exercises today, what can we take away at this point? [Allow responses from the participants.]
In summary:
Disciplinary Core Ideas have broad importance across multiple sciences or engineering disciplines. Thus to understand one phenomenon multiple disciplinary cores may be incorporated.
Disciplinary Core Ideas are a key organizing concept of a single discipline; 
Disciplinary Cores Ideas build in a progression over the K-12 experience.
Students learn the core ideas through the use of the practices and crosscutting concepts.
Utilizing the Framework and Appendix are essential to understand what is intended in incorporating the disciplinary core ideas.

37. Session 2 Reflection What does “THREE-DIMENSIONAL LEARNING” look like?
What are some ways the eight “PRACTICES” help teachers and students make sense of phenomena and/or to design solutions to problems?
What are some ways the seven “CROSSCUTTING CONCEPTS” provide ways of looking at phenomena across different science disciplines?
What criteria characterize “CORE IDEAS” and help focus K-12 science curriculum, instruction, and assessments on the most important aspects of science?
Facilitator Notes
Individual Task:
Allow 5 minutes for individuals to reflect
Use Workbook: Participants have been provided a reflection page.
Talking Points
In order to implement NGSS into the classroom and use the EQuIP Rubric to examine and evaluate NGSS lessons and units, it’s imperative that we have a common understanding of the concepts of practices, disciplinary core ideas, and crosscutting concepts as they relate to the Framework.
Look back at the questions we began with in this segment.  Where are you now in terms of being able to respond to these questions with confidence?
Take 5 minutes to jot down your reflections and your take-a-ways from this segment: Where are you now in terms of being able to respond to these four questions with confidence?
Has your thinking changed as a result of this segment?
What did you hear that was new?
What’s still rolling around in your head that you need to know more about?
[After 5 minutes, ask a few people to share their reflections. Use Talk Moves.]
As we conclude this second Session, keep in mind that practices, disciplinary core ideas, and crosscutting concepts do not function in isolation.
The key shift in NGSS is three-dimensional learning.  That is, lessons and units where practices, disciplinary core ideas, and crosscutting concepts work together to help students make sense of phenomena or to design solutions to problems.  
We’ll talk more about three-dimensional learning in a subsequent segment.
If you would like more information about the NGSS & Framework, visit the NGSS website:
Keep in mind that you may wish to refer to the handout from Session One when you begin to use the rubric itself.

38. Revisiting Our Driving Question Board
Facilitator Notes
Whole Group Task:
Revisit the DQB.
Use Talk Moves to elicit participants reactions and responses.
Talking Points
At this point, we are going to revisit the Driving Question Board. [Facilitator: click to animate]
Are any of the questions that you placed on the board answered at this point in our professional development?
Similar to the students, what artifact could we attach to the question?