Nevada Academic Content Standards in Science…

Nevada Academic Content Standards in Science…
Nevada Academic Content Standards in Science…. Or as you know them – The Next Generation Science Standards David T Crowther, PhD. Professor Science Education Exec. Director Raggio Research Center for STEM Education President Elect National Science Teachers Association (NSTA) University of Nevada, Reno

Instructional Continuum
Direct Inquiry Instruction (Behaviorist) (Constructivist) ___________________X___________________ Lecture Demonstration Skills Practice Structured Guided Open Teacher Role: Teacher Role: (Sage- teacher centered) (Guide - student centered) Student Role: Student Role: (Kinesthetically & Cognitively Passive) ( Kinesthetically & Cognitively Active) Continuum of Inquiry has been well documented in Science Education: (Schwab, 1960; Atkins & Karplus, 1962; Herron, 1971; Bybee, 2002; Banchi & Bell, 2008)

The Many Levels of Inquiry
Bianchi & Bell (2008) Science and Children Direct Instruction Inquiry Instruction Bachi & Bell (2008). The Many Levels of Inquiry. Science and Children (October)

NSES, 2000 Inquiry Continuum

Learning Cycle (Atkins & Karplus, 1977)
Activity Before Content (ABC) Science – Constructivist A three phase learning cycle: Exploration: Students gain experience from the environment or phenomena Concept Introduction: Labels the content from the experience gained in the Exploration phase. Includes both conceptual and vocabulary development. Concept Application: Students “apply” the new concept and / or reasoning pattern to additional learning situations Exploration: Students gain experience from the environment or phenomena. “Children explore new materials and new ideas minimal guidance or expectation” Concept Introduction: Provides social transmission of content based upon the experience gained in the Exploration phase. Includes both conceptual and vocabulary development. Concept Application: Students “apply” the new concept and / or reasoning pattern to additional learning situations (pp )

5 E Learning Cycle (Bybee, 1997) With ELL Considerations
*Engagement: Introduces concept in social language Activates prior knowledge Exploration: hands-on inquiry based activity where experience allows construction of knowledge Kids “Discover” the concept being explored Group learning using social language and realia (Real stuff) Explanation: (Concept Development) Conceptual Development: Using questioning and discussion strategies Vocabulary Development: Using Scaffolded approach (social to academic) Elaboration (Concept Application) A second hands-on inquiry based activity where students “Apply” the new conceptual understanding along with using the new academic vocabulary to explore the phenomenon in depth. *Evaluation Formative - Utilize all four Language Domains (Reading, Writing Listening and Speaking) Summative – Test the conceptual understanding, not the reading ability

Conceptual Framework Ask a question
Collect Evidence (Quantitative and Qualitative) Make a Claim based upon the Evidence Communicate your Claim via Argumentation (Scientific Discourse includes reading, writing, listening and speaking)

Resources for the Framework
Benchmarks for Scientific Literacy and Atlas of Science Literacy National Science Education Standards 2009 NAEP Science Framework (National Assessment of Educational Progress) College Board Standards for College in Science NSTA’s Science Anchors project

National Research Council Reports
How People Learn Taking Science to School Ready, Set, Science

A Framework for K-12 Science Education
View free PDF form The National Academies Press at Secure your own copy from The final draft was released by the National Research Council of the National Academies of Science in July, 2011. Written by scientists, educators , and cognitive scientists, this document describes much of what has been learned in the last 20 years about how students learn complex science concepts. (18 member committee) This framework is really going to push your current thinking, lesson development, comfort with concepts and skills. Self-reflect and evaluate The research that grew from the NSES publication brought to light the common practice of teaching science and how that differed from the ways in which students learn science. NRC formed a new committee in 2010 to reevaluate the direction of science education using the science education research that developed through the last 20 years. Major publications that drove the evolution: Taking Science to School: Learning and Teaching Science in Grades K-8 (NAP, 2007) America's Lab Report: Investigations in High School Science (NAP, 2005) Learning Science in Informal Environments: People, Places, and Pursuits (NAP, 2009) Ready, Set, SCIENCE!: Putting Research to Work in K-8 Science Classrooms (NAP, 2007) Surrounded by Science: Learning Science in Informal Environments (NAP, 2010) The Framework has an evolved vision of science learning that leads to a new vision of teaching.

A Vision for Science Education
“To ensure that by the end of 12th grade, all students have some appreciation of the beauty and wonder of science; possess sufficient knowledge of science and engineering to engage in public discussions on related issues; are careful consumers of scientific and technological information related to their everyday lives; are able to continue to learn about science outside school; and have the skills to enter careers of their choice, including (but not limited to) careers in science, engineering, and technology.” Opening slide before presentation starts -

Principles of the Framework
Children are born investigators Understanding builds over time Science and Engineering require both knowledge and practice Connecting to students’ interests and experiences is essential Focusing on core ideas and practices Promoting equity Helen

Developing the Standards
Instruction Curricula Assessments Teacher Development Here we are transitioning FROM the Framework structure and vision TO Standards July 2011

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

Nevada State Science Standards vs. Next Generation Science Standards
NSSS Life Science Physical Science Earth & Space Science None Nature of Science (History of Science, Technology, Process Skills & Inquiry) Unifying Themes Grade Bands (K-2, 3-5, 6-8, 9-12) Mile Wide/Inch Deep NGSS Life Sciences Physical Sciences Earth & Space Sciences Engineering & Technology Applications to Science Science Practices Cross Cutting Concepts Grade Levels (K, 1, 2, 3, 4, 5, 6-8, 9-12) In-depth Coverage of Fewer Concepts

The Three Dimensions of Science
The practices are the processes of building and using the core ideas to make sense of the natural and designed world through the lenses of the crosscutting concepts. A sentence describing the connections among the three dimensions. GRAPHIC ON NEXT SLIDE 3-Dimensions

Performance Expectation
Science and Engineering Practices Crosscutting Concepts Performance Expectation Graphically showing that all three dimensions are used in each Performance Expectation (standard) Big change in Disciplinary Core Ideas is the inclusion of “Engineering” which was not well established in past standards. Example Performance Expectation (with each of the 3 dimensions sectioned out below): 3-PS2-1. Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an object. Science and Engineering Practice: Plan and conduct an investigation to provide evidence. Crosscutting Concept: “the effects of” Disciplinary Core Ideas: “balanced and unbalanced forces on the motion of an object” NGSS: Disciplinary Core Ideas Life Science Physical Science Earth and Space Science Engineering

Three Dimensions (3-D) of the NGSS
Disciplinary Core Ideas (DCI) Science and Engineering Practices (SEP) Cross Cutting Concepts (CCC)

NGSS Foldable with the Three Dimensions:

Disciplinary Core Ideas (DCI)
Disciplinary ideas are grouped in four domains: physical sciences; life sciences; earth and space sciences; engineering, technology and applications of science. Disciplinary core ideas have the power to focus K–12 science curriculum, instruction and assessments on the most important aspects of science. To be considered core, the ideas should 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
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

Engineering & Technology
Core and Component Ideas Life Science Earth & Space Science Physical Science Engineering & Technology LS1: From Molecules to Organisms: Structures and Processes LS1.A: Structure and Function LS1.B: Growth and Development of Organisms LS1.C: Organization for Matter and Energy Flow in Organisms LS1.D: Information Processing LS2: Ecosystems: Interactions, Energy, and Dynamics LS2.A: Interdependent Relationships in Ecosystems LS2.B: Cycles of Matter and Energy Transfer in Ecosystems LS2.C: Ecosystem Dynamics, Functioning, and Resilience LS2.D: Social Interactions and Group Behavior LS3: Heredity: Inheritance and Variation of Traits LS3.A: Inheritance of Traits LS3.B: Variation of Traits LS4: Biological Evolution: Unity and Diversity LS4.A: Evidence of Common Ancestry and Diversity LS4.B: Natural Selection LS4.C: Adaptation LS4.D: Biodiversity and Humans ESS1: Earth’s Place in the Universe ESS1.A: The Universe and Its Stars ESS1.B: Earth and the Solar System ESS1.C: The History of Planet Earth ESS2: Earth’s Systems ESS2.A: Earth Materials and Systems ESS2.B: Plate Tectonics and Large-Scale System Interactions ESS2.C: The Roles of Water in Earth’s Surface Processes ESS2.D: Weather and Climate ESS2.E: Biogeology ESS3: Earth and Human Activity ESS3.A: Natural Resources ESS3.B: Natural Hazards ESS3.C: Human Impacts on Earth Systems ESS3.D: Global Climate Change PS1: Matter and Its Interactions PS1.A: Structure and Properties of Matter PS1.B: Chemical Reactions PS1.C: Nuclear Processes PS2: Motion and Stability: Forces and Interactions PS2.A: Forces and Motion PS2.B: Types of Interactions PS2.C: Stability and Instability in Physical Systems PS3: Energy PS3.A: Definitions of Energy PS3.B: Conservation of Energy and Energy Transfer PS3.C: Relationship Between Energy and Forces PS3.D: Energy in Chemical Processes and Everyday Life PS4: Waves and Their Applications in Technologies for Information Transfer PS4.A: Wave Properties PS4.B: Electromagnetic Radiation PS4.C: Information Technologies and Instrumentation ETS1: Engineering Design ETS1.A: Defining and Delimiting an Engineering Problem ETS1.B: Developing Possible Solutions ETS1.C: Optimizing the Design Solution ETS2: Links Among Engineering, Technology, Science, and Society ETS2.A: Interdependence of Science, Engineering, and Technology ETS2.B: Influence of Engineering, Technology, and Science on Society and the Natural World Note: In NGSS, the core ideas for Engineering, Technology, and the Application of Science are integrated with the Life Science, Earth & Space Science, and Physical Science core ideas

Slide of Disciplinary Core Ideas in Action
Could focus in on a disciplinary core idea, quick demo, or video from Teacher Channel ( achieve ) Video Length: 5 minutes Objective: Learn about the Disciplinary Core Ideas in the Next Generation Science Standards Questions to Consider What are the Disciplinary Core Ideas? How are Disciplinary Core Ideas used differently than content has been in the past? How do Disciplinary Core Ideas progress through the grades?

Practices of Science and Engineering (PSE)
The practices describe 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 NRC uses the term practices instead of a term like “skills” to emphasize that engaging in scientific investigation requires not only skill but also knowledge that is specific to each practice. Part of the NRC’s intent is to better explain and extend what is meant by “inquiry” in science and the range of cognitive, social, and physical practices that it requires (Inquiry = Practices).

Practices of Science and Engineering (PSE)
Although engineering design is similar to scientific inquiry, there are significant differences. For example, scientific inquiry involves the formulation of a question that can be answered through investigation, while engineering design involves the formulation of a problem that can be solved through design. Strengthening the engineering aspects of the Next Generation Science Standards will clarify for students the relevance of science, technology, engineering and mathematics (the four STEM fields) to everyday life. Bybee, R. (2011). Scientific and Engineering Practices in K–12 Classrooms: Understanding A Framework for K–12 Science Education. The Science Teacher.

Scientific and 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

Guiding Principles - NGSS Practices of Science and Engineering
Students in grades K-12 should engage in all eight practices over each grade band. Practices grow in complexity and sophistication across the grades. Each practice may reflect science or engineering. Practices represent what students are expected to do, and are not teaching methods or curriculum. The eight practices are not separate; they intentionally overlap and interconnect. Performance expectations focus on some but not all capabilities associated with a practice. Engagement in practices is language intensive and requires students to participate in classroom science discourse.

Slide of Practices in Action
video from Teacher Channel ( practices-achieve#) Video Length: 6 minutes Objective: Learn about the Science & Engineering Practices in the Next Generation Science Standards Questions to Consider 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?

Practice 1: Asking Questions and Defining Problems
Students at any grade level should be able to ask questions of each other about the texts they read, the features of the phenomena they observe, and the conclusions they draw from their models or scientific investigations. For engineering, they should ask questions to define the problem to be solved and to elicit ideas that lead to the constraints and specifications for its solution. (NRC Framework 2012, p. 56 ) Scientific questions arise in a variety of ways. They can be driven by curiosity about the world, inspired by the predictions of a model, theory, or findings from previous investigations, or they can be stimulated by the need to solve a problem. Scientific questions are distinguished from other types of questions in that the answers lie in explanations supported by empirical evidence, including evidence gathered by others or through investigation. While science begins with questions, engineering begins with defining a problem to solve. However, engineering may also involve asking questions to define a problem

Practice 2 : Developing and Using Models
Modeling can begin in the earliest grades, with students’ models progressing from concrete “pictures” and/or physical scale models (e.g., a toy car) to more abstract representations of relevant relationships in later grades, such as a diagram representing forces on a particular object in a system. (NRC Framework, 2012, p. 58) Models include diagrams, physical replicas, mathematical representations, analogies, and computer simulations. Although models do not correspond exactly to the real world, they bring certain features into focus while obscuring others. All models contain approximations and assumptions that limit the range of validity and predictive power, so it is important for students to recognize their limitations.

Practice 3: Planning and Carrying Out Investigations
Students should have opportunities to plan and carry out several different kinds of investigations during their K-12 years. At all levels, they should engage in investigations that range from those structured by the teacher—in order to expose an issue or question that they would be unlikely to explore on their own (e.g., measuring specific properties of materials)—to those that emerge from students’ own questions. (NRC Framework, 2012, p. 61) Scientific investigations may be undertaken to describe a phenomenon, or to test a theory or model for how the world works. The purpose of engineering investigations might be to find out how to fix or improve the functioning of a technological system or to compare different solutions to see which best solves a problem. Whether students are doing science or engineering, it is always important for them to state the goal of an investigation, predict outcomes, and plan a course of action that will provide the best evidence to support their conclusions. Students should design investigations that generate data to provide evidence to support claims they make about phenomena. Data aren’t evidence until used in the process of supporting a claim. Students should use reasoning and scientific ideas, principles, and theories to show why data can be considered evidence.

Practice 4: Analyzing and Interpreting Data
Once collected, data must be presented in a form that can reveal any patterns and relationships and that allows results to be communicated to others. Because raw data as such have little meaning, a major practice of scientists is to organize and interpret data through tabulating, graphing, or statistical analysis. Such analysis can bring out the meaning of data— and their relevance—so that they may be used as evidence. Engineers, too, make decisions based on evidence that a given design will work; they rarely rely on trial and error. Engineers often analyze a design by creating a model or prototype and collecting extensive data on how it performs, including under extreme conditions. Analysis of this kind of data not only informs design decisions and enables the prediction or assessment of performance but also helps define or clarify problems, determine economic feasibility, evaluate alternatives, and investigate failures. (NRC Framework, 2012, p )

Practice 5: Using Mathematics and Computational Thinking
Although there are differences in how mathematics and computational thinking are applied in science and in engineering, mathematics often brings these two fields together by enabling engineers to apply the mathematical form of scientific theories and by enabling scientists to use powerful information technologies designed by engineers. Both kinds of professionals can thereby accomplish investigations and analyses and build complex models, which might otherwise be out of the question. (NRC Framework, 2012, p. 65) Students are expected to use mathematics to represent physical variables and their relationships, and to make quantitative predictions. Other applications of mathematics in science and engineering include logic, geometry, and at the highest levels, calculus. Computers and digital tools can enhance the power of mathematics by automating calculations, approximating solutions to problems that cannot be calculated precisely, and analyzing large data sets available to identify meaningful patterns. Students are expected to use laboratory tools connected to computers for observing, measuring, recording, and processing data. Students are also expected to engage in computational thinking, which involves strategies for organizing and searching data, creating sequences of steps called algorithms, and using and developing new simulations of natural and designed systems. Mathematics is a tool that is key to understanding science. As such, classroom instruction must include critical skills of mathematics.

Practice 6: Constructing Explanations and Designing Solutions
The goal of science is to construct explanations for the causes of phenomena. Students are expected to construct their own explanations, as well as apply standard explanations they learn about from their teachers or reading. The Framework states the following about explanation: “The goal of science is the construction of theories that provide explanatory accounts of the world. A theory becomes accepted when it has multiple lines of empirical evidence and greater explanatory power of phenomena than previous theories.”(NRC Framework, 2012, p. 52) An explanation includes a claim that relates how a variable or variables relate to another variable or a set of variables. A claim is often made in response to a question and in the process of answering the question, scientists often design investigations to generate data. The goal of engineering is to solve problems. Designing solutions to problems is a systematic process that involves defining the problem, then generating, testing, and improving solutions.

Practice 7: Engaging in Argument from Evidence
The study of science and engineering should produce a sense of the process of argument necessary for advancing and defending a new idea or an explanation of a phenomenon and the norms for conducting such arguments. In that spirit, students should argue for the explanations they construct, defend their interpretations of the associated data, and advocate for the designs they propose. (NRC Framework, 2012, p. 73) Argumentation is a process for reaching agreements about explanations and design solutions. In science, reasoning and argument based on evidence are essential in identifying the best explanation for a natural phenomenon. In engineering, reasoning and argument are needed to identify the best solution to a design problem. Student engagement in scientific argumentation is critical if students are to understand the culture in which scientists live, and how to apply science and engineering for the benefit of society. As such, argument is a process based on evidence and reasoning that leads to explanations acceptable by the scientific community and design solutions acceptable by the engineering community. Argument in science goes beyond reaching agreements in explanations and design solutions. Whether investigating a phenomenon, testing a design, or constructing a model to provide a mechanism for an explanation, students are expected to use argumentation to listen to, compare, and evaluate competing ideas and methods based on their merits. Scientists and engineers engage in argumentation when investigating a phenomenon, testing a design solution, resolving questions about measurements, building data models, and using evidence to evaluate claims.

Practice 8: Obtaining, Evaluating, and Communicating Information
Any education in science and engineering needs to develop students’ ability to read and produce domain-specific text. As such, every science or engineering lesson is in part a language lesson, particularly reading and producing the genres of texts that are intrinsic to science and engineering. (NRC Framework, 2012, p. 76) Being able to read, interpret, and produce scientific and technical text are fundamental practices of science and engineering, as is the ability to communicate clearly and persuasively. Being a critical consumer of information about science and engineering requires the ability to read or view reports of scientific or technological advances or applications (whether found in the press, the Internet, or in a town meeting) and to recognize the salient ideas, identify sources of error and methodological flaws, distinguish observations from inferences, arguments from explanations, and claims from evidence. Scientists and engineers employ multiple sources to obtain information used to evaluate the merit and validity of claims, methods, and designs. Communicating information, evidence, and ideas can be done in multiple ways: using tables, diagrams, graphs, models, interactive displays, and equations as well as orally, in writing, and through extended discussions.

Cross Cutting Concepts (CCC)
Crosscutting concepts have application across all domains of science. As such, they are a way of linking the different domains of science. 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.

Crosscutting Concepts
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

Slide of Crosscutting Concepts in Action
video from Teacher Channel ( achieve ) Video Length: 6 minutes Objective: Learn about the Crosscutting Concepts in the Next Generation Science Standards Questions to Consider 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?

The 7 Crosscutting Concepts (CCC)
1. Patterns: Observed patterns of forms and events guide organization and classification, and they prompt questions about relationships and the factors that influence them. 2. Cause and effect: Mechanism and explanation. Events have causes, sometimes simple, sometimes multifaceted. A major activity of science is investigating and explaining causal relationships and the mechanisms by which they are mediated. Such mechanisms can then be tested across given contexts and used to predict and explain events in new contexts. 3. Scale, proportion, and quantity: In considering phenomena, it is critical to recognize what is relevant at different measures of size, time, and energy and to recognize how changes in scale, proportion, or quantity affect a system’s structure or performance.

The 7 Crosscutting Concepts (CCC)
4 Systems and system models: Defining the system under study—specifying its boundaries and making explicit a model of that system—provides tools for understanding and testing ideas that are applicable throughout science and engineering. 5. Energy and matter: Flows, cycles, and conservation. Tracking fluxes of energy and matter into, out of, and within systems helps one understand the systems’ possibilities and limitations. 6. Structure and function: The way in which an object or living thing is shaped and its substructure determine many of its properties and functions. 7. Stability and change: For natural and built systems alike, conditions of stability and determinants of rates of change or evolution of a system are critical elements of study.

Content and Practice Work together to Build Understanding
Crosscutting Concepts Core Ideas Scientific ideas are best learned when students engage in practices Practices Krajcik, 2013

Crosscutting Concepts Core Ideas To form useable understanding, knowing and doing cannot be separated, but rather must be learned together Practices Krajcik, 2013

Crosscutting Concepts Core Ideas Allows for problem- solving, decision making, explaining real-world phenomena, and integrating new ideas Practices Krajcik, 2013

Inside the Box

Inside the NGSS Box Based on the January 2013 Draft of NGSS

Inside the NGSS Box Title and Code The titles of standard pages are not necessarily unique and may be reused at several different grade levels . The code, however, is a unique identifier for each set based on the grade level, content area, and topic it addresses. What is Assessed A collection of several performance expectations describing what students should be able to do to master this standard 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 Connection Box Other standards in the Next Generation Science Standards or in the Common Core State Standards that are related to this standard Based on the January 2013 Draft of NGSS

Inside the NGSS Box 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. Engineering Connection (*) An asterisk indicates an engineering connection in the practice, core idea or crosscutting concept that supports the performance expectation. Based on the January 2013 Draft of NGSS

Inside the NGSS Box Foundation Box
Scientific & Engineering Practices Activities that scientists and engineers engage in to either understand the world or solve a problem 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 Disciplinary Core Ideas Concepts in science and engineering that have broad importance within and across disciplines as well as relevance in people’s lives. Crosscutting Concepts Ideas, such as Patterns and Cause and Effect, which are not specific to any one discipline but cut across them all. Based on the January 2013 Draft of NGSS

Inside the NGSS Box 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 Connections to Engineering, Technology and Applications of Science These connections are drawn from the disciplinary core ideas for engineering, technology, and applications of science in the Framework. Connections to Nature of Science Connections are listed in either the practices or the crosscutting connections section of the foundation box. Based on the January 2013 Draft of NGSS

Inside the NGSS Box Codes for Performance Expectations Codes designate the relevant performance expectation for an item in the foundation box and connection box. In the connections to common core, italics indicate a potential connection rather than a required prerequisite connection. Based on the January 2013 Draft of NGSS

Inside the NGSS Box Title and Code The titles of standard pages are not necessarily unique and may be reused at several different grade levels . The code, however, is a unique identifier for each set based on the grade level, content area, and topic it addresses. 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. Engineering Connection (*) An asterisk indicates an engineering connection in the practice, core idea or crosscutting concept that supports the performance expectation. Scientific & Engineering Practices Activities that scientists and engineers engage in to either understand the world or solve a problem 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 Disciplinary Core Ideas Concepts in science and engineering that have broad importance within and across disciplines as well as relevance in people’s lives. Crosscutting Concepts Ideas, such as Patterns and Cause and Effect, which are not specific to any one discipline but cut across them all. Connections to Engineering, Technology and Applications of Science These connections are drawn from the disciplinary core ideas for engineering, technology, and applications of science in the Framework. Connection Box Other standards in the Next Generation Science Standards or in the Common Core State Standards that are related to this standard Connections to Nature of Science Connections are listed in either the practices or the crosscutting connections section of the foundation box. Codes for Performance Expectations Codes designate the relevant performance expectation for an item in the foundation box and connection box. In the connections to common core, italics indicate a potential connection rather than a required prerequisite connection. Based on the January 2013 Draft of NGSS

Closer Look at NGSS

Closer Look at a NGSS (Grade 2)
2.PS1 Matter and Its Interactions Students who demonstrate understanding can: 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.] The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education: Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts Planning and Carrying Out Investigations Planning and carrying out investigations to answer questions or test solutions to problems in K–2 builds on prior experiences and progresses to simple investigations, based on fair tests, which provide data to support explanations or design solutions. Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence to answer a question. (2-PS1-1) PS1.A: Structure and Properties of Matter Different kinds of matter exist and many of them can be either solid or liquid, depending on temperature. Matter can be described and classified by its observable properties. (2-PS1-1) Patterns Patterns in the natural and human designed world can be observed. (2-PS1-1) Connections to other DCIs in this grade-level: will be available on or before April 26, 2013. Articulation of DCIs across grade-levels: will be available on or before April 26, 2013 Common Core State Standards Connections: will be available on or before April 26, 2013. ELA/Literacy – Mathematics –

Closer Look at a NGSS (Grade 2)
2.PS1 Matter and Its Interactions Students who demonstrate understanding can: 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.] The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science Education: Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts Planning and Carrying Out Investigations Planning and carrying out investigations to answer questions or test solutions to problems in K–2 builds on prior experiences and progresses to simple investigations, based on fair tests, which provide data to support explanations or design solutions. Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence to answer a question. (2-PS1-1) PS1.A: Structure and Properties of Matter Different kinds of matter exist and many of them can be either solid or liquid, depending on temperature. Matter can be described and classified by its observable properties. (2-PS1-1) Patterns Patterns in the natural and human designed world can be observed. (2-PS1-1) Connections to other DCIs in this grade-level: will be available on or before April 26, 2013. Articulation of DCIs across grade-levels: will be available on or before April 26, 2013 Common Core State Standards Connections: will be available on or before April 26, 2013. ELA/Literacy – Mathematics – Note: 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.

NGSS Evidence Statements:

*Handout

An Analogy

An Analogy between NGSS and a Cake
Baking a Cake (Performance Expectation) Remember that all analogies can lead to misinterpretation Frosting (Crosscutting Concepts) Cake (Core Ideas) Baking Tools & Techniques (Practices)

An Analogy between NGSS and Cooking
Preparing a Meal (Performance Expectation) Basic Ingredients (Core Ideas) Herbs, Spices, & Seasonings (Crosscutting Concepts) Kitchen Tools & Techniques (Practices)

An Analogy between NGSS and Cooking
Life Science (Vegetables) Physical Science (Meats) Earth & Space Science (Grains) Engineering & Technology (Dairy) Some meals use only one food group. Other meals use several food groups. Some Lessons will address just one discipline. Other lessons will address several disciplines.

Practices in Science, Mathematics, and English Language Arts (ELA)

Practices in Math, Science, and ELA*
Practices in Mathematics, Science, and English Language Arts* Math Science English Language Arts M1. Make sense of problems and persevere in solving them. M2. Reason abstractly and quantitatively. M3. Construct viable arguments and critique the reasoning of others. M4. Model with mathematics. M5. Use appropriate tools strategically. M6. Attend to precision. M7. Look for and make use of structure. M8. Look for and express regularity in repeated reasoning. S1. Asking questions (for science) and defining problems (for engineering). S2. Developing and using models. S3. Planning and carrying out investigations. S4. Analyzing and interpreting data. S5. Using mathematics, information and computer technology, and computational thinking. S6. Constructing explanations (for science) and designing solutions (for engineering). S7. Engaging in argument from evidence. S8. Obtaining, evaluating, and communicating information. E1. They demonstrate independence. E2. They build strong content knowledge. E3. They respond to the varying demands of audience, task, purpose, and discipline. E4. They comprehend as well as critique. E5. They value evidence. E6. They use technology and digital media strategically and capably. E7. They come to understanding other perspectives and cultures. * The Common Core English Language Arts uses the term “student capacities” rather than the term “practices” used in Common Core Mathematics and the Next Generation Science Standards.

Math Science ELA Commonalities
M4. Models with mathematics S2: Develop & use models S5: Use mathematics & computational thinking M1: Make sense of problems and persevere in solving them M2: Reason abstractly & quantitatively M6: Attend to precision M7: Look for & make use of structure M8: Look for & make use of regularity in repeated reasoning S1: Ask questions and define problems S3: Plan & carry out investigations S4: Analyze & interpret data S6: Construct explanations & design solutions E2: Build a strong base of knowledge through content rich texts E5: Read, write, and speak grounded in evidence M3 & E4: Construct viable arguments and critique reasoning of others S7: Engage in argument from evidence E6: Use technology & digital media strategically & capably M5: Use appropriate tools strategically S8: Obtain, evaluate, & communicate information E3: Obtain, synthesize, and report findings clearly and effectively in response to task and purpose E1: Demonstrate independence in reading complex texts, and writing and speaking about them E7: Come to understand other perspectives and cultures through reading, listening, and collaborations Commonalities Among the Practices in Science, Mathematics and English Language Arts Based on work by Tina Chuek ell.stanford.edu ELA

NSTA Resources

nextgenscience.org nsta.org/ngss
On the Web nextgenscience.org nsta.org/ngss

Connect & Collaborate with Colleagues
Discussion forum on NGSS in the Learning center NSTA Member-only Listserv on NGSS

Web Seminars Check the NSTA website at for upcoming programs. Previous programs focused on scientific and engineering practices, crosscutting concepts, engineering, and more. All programs are archived at the

Connect with nevadangse.net
Sign up today and become a part of the Nevada Next Generation Science Education Network!

Resources for Support In-State: Nationally:
Next Generation Science Education NV DOE and the NVACSS Nevada State Science Teachers Association Nationally: NGSS Highlighting just a few “go to” sites for supporting the NVACSS As time goes on, there will be many more sites that offer support related to Next Generation Science INSTRUCTION, LESSONS, VIDEOS, ASSESSMENTS, etc.

Direct Instruction

Inquiry

Teachers need more than one “tool” in their teaching tool boxes
The Answer is BOTH! Current research in K-12 Science Classrooms reveals that earlier debates about such dichotomies as “direct instruction” and “inquiry” are simplistic, even mistaken, as a characteristic of science pedagogy (Framework for K-12 Science Education, 2011, p 10-9) The process of theory development and testing is iterative, uses both inductive and deductive logic, and incorporates many tools besides direct experimentation. (Taking Science to School ,2007, NSF p.27) Teachers need more than one “tool” in their teaching tool boxes

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