1. NGSS 101 Introducing the Next Generation Science Standards for
K-12 Alliance
NGSS 101
Introducing
the
Next Generation Science Standards
for
21st Century Teaching and Learning

2. Goals of This Session
Build understanding of the Next Generation Science Standards Performance Expectations in each grade level
Examine the key components of the NGSS
Learn to read the architecture of the NGSS

3. Science for ALL Students 3 Dimensional Coherent Learning across Grades
A Framework for K-12 Science Education Practices, Crosscutting Concepts, and Core Ideas
A New Vision for
Teaching and Learning
Science for ALL Students
3 Dimensional Coherent Learning across Grades

4. The Framework’s Vision of Science Education
Progressively deeper understanding of science.
Actively engage in practices to deepen understanding of crosscutting concepts and disciplinary core ideas.
Integrated systems of standards, curriculum, instruction, and assessment based on 3 dimensions.

5. 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 NGSS are student performance expectations – NOT curriculum.
The science concepts 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.

6. What’s in a Logo? Core ideas in the discipline Science and Engineering
Concepts across disciplines

7. Dimension 1 Scientific and Engineering Practices
Dimension 1 Science and Engineering Practices
Asking questions (science) and defining problems (engineering)
Developing and using models
Planning and carrying out investigations
Analyzing and interpreting data
Using mathematics and computational thinking
Constructing explanations (science) and designing solutions (engineering)
Engaging in argument from evidence
Obtaining, evaluating, and communicating information

8. Practices Change Science Education
From the science classroom as environments where students learn about science ideas
to places where students explore, examine, and use science ideas to explain how and why phenomena occur.

9. Dimension 2 Crosscutting Concepts
Patterns
Cause and effect
Scale, proportion, and quantity
Systems and system models
Energy and matter
Structure and function
Stability and change

10. Dimension 3- Disciplinary Core Ideas
Disciplinary Significance
Has broad importance across multiple science or engineering disciplines, a key organizing concept of a single discipline
Explanatory Power
Can be used to explain a host of phenomena
Generative
Provides a key tool for understanding or investigating more complex ideas and solving problems
Relevant to Peoples’ Lives
Relates to the interests and life experiences of students, connected to societal or personal concerns
Usable from K to 12
Is teachable and learnable over multiple grades at increasing levels of depth and sophistication

11. Physical Sciences - PS PS1 - Matter and Its Interactions
PS2 - Motion and Stability
PS3 - Energy
PS4 - Waves and Their Applications

12. Life Sciences - LS
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

13. Earth and Space Sciences - ESS
ESS1 - Earth’s Place in the Universe
ESS2 - Earth Systems
ESS3 - Earth and Human Activity

14. Engineering, Technology and Applications of Sciences
Engineering Design
Links Among Engineering, Technology, Science and Society

15. DCIs: Engineering 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 15

16. Three Dimensions Intertwined
The NGSS are written as Performance Expectations
NGSS requires contextual application of the three dimensions by students.
Focus is on “how” and “why” as well as “what”

18. Performance Expectations

19. Performance Expectations = Standard
Stem: each standard is written in the form of one sentence, that identifies the disciplinary core idea, the scientific practice and the crosscutting concept the student is expected to demonstrate at the end of instruction.
The clarification statements provide a short description of a nuance of the standard
The assessment boundary provides the depth of understanding all students are expected to demonstrate.

20. Foundation Boxes
SEP
DCI
CCC
Foundation boxes provide information that expands and explains the standard statements in relation to the three dimensions.

21. Connection Boxes Connection boxes provide:
connections to topics in other grade levels.
articulation across grade levels.
connections to Common Core State Standards

22. How Will You Think and Teach Differently?
Past 7th Grade Life Science CA Standard
Students know plants and animals have levels of organization for structure and function, including cells, tissues, organs, organ systems and whole organism.
Current Middle Grades CA NGSS Adopted Standard
Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

23. Building Performance Expectations
In groups of 3-4 people, examine the PEs for your grade level
Discuss the Disciplinary Core Idea
What is new? What is the same?
How might you teach or already teach this performance expectation?
Think about a task(s) that students may need to accomplish in order to understand the PEs
SEP
DCI
CCC

24. Learning Grows Over Time
Learning difficult ideas
Takes time
Develops as students work on tasks that forces them to synthesize ideas
Occurs when new and existing knowledge is linked to previous ideas
Depends on instruction

25. Performance Expectations Build Across Years
9-12
6-8
3-5
HS-PS1-3. Plan and conduct an investigation to gather evidence to compare the structure of substances at the bulk scale to infer the strength of electrical forces between particles.
MS-PS1-5. Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved.
5-PS1-1. Develop a model to describe that matter is made of particles too small to be seen
2-PS1-1 Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties.
2-PS1-2. Analyze data obtained from testing different materials to determine which materials have the properties that are best suited for an intended purpose*
K-2
Modified from Brian Reiser

26. Engaging students in constructing scientific explanations K – 12
Greater sophistication
Grades K - 2
Grades 3 - 5
Middle School
High School
Use information from observations (firsthand and from media) to construct an evidence-based account for natural phenomena
Use evidence (e.g., measurements, observations, patterns) to construct or support an explanation or design a solution to a problem.
Construct a scientific explanation based on valid and reliable evidence obtained from sources (including the students’ own experiments) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future.
Construct and revise an explanation based on valid and reliable evidence obtained from a variety of sources (including students’ own investigations, models, theories, simulations, peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future.

27. New Opportunities for All Learners
Common Core Standards (ELA and Mathematics)
Next Generation Science Standards
21st Century Skills

29. Stay Informed For questions and comments on Ca NGSS, email:
For background information on CA NGSS and resources visit:
For background information on NGSS on the national level, visit:

30. Resources Teachers Pay Teachers Smart Chick The Science Penguin
Perfect Pairs: Using Fiction & Nonfiction Picture Books to Teach Life Science, K-2
By Melissa Stewart
ISBN-13:

31. Resources Google Classroom: Lab Write-ups Scholastic: Study Jams
Brain Pop (Subscription required)
Nearpod
Plickers
Class Dojo

32. @vick_mvick