1. Summer GeoSTEM Academy for Teachers
Pre-academy Webinar

2. Next Generation Science Standards

3. They’re here! “… and the adoption of the
Next Generation Science Standards…” July 9, 2014
What does it mean for us, the classroom educator?

4. What does this mean for us?
…RESOLVED, the State Board of Education hereby directs that school districts implement the revised science standards in grades 6 through 12 by September 2016 and in kindergarten through grade 5 by September 2017; and be it further….
WRONG!
This means we have plenty of time, right?
Source:

5. What does this mean for us?
Questions:
Where do I begin?
How does an NGSS classroom look different from my classroom?
What can I do now to begin the transition?

6. Where do I begin?
Don’t Start Here!

7. Don’t Start Here! 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
Don’t Start Here!
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 7

8. …and connect teaching to
Start here instead…
…and connect teaching to
the NGSS Framework!

9. ….and then go the NGSS
…then use A Framework for K-12 Science Education and Next Generation Science Standards together

10. Comparison A Framework for K-12 Science
Next Generation Science Standard Performance Expectation
ESS3-A: Humans depend on Earth’s land, ocean, atmosphere, and biosphere for many different resources, including air, water, soil, minerals, metals, energy, plants, and animals. Some of these resources are renewable over human lifetimes, and some are nonrenewable (mineral resources and fossil fuels) or irreplaceable if lost (extinct species). Materials important to modern technological societies are not uniformly distributed across the planet (e.g., oil in the Middle East, gold in California). (pg 191)
MS-ESS-1: Humans depend on Earth’s land, ocean, atmosphere, and biosphere for many different resources. Minerals, fresh water, and biosphere resources are limited, and many are not renewable or replaceable over human lifetimes. These resources are distributed unevenly around the planet as a result of past geologic processes.

11. 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. 11

12. Dissecting the PE’s for our Academy
MS-ESS3-1. Construct a scientific explanation based on evidence for how the uneven distributions of Earth's mineral, energy, and groundwater resources are the result of past and current geoscience processes.
[Clarification Statement: Emphasis is on how these resources are limited and typically non-renewable, and how their distributions are significantly changing as a result of removal by humans. Examples of uneven distributions of resources as a result of past processes include but are not limited to petroleum (locations of the burial of organic marine sediments and subsequent geologic traps), metal ores (locations of past volcanic and hydrothermal activity associated with subduction zones), and soil (locations of active weathering and/or deposition of rock).]

13. Identify the Practice, Core Disciplinary Idea & Crosscutting Concept
MS-ESS3-1. Construct a scientific explanation based on evidence for how the uneven distributions of Earth's mineral, energy, and groundwater resources are the result of past and current geoscience processes.
What is the practice?
What is the disciplinary core idea?
What is the crosscutting concept?

15. Dissecting the Performance Expectations for our Academy
Avoid “teaching to the PE”
Start with “unpacking the PE”
Refer to the Framework
Learning progression – what came before? What comes after?
What concepts are embedded in the Disciplinary Core Idea (DCI)?
How are the Science & Engineering (S&E) practices and the cross-cutting concepts blended with the DCI?
How can we include the Common Core ELA and Math standards?
Remember – PE’s are NOT standards or curriculum!

16. Dissecting the PE’s for our Academy
HS-ESS3-2. Evaluate competing design solutions for developing, managing, and utilizing energy and mineral resources based on cost-benefit ratios.* [Clarification Statement: Emphasis is on the conservation, recycling, and reuse of resources (such as minerals and metals) where possible, and on minimizing impacts where it is not. Examples include developing best practices for agricultural soil use, mining (for coal, tar sands, and oil shales), and pumping (for petroleum and natural gas). Science knowledge indicates what can happen in natural systems—not what should happen.] * The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.

18. Identify the Practice, Core Disciplinary Idea & Crosscutting Concept
HS-ESS3-2. Evaluate competing design solutions for developing, managing, and utilizing energy and mineral resources based on cost-benefit ratios.*
What is the practice?
What is the disciplinary core idea?
What is the crosscutting concept?
Crosscutting concept exists as a connection to engineering and nature of science

19. Dissecting the Performance Expectations for our Academy
Avoid “teaching to the PE”
Start with “unpacking the PE”
Refer to the Framework
Learning progression – what came before? What comes after?
What concepts are embedded in the Disciplinary Core Idea (DCI)?
How are the Science & Engineering (S&E) practices and the cross-cutting concepts blended with the DCI?
How can we include the Common Core ELA and Math standards?
Remember – PE’s are NOT standards or curriculum!

20. GeoSTEM Academy and the NGSS
Brief introduction
Only selected PE’s addressed at the middle school and the high school levels
Time at the academy for questions and reflection on transition and implementation