1. Welcome! Please make a name tag
The Next Generation Science Standards Putting it into Practice Seminar 1: January 26, 2015
Welcome!
Please make a name tag

2. Agenda Welcome Ice Breaker activity Nuts and Bolts
The NRC Framework and the 3 Dimensions of the NGSS
Navigating the NGSS
BREAK
PE Analysis Tool
Implementing in the classroom
Anchoring Event
Investigations
Closure

3. Conceptual Shifts in the 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 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.
NGSS content is focused on preparing students for the next generation workforce.
The NGSS and Common Core State Standards ( English Language Arts and Mathematics) are Aligned.
In many, these are separated out, so leads to separation in instruction and assessment.
Do not pre-determine how the 3 are linked in curriculum, instruction, and assessment. Just clarify what expectations of what know and be able to to do.
Progressions K-12 on a few DCIs
Focus on core ideas, not necessarily the facts that are associated with them. These facts might be important. Evidence, but not sole focus of instruction.

4. Foundations that Shape Where We Find Ourselves Today

5. Building from research & key reports…
Building Capacity in State Science Education BCSSE
Building from research & key reports…

6. Take Away…
Making Meaning occurs through the integration of science an engineering practices with core conceptual ideas.
Thinking becomes visible when students have the opportunity to experience the science and engineering, talk about it, and write about it
Deep Understanding requires coherent curriculum and instruction as students develop increasingly sophisticated thinking.

7. Vision for Science Teaching and Learning

8. NGSS Architecture is Based on the Framework Integration of practices,
crosscutting concepts,
and core ideas.

9. A Framework for K-12 Science Education Dimensions of the Framework
Three-Dimensions:
Scientific and Engineering Practices
Crosscutting Concepts
Disciplinary Core Ideas
“Big Picture”
You are familiar with these dimensions
The most important message is… (next slide)
Summary: p. 3 Box S-1, The Three Dimensions of the Framework

10. Science and Engineering Practices
1. Asking questions(for science) and defining problems (for engineering)
2. Developing and using models
3. Planning and carrying out investigations
4. Analyzing and interpreting data
5. Using mathematics and computational thinking
6. Developing explanations (for science) and designing solutions (for engineering)
7. Engaging in argument from evidence
8. Obtaining, evaluating, and communicating information

11. Disciplinary Core Ideas

12. 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
8 Practices, 7 Crosscutting Concepts, and 13 Disciplinary Core Ideas

13. 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
44 Component Ideas related to the Core Ideas

14. Crosscutting Concepts

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

16. A Framework for K-12 Science Education
Digging Deeper
Science and Engineering Practices
Why do you think the Framework uses the term practices to describe this dimension of science?
Disciplinary Core Ideas
What does the section offer you in terms of preparing for instruction?
Crosscutting Concepts
How might these concepts integrate with and enhance the learning of the Disciplinary Core Idea?
Have them look at them in the NGSS site or at the slides and discuss these questions in their groups and be prepared to report back. Three groups three sections.
Share out with larger group what they discussed in response to the focus question.

17. Navigating the NGSS

18. Performance Expectation – What is Assessed
Explain each of the components for slides

19. Foundation Boxes

20. Connection Box

22. Navigating the NGSS Website
Use the guide to explore the NGSS website.

23. Instructional Sequence Tool Bundling Standards Tool
Examine and use tools that can be used to help understand the NGSS, plan instruction, and think about curriculum.
Identify the learning that scaffolds the abilities students need to meet NGSS Performance Expectations
Plan instruction that scaffolds the abilities students need to meet NGSS Performance Expectations
Transition from standards to coherent curriculum
PE Analysis Tool
Instructional Sequence Tool
Bundling Standards Tool

24. NGSS Performance Expectation Analysis - Purpose
Identify the learning that scaffolds the abilities students need to meet NGSS Performance Expectations

25. NGSS Performance Expectation Analysis
How does the research on teaching and learning, core explanatory ideas, and the practice of science and engineering come together to scaffold and determine a Performance Expectations from the Next Generation Science Standards?

26. NGSS Performance Expectation Analysis - Concept
Identify the Science and Engineering Practices, Disciplinary Core Ideas, and Crosscutting Concepts required to meet a Performance Expectation
Examine the K-12 Learning Progression for the DCI
Use the Framework and Misconception research to identify important “supporting ideas” that students will need know.
Think about using multiple Science and engineering Practices during instruction to scaffold and deepen learning.

27. Disciplinary Core Idea PS 4 Waves and Their Applications in Technologies for Information Transfer
From PS4, we’ll analyze the Performance Expectations at grades 1, 4, and Middle School that assess the component idea PS4.A (Wave Properties)

28. PE Analysis Tool Wrap Up
How did this analysis of a single PE deepen your understanding of the content and conceptual shifts of the NGSS?

29. So, what does this look like in the classroom?
Anchoring Event and Gathering Ideas Discussion
Investigation
Making Meaning Discussion
Goal: Examine and experience how the NGSS can play out in instruction: DCIs, practices of argumentation, explanation, modeling,

30. The Inquiry Learning Cycle
We talked earlier about why practices.
One idea is that it helps us with the multiple definitions of inquiry. It also extends and expands what we want students to engage in to develop understanding. Inquiry is one form of scientific practice and inquiry investigations can utilize many other science practices.
With that in mind, it is useful to have some instructional models for inquiry.
Here is one that many are familiar with (go through it)

31. The Purposes of the Four Stages of the Inquiry Learning Cycle
Engage: to provoke curiosity, questions, connections to prior experience, and ideas
Design and Conduct Investigations: to focus on a question, plan and implement investigations
Draw Conclusions: to analyze and synthesize data, make claims based on evidence, and explain
Communicate: to convey what has been done and learned to others

32. The Inquiry Learning Cycle
Gathering-Ideas Discussions Occur Here
The Inquiry Learning Cycle
Giving students opportunities to engage in carefully planned large and small group discussions is a key part of inquiry based instruction (and is often overlooked).
Gathering Ideas Discussions
Making Meaning
Making-Meaning Discussions Occur Here

33. Anchoring Event 3 Common Problems for students when learning science:
Series of seemingly unrelated lessons
Not clear on why doing the science activities.
Don’t see how relates to everyday lives or how can be used to learn science ideas.
Anchoring Events:
an event or process that is puzzling and also challenging to explain.
Has an underlying causal explanation
Windschitl (2012) Identifying Anchoring Events.
Without elements like group discussions and ways to connect ideas, promotes disjointed learning
three very common problems for students trying to learn science:
Students often experience instruction as a series of unrelated and isolated lessons, one after another. They don’t understand how readings or new concepts fit in with bigger science ideas
They don’t know why they are doing particular science activities—when asked they will say “Because the teacher wants me to.”
They don’t see how science relates to their everyday experiences or how their lived experiences can be used as resources to help them and others learn important science ideas. The root of all three of these problems is that there is nothing on the horizon for students to focus on. There is no genuine puzzlement, interest, or larger learning goal that they are aware of.
. So, another approach is that of Model Based Inquiry which includes much more than just the inquiry investigations that are reflected in the previous model.

34. Model Based Inquiry Big Idea and Anchoring Event
Eliciting and Utilizing Initial Ideas
Making Meaning and sense of activity
Developing evidence based explanations
Windschitl, et al 2012

35. Gathering Ideas Discussions
Model Based Inquiry
Big Idea and Anchoring Event
Eliciting and Utilizing Initial Ideas
Making Meaning and sense of activity
Developing evidence based explanations
Making Meaning Discussions
Gathering Ideas Discussions
Windschitl, et al 2012

36. Anchoring Event: Sound
Breaking Glass

37. Initial Model/Explanation
Draw your model of what they think is happening with the wine glass.
Consider using a Before, During, and After Model

38. Norms/Expectations
Listen respectfully
Take turns
Stay focused on the discussion topic
Respond to one another
Build on one another’s ideas
Challenge and disagree respectfully
Defend ideas

39. Gathering Ideas Discussion:
Why do you think sound is capable of breaking the glass and what kinds of sound might be able to do this?

40. Discussion Prompt: Gathering-Ideas Discussion
With a partner, discuss the following:
What do you think was the purpose of the discussion?
How did the facilitator support active participation and science reasoning?

41. Gathering-Ideas Discussions
Purposes
to elicit and activate prior knowledge
to generate and share experiences, ideas, questions, and wonderings
to provoke curiosity
to prepare for the investigation at hand
Key Characteristics
are open-ended
focus on a science topic or idea
begin with a statement or productive question

42. Investigation Question
What evidence can we find that sound travels through different forms of matter?
The Investigation Process do
observe
discuss
record

43. Drawing Conclusions: Some Definitions
Conclusion: Includes a claim with the supporting evidence, followed by a possible explanation, new question, speculation, and/or idea for next steps.
Claim: A brief concise statement about the phenomenon that can be supported by evidence from the collected data.
Evidence: Selected data that can support a claim.
Explanation: An investigator’s current thinking (may be very tentative) that explains why something might happen the way it does.
As a group: Bring a Claim, Evidence and Explanation to the Scientist Meeting.

44. Homework
“Trying it Out” – Anchoring Event and Gathering Ideas Discussion
Readings (will be on website):
Fulton, L. and Poeltler, E. (2013) Developing a Scientific Argument: Modeling and practice help students build skills in oral and written discourse. Science and Children. Pp
Brodsky, L.; Falk, A.; Beals, K. (2013) Helping Students Evaluate Evidence in Scientific Arguments. Science Scope pp
Schwartz, Y., Weizman, A., Fortus, D. Sutherland, LA, Merritt, J and Krajcik, J (2013). Talking Science: Classroom Discussions and their role in Inquiry Based Learning Environments. Science Teacher. Pp
Bybee, R. (2011) Scientific and Engineering Practices in the K-12 Classroom. Science and Children. Pp